The English curriculum is designed to help students broaden their experiences through reading, writing, and presentation. Various levels of Advanced Placement (AP), International Baccalaureate (IB), Honors (H), and standard courses allow each student to be challenged at his or her own pace. All genres are offered in these disciplines, affording students the opportunity to experience the differences between fiction, non-fiction, novel, short story, drama, poetry, and essay. Process writing is used to encourage students to revise material, to refine their understanding of grammar and mechanics, and to place an emphasis on mastery. Classes are discussion based and assignments are often individually crafted, allowing students to express their own creativity and insights while honing their skills in critical analysis of literature.
Traditionally offered to eleventh-graders, students in this course read literary selections from various American eras. Essays, plays, poetry, novels, and short stories from Exploration, Colonial, Native American, and Industrial periods parallel what is offered in history. Students learn to work more independently, focusing on critical thinking skills, oratory techniques, and the art of thesis writing using credible support. Additionally, participants receive preparation for both the SAT and ACT.
Traditionally offered to seniors and postgraduates, AP English Language may be taken after conferring with the student’s advisor, English teacher, the Department Head, and the Director of Studies. The primary goal of the course is to develop students’ skills in analyzing rhetorical modes and strategies. Students learn to identify specific persuasive techniques used in selected pieces of fiction, nonfiction, and essays. They also become comfortable designing their own effective analytical and persuasive writing. In short, the class is about making an argument. Class reading primarily features a variety of short nonfiction pieces, as well as a few select novels. The Advanced Placement English Language and Composition exam is mandatory for all those who take this course. In preparation for the AP test, segments of AP practice assessments are frequently used to monitor progress and home skills specific to the test. The work is challenging, intellectually stimulating, and requires a student’s best effort to develop his or her independent thought and multiple frames of reference. Discussion inside and outside the classroom is a vital means of testing ideas and supporting progress.
Designed for postgraduate students, this course emphasizes writing and analysis with a focus on exploration of self, community, and the globe. Students work to develop an appreciation of reading through the analysis of a wide range of texts, with an emphasis on cur- rent, modern literature. Texts are supplemented by a variety of relevant films, periodicals, and news media. During the first semester, SAT and ACT preparation and college application essays are stressed. The students work to develop their own voice while furthering their skills to write creatively and effectively with an analytical mindset.
To ensure foundational academic, social, and personal skills necessary for success at New Hampton School, all freshmen participate in the Freshman Seminar. This course is divided into three sections and taught by a performing arts teacher, a health educator, the Director of Student Life, and the School Counselor. Each member of the freshman class receives instruction in: Public Speaking, The Basics of Mindfulness and Health, and Identity Exploration. The first week of class is devoted to technological applications coupled with stress management and community building exercises. This course is pass/fail.
What can contemporary genre fiction teach us about life in the 21st century? In this course, students will examine their daily lives through the lens of current SF and fantasy literature. Themes will include self-representation in online environments, how we make and identify our friends when we never see them face to face, how we define happiness, and how we make choices about what to do with the power to which we have access. Over the course of the semester, students will analyze the texts we read through discussions and persuasive essays. The class will culminate in an independent short story writing project.
What does it mean to be contemporary? What is the work of a writer in the 21st century? What is your own project as a writer of this period? As a reader? These are some of the questions that will guide students’ progress through this course. Reading the work of contemporary women writers in a variety of genres and producing their own creative pieces simultaneously, students will begin to articulate for themselves what they value in writing that is of their time. The format of the class will be evenly split between literary discussion and writing workshop. Readings may include material from current literary magazines and from collections published within the last decade. Assessments will involve creative work, analytical writing, oral expression, and collaboration.
This course is intended to introduce students to the habits, traditions, and techniques of creative writing. Through reading examples of fiction, creative nonfiction, and poetry, students will be exposed to different approaches, styles, and possibilities for subject matter. The format for the class is a workshop in which students learn to give and receive specific, constructive feedback on one another’s writing. During the semester, the class will also meet (virtually or in person) with professional writers who will share their experiences with the group. Through exercises, journal entries, and final pieces, students will begin to develop their own writing and revision processes. Learning to look at the world as writers do and to communicate their own unique perspective will guide students’ progress through this class. The course will culminate in a final portfolio which will include 5-‐6 polished pieces and a writer’s statement.
This course aims to analyze the specific literary devices that authors use to convey suspense and mystery in short story form. How do authors pack so much into such a short work of fiction? By looking at foreshadowing, figurative language, point of view, narration style, historical context, and connecting evidence, students will explore and analyze the structure and style that authors use in order to hook their readers. These short stories come from a variety of countries and time periods. Students will gain a knowledge of what it takes to plan a short piece of fiction by writing their own short story as a culminating assignment for the course, as well as analyzing literary devices specific to an author across multiple works. Students will also have the opportunity to demonstrate their own short story after studying the structure of oral presentation.
Literature, art, film, and music are outlets for society to express how they feel about current events. As a reader, listener, or viewer, we may turn to these mediums to escape the world. As the creator, we may find relief in producing a poem or song that candidly describes how we feel about the world we live in. Senior and postgraduate students in “The Beat Goes On” will uncover how young people reacted to significant world events to leave an enduring message that still resonates with individuals today. The preservation of their voice, both literally and figuratively, will be an important point of class discussion throughout our semester of study in this one term elective. Engaging in interdisciplinary learning, students will develop a comprehensive understanding of the origins of the Beatniks in the United States and why this group developed as an important voice in America. As we chronologically read and listen to the poetry and novels of such prominent figures as Jack Kerouac, Joyce Johnson, Allen Ginsberg, LeRoi Jones (Amiri Baraka), Tom Wolfe, and Ken Kesey, we will simultaneously listen to the emerging jazz music and bebop of this era (Charlie Parker and Dizzy Gillespie) and draw connections between song lyrics, text, and the art of the 1950s-1970s. We will record our own reactions to these texts and songs through free writes, also working to write our own creative piece as a reaction to current events. By completing this course, students will understand how literature captures the response of society to particular historical events. Students will see that we can further our understanding of how people felt during a specific time period by listening to their voices as preserved in music and literature.
The course employs a comparative approach to illuminate the cross-cultural nature of human themes. Selections represent diverse genres, styles, themes, sensibilities, eras, cultures, and authorial aims and are intended to serve as a cross-section of world literature. Close readings and literary analysis skills will be practiced through oral presentation, discussion and writing about form, structure, style, characters, and themes employed by the author. Prerequisites: English II Honors and enrollment in the IB Diploma or Certificate Program.
The course employs a comparative approach to illuminate the cross-cultural nature of human themes. Selections represent diverse genres, styles, themes, sensibilities, eras, cultures, and authorial aims and are intended to serve as a cross-section of world literature. Close readings and literary analysis skills will be practiced through oral presentation, discussion and writing about form, structure, style, characters, and themes employed by the author. Prerequisites: English II Honors and enrollment in the IB Diploma or Certificate Program.
The course employs a comparative approach to illuminate the cross-cultural nature of human themes. Selections represent diverse genres, styles, themes, sensibilities, eras, cultures, and authorial aims and are intended to serve as a cross-section of world literature. Close readings and literary analysis skills will be practiced through oral presentation, discussion and writing about form, structure, style, characters and themes employed by the author. Prerequisites: English II Honors and enrollment in the IB Diploma Programme or IB Diploma Programme Course.
The course employs a comparative approach to illuminate the cross-cultural nature of human themes. Selections represent diverse genres, styles, themes, sensibilities, eras, cultures, and authorial aims and are intended to serve as a cross-section of world literature. Close readings and literary analysis skills will be practiced through oral presentation, discussion and writing about form, structure, style, characters and themes employed by the author. Prerequisites: English II Honors and enrollment in the IB Diploma Programme or IB Diploma Programme Course.
This course is an interdisciplinary requirement for IB Diploma Candidates intended to stimulate critical reflection on knowledge and experience gained outside the classroom.
This course is an interdisciplinary requirement for IB Diploma Candidates intended to stimulate critical reflection on knowledge and experience gained outside the classroom.
Traditionally offered to ninth graders, this course focuses on grammar, reading, and composition skills. Reading and writing selections are made on the basis of the student interest and reflection with an emphasis on adolescent literature, particularly as it pertains to independent boarding school life. From Homer to Shakespeare to modern short stories and poetry, students explore all genres. Study skills and organizational techniques are also emphasized. Within the framework of the Foundations of Learning, students apply their new knowledge of myths and journey narratives in a personal reflection on their own experiences.
Traditionally offered to ninth-graders, this course focuses on grammar, reading, and composition skills. Reading and writing selections are made on the basis of student interest and reflection with an emphasis on adolescent literature, particularly as it pertains to independent boarding school life. From Homer to Shakespeare to modern short stories and poetry, students explore all genres. Study skills and organizational techniques are also emphasized. Within the framework of the Foundations of Learning, Students apply their new knowledge of myths and journey narratives in a personal reflection of their own experiences.
Students may elect to the Honors section of this course after conferring with the Department Head and the Director of Studies. Using a thematic approach and often demonstrating their learning through projects and presentations, Honors students explore various genres of literature and modes of discourse with greater speed and depth than at the Standard Level.
Traditionally offered to tenth-graders, students in this course read literary selections from various European countries or those affected by European influence. Essays, plays, poetry, novels, and short stories from the Ancient, Medieval, Renaissance, Enlightenment, and Modern periods often parallel what is offered in history. Writing is an integral part of the English II curriculum, where students develop their skills in thesis construction and analytical support. The use of concrete language, the awareness of the connotative and denotative word values, and the integration of information in a concise and cohesive manner are paramount. As a means of exploring historical and cultural backgrounds, students engage in an interdisciplinary study based on chronological themes.
As a culmination of a student's experience in the classroom while at New Hampton School, World Literature and Composition offers students the opportunity to demonstrate and hone their critical thinking and analytical processing skills. Students use literature from around the world as a foundation for discussion and writing prompts that seek to prepare students for college-level discourse. Throughout the course of both semesters, students will pursue an intensive study of the writing process, addressing the four rhetorical modes of discourse: description, narration, exposition, and argument. Literary analysis skills are developed in conjunction with close, focused reading of multiple texts. Attention will also be given to the college essay and SAT/ACT preparation. Assignments will work to reinforce appropriate use of structure, syntax, audience, tone, personal voice, and point of view.
Students may elect the Honors section of the course after conferring with their advisor, English teacher, the Department Head, and the Director of Studies. Beginning with Classical Greece and continuing to the uncertainties of the post-moderns, students explore the human search for meaning as told through literature. A premium is placed on close reading skills, analytical writing, and interpretive, creative expression in the form of projects. Readings of 20 pages per night are not uncommon. Successful completion of this course is considered a prerequisite for enrollment in IB English SL or HL.
Faculty
LukeTobin
English Department Chair
603-677-3519
State University of New York at Potsdam - MA St. Lawrence University
Luke Tobin joined the New Hampton School community in 2010 and is the English Department Chair, teaching seniors in IB English 2. He is a graduate of St. Lawrence University and earned a Master's Degree in the Science of Education: Curriculum and Instruction, from S.U.N.Y. Potsdam. Luke grew up in the Adirondacks of New York state. The lakes, mountains, and beautiful scenery surrounding New Hampton School remind Luke of home.
Growing up, Luke spent his time playing hockey, soccer, and lacrosse. He continued his passion for sports at St. Lawrence University, playing soccer and club hockey. Luke lives in Red House with his wife, Anna. During the winter season he is the head coach for the competitive snowboard team. He also enjoys hiking, camping, motorcycles, fishing, longboarding, and writing poetry. He is grateful to be working at NHS, what he believes to be "such a positive, welcoming, and helpful community."
MeghanAronson
Co-Director of Fellowship Program, English Faculty
Meghan is originally from Maryland and has gradually made her way up the coast to New Hampshire. Meghan attended Gettysburg College for her BA in English (Phi Beta Kappa) and Dartmouth College for her MALS degree with a concentration in Cultural Studies. Meghan always envisioned living in New England and has made that dream a reality through her love of education as both a student and educator.
Meghan teaches in the English Department and especially enjoys helping her students hone their skills as writers. When she isn’t teaching, Meghan enjoys hiking with her dog and daughter, running, and practicing yoga. Meghan lives with her family in O’Connor House.
Sam grew up in New Hampton and graduated from New Hampton School in 1985. He went on to earn his BA from Colby College in 1989. After college, Sam lived in the Rocky Mountains, leading outdoor education programs and working in the ski industry. Upon returning to New Hampshire, Sam earned his MEd and taught locally for 15 years. He and his wife, Norah, designed and built a timber frame home in New Hampton where they live with their three children, Liam ‘16, Conor ’18 and Bridget ’20. Sam enjoys spending time with his family, telemark skiing, mountain biking, hiking, water sports and pursuing many other outdoor activities. Sam teaches European Literature and Composition and coaches the Mountain Biking and the Alpine Ski teams.
Prior to New Hampton School, Bo Cramer attended Bates College where he majored in English with separate educational concentrations in Economics and Philosophy. His undergraduate thesis critically examined satirical novels and how they view the interaction of gender and society. Also an independent school graduate, he understands the position and pressures of students on a very personal level.
Bo values the significance of every individual’s story and the importance of free expression. This is something he encourages students to share in the classroom so that they may better understand their own beliefs and voices. Outside the classroom, Bo enjoys staying active by playing golf, basketball, and surfing.
Kevin Driscoll '10 comes to New Hampton after graduating from Plymouth State University with a BS in English, where he also played three seasons on the varsity lacrosse team. Prior to his faculty appointment, Kevin served as a dorm parent at New Hampton in Draper House and as a substitute teacher at Thornton Elementary School. Kevin is from Holderness, New Hampshire. As a student at New Hampton, he played varsity soccer and was a captain of the men’s varsity lacrosse team. Kevin enjoys spending time on Squam Lake, engaging with the local community, snowboarding and spending time with coworkers and friends. Kevin works in the Academic Support Program, coaches soccer and basketball, and lives in Draper House where he is also a house parent.
Dillon was born and raised in Daytona Beach, Florida. He graduated from St. Lawrence University where he majored in History and Government and was a four-year member of the football team. In addition to teaching both 9th and 12th grade English, Dillon is a football and basketball coach, a dorm parent, and an advisor. Dillon loves boarding school life because of the countless opportunities it allows for him to form connections with students and other members of the community in a variety of ways, whether it be in the classroom, in athletics, and/or dorm life.
In his free time, Dillon enjoys reading both fiction and nonfiction, spending time on the water, and watching anything sports-related, especially football, basketball, and baseball. During vacations, he enjoys working on his golf game and saltwater fishing off the coast of Florida as much as possible. Dillon lives on campus in Rice House with his fiancé, Ellory.
CodyHeartz
English Faculty
University of Colorado - BA Warren Wilson College - MFA University of Wollongong - Master in Teaching
A New Hampshire native, Cody was raised in Concord before moving west to attend the University of Colorado. After graduating from CU with a BA in English, Cody went on to earn an MFA in Creative Writing from The Program for Writers at Warren Wilson College. While living in Australia, he also earned a Master of Teaching from the University of Wollongong. Cody teaches classes in the International Baccalaureate Diploma Programme and Creative Writing. He coaches soccer and alpine skiing.
Before starting a family and becoming a classroom teacher, Cody spent time writing and guiding in the mountains of Colorado, North Carolina, and Australia. He has a history of publication in both poetry and expository writing. Much of his work deals with the intersection of people, language and the natural world. The things he’s learned in the mountain about resilience, resourcefulness and responsibility inform his classroom practice. He is still an avid climber, skier, and mountaineer.
Cody returned to New Hampshire in 2018 with his wife, Alayna, and their two children, Luella and River. They spend as much time as they can reading, creating, and exploring together.
Anna joined New Hampton School’s faculty in 2016, teaching French and English. She was formally an Assistant Director of Admission for one year and the Assistant to the Director of Studies for two years; she is inspired to take her knowledge of the academic program and dedication to students to another level. A native of New York, she was an International Baccalaureate diploma candidate and went on to complete her Bachelor’s Degree in French Studies from Fordham University in 2010. She is currently working towards a Master’s Degree from Dartmouth College. Anna loves to go for runs and hikes in the summer and snowboard in the winter, so she’s thrilled to be able to spend time outdoors on New Hampshire’s lakes and mountains. She lives on campus with her husband and fellow adventurer and teacher, Luke Tobin, in Red House.
JamieSherburne
English Faculty
Niagara University - BA National University of Ireland Maynooth - MA
A New Hampshire native, Jamie graduated cum laude from Niagara University where she earned a BA in Secondary Education and was a member of the International Honor Society of Education, Kappa Delta Pi. After graduation, Jamie went on to teach English and Religion at Niagara Catholic Jr./Sr. High School.
While working on her master’s degree in Ireland, Jamie played professional basketball and was both a coach and mentor for elementary through high school youth. Jamie is currently an English instructor, head women’s basketball coach and assistant coach for women’s soccer.