Can homeschool families use these literature courses as a complete year of high school English?
Each family must refer to any applicable requirements for their state or ISP. However, when used with the writing assignments, vocabulary study, and grammar review, the courses have been used to fulfill requirements for public and private ISP and charter homeschool programs. The rigorous reading and writing requirements should meet or exceed the requirements of all programs, but if you have additional needs for your ISP, please contact me via email for assistance. Independent homeschool families can rest assured that these courses cover the critical thinking, problem solving, and analytic skills stressed at a rigorous high school level. The range and complexity of the texts, the reasoning and evidence-gathering required by the writing assignments, and the inferential and comprehension skills honed by the quizzes are designed to be challenging but intriguing to every student. I would be happy to apply to be a vendor through your charter program. Please contact me at cara@redcouchreading.com with the specifics of contact information, etc., and I will do so as soon as is practicable.
What is the suggested order of the courses for high school?
I suggest that every high school student begin with the Intro To Literature course, unless they have previously completed a course that explains literary analysis at length. After that, the courses are interchangeable. My feeling for reading and comprehension level would suggest that the American Literature come next, and British Literature after that. World Literature, with its beginnings in The Inferno, would be my suggestion for the last course of literature. However, if the student has excellent reading and writing skills, the final three courses may be used in any order.
What is your approach to literature in these courses?
There are many ways to teach literature, and every single one of them has pros and cons. In my courses here at the Red Couch Reading Room, I teach literature surveys, which I believe are the best literature foundation for the high school years. In college, some students may choose to pursue single author courses, or take such courses as 17th century poetry or 19th century drama. However, literature survey courses - reading intensive and broad in historical scope - help students to build a framework into which they can place all subsequent encounters with literature. I try to help students develop an understanding of the historical and social context of literature development. Each week we discuss the chapters they have just read, and in each lesson I will preview the reading for the week ahead. Many students - particularly those with a more logical, math & science bent, find the abstract nature of literature unfamiliar. If these students are left to read books with complex structures and themes without further guidance, they may become discouraged and decide that they simply 'don't get' literature. I have had many students write to thank me for my approach. Between the video discussions and the study guides the students work through each week, they are able to discover themes, symbolism, and characterization more successfully.
My student has reading difficulties. Is there any way for my student to be successful in literature?
Absolutely. I have had many students with reading difficulties work through the courses. The key is to use audio texts for the longer works, and to use a text to speech program for the shorter works. The student may find it helpful for the parent/teacher to read the poems with them. Then, any reading comprehension quizzes and study guide work may be completed orally with the parent/tutor.
Are the Red Couch Reading Room literature courses "Christian" courses?
Well, I (Miss Cara) am a Christian. But, while the courses are designed to explore all facets of the literature, I do not teach any theology or doctrine as such. Some doctrinal explanation comes up necessarily, when relevant to particular works (such as Dante's Inferno or the works of Puritan New England). Many classic works come from a Christian worldview, and that fact is explored and discussed in a compare/contrast manner. Likewise, when the worldview presented by the author diverges from that cultural norm, that is also discussed as a matter relevant to literature. So, no, the courses are not meant to teach Christianity, but neither do I shy away from pointing out the obvious references to faith throughout classic literature. My goal is for parents and students to explore literature together, including how it intersects with faith, using these courses as a launching point.
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