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Honors Literary Analysis and Composition I, Part 2 (ENG104B)

Honors Literary Analysis and Composition I, Part 2 (ENG104B)

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Quick Overview

K12 High School Literary Analysis and Composition I challenges students to improve their written and oral communication skills, while strengthening their ability to understand and analyze literature in a variety of genres. Students enrolled in this course will work on independent projects which will enhance their skills and challenge them to consider complex ideas and apply the knowledge they have learned. This is the second semester of ENG104.

Teacher-Led Course (one-time payment)   $450.00

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Course Overview

K12 High School Literary Analysis and Composition I challenges students to improve their written and oral communication skills, while strengthening their ability to understand and analyze literature in a variety of genres. Students enrolled in this course will work on independent projects which will enhance their skills and challenge them to consider complex ideas and apply the knowledge they have learned.

Literature: Students read a broad array of short stories, poetry, drama, novels, autobiographies, essays, and famous speeches. The course guides students in the close reading and critical analysis of classic works of literature, and helps them appreciate the texts and the contexts in which the works were written. Literary selections range from the Greek tragedy Antigone to Shakespeare's Romeo and Juliet to contemporary pieces by authors such as Annie Dillard and Maya Angelou.

Language Skills: Students broaden their composition skills by examining model essays in various genres by student and published writers. Through in-depth planning, organizing, drafting, revising, proofreading, and feedback, they hone their writing skills. Students build on their grammar, usage, and mechanics skills with in-depth study of sentence analysis and structure, agreement, and punctuation, reinforced by online activities (Skills Updates). Student vocabularies are enhanced through the study of Greek and Latin root words, improving students' ability to decipher the meanings of new words.


Course Outline


Students will read writings from diverse traditions, including poetry, drama, autobiography, short stories, and novels, with an emphasis on literary classics. Lessons help students develop skills of close reading by showing how to "read between the lines," both analyzing formal features of literary works and asking appropriate interpretive questions. Many lessons provide background information to help students connect the work to the historical or biographical context.

Readings include:

Novels (choose any one of the following)

  • Animal Farm by George Orwell
  • Jane Eyre by Charlotte Bronte
  • Lord of the Flies by William Golding
  • A Separate Peace by John Knowles
  • A Tale of Two Cities by Charles Dickens
  • To Kill a Mockingbird by Harper Lee
  • The Yearling by Marjorie Kinnan Rawlings


  • Romeo and Juliet by William Shakespeare
  • Antigone by Sophocles

Autobiography (choose one)

  • Anne Frank: The Diary of a Young Girl
  • Narrative of the Life of Frederick Douglass

Short Stories

  • "The Glass of Milk" by Manuel Rojas
  • "To Build a Fire" by Jack London
  • "The Secret Life of Walter Mitty" by James Thurber
  • "The Piece of String" by Guy de Maupassant
  • "The Tell-Tale Heart" by Edgar Allan Poe
  • "The Lottery" by Shirley Jackson
  • "The Lady or the Tiger" by Frank Stockton


  • "A Cub Pilot" from Life on the Mississippi by Mark Twain
  • From "Barrio Boy" by Ernest Galarza
  • "No Gumption" by Russell Baker
  • From I Know Why the Caged Bird Sings by Maya Angelou


  • To Everything There Is a Season
  • "Spring and Fall" by Gerard Manley Hopkins
  • "in Just-" by E. E. Cummings
  • "July" by Susan H. Sweet
  • "To Autumn" by John Keats
  • "The Snowstorm" by Ralph Waldo Emerson
  • "It sifts from leaden sieves" by Emily Dickinson
  • Voices and Viewpoints
  • "Rainy Day" by Henry Wadsworth Longfellow
  • "Invictus" by W. E. Henley
  • "We Real Cool" by Gwendolyn Brooks
  • "The Negro Speaks Rivers" by Langston Hughes
  • "Mending Wall" by Robert Frost
  • Sonnets 18 and 29 by William Shakespeare

Poetry of Ideas

  • "I dwell in Possibility" by Emily Dickinson
  • "Will there really be a 'Morning'?" by Emily Dickinson
  • "Ozymandias" by Percy Bysshe Shelley
  • "Do Not Go Gentle into That Good Night" by Dylan Thomas
  • "The Charge of the Light Brigade" by Alfred Lord Tennyson
  • The Battle of Blenheim" by Robert Southey

Partial List of Skills Taught:

  • Describe characters based on speech, actions, or interactions with others.
  • Demonstrate knowledge of authors, characters, and events of works of literature.
  • Identify, analyze, interpret and discuss the following elements of literature: Character traits and motivations, Allusions, conflict and resolution, irony, figurative language, imagery, and sensory language, point of view, author's attitude or tone, climax
  • Identify, analyze, and discusselements of a drama.
  • Identify analyze, and discusselements of a short story.
  • Identify, analyze, and discuss theme in literary works.
  • Identify cause and effect relationships.
  • Make inferences and draw conclusions.
  • Recognize the effect of setting or culture on a literary work.
  • Recognize use of language to convey mood.
  • Discuss author's purpose and analyze literary devices used to accomplish it, including language, organization, and structure.
  • Compare and contrast literary characters and selections.


In this writing program, students practice writing essays in various genres and Many units use the literature lessons as a springboard and thereby reinforce the connection between reading for meaning and writing to communicate one's own ideas. Students learn the form and structure of a variety of essays they will encounter in their academic careers including: memoirs (narrative), literary essays, compare and contrast essays, research papers, and descriptive writing, and arguments. In writing each essay, students go through a process of planning, organizing, and revising, and they learn to examine their own writing with a critical eye, paying attention to ideas, organization, structure, style, and correctness. Throughout the course, students write in response to prompts similar to those they will encounter on standardized tests.


  • Analysis of a Memoir: Examining Mark Twain's "A Cub Pilot"
  • Planning a Memoir
  • Writing a Memoir I
  • Writing an Memoir II
  • Revising a Memoir
  • Proofreading a Publishing a Memoir


  • What Is an Argument?
  • Recognizing Logical Fallacies and Emotional Appeals
  • Choosing a Topic and Gathering Information
  • Planning and Organizing the Argument
  • Writing an Argument
  • Revising an Argument
  • Proofreading and Publishing an Argument

Research Paper

  • What Is a Research Paper?
  • Taking Notes I
  • Taking Notes II
  • Organizing the Information
  • Writing a Research Paper I
  • Writing a Research Paper II
  • Creating a Works Cited Page
  • Revising a Research Paper
  • Proofreading and Publishing a Research Paper
  • Revising
  • Bibliography
  • Proofreading
  • Publishing

Literary Essay: Theme

  • What Is a Literary Essay About Theme?
  • Planning a Literary Essay About Theme
  • Writing a Literary Essay About Theme
  • Revising a Literary Essay About Theme
  • Proofreading and Publishing a Literary Essay About Theme

Literary Essay: Compare and Contrast

  • What Is a Compare and Contrast Essay About Literature?
  • Planning a Compare and Contrast Essay About Literature
  • Organizing a Compare and Contrast Essay About Literature
  • Writing a Compare and Contrast Essay About Literature
  • Polishing a Compare and Contrast Essay About Literature

Great Speeches and Oratory

  • Reading, Listening to, and Analyzing a Speech I: The Gettysburg Address
  • Reading, Listening to, and Analyzing a Speech I: I Have a Dream
  • Planning a Speech
  • Writing a Speech
  • Revising a Speech
  • Practicing and Delivering a Speech

Descriptive Essay

  • Lesson 1: Seeing with the Mind's Eye: Beauty
  • Lesson 2: Seeing with the Mind's Eye: Nature
  • Lesson 3: Seeing with the Mind's Eye: Wonders
  • Lesson 4: Planning a Descriptive Essay
  • Lesson 5: Recognizing Descriptive Language
  • Lesson 6: Writing a Descriptive Essay I
  • Lesson 7: Writing a Descriptive Essay II
  • Lesson 8: Your Choice (Mentor Assignment)
  • Lesson 9: Revision and Conference Day
  • Lesson 10: Polishing a Descriptive Essay


K12's GUM course addresses and provides reinforcement activities in sentence analysis, sentence structure, and proper punctuation and other important topics. Optional materials are available for students who need to review concepts that should have been mastered prior to this course. Skills updates, frequent exercises, cumulative reviews, and regular practice help students absorb the rules so they can confidently apply them in their own writing. The Barrett Kendall Language Handbook provides exercises and a ready resource for grammar rules and conventions.


K12's Vocabulary program uses the Vocabulary from Classical Roots program (from Educator's Publishing Service) to build knowledge of Greek and Latin words that form the roots of many English words. The purpose of the program is to help students unlock unlock the meanings of words from classical roots, not necessarily to memorize lists of difficult or obscure vocabulary words. These polysyllabic words are those that frequently cause students to stumble and often appear on standardized tests. Throughout this program, students will define and use words with Greek and Latin roots, and use word origins and derivations to determine the meaning of new words, as they increase their own vocabularies and develop valuable test-taking skills.


Additional Information

Course Length 4 Months
Prerequisites N/A
Course Materials

Many K12 courses utilize physical materials in addition to the online content.  These materials may include the following.

Standard Kits

STANDARD kits contain K12 course materials that are required for completion of the course.  These kits include K12 authored materials and/or difficult to procure materials that a student needs to complete a course. Printed reference guides are not included in Standard kits.


CONSUMABLE kits contain only those materials from the standard kit that are intended for one time use. Families who purchase a Standard kit for Child A could later purchase a Consumable kit for Child B to complete the same course.


Offered for added convenience, ADDITIONAL kits contain easily obtained materials needed for the course which a family may already have in their home. 

Coach and/or Student Reference Guides are available for purchase with some courses.  Electronic versions of these reference guides are also available within digital courses.

Course Start Date

Courses Taught by a K12 Teacher

Courses with a teacher have designated start dates throughout Fall, Spring, and Summer. Full-year courses last 10 months and semester courses last 4 months. Courses are taught by teachers in K12 International Academy. For details on start dates, click here.

Teacher Assisted Yes, this course is taught by a K12 International Academy teacher. If you are looking for a teacher-supported option with additional flexibility and year-round start dates, click here to learn about the Keystone School, another K12 online private schooling option.
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To use this course, you'll need a computer with an Internet connection.  Some courses require additional free software programs, which you can download from the Internet.

Hardware and Browsers (Minimum Recommendations)

Windows OS

  • CPU: 1.8 GHz or faster processor (or equivalent)

  • RAM: 1GB of RAM

  • Browser: Microsoft Internet Explorer 9.0 or higher, Mozilla Firefox 10.0 versions or higher, Chrome 17.0 or higher

  • At this time our users are encouraged not to upgrade to Windows 10 or Edge (the new browser)


Mac OS

  • CPU: PowerPC G4 1 GHz or faster processor; Intel Core Duo 1.83 GHz or faster processor

  • RAM: 1GB of RAM

  • Browser: Firefox 10.0 versions or higher, Chrome 17.0 or higher (Safari is not supported!)

Internet Connections

It is highly recommended that a broadband connection be used instead of dial up.