Freshmen students take English 1 or English 1 Honors.
A national score of 85% on HSPT reading is required for placement into honors. The main difference between the courses lies in pacing, independence, and depth of analysis. English 1H moves at a more accelerated pace with fewer practice opportunities before assessments, requires more independent reading (30-50 pages nightly vs. 20-30 pages in English 1), and expects students to develop original analytical arguments with minimal guidance. Both courses cover essential foundations in reading and writing, but 1H approaches literature more rigorously from the start.
Frequently Asked Questions
| What are the main differences between English 1 and English 1 Honors? |
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The main differences lie in pacing, independence, and depth of analysis. English 1H moves at a more accelerated pace with fewer practice opportunities before assessments, requires more independent reading (30-50 pages nightly vs. 20-30 pages in English 1), and expects students to develop original analytical arguments with minimal guidance. Both courses cover essential foundations in reading and writing, but 1H approaches literature more rigorously from the start. |
| How do high school English expectations differ from middle school? |
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High school English represents several shifts from middle school:
The transition can initially challenge freshmen, but both English 1 and 1H provide practice opportunities to develop required skills before major assessments. Students who actively engage with practice assignments and seek teacher feedback early in the learning process (such as during Collaboration periods) typically experience a smoother transition to high school English expectations. |
| How can I determine if I am ready for English 1 Honors? |
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Successful English 1H students are intellectually curious learners who master new academic skills after just 1-2 practice opportunities. They craft sophisticated analytical essays based on original arguments they independently develop, efficiently incorporate teacher feedback, maintain strong organizational habits, and view challenging literary study as an opportunity for intellectual growth. Consider English 1H if you:
English 1 might be more appropriate if you: prefer more time to develop and practice new skills; benefit from structured guidance in analytical writing; want to build confidence in presentation skills; enjoy contemporary literature more than classics; read at a pace of 20-30 pages per night; or benefit from teacher progress checks on long-term assignments. |
| What type of student typically succeeds in English 1 Honors? |
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Successful English 1H students are intellectually curious learners who master new academic skills after just 1-2 practice opportunities. They craft sophisticated analytical essays based on original arguments they independently develop, efficiently incorporate teacher feedback, maintain strong organizational habits, and view challenging literary study as an opportunity for intellectual growth. |
| When might English 1 (non-honors) be a better fit for my student? |
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English 1 might be more appropriate if your student: prefers more time to develop and practice new skills; benefits from structured guidance in analytical writing; wants to build confidence in presentation skills; enjoys contemporary literature more than classics; reads at a pace of 20-30 pages per night; or benefits from teacher progress checks on long-term assignments. |
| How do students typically adjust to high school English expectations? |
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The transition can initially challenge freshmen, but both English 1 and 1H provide practice opportunities to develop required skills before major assessments. Students who actively engage with practice assignments and seek teacher feedback early in the learning process (such as during Collaboration periods) typically experience a smoother transition to high school English expectations. |
| Student Voices: Current English 1H students were asked, “What advice do you have for freshmen trying to discern whether or not English 1H is the right class for them?” |
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Additional Placement Considerations
For both English 1 and English 1H students, the transition to high school English represents several shifts that can initially challenge freshmen. Some students experience frustration when moving from primarily in-class reading to managing independent reading schedules with objective comprehension quizzes. Additionally, the shift from effort-based to skills-based grading often surprises students who are accustomed to receiving grades primarily for completing work. In high school English, assignments are assessed on demonstrated mastery of specific skills rather than just completion. Writing expectations also increase substantially - while middle school may have emphasized personal reflection or creative expression, high school analytical writing requires evidence-based arguments and deeper textual analysis. Students sometimes struggle with this transition from sharing opinions to defending analytical claims with specific evidence.
To support this adjustment, both English 1 and 1H, provide practice opportunities that allow students to develop these skills before major assessments. One of the distinctions between 1 and 1H is the number of practice opportunities where 1H generally have fewer due to the accelerated nature of the course.
Students in English 1 and 1H are encouraged to view practice assignments as valuable learning opportunities and to seek teacher feedback during the learning process, such as during Collaboration, rather than waiting until after receiving grades on major assessments. Students who actively engage with practice assignments and request clarification early in the learning process typically have a smoother transition to high school English expectations.
Both English 1 and English 1 Honors provide essential foundations in reading and writing that prepare students for their remaining high school years. The analytical terminology and skills learned in either course will benefit students across all subject areas.
English 1H is designed to challenge students who feel willing to take an academic risk in pursuit of a more rigorous approach to literature, and as such students are expected to adjust to reading and writing at an advanced level from the start of the course. This adjustment takes time, and isn't necessarily an indicator of future success.
How Can We Help?
Whether you’re looking for more information about enrollment, events, or next steps, our Admissions Team is happy to support you. Don’t hesitate to reach out — we’re excited to welcome you to the Saint Francis community and walk with you every step of the way.
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Simon Raines |
Katie Mitchell '08 |
Theresa Mattson |