April 17 - 27, 2017

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LONdon, Barcelona and paris 2017  

Quick Links

Link to District Curriculum 

Culture & Climate Team


Ms. Jalyn E. Lyde

973-321-0520 ext.10521

Teacher in the school

Mr. Claude Wilson

973-321-0520 ext.10520

Anti-Bullying Specialist

Michelle Van Hoven

973-321-0520 ext.52137

64 out of 78
District ABR Score
59 out of 78

Link to District ABR Report

T.J. Best,
District Anti-Bullying Coordinator


Welcome to the communication arts department

The Communication Arts develops the students' ability to write well in a variety of contexts.

our staff

Collin Boyle
(Communication Arts Teacher)

Carl Lauricella
(Communication Arts Teacher)

Communication Arts Classes

1. Foundations of Writing/ Writing Lab I

Foundations and Lab are treated as two separate courses; however, they are dependent on each other. This is a required introductory course for the creative writing major. Students will be introduced to the writing process and to the various writing genres. Emphasis is placed on giving students the variety of reading and writing experiences necessary to the developing writer. Vocabulary development, exposure to writing models, writing outlines, elements of the genres, composition, and publishing will be presented. Application and production will take place in the lab. Contributions to essay and writing contests fairs, and school publications are required.

2. Creative Writing/ Writing Lab II

Creative Writing and Lab are treated as two separate courses; however, they are dependent on each other. Creative Writing further refines and develops the writing skills and training mastered in the foundations course. Continued exposure and experience with all writing genres takes place. Students are encouraged and expected to select a primary and secondary literary genre as a specialization. The course concentrates on developing longer, more elaborate and creative pieces. Research is emphasized and a writing portfolio is generated. Application and production takes place in the lab. Contributions to essay and writing contests, fairs, and school publications are required. The literary arts magazine, WINGS, emanates from this class.

3. Journalism I

Journalism I is an introductory course in the field of Journalism and Broadcasting. Students are introduced to the variety of writing modes and techniques used in the media arts. News gathering, arrangement and organization of news, photography, graphics, art, layout and design are taught. Copy and editing skills are developed. News writing, feature writing, editorial and sports writing are also taught. Material is also applied to broadcasting. The school newspaper, SPOTLIGHT, is developed this class. A writing portfolio is maintained. This class also begins initial training in broadcasting and yearbook production. Computer experience in reference to production begins. Contribution to writing and essay contests, fairs, and the school literary magazine, WINGS continues. Career study and research are required.

4. Journalism II

Journalism II refines the skills and techniques taught in Journalism I. Procedures, techniques, and writing modes are channeled to the production of PEGASUS, the school's yearbook. Students bring all of their writing and journalism skills together in this production. Practical skills working with an outside publisher are developed and a writing portfolio is maintained. Students also contribute to writing contests, fairs, and the literary magazine. Career study and research are required.

5. Communication Arts Audition Criteria


At the scheduled writing audition students must submit a portfolio containing the following original materials:

A) A poem

* 10-20 lines

* does not have to rhyme

* can convey a feeling, describe a problem, or express an idea

B) A short story

* 20-60 sentences long

* at least two characters

* should include passages of description of setting, dialogue, and general narrative of the story line

* a conflict in the story should be resolved by the story's end

C) An editorial on a current topic

* 10-20 sentences long

* the first one or two sentences may state a problem and thereafter, each other sentence should contain original thought persuading the reader to either the pro or con side of an issue

* the editorial may end with a concluding statement

* should not be 9-19 sentences restating the fact of some well-known issue concluding with, "I think this is bad (good)"

* appropriate topics would be an issue relating to school, Paterson, or some current topic in the news (Please have your student refrain from using the much overworked abortion or drugs issues.)

D) A letter from a current language arts teacher assessing student writing skills (strength and weakness).

E) Copies of published or contest winning pieces.