2020 110 Woodbury Road Watertown, CT 06795-2100 860-945-7961 [email protected] Taftschool.Org/Summer SUMMER Table of CONTENTS

2020 110 Woodbury Road Watertown, CT 06795-2100 860-945-7961 Summerschool@Taftschool.Org Taftschool.Org/Summer SUMMER Table of CONTENTS

SUMMER 2020 110 Woodbury Road Watertown, CT 06795-2100 860-945-7961 [email protected] taftschool.org/summer SUMMER Table of CONTENTS

2 Top 10 Reasons to Attend 3 Welcome 4 Who Will be Teaching You? 6 Faculty & Interns 8 Academic Programs Young Scholars (5 weeks) Liberal Studies (5 weeks) Writers’ Lab (2 weeks) 16 Summer Life @ Taft 18 Q&A 20 Weekends 21 Community Service 22 The School’s Architecture 24 Sports 26 Major Courses: 100-Level 30 Electives: 200-Level 34 How to Apply 35 Application Forms 43 Golf Program IBC Additional Resources

MISSION TO EDUCATE THE WHOLE STUDENT

MOTTO NOT TO BE SERVED BUT TO SERVE (Non ut sibi ministretur sed ut ministret) TOP Reasons to Attend 10 Summer School Think big, think global: Time to RELAX can mean Meet new FRIENDS from challenging your advisor to a 10 13 states and 22 countries. game of ping pong at the Jig, sampling pizza in town, Increase your chatting with friends by the INDEPENDENCE in pond, watching a movie, 9 preparation for college. 4 or working out at the gym. Dynamic FACULTY: they’re TEST DRIVE boarding school. passionate about their 8 3 subject, committed to Your summer is all about teaching, and love what CHOICES: Be a chemist, a they do. You’ll get to know linguist, a star on the soccer them as teachers, coaches, field, a budding farmer, dorm parents, and advisors. a yogi, an artist, a writer, 7 a runner. One thing you The opportunity to GROW won’t be is bored. academically, physically, and emotionally. Want to work on your 2 GOLF game? We’ve got that covered, too. SMART 6 1 looks good on you. Expect to spend awesome WEEKENDS in New York City and Boston. Ride the roller coaster at Six Flags, catch 5 the latest movie, and shop ‘til you drop at the mall. In today’s world, there are ever increasing options in how young men and women can spend their summer. The Taft Summer School’s academic enrichment program is designed to broaden your horizons and to stimulate and encourage intellectual curiosity and growth.

At Summer School, we believe strongly that you should have CHOICES. To that end, we offer an individualized academic program, which enables you to further your academic progress by choosing a course of study that suits your personal needs and interests and allows you to hone your skills and deepen your understanding.

Beyond the classroom, you are provided with choices in other areas of life as well. From deciding which sport to play, to volunteer opportunities, to boundless extracurricular activities, being offered a myriad of options provides you with a sense of independence and the ability to control your success and happiness through the choices you make. The results are often “teachable moments” where you learn about the consequences of your actions in a safe and nurturing environment. Experienced and caring faculty mentors will work with you to explore your options and provide support, if needed.

Expect to be surrounded by passionate faculty and teachers who want to be here. Instructors, including some of the finest from the Taft faculty, share a love of learning with their students. The strength of the faculty lies in its ability to connect with you and help guide and support you and, when necessary, push you beyond your comfort zone.

You’ll have the unique opportunity to get to know your teachers outside of the classroom as coaches, chaperones, dorm parents, and advisors. These interactions, whether in the residential community, during field trips and group outings, or on the playing field, foster a personal connection that invigorates learning.

I invite and encourage you to look through the catalog and explore our website. At Taft, we feel fortunate to be able to offer our students this superb summer opportunity and hope that, after perusing our catalog and learning more about us, you will choose to be a part of it.

Thomas W. Antonucci Director

3 Will Be TEACHING You?

The Summer School faculty is selected based on their excellence in teaching and their commitment to young people. Most are chosen from the regular school year faculty and from other independent schools; in addition, several teachers from public schools join our faculty for the summer. We also select several outstanding college juniors, seniors, or recent graduates who are interested in a career in education to assist the faculty. These interns are mentored by senior teachers and work in all aspects of campus life. They are an essential part of the summer experience, and our students often form lasting friendships with these young adults. Your teachers and interns become your advisors, mentors, dorm parents, and coaches. They’ll meet you at the airport, accompany you on weekend trips, become your teammate, make popcorn and watch movies with you, but most importantly, they’ll push you to succeed. You will be assigned an advisor at the end of the first week of classes. This adult is a fantastic resource for you in all areas of life at Taft. The advisor will oversee your progress at Summer School and report to your parents in writing at the end of the program. In addition to the feedback from the advisor, parents can expect to receive a comprehensive grade report that will include a description of the work covered in each course, a report on the student’s progress, as well as achievement and effort grades. 4

bOZZIE PARENTE education from Teachers College, coach of Team New England for A graduate of the Hopkins School, Columbia University. Currently, the Under Armour Underclass Ozzie earned a bachelor’s degree Ozzie serves as the Dean of the All-American Games and is in molecular biology and biochem- Upper Middle Class and teaches affiliated with a number of youth istry from Wesleyan University. chemistry. He is the boys’ varsity club and showcase programs. In Ozzie was a four-year letter winner soccer coach and has coached addition to teaching English and and captain of the varsity soccer basketball, softball, and track and coaching lacrosse at Taft, Nic will team in college. During both his field at Taft. Ozzie currently does coach JV boys’ basketball and junior and senior years, he earned dormitory duty in ISP Dormitory live with his wife Ann, and their Academic All-NESCAC honors as and lives on campus with this wife, daughter, on HDT 5. well as Second Team Academic Lisa, and their daughter Penny. All-American honors. He also bKERRY BRACCO served as a physics teaching assis- bNICOLAS BELL Kerry returns to Taft after two tant in college. Prior to coming Nicolas Bell joined the Taft faculty years living and working in to Taft in 2009, Ozzie worked on as an English teacher and the boys' Colorado. While there, she facili- two separate research projects varsity lacrosse coach in 2016. tated psycho-educational groups at Yale-New Haven Hospital and Nic is a 2009 graduate of Brown and trauma informed care as a Massachusetts General Hospital. University where he received his Behavioral Health Counselor at At Yale, he participated in a B.A. degree in Modern American the Eating Recovery Center in research project to investigate History. Nic played varsity lacrosse Denver. Kerry graduated from the biomarkers of dietary calcium for four years at Brown. During Phillips Exeter Academy where insufficiency in inner city infants. At his senior year, he helped lead the she played varsity field hockey Massachusetts General Hospital, team to their first NCAA tourna- and lacrosse. While a student- he worked with a team to inves- ment berth in over a decade. After athlete at Dartmouth College, tigate the diagnostic capability receiving his degree, Nic joined the Kerry continued her field hockey of various antibodies present in faculty of the Blue Ridge School, career, co-captaining the team blood samples from patients who where he was recognized as the in her senior year. After earning were suffering from several types Virginia Independent Conference her BA in Anthropology from of kidney disease. Ozzie has served Coach of the Year. Nic joined the Dartmouth College in 2011, Kerry as the dean of students at Taft faculty of Trinity-Pawling School interned at the Smithsonian Summer School, where he also in 2011, where he served as an Museum of the American Indian has taught chemistry and algebra. English teacher, college counselor, in Washington, D.C. In 2013, Kerry In May 2014, Ozzie completed dorm parent and advisor, as well accepted a position at Taft where a master’s degree in science as the head coach of T-P’s highly she was a part of the first cohort competitive lacrosse program. In of fellows at Taft to complete a recognition of his success, Nic was two-year Master of Science in honored as the 2012 New England Education from the University “Thank you very much for the report card West Coach of the Year. Nic’s work of Pennsylvania. During her first and for this amazing experience. with youth lacrosse is expansive four-year stint at Taft, Kerry was My son gained so much at Taft and was very and well respected. He is the head an English fellow then teacher, happy. Please thank his teachers, coaches, staff and everyone who made my son’s education experience a memorable one.” Will Be TEACHING You?

cPARKER WASHBURN Parker is a graduate of Phillips Andover and Harvard University, where he majored in physics and rowed for Harvard’s historic and highly successful men’s heavy- weight crew program. In his senior year, Parker helped lead the varsity eight to a bronze medal at the IRA National Championships. Following Harvard, Parker was a teaching fellow and coach at Andover and taught physics and mathematics at Choate. For the past year, Parker trained with the admissions officer, varsity field of the Knights of Columbus Award Craftsbury Green Racing team hockey and varsity lacrosse assis- for outstanding achievement in in Vermont and rowed pairs at tant coach, and resident faculty the Spanish major. Jillian was also the international level. At Taft, he member in Congdon, USGD, and a member of the Salve Regina teaches four sections of physics, HDT. In her return to Taft, Kerry Environmental Club and Senior lives on HDT3, and coaches condi- led the Taft Summer School’s Challenge Committee, and spent a tioning and crew. two-week Writer’s Lab. During semester abroad in Seville, Spain. the regular school year, she will At Taft, Jillian teaches Spanish, cYEE-FUN YIN be the Community Wellness serves as Mid Class Dean, coaches Yee-Fun joined Taft in 2007 as a Coordinator, teach English, and field hockey and softball, and is photography teacher in the arts serve in admissions. Kerry will also the head of Vogelstein dormitory department. A graduate of Yale assist the varsity field hockey and where she lives with her husband, College, Yee-Fun founded an JV lacrosse teams while serving as Kevin, a math teacher at Taft. engineering consulting business the co-dorm head of Mac House specializing in process control and with her fiancé Matthew Mullane cKHALID TELLIS instrumentation for the utilities. and their dog Griswold. A graduate of Eaglebrook, Loomis He received a master’s degree in Chaffee, and Middlebury College, photography from the University cJILLIAN DANAHER Khalid came to Taft from Amistad of Hartford Art School in 2005 and A native of Watertown, Jillian Academy, a renowned charter has taught at Gateway Community earned her B.A. in Spanish from school in New Haven, Connecticut. College in New Haven ever since. Salve Regina University. More Prior to his time at Amistad, Khalid An active professional artist with a recently, she also earned a served with Teach For America in focus on documentary portraiture, master’s degree in Spanish from Mississippi. At Middlebury, Khalid Yee-Fun’s work has been featured Middlebury Language Schools. spent a semester abroad at the in regional art shows. Connecticut While at Salve Regina, Jillian University of Oxford at the Centre has been Yee-Fun’s home for was a member of the varsity field for Medieval and Renaissance more than 30 years. He currently hockey team for four years and Studies. While in Oxford, he was lives in Woodbury. He is a member captain for one year. She was a member of the Oxford Union of PhotoArts Collective, the named to the Commonwealth Society. Khalid is expected to Council of the Arts in New Haven, Coast Conference All-Academic graduate from Johns Hopkins the Westport Arts Center, and the Team for three years and was a University School of Education Washington Arts Association. member of the Chi Alpha Sigma with a Master of Science in Honor Society (the National Education in the coming months. College Athlete Honor Society). At Taft, Khalid teaches four She was inducted into the Sigma sections of English, lives on HDT2, Delta Pi Spanish National Honor and works with the debate team. Society, named to the National Fun Fact: Khalid considers himself Field Hockey Coaches Association an expert on all things “Hogwarts”. (NFHCA) All-Academic Team for His college thesis was based on four years, and was the recipient “Harry Potter”. 5 FACULTY 2019 Faculty LUCIA ADAMI TIMOTHY CARY* YUNA HUR* ZACHARY SHEMMS B.A., Brown University M.A., University of Connecticut; B.S., Brown University B.S., Southern Connecticut Video Production Fairfield University Mathematics State University Mathematics Art KATHRYN L. ALBEE CATHERINE G. MACKENZIE M.A., Tulane University; WILL CHRISTOFFERSEN B.A., St. Lawrence University AMBER STANGO University of Maine B.A., University of North Carolina- Humanities M.A., University of Hartford ESL/Latin Chapel Hill English English SAM MAHER KRISTIN ANTONUCCI B.A., Bates College KHALID TELLIS* M.S., University of Florida; MARC CIBELLI History B.A., Middlebury College James Madison University B.A., Skidmore College English/Dorm Head Director of Student Services History KATIE MCLAUGHLIN** 6 B.A., Colby College STEPHEN VANHOESEN THOMAS W. ANTONUCCI* JESSICA COLE Director of Athletics B.S., Hobart College M.A.T., University of New Hampshire B.S., University of Delaware Science Director Science LANDON MORIN B.A., Hamilton College MARIA SERENA VIALE NICOLAS BELL* TIMOTHY COREY Director of Student Activities M.A., Middlebury College; B.A., Brown University M.S., Thomas College SUNY Binghamton Dean of Students Science TESS O’BRIEN French B.S., University of Vermont DEBI BENDER SARA DEMARSILIS Foreign Languages PARKER WASHBURN* B.F.A., Temple University B.S., The George Washington University B.A., Harvard University Pottery Science CHARISSA PADGETT Science M.A., University of Connecticut; JULIA J. BOOTH AMY FEDA** Loyola University YEE-FUN YIN* B.A., Hamilton College B.A., Hobert and William Smith Psychology M.F.A., Hartford Art School, Humanities Colleges University of Hartford; Yale Science DONALD PADGETT* Photography KERRY BRACCO* M.S.T., Rutgers; University of M.A., University of Pennsylvania; THERESA HARDCASTLE New Hampshire BENJAMIN ZUCKER** Dartmouth M.A., Middlebury College; Mathematics B.S., John Hopkins University Writer’s Lab Kenyon College Mathematics Intern Coordinator ESTEBAN CABRERA-DURAN B.A., Swarthmore College English

* Current or former Taft School Faculty | **Taft Graduate

“I’ve been to Taft’s ice rink during some of my hockey games, but when I first saw the entire school, I immediately thought, I’m going to get lost in here and I love this place at the same time. I don’t have a favorite teacher because everyone at Taft was welcoming and kind, but I really enjoyed the fun hands on and interactive activities in Mr. Corey’s Physical Science class.”

—Isabel FACULTY& Interns

cEMILY DRAKELEY ’17 the outdoors, as I was in this Spectator, and enjoys performing Emily studies Economics at Boston photo from Paparoa National Park with the Yodapez Improv Troupe. College where, among other in New Zealand.” Zac also has experience as an programs, she volunteers with orientation leader and as a past Boston College Smart Women cJASON STARITA junior camp counselor. Securities where she helps Aside from studying Astronomy empower women with the and Astrophysics at the George cALLISON BAAL investment knowledge necessary Washington University, Jason A former high school valedictorian to manage personal finances. volunteers as a peer mentor and varsity athlete, Allison is in her When in Connecticut, she loves and tutor, as well as a museum senior year at Cornell University, cooking with her family and educator. “When I am not playing where she is double majoring in running. Emily ran her first half guitar or painting, you can find me Psychology and History. Aside marathon this past winter. at the National Museum of Natural from volunteering with various History where I volunteer in the organizations, Emily has extensive cTAIT HELGAAS Butterfly Pavilion and Insect Zoo.” experience tutoring students in A senior at Princeton University, math, science, and history. During Tait is an experienced tutor, and cZAC BALL her free time, she enjoys jumping former ski instructor. “When I’m A Literature major, Zac wears into a good book or exploring not reading, running, or hanging many hats at Hamilton College. He National Parks. “I am always up for out with my dog, I love to explore is a radio host, staff writer for the an adventure!”

 2019 Summer Teaching Fellows ALLISON E. BAAL EMILY DRAKELEY** FELICITY PETRUZZI** Cornell University Boston College Villanova University

ZAC BALL TAIT HELGAAS RYAN SMITH Hamilton College Princeton University Stonehill College

RILEY BRENNAN KELLY LUCAS JASON STARITA Savannah College of Art and Design Trinity College The George Washington University

EMILY CIANCIMINO OLIVIA OGDEN Gettysburg College Trinity College 7 YoungSCHOLARS

“My favorite class at Summer School was Literature & Composition. I enjoyed the short stories we read in class, especially “The Cask of Amontillado”. I also loved doing yoga for the first time and learning how to meditate. Making friends from all over the U.S. and the world ended up being a favorite memory.”

—Amy

YOUNG SCHOLARS Course Offerings

100-Level Courses c Science 144. English as a c Arts Department c English 130. Biology Second Language 160. Studio Art 110. Literature and 131. Physical Science 145. Introduction to Latin 161. Photography Composition I 134. Earth Science 146. Intermediate Latin 162. Clay Workshop 111. Literature and 163. Sculpture Composition II c Foreign Languages c History 140. Introduction to French 150. Early American History c Mathematics 141. Intermediate French 151. 20th Century American 120. Pre-Algebra 142. Introduction to Spanish History 121. Introduction to Algebra 143. Intermediate Spanish 152. 20th Century American History – ELL SCHOLARSENTERING GRADES 7 AND 8 June 27–July 31, 2020

cWHO SHOULD APPLY? cHOW DOES IT WORK? cACADEMIC COUNSELING Whether your goal is to explore the Based on your goals and personal interests, If your goal includes attending a boarding boarding school experience or gain you’ll select two 100-level (major) and two school full time, we encourage you to confidence for the upcoming school year, 200-level (elective) courses from the Young meet with your advisor, teacher, and the Young Scholars program is designed Scholars offerings. Advanced Math students an admissions officer to help develop for middle school students who intend may choose an appropriate course from the a strategy for successfully meeting to take on rigorous public and private Liberal Studies course catalog. the demands of a college preparatory secondary schools. You can expect Outside the classroom, you’ll take full curriculum. By taking advantage of these to build essential skills, increase your advantage of all the cultural, athletic, and resources, you will gain a clearer sense of independence and self-confidence, and recreational opportunities offered by the what will be expected of you and how to improve your time management. Summer School. meet these expectations in an organized In the dorms, you’ll be living with students and systematic fashion. of the same age and gender. Typically, you’ll be assigned a roommate, but single rooms are also available upon request. Daily SCHEDULE

c 7:00–7:45 Breakfast c 8:00–9:30 Period 1 c 9:30–10:00 Assembly or Break c 10:00–11:30 Period 2 c 11:30–12:15 Lunch c 12:30–1:10 Period 3 c 1:15–1:55 Period 4 c 2:00–3:15 Free Time c 3:15–4:30 Sports (Wed. 1:15–2:30) c 5:00–6:00 Dinner c 6:00–7:30 Free Time c 7:30–9:30 Supervised Study Hall c 10:15 Dorm Check-in c 10:30 Lights

200-Level Courses c Science 234. Introduction to Studio Art c Test Preparation c English 225. Contemporary 236. Digital Video Production 239. Testing, Reading and 210. Creative Writing Environment Issues 237. Explorations in Clay Study Skills – ELL 211. Journalism 226. Introduction to 240. Testing, Reading and 216. Public Speaking Organic Farming c Social Sciences Study Skills 243. Current Events 248. Preparing for the SSAT c Foreign Languages c Arts 247. Introduction to Exam: Verbal 221. Conversational English 231. Introduction to Psychology 249. Preparing for the SSAT Digital Photography 250. Research Paper Exam: Math 233. Acting 9 Dorm Check-in Lights Free Time Supervised Study Hall Breakfast Period 1 Assembly or Break Period 2 Lunch Period 3 Period 4 Free Time Sports (Wed. 1:15–2:30) Dinner 6:00–7:30 7:30–9:30 10:15 11:00 7:00–7:45 8:00–9:30 9:30–10:00 10:00–11:30 11:30–12:15 12:30–1:10 1:15–1:55 2:00–3:15 3:15–4:30 5:00–6:00

c c c c Daily SCHEDULE c c c c c c c c c c

Studies ENTERING GRADES 9 TO 12 June 27–July 31, 2020

LIBERAL STUDIES cWHO SHOULD APPLY? This program is ideal for high school students who are Course Offerings interested in studying a variety of liberal arts courses in an independent school environment. 100-Level Courses 200-Level Courses You will be able to sharpen your academic and test- c English c English taking skills, increase your independence, improve time 111. Literature and Composition II 210. Creative Writing management, as well as broaden your cultural and global 112. Literature and Composition III 211. Journalism awareness as you prepare for college and beyond. 215. Exploring the c Mathematics College Process cHOW DOES IT WORK? 122. Introduction to Geometry 216. Public Speaking Based on your goals and personal interests, you’ll select 123. Introduction to Algebra II two 100-level (major) and two 200-level (elective) courses 124. Introduction to Precalculus c Foreign Languages from the Liberal Studies course catalog. Expect to 125. Introduction to Calculus 221. Conversational English encounter small classes, engaging teachers, and courses designed to encourage lively and thoughtful discussions. c Science c Science Outside the classroom, you’ll take full advantage of 130. Biology 225. Contemporary all the cultural, athletic, and recreational opportunities 132. Chemistry Environment Issues offered by the Summer School. 133. Physics 226. Introduction to In the dorms, you’ll be living with students of the same 136. Forensic Science Organic Farming age and gender. Typically, you’ll be assigned a roommate, 137. STEM 227. Introduction to Neuroscience but single rooms are also available upon request.

c Foreign Languages c Arts cACADEMIC CREDIT 140. Introduction to French 231. Introduction to Taft does not offer academic credit for courses offered 141. Intermediate French Digital Photography during the summer. However, we will gladly forward a 142. Introduction to Spanish 233. Acting syllabus of work covered and final grade reports to a 143. Intermediate Spanish 234. Introduction to Studio Art student’s school, if requested. Only in rare instances can 144. English as a Second Language 236. Digital Video Production a student complete the work required to pass a course 145. Introduction to Latin 237. Explorations in Clay failed during the school year. Taft’s summer courses are not 146. Intermediate Latin designed to review an individual student’s yearlong course. c Social Sciences c Social Sciences 241. International Affairs 148. Psychology 242. American Politics 150. Early American History and Government 151. 20th Century 247. Introduction to Psychology American History 250. The Research Paper “I was able to sit and talk with my 152. 20th Century American History – ELL c Test Preparation teachers at Taft. I was surprised to 251. Time Management, get to know them as real people c Arts Organizational, and who can be funny, athletic, and 160. Studio Art Test-Taking Strategies interested in similar things.” 161. Photography 260. Preparing for the 162. Clay Workshop SAT Exam: Verbal —Matteo 163. Sculpture 261. Preparing for the SAT Exam: Math 11 Young SCHOLARS & LIBERAL

What

Need to Know SCHOLARS & LIBERALStudies cTUITION AND FEES Application Fee enter the U.S. in visa waiver or B-2 cCONDUCT Boarding Students: $8,300 A non refundable application fee of status (depending on the country Experience has shown us that This all-inclusive fee covers tuition, $75 is due with each application. of origin). A letter, detailing the students who are sincerely room and board, text books and purpose for the visit to the U.S., interested in making the most lab fees, airport transfers, and all Application Deadline for will be emailed to the student of their experience at Summer school-wide trips and activities, Regular Admission after enrollment in the program. School do not find it difficult to including weekend excursions. Rolling If you have questions regarding follow the rules of the School. In addition, a minimum deposit your immigration status, please Students are expected to meet of $100 is required to set up a Tuition Due Date contact your local U.S. Consulate certain clearly defined standards personal spending account. Money Within two weeks of official or Embassy. An I-20 form will be of behavior as outlined in detail in in this account can be accessed notification of acceptance to issued only upon special request. the student handbook (available at by making purchases or cash the program, a non refundable www.taftschool.org/summer). withdrawals at the school store. deposit of $1000 is required U.S. Students Matters such as personal International students to hold a student’s place in the Transportation is provided from integrity, academic honesty, are also required to deposit program. The remainder of the and to JFK airport in New York City, the use of alcohol, drugs, or an additional amount to be tuition is due by June 1st. and Bradley airport in Hartford/ tobacco, and the fulfilling of determined for mandatory As the School must honor Springfield to students traveling all school responsibilities, are health insurance coverage. financial commitments that on their own. Note: This service, designed to protect the rights Financial Aid: Limited need- are made based on expected offered at no additional charge, is and, most importantly, the safety based assistance is available enrollment, the tuition of any only available on Saturday, June 27 of the individual and to promote to full-time U.S. students. student who voluntarily withdraws (for arrivals prior to 8 p.m.), and the smooth operation of the The deadline to apply for or is dismissed from the program on Friday, July 31. Travel plans that community as a whole. Smoking financial assistance is March 1. after June 27th will not be fall outside of these parameters on campus, in Watertown, or on Application forms are available at refunded. will require private transportation. school trips is strictly prohibited. www.taftschool.org/summer. Additional fees apply to escort The Director of the Summer Payment Methods unaccompanied minors. School and the Dean of Full-Time Day Students: $4,500 The Taft Summer School accepts Students reserve the right to This fee covers tuition, lunch, checks, Visa, Mastercard and Booking Your Flight dismiss any student who cannot sports, text books and lab fees, wire transfers. Students who require school abide by the rules of the School as well as extra-curricular activities provided transportation or whose conduct is considered and school trips on Monday cARRIVAL AND should book a direct flight harmful to himself or to the through Friday from 8 a.m. until DEPARTURE only. Due to the complexities school community. 4:30 p.m. Weekend trips are not International Students involved in coordinating airport included in this amount. Based on Due to English placement transportation, we regret that space availability and other factors testing as well as jetlag and we can no longer accommodate to consider, participation may other complexities involved with connecting flights. Please contact be possible, but only with special international travel, we require our office for more information permission from the Director that students residing abroad prior to booking your flight. (additional charges will apply). arrive on Friday, June 26. Financial Aid: Three $2,100 Airport transportation from and scholarships are available to to JFK airport in New York City is full-time day students. The available to students traveling on scholarship application deadline their own. is May 1, and the application form Note: This service, offered and instructions are available at no additional charge, is only at www.taftschool.org/summer. available on Friday, June 26 Priority is given to deserving (for arrivals prior to 8 p.m.), and applicants who can demonstrate on Friday, July 31. Travel plans that “My son hasn’t stopped talking financial need. fall outside of these parameters about the cool friends and nice will require private transportation. people he met during his stay! Part-Time Day Students: Additional fees apply to escort He frankly said that the teachers $1,300/course unaccompanied minors. The fee includes tuition, were really good and caring. That text books and lab fees). Immigration: Due to the nature he loved the studying involved. of our summer program, an I-20 He said he had the most form and an F1 student visa are marvelous summer.” generally not required. Visitors to the Taft summer session may 13 WRITER’S

14 PROGRAM Description

This two-week workshop affords intensive writing opportunities for high school students who are interested in rich and engaging experiences. The primary goal of this course provides students a chance to explore different modes of writing such as analytical, narrative, and creative. Through self- exploration and examinations of texts, students dive into the writing process and utilize discussion and reflection to shape their writing. Our faculty will work closely with students and provide hands-on instruction. Students will confer with peers and teachers as a means to polish their portfolios. Formal and informal discussions are a staple of the course; students are charged with critically analyzing the text and incorporating newfound understandings into their own writing. Students will practice making arguments and supporting their ideas with textual evidence while they also review and practice various grammar rules including composing clear and complete sentences, using appropriate punctuation, and coordinating subject, antecedent, and verb agreement. Daily Students leave this course with a more nuanced understanding of both analytical and creative writing techniques, rhetorical devices, and correct grammar as well as greater confidence in reading, SCHEDULE thinking, and speaking critically about literature. At the conclusion of the session, parents will receive a summary of the program, a report on the c 7:00–7:45 Breakfast student’s progress, and samples of the student’s work. c 8:00–9:30 Morning Class c 9:30–10:00 Assembly or Break c 10:00–11:30 Morning Class continued cWHO SHOULD APPLY? offerings, both on and off campus. Meals and c 11:30–12:15 Lunch Good writing skills are essential for college and housing are provided on campus. Typically, c 12:30–2:30 Afternoon Writing Studio any professional career. The two-week residential students are assigned one roommate of the c 2:00–3:15 Free Time Writer’s Lab provides an immersive experience same age and gender. c 3:15–4:30 Sports (Week 1) or for high school students seeking to write more Field Trips clearly and effectively. cON THE WEEKEND c 5:00–6:00 Dinner Students remain on campus during the weekend c 6:00–8:00 Free Time cHOW DOES IT WORK? to participate in special activities. On Saturday, c 7:30–9:30 Evening Activities or Participants engage in five hours of classroom the students will travel to Boston for a day of Homework activities each day (the class size is limited to sightseeing, shopping, and cultural enrichment. c 10:15 Dorm Check-in 12 students per section). In addition, they take Sunday is reserved for relaxing with friends on c 11:00 Lights part in a daily athletic program, as well as a campus, at the athletic center, or by visiting local variety of cultural, recreational, extra-curricular stores and restaurants and a nearby mall. ENTERING GRADES 9 TO 12 (U.S. Residents only) WRITER’SLab July 12–July 24, 2020 What PARENTS Need to Know

cBOARDING cARRIVAL cCONDUCT and to promote the smooth TUITION AND FEES AND DEPARTURE Experience has shown us that operation of the community as students who are sincerely inter- a whole. Smoking on campus, in $3,800 Registration and move-in takes ested in making the most of their Watertown, or on school trips is This amount is all-inclusive and place on Sunday, July 12, between experience at Summer School do strictly prohibited. covers tuition, books, room and 12 p.m. and 1 p.m. Departure for not find it difficult to follow the The Director of the Summer board, and school-wide trips all students enrolled in this program rules of the School. School and the Dean of and activities. is Friday, July 24 by 12 p.m. Students are expected to meet Students reserve the right to Note: Financial aid is not A suggested packing list and certain clearly defined standards dismiss any student who cannot available with this program. health and permission forms will of behavior as outlined in detail in abide by the rules of the School be supplied in late spring via email. the student handbook (available at or whose conduct is considered Application Fee Note: School-provided airport www.taftschool.org/summer). harmful to himself or to the A non-refundable application transfers are not available with this Matters such as personal integrity, school community. fee of $75 is due with each program. Private transportation academic honesty, the use of application. to and from school is required for alcohol, drugs, or tobacco, and move-in and departure. the fulfilling of all school respon- Application Deadline sibilities, are designed to protect Rolling admission. the rights and, most importantly, the safety of the individual Tuition Due Date Within two weeks of official notification of acceptance to the program, a non-refundable deposit of $500.00 is required to hold the applicant’s space. The remainder of the tuition is due by June 1. As the school must honor financial commitments that are made based on expected enrollment, the tuition of any student who voluntarily withdraws or is dismissed from the program after July 12th will not be refunded.

Payment Methods The Taft Summer School accepts checks, credit cards, and wire transfers.

15 The JIG

Our student union (or as we call it at Taft, the “Jig”) comes equipped with pool and ping pong tables, a digital video jukebox with touchscreen music selection, a multi-zone sound system, and a flat panel television with a surround sound theater.

SUMMERLife @TAFT

“The DJ dance at the end was the best.”

—Cesare Meet KIERAN

Hometown: Jardine’s Lookout, Hong Kong were amazing, but I enjoyed Forensic Science the Passion: My passion is socializing with students most, as it was entirely new to me. We even met from different, diverse backgrounds and learning famous Forensic Scientist Dr. Henry C. Lee during more about them and their culture. a field trip to the University of New Haven. Goals for the summer: To not only enjoy the Favorite coach and sport: My favorite sport summer in a socially fun and academically at Taft Summer School was Ultimate Frisbee, challenging environment, but also to prepare for coached by Mr. Helgaas. He made it competitive the SSATs, and build my English composition skills. in a fun and enjoyable way. First impression: I was pleasantly surprised that Favorite food in the dining hall: The unlimited the boys’ dorms were in the HDT building, and I amount of soft ice-cream. was thankful for the convenient location. Favorite memory: Listening to my friend Favorite teacher and class: My favorite teacher practice his Public Speaking speech about me, was Mr. Tellis who had a wonderful sense of and how I was as a friend to him. humor and at the same time, cared a lot about our English composition development. All the classes

TRIPS & ACTIVITIES c Boston c New York City/Broadway c Six Flags New England Amusement Park c Yale University c Henry C. Lee College of Criminal Justice SUMMER and Forensic Science c Movies c Shopping Trips c On-Campus DJ Dances c Bowling c Faculty/Student Soccer Games c Arts Festival c Fourth of July Celebration c Optional Community Service Trips c Local Farm Visits

“I had an absolute blast this summer! Along with becoming more confident in who I am and becoming more responsible, I am proud of overcoming the challenges of leaving my family and traveling to Connecticut alone. The things I learned will stay with me forever, and the friendships I made will last for a lifetime.”

—Anthony

17 Q: Are the dorms co-ed? Q: Do you accommodate Q&CanA I have a single if I want one? vegetarians? Simple vegetarian 18 The dorms are not co-ed. options are provided at each meal. Limited singles are available on a Each dorm also has refrigerators first-come, first-served basis. where you may keep snacks, Meet KAITLYN Jack: “I really appreciate the and vending machines are also great room you chose for me! It available. In addition, local food Hometown: Ridgefield, CT helped me study in a quiet place establishments deliver to Taft. Passion: Making friends and listening to music. and prepare for my first year at Goals for the summer: To make new friends and have a boarding school in the fall.” Q: Are there set times I fun and educational summer. have to do my homework? First Impression: The campus. I saw it from a distance at Q: What about technology? On school nights, the entire first and I loved it! The buildings are gorgeous inside and The campus is wireless and residential community has study out, and the fields are wonderful. laptops and cell phones hall between 7:30 and 9:30 p.m. Favorite food in the dining hall: The cookies and the baked (to be used during free time only) Minori: “My advisor, Ms. Gudas, ziti. The vanilla and the M&M cookies were so delicious! are encouraged. treated me to Talenti Gelato after Favorite class: STEM because we worked on so many fun study hall. She even remembered projects and the best part was that the students got to Q: Can I walk into town my favorite flavor, Vanilla Bean!” choose what we wanted to do. whenever I want? You can walk Favorite sport: Dance with Ms. Brennan and Ms. Petruzzi downtown anytime during free Q: Can I watch TV when I because the choreography and every activity that we did was time as long as you’re back by finish my homework: We allow so much fun. I always looked forward to going! 7 p.m. and have signed out with students to watch TV before and Favorite memory: Almost every bit of the final week. I had the Summer School office. after study hall, but not during. so much fun with my roommate, the formal dance was fun, “My favorite memory is of Televisions are located in the and the "Celebration of the Arts" was a blast. walking into town with my friends, common rooms on each floor and getting our nails done, going to in the student union. The large Dimitri’s and then going to the projection screen in Bingham dessert bar at CBBG.” Auditorium is used for very special occasions (like World Cup soccer). Q: Can I change classes? Yes, provided that space is avail- Q: Do I have to make my able, Young Scholars and Liberal bed? Yes. Dorm faculty inspect Studies participants may change rooms regularly. You’re expected courses during the first few days to make your bed, pick up your of the program. Final course belongings, and empty your trash assignment in math is determined and recycle bins. by a placement test. “I loved it that every night after study hall, people would join the ‘party’ in the common room. We either watched TV or had random conversations. Throughout the summer, we had six birthday cakes in total. I enjoyed the time in the dorm very much.”

Q: How many kids live on the busy social calendar and day Q: How big are the classes? Q&A each floor? On average, about trips being offered. If you choose Your classes will be very small, 20 to 30 kids of the same age live to go home, you can depart on generally consisting of 10 students on each floor, supervised by dorm Friday after sports and return by or fewer. The faculty/student ratio faculty. The faculty live in the 7 p.m. on Sunday evening. at Summer School is 5:1 dorms and are a great resource in Trina: “I finally conquered my “My classes were engaging the event of any personal, social, fear of roller coasters!” because of the content and how or academic issues. small they were. They felt more Q: What about my laundry? intimate, thus giving everyone a Q: Who chooses my room- You can use the washers and chance to share their ideas and mate? The Summer School office dryers available in each dorm, or hear what others had to say. In will make every attempt to find a sign up with a laundry service at Lit & Comp class, our book discus- great fit. Reaching outside your an additional cost. sions made it feel more like a fun comfort zone and making new book club with friends.” friends is one of the most exciting Q: Can my parents visit? aspects of Summer School! Absolutely! The Summer School Q: What is the difference Thomas: “Meeting new people has an open door policy, but to between the 2-week and the was awesome, and I loved avoid a scheduling conflict, we 5-week program? showing Diego and Lucas around appreciate a phone call in advance The two week program is ideal my home town of New York City!” of the visit. for high school students whose primary goal is to become more Q: Do I have to participate in Q: How can I continue to effective and thoughtful writers. a sport? Yes. Sports run from 3:15 practice music? Although the Open to U.S. residents only. Arrival until 4:30 p.m. You’ll have the oppor- Summer School doesn’t offer any and departure requires private tunity to choose a different activity music lessons, practice rooms are transportation. each week. Typical options include available to you for use during The focus of the five week soccer, basketball, volleyball, weight free time. program is on independent training, tennis, squash, Frisbee, school or college preparation, yoga, and use of the fitness room. Q: Is there a dress code? including reviewing or previewing Matteo: “The soccer field was The dress code at Summer challenging course material, one of my favorite places to make School is informal, with shorts test preparation, and gaining new friends.” and t-shirts being the norm. independence, confidence, and Frayed and patched clothing, as self-reliance. Airport transfers are Q: Can I go home on well as facial or body piercings available from JFK and Hartford/ weekends? Most students are not permitted. Plan to bring Springfield airports. will remain on campus on the one nice outfit for the more weekends to take advantage of formal functions.

“My favorite memory over the past five weeks has been all the laughs I’ve had with my friends. I love my dorm so much, CENTEN forever! Our dorm parents were really cool and nice to us, “Before lights out on some nights, I would sit with my friend which made it a fun on the jig patio overlooking the pond. It was a beautiful view experience overall.” and a nice time for reflection.” 19 WEEKENDS SERVICE

Where will you spend YOUR weekends?

Tons of exciting activities, including day trips and on-campus actvities are offered each weekend. Around town, several small stores, restaurants, and a small movie theater are located within walking distance of campus. “I especially loved the trip to New York. The cruise around Manhattan was great.”

—Christian SERVICECommunity

22 NON UT SIBI

MINISTRETUR SED Because Taft’s buildings are all situated About 90 percent of our students live in Day students won’t miss out on the close together, you really will live where the three dorms utilized during Summer fun, though. They are always welcome UT MINISTRET you learn. The layout of the school School. Dorm faculty and interns to participate in on-campus social building is designed so that students, quickly become more than just teachers activities or take advantage of —Non ut sibi ministretur faculty and staff inevitably interact with and chaperones; they become mentors extra help being offered during sed ut ministret one another multiple times every day. and role models. study hall. TheARCHITE School’s

2121 23 c

TAFT 18-HOLE GOLF COURSE

A 36 A 8 GUERNSEYTOWN ROAD 33 ACADEMIC FACILITIES P 9 3 Woolworth Faculty Room A 4 Pinto Family Language Lab 11 9 Arts and Humanities Center 31 32

ACADEMIC FACILITIES 9 Digital Design Computer Lab A THE NANCY AND 12 Mortara Family Academic Wing BEN BELCHER 16 Moorhead Academic Center 30 LEARNING CENTER 20 Lady Ivy Kwok Wu Science and includes the Belcher Reading Room and Mathematics Center the Hulbert Taft Jr. Library. 20 Wu Computer Lab 34 The library’s mission is to provide a 21 Laube Auditorium 29 place where students can work individu- 22 Hulbert Taft Jr. Library ally and in small groups; where they can 23 Nancy and Ben Belcher Learning Center browse through open shelves and sample new interests; where teachers can pursue ARTS FACILITIES 35 their own research and interests. 4 Choral Room The library houses 58,000 volumes 5 Bingham Auditorium 28 and subscribes to a wide array of local, 7 Pailey Dance Studio 27 state, national, and international 9 Electronic Music Studio 22 newspapers, as well as more than 9 Photography Dark Rooms 23 3 150 journals in hard copy. In addition, 9 Music Practice Rooms full-text databases provide access to 9 Woodward Black Box Theater 26 articles in over 12,000 periodical titles. 9 Gail Wynne Studio 24 10 Mark W. Potter ’48 Art Gallery 14 Tremaine Art Studio 25 18 > Walker Hall

ATHLETIC FACILITIES 19 29 McCullough Athletic Center 17 20 30 Mays Rink THE LADY IVY KWOK 31 Logan Field House 16 P WU SCIENCE AND 32 Paul and Edith Cruikshank Athletic Center WOODBURY ROAD — ROUTE 6 MATHEMATICS CENTER 33 Odden Hockey Arena features more than 45,000 square feet 34 Donaldson Family Pavilion 13 12 of state-of-the-art laboratory and class- 35 Snyder Field 14 room space, along with two networked 36 Rockefeller Field computer labs. Each laboratory in 37 William Weaver Track the science center is equipped with a 38 Parents’ Association Field House 15 SMART Board™ interactive whiteboard, 39 Geoffrey C. Camp ’91 Field enabling teachers to dynamically 40 Katie Jackson Morrison ’92 Soccer Field deliver video, animation, graphics, text 41 Lawrence H. Stone Baseball Pavilion at and audio from a projected computer. Rockwell Field Mobile laptop labs throughout the 42 Softball Field 2 school enable teachers and students A Athletics Fields to collect and analyze data, conduct GC Golf Course historical research and participate in writing workshops. AD

1 P HAMILTON AVENUE WHEREwill you be living and learning?P GC THE PINTO LANGUAGE LEARNING AND RESOURCE CENTER 37 38 features a sophisticated combination of computer hardware and software facilitates for learning RESIDENTIAL HALLS foreign languages, including 2 Horace D. Taft Hall interactive work and access 4 Charles Phelps Taft Hall to foreign media. 6 John L. Vogelstein ’52 Dormitory 15 Cruikshank House 39 18 Congdon House 4 25 McIntosh House 26 Upper School Girls Dormitory 27 Centennial Dormitory 40 DINING FACILITIES 8 Oscarson Jigger Shop 13 Moorhead Wing East Dining Hall Laube Dining Hall Prentice Dining Hall SPIRITUAL 41 5 Bingham Auditorium 21 > Walker Hall > Woodward Chapel 25 STUDENT UNION 8 Oscarson Jigger Shop 20 OTHER 1 Main Entrance 4 School Store 11 Potter’s Pond 19 Martin Health Center 24 Centennial Quadrangle 28 Wade House P Parking 11 8 AD Admissions 16 7 FACILITIES ON 9 “THE GREEN” > Alumni Development Office 25 The Green 42 > Woodward Chapel 10 25 The Green > Business Office 6 39 The Green > Walker Hall 50 DeForest Street

4 13

5 MEDICAL SERVICES The Martin Health Center is a fully equipped facility with a registered nurse on duty at all times. FACILITIES ON “THE GREEN” c Alumni Development Office c Woodward Chapel c Business Officec Walker Hall In addition, a physician is on call throughout the day. Emergency medical service is available at St. Mary’s Hospital, which is a ten minute drive from campus. 24 MEET RYAN SMITH m Who’s in Ryan is a senior at Stonehill College where he studies Communications and plays ice hockey in the NCAA Division II, Northeast Conference. charge of He received the Stonehill 7th Player Award for the 2017–2018 season. Outside the SPORTS? classroom and off the ice, Ryan volunteers for the Make-A-Wish Foundation and has worked Who will mMEET KATIE MCLAUGHLIN ’13 as the Assistant Director at the Boston Katie built quite an impressive resume at Taft, where University Swim Sport Camp. “I am looking you be she was elected as captain of the varsity soccer, ice forward to spending the summer sharing hockey, and softball teams. In addition to her athletic my love for all things sports. When I am not career, Katie maintained honor roll status, served as a playing hockey, you can find me sailing and LIVING tour guide, dorm monitor, member of the admissions waterskiing at my family lake house. “ council, and still holds a position as a class agent. She Indoor with? also volunteered as a team member with Habitat for Humanity on a weeklong trip in Coban, Guatemala. Following her remarkable career at Taft, Katie SPORTS mCHARLIE c Basketball enrolled at Colby College where she played Hometown: Ridgefield, CT c Squash Division III ice hockey and softball. In addition Passion: Playing hockey c Weight Training to earning her degree in Educational Studies Favorite food in the dining hall: c Fitness with a concentration in Human Development, “The pancakes served at the c Yoga Katie continued her involvement in various clubs weekend brunches.” c Dance Goals for the summer: “To experi- and organizations. She worked as a community The atmosphere on the corridors is relaxed Dorm rooms come equipped with basic ence prep school life and prepare advisor, and volunteered as a youth soccer coach but structured study halls in the evening and furnishings; a list of additional items to bring myself for the upcoming school year.” in Waterville, Maine. She was an active member of constant faculty presence in the dormitories is supplied several weeks prior to arrival. First impression: “Nice school with the Student Athlete Advisory Committee at Colby as are recognized as essential to developing an Common rooms are located on each floor in a great sense of community.” well. Identified as an emerging leader by the Colby environment conducive to learning. the dorms and come equipped with sofas, a Favorite teacher: “Loved my Athletic Department, Katie was selected to partici- Outdoor television, and a refrigerator. Contemporary Environment pate in the Colby Leadership Academy. Currently, Issues class with Ms. Albon. We she works as an assistant women’s ice hockey SPORTS conducted many interactive coach at Colby College, while pursuing a master’s c Soccer experiments that allowed us to degree in Education from Thomas College. c Volleyball enjoy learning the material.” In 2015, Katie returned to Taft during her c Tennis Favorite coach: “Mr. Harbison was summers, first as a teaching intern and coach, later c Running a great role model for me. He plays as a teacher and dorm head, and most recently as c Ultimate Frisbee college hockey and helped me get in the athletic director. c Golf shape during weightlifting.” Favorite memory: “The Student/ Faculty basketball game, and going CTURE on the Boston trip with my friends.”

23 WHATwill you PLAY?

bMEET OLIVIA OGDEN “Learning and teaching through experience has always been my ultimate goal”, says Olivia. Olivia attended Martha’s Vineyard Regional High School as a three sport athlete and was elected tri-sport captain her senior year. After spending a post graduate year at The Gunnery where she continued her athletic career, Olivia ultimately enrolled at Trinity College where she is majoring in English Literature. “My post grad year at The Gunnery exposed and fostered my passion for English….and shaped an innate ability to recognize and adapt to changes in my social environment. The role of teacher in a private rather than public school setting expanded my understanding of the classroom; it defined an educator’s true role as a facilitator, advisor, dorm parent, coach,….and often a student’s biggest advocate.”

mMEET KELLY LUCAS “Although I enjoy A graduate of Northfield Mount Hermon, Kelly currently is a senior at Trinity College where she basketball and majors in Biochemistry and plays on the women’s soccer team as a NCAA Division III varsity athlete. it is one of my Kelly explains her boarding school experience as follows: “With the help of my teachers and coaches, main sports, I was able to develop an abundance of talents…a drive to perform at my peak potential, and most of yoga was my all, passion. A passion for knowledge. A passion to excel athletically…and to challenge myself and be a leader and engage in my community. These passions have transformed me into who I am today and favorite because are the reasons why I am excited to spend my summer coaching and mentoring students at Taft.” it allowed me to relax and regroup before study hall.“

—Desire

25 ------Siyi: “Mr. LaRochelle taught us Siyi: “Mr. LaRochelle taught The course resembles a college Students write in or out of class exercises in which students learn learn exercises in which students to to express clearly their reactions what they read. paragraph how to write a super good of short and we read a great number class. He stories and novels during a sonnet. also taught us how to write A had a great time with him.” mentation of its ideas. 112. LITERATURE AND COMPOSITION III This course, designed for students entering the eleventh and twelfth grades, resembles Literature and Composition II in that it also stresses the development of students’ abilities to write clearly and to read critically. However, it is much more ambitious and sophisticated in its approach to both goals. seminar in that its focal point is reading and writing about literature. The first two weeks are devoted to a study of the elements of fiction—char acter, conflict, setting, and theme—as they are developed in several short stories. During the final three weeks, students study a play and a novel. In order to appreciate more fully the possibilities of language, students spend one class per week system atically considering a selection of poems. As they consider this variety of literature, students study various literary devices and are introduced to a variety of critical terms. almost every day. Generally, writing assignments are of two types: short, detailed analyses of passages from the work being studied, and longer paragraphs and essays analyzing a broader idea or element in the work. As students undertake the longer papers, they review such fundamen tals of composition as effective topic sentences and thesis statements, unity of expression, and logical transi tions between sentences and ideas. And although the course does not include a formal review of grammar, students do discuss common gram matical errors in class and in confer ences with their teachers. Evaluation of students’ written work is based on its precision of expression, the logic and effectiveness of its organization, and the originality, validity and docu - -

Stephen: “Mr. Christoffersen Stephen: “Mr. Christoffersen The writing instruction is designed Students become more skilled analyze passages from the reading. analyze passages from the can expect Those who take this course grade to enter the seventh or eighth and having become more disciplined and writers. more confident readers and offered great tips and advice Holmes. I introduced me to Sherlock it was loved the small classes because with easy to develop relationships students and teachers.” 111. LITERATURE AND COMPOSITION II Designed for students entering the ninth and tenth grades this course strives to make students more disciplined, effective writers and more careful, thoughtful readers. Students devote half of their time in and out of class to mastering the skills necessary to write clearly and purposefully; they spend the remainder of their time learning to read and analyze chal lenging literature. to enhance students’ command of written expression. They learn to compose grammatically sound, controlled sentences by reviewing the principles of grammar, paying particular attention to common sentence faults and to effective coordination and subordination. Concurrently, students are instructed in the fundamentals of paragraph construction: they learn to compose effective topic sentences and to employ a variety of strategies to develop those topic sentences in a unified and coherent fashion. Finally, as they write papers on specific topics, students are systematically exposed to the various stages of the writing process. The course reviews the tech niques of brainstorming, organization (outlining and “mapping”), and editing, and it stresses the importance of detail to clear expression. Throughout the session, students prepare a number of papers—paragraphs at the outset and complete essays in the last two weeks—on topics ranging from literary analysis. narratives to personal readers by considering a selection of short stories and a novel. Class discussions, focused on the close reading of specific passages, teach the students to read carefully and critically. Their analytical skills become more finely tuned as they learn about the elements of fiction and about specific literary devices. This critical approach is comple- mented by regular short written - -

100-Level ENGLISH Students read a selection of short * International Students: Placement c 110. LITERATURE AND COMPOSITION I Intended for students entering the seventh and eighth grade, this course focuses on building fundamental reading and writing skills. Most classes combine a consideration of the principles of clear written expression with the close, critical reading A of narrative and dramatic fiction. review of grammatical principles lays the foundation for studying expression at the level of the sentence, and particular attention is paid to effective use of coordination and subordination and to correcting common sentence faults. Concurrently, students learn to write focused, purposefully developed expository paragraphs, and during the last week, they compose a complete essay. Significant time is spent approaching systematically the various steps of the writing process, including brainstorming to generate ideas, selecting appropriate organizational strategies, outlining, and revising and editing a rough draft in order to produce a polished expression. stories and either a short novel or a play. Seminar-style class discus sions stress the critical approach to literature; in these discussions students learn about the elements of fiction as they learn to read closely and carefully. To complement this endeavor, students regularly write short paragraphs in which they closely c DEPARTMENT varying While several courses of levels of complexity are offered, summer the primary goals of the to teach school English program are clearly students to write and speak and and to help them to analyze Small understand what they read. evaluate classes allow teachers to and thus student writing regularly enable each individual to develop the ability to communicate ideas more effectively. The content of the readings is of secondary importance as the aim of our program is the development of techniques that will enable students to better deal with the tasks of writing and analysis in future courses in their schools. in the appropriate English program is determined by the scores on a place ment test and through a writing sample provided by each student on the first day of classes. COURSESMajor cMATHEMATICS 124. INTRODUCTION DEPARTMENT TO PRECALCULUS Designed for students who have 120. PRE-ALGEBRA already completed Geometry and The Pre-Algebra course is designed Algebra II, this course affords an to prepare students for an elemen- opportunity to explore many of the Meet TOFFY tary algebra course by reinforcing functions important to the continued the skills necessary for success in study of mathematics leading up to Hometown: Bangkok, Thailand secondary school mathematics. In the calculus. Topics for study may include, but are not limited to, linear, Passion: I absolutely love the beauty and elegance of math addition to an intensive review, the course previews topics from Algebra quadratic and polynomial functions; and how rewarding it feels to solve challenging problems. I, including operations with numbers rational functions; exponential and Currently, I am in the Gifted program in my school; this and variables, powers and exponents, logarithmic functions, and trigono- provides me the opportunity to pursue my interests in order of operation and solutions of metric functions. There will be an algebra and probability by studying the topics at a faster first degree equations. Other topics emphasis on in-depth study of the pace and with more depth. Taft has definitely allowed me will be included as time permits. selected topics through applications to pursue this passion, particularly through Algebra II. The and models. To that end, students enrolled in this course are required course allowed me to see the big picture of how I could 121. INTRODUCTION TO ALGEBRA to have a graphing calculator. The harness the power of graphing tools to assist me in solving This course is designed for those who Mathematics Department at Taft algebra problems. need to strengthen their command of currently uses the TI-84 Plus. Goals for the summer: To get a glimpse of what boarding numerical techniques, arithmetic, and school was like. I had a blast at Taft this year from both number systems before beginning a 125. INTRODUCTION an academic and social standpoint. The classes were formal study of algebra. Some of the TO CALCULUS This course is designed as an intro- challenging and engaging but there was still time for most important topics from a first course in algebra are also introduced duction to single variable calculus social interaction and just having fun. I got to play Ultimate to give the student a firm foundation for students who have completed Frisbee for the first time and formed bonds with people who for later work. Linear equations and Precalculus. Topics include limits have become my good friends. word problems are studied to give and continuity, basic differentiation First impression: The warm and welcoming faculty and training in the skills needed for a thor- techniques, applications of deriva- students. Traveling 9000 miles across the globe, I did not know ough understanding of algebra. tives such as min-max problems, and what to expect. I was very nervous when I first arrived. But basic techniques of integration. Most applications will focus on polyno- the friendly atmosphere of the school made it much easier to 122. INTRODUCTION TO GEOMETRY mial functions. To that end, a good settle in. Everywhere I went, I felt like I was always surrounded This course prepares students to take graphing calculator is a necessity. by positivity and smiling, supportive people. On top of that, the a course in geometry by introducing The Mathematics Department at Taft campus was beautiful and just the right size to create a sense the more important aspects of the currently uses the TI-84 Plus. of unity and community throughout the whole school. studies of shape and logic. Many Favorite class and teacher: Although I enjoyed all my of the important properties of classes, my favorite was “Introduction to Organic Farming”. geometric figures are studied so that cSCIENCE they will be better understood when Farming has been a subject I have been interested in the DEPARTMENT encountered in the more formal last two years, and when I saw the course I knew I had to structure of Euclidean proof. These 130. BIOLOGY do it. With Mr. VanHoesen’s expertise, we got to go through topics include symmetry, angle, This course is an introduction to the the whole farming process firsthand - weeding, preparing length, proportion, and parallelism. study of modern biology, centering on beds, fertilization, planting, and harvesting. At the end of the The fundamentals of logic and proof concepts of evolution, genetics, and course, we were able to eat the fruits of our labor. Witnessing are presented to give a foundation in cell theory crucial to understanding the culmination of five weeks of work come to fruition was the skills of writing proofs. the development of life and science of the most rewarding part. Also, watering the plants was so biology. This course aims to provide 123. INTRODUCTION the student with some comprehen- relaxing and serene, a perfect end to a long day. TO ALGEBRA II sion of the visible world, with an Favorite sport and coach: Ultimate Frisbee with The first half of this course reviews appreciation of the connections Mr. Helgaas. Being a sport most people haven’t played many of the topics of a first course in and interrelatedness of all scientific before, we all started on equal ground. Mr. Helgass was algebra, including graphing, solution learning. Readings are chosen from very patient, helpful, and insightful to all the struggling of equations, word problems, frac- a variety of sources; laboratory work, tional expressions, and radicals. The players. He would go to players personally and help films, and occasional field work are second half of the course expands on features of the course. them perfect their throws. As we improved, the games these topics and presents some of became more challenging and fun and everyone would the new topics of the early chapters eagerly look forward to the next session. of a course in second year algebra. Favorite food in the dining hall: Pizza! A true comfort food. This course is designed to give Favorite memory: Going to Six Flags. As a person who loves students greater facility in the skills thrilling activities, I really enjoyed the scary rollercoasters of algebra by requiring them to work on those techniques which improve and waterslides. with practice. 27 c 100-Level

131. PHYSICAL SCIENCE and if time permits electricity and and trials will be discussed to illustrate 142. INTRODUCTION The Physical Science program is magnetism. While conceptual under- how the science and techniques may TO SPANISH designed to integrate both intro- standing is emphasized, students be used in the real world. This course is designed for a student ductory chemistry and physics will also be introduced to a precise, with little or no experience in Spanish fundamentals into a five-week class quantitative description of nature with 137. STEM who intends to pursue Spanish at that will enable the student to have a problem solving approach that uses This introductory course is designed the secondary level. The basic skills a solid grasp of beginning topics. elementary math skills. to provide students with an overview of listening, reading, writing and The material covered will include a of major engineering principles and speaking are taught. The students crash course into math basics such 134. EARTH SCIENCE applications, as well as an opportu- work in the Language Learning Center, as scientific notation, significant Earth science is the study of our nity to implement those principles a state-of-the-art audio, video, and figures, and the use of exponents. planet’s physical characteristics, from through experimentation and design- computer facility. Other topics are Atomic Theory earthquakes to raindrops, and floods based projects. The course will take and Structure, Thermodynamics, to fossils. This course will study the an interdisciplinary approach that 143. INTERMEDIATE SPANISH Electrostatics, Enthalphy changes in complex interconnected systems of draws upon and develops skills from This course is an intensive review of Chemical Reactions, Nomenclature, our planet. math, science, technology and art. Spanish offered to students who have and Reaction Types. The course will Students will develop an under- Students will use technology such as completed one or two years of the stress the interaction of matter on standing of the basic workings of the 3D printing. language, but is flexible in structure 28 the atomic and molecular levels Earth from its origin to the present, and is easily adaptable to the specific and as we look into the structure of and will investigate the scientific basis needs of those enrolled. The course the atom and how the subatomic for some of today’s most pressing cFOREIGN is designed to improve each student’s particles interact within the atom and challenges, such as global climate LANGUAGES ability to read, write and converse in between molecules. change and the search for newer and DEPARTMENT Spanish. Depending upon the needs safer energy resources. Topics may of the student, a first or second year 132. CHEMISTRY include soils and substrates, nutrient text is used with a variety of supple- 140. INTRODUCTION This introductory course offers the cycling, land use planning, water and mentary materials. TO FRENCH student the fundamentals of chem- hydrology, the atmosphere, climate, This course is designed for a student istry and an opportunity to analyze and energy resources. 144. ENGLISH AS A with little or no experience in French modern environmental and biological SECOND LANGUAGE who intends to pursue French at problems from a chemical perspec- 136. FORENSIC SCIENCE The ESL Program is designed to the secondary level. The basic skills tive. A conceptual understanding of This course introduces students to provide support for students who need of listening, reading, writing and chemistry is taught through lectures, the principles and practices found in further development in their skills in speaking are taught. The students demonstrations, laboratory experi- the field of forensic science, which English reading, writing, speaking, and work in the Language Learning Center, ments, and seminar discussions. draws from the biological and physical listening. The program is divided into a state-of-the-art audio, video, and Students are introduced to the lab sciences. The course begins by exam- different levels. An initial placement test computer facility. reporting process and practice the ining the theories and concepts neces- determines enrollment in the level most skill. Readings are chosen from a sary to effectively examine, analyze, appropriate to each student’s abilities. 141. INTERMEDIATE FRENCH variety of sources; laboratory work, and reconstruct a major crime scene. Writing assignments stress This course is an intensive review films, and occasional field work are Specifically, the legal issues related organization and grammar. Students offered to students who have features of the course. Note: Open to to the search and seizure of physical write compositions daily, and they are completed one or two years of Liberal Studies only. evidence, crime scene documenta- expected to develop a clear and orga- French, but is flexible in structure tion techniques, and basic crime nized writing style, free of slang and and is easily adaptable to the specific 133. PHYSICS scene reconstruction methods will awkward construction. Note-taking needs of those enrolled. The course This is an introductory course in be studied. Students will also study skills and techniques are also empha- is designed to improve each student’s physics that emphasizes conceptual trace evidence and how it is analyzed, sized. In class, students are required ability to read, write and converse in understanding and laboratory experi- compared, interpreted, and used in to speak only English. Informal discus- French. Depending upon the needs ence. Topics covered will include criminal investigations. Types of trace sions and conversations about a wide of the student, a first or second year motion, Newton’s laws of mechanics, evidence to be discussed will include range of topics provide important text is used with a variety of supple- energy and momentum, thermody- glass, paint, hair, fiber, and finger- practice for students to develop their mentary materials. namics and the description of gases, prints. Case studies of actual crimes verbal language skills. Meet ANTONIA

Hometown: Rio de Janeiro, Brazil Favorite class: Photography! It’s not only something Passion: Photography and music. I am passionate about but it was also my first time Goals for the summer: To meet new people and printing. The course left me with a deeper under- make friends who live in different countries, speak standing and knowledge in the art of photography. different languages and live a completely different Favorite teacher: Ms. Drakeley. She was extremely life than my own. My other hope was to expand my kind and was always there to help me when I needed it. knowledge and academic skills, and I am very happy Favorite sport and coach: Fitness was my favorite, that I achieved both of these goals. as it is something I enjoy doing in my free time. First impression: That it was going to be an amazing Mr. Ball was an extremely funny coach who always opportunity for me to make new friends. It turned challenged us with riddles. out to be a great way to spend my summer as it Favorite food in the dining hall: The cookies! helped me become more independent and at the Favorite memory: Our super fun trip to Boston. same time, taught me new things. The city is absolutely gorgeous!

During the course, students read cSOCIAL SCIENCES 151. 20TH CENTURY learn the fundamentals of digital image from a variety of sources. They are DEPARTMENT AMERICAN HISTORY adjustment, including matching the exposed to unedited journalistic This course reviews American political, printed output to the image. Picture prose, and at each level students 148. PSYCHOLOGY social, and cultural history since making values and ideas will be read short stories and a novel. Past This course will cover in-depth the end of World War II. Students discussed throughout the course. At examples include John Steinbeck’s several major topics in the discipline will examine specific topics such as the end of the summer term, students The Pearl, as well as excerpts from of psychology. Major emphases will the Cold War and the Vietnam War. will have the opportunity to showcase Edith Hamilton’s Mythology. Students be placed on research methods, Students will also develop historians’ their final product at the student art learn different ways to approach the brain and biological bases of skills. Critical reading, evidence-based show. This course requires both, a 35mm academic reading and have the behavior, stages of human devel- essay writing, and primary source camera and a digital camera. Enrollment opportunity to put those skills into opment, sensation and percep- analysis are emphasized. is limited to eight participants. practice. In addition to reading on tion, cognition and consciousness, their own, students also spend time learning theories, personality 152. 20TH CENTURY 162. CLAY WORKSHOP reading together in class so that the theories, and abnormal psychology. AMERICAN HISTORY – ELL Exploring the exciting versatility of instructors is able to gauge their Students in this course alternate This course is similar in format clay, this course is for the student understanding and pronunciation. between learning new material and to 150., but is designed with ELL with no previous experience or for Focus is placed on building vocabu- also applying their knowledge by students in mind. those seeking further development of lary through the texts and students analyzing case studies, conducting hand building, throwing and glazing are expected to apply that vocabulary experiments, and completing ques- skills. Many hand-building methods to creative writing pieces. tionnaires to learn about them- cARTS DEPARTMENT will be explored; slab, coil, dowel, Enrollment is the ESL program selves. This course is designed for mold, pinch, trapped air and the use is limited. Early application and high school students and requires 160. STUDIO ART of textures. Basic throwing, as well enrollment are advisable. advanced reading and critical thinking This course focuses on exploration as more advanced techniques, will skills as well as previous experience in the studio. Students with limited also be taught. Students work at their 145. INTRODUCTION TO LATIN with biology. experience are welcome, but should own pace and experimentation and This course is designed for a student expect to be challenged. Students personal goals will be encouraged. with little or no experience in Latin 150. EARLY AMERICAN enrolled in the studio art course Students will be able to combine who intends to pursue Latin at the HISTORY assemble portfolios through a series throwing and hand building techniques secondary level. This course provides This course examines the coloni- of projects that require creative to enhance their ability to build more a foundation in the forms, grammar, zation of North America and the thinking, problem solving, and atten- individualized pieces. Various artists and vocabulary of the Latin language foundation of the United States. tion to aesthetics. Innovative studio art will be introduced to inspire creative and it works so that student can read Students will examine the formation projects concentrate on the elements thinking. Students will have an oppor- original passages of Latin prose and of the thirteen colonies, the American of art and principles of design through tunity to display their work at a gallery poetry. Because the class stresses Revolution, the creation of the drawing, painting, printmaking, assem- exhibit at the end of the term. Latin’s influence on English, students republic and its formative years. Daily blage, installation, and even flipbook gain a heightened understanding of reading assignments are given and animation. There is an emphasis on 163. SCULPTURE English vocabulary and grammar. emphasis is placed on a collaborative the development of personal style This course seeks to deepen students’ examination of material. Students through the exploration of both tradi- understanding of visual art by 146. INTERMEDIATE LATIN engage in daily discussions but tional and non-traditional media and examining the basic concepts of three This course is an intensive review of formal debates and other teaching a variety of subject matter. Art history dimensional design. Students will Latin offered to students who have methods are utilized. Quizzes and forms the base of many assignments explore techniques in constructing completed one or two years of the tests are some of the evaluation and students are asked to conduct and creating forms through card- language, but is flexible in structure methods, but an emphasis is placed independent research as well. The board, clay, and found objects. and is easily adaptable to the specific upon construction of historical course includes instruction in framing Students will practice the steps from needs of those enrolled. After a persuasive essays. and matting in preparation for a gallery drawing and planning, making mock- thorough review of grammatical exhibit at the end of the term. ups and finally, creating a project in concepts and vocabulary introduced a variety of media. They will have the in first year Latin, students transi- 161. PHOTOGRAPHY opportunity to display/install their tion to studying increasingly difficult (Traditional and Digital) final sculptures for a community art grammatical concepts. Memorization This course combines traditional event at the end of Summer School. of vocabulary, derivatives, and verb darkroom ‘wet’ practices with the synopses are emphasized as students digital ‘dry’ process. Open for enroll- work to expand their grammatical ment to both beginner and advanced foundations. students, this course will address technical and aesthetic aspects of photography. Students will learn to develop black-and-white film and print from negatives. In addition, they will 29 c 200-Level

cENGLISH 211. JOURNALISM ELECTIDEPARTMENT Journalism provides a variety of VES opportunities for those students 210. CREATIVE WRITING with an interest in constructing and Meet ANNABEL creating news stories. The assign- Creative Writing provides a variety of opportunities for those students with a ments are designed to develop Hometown: Nassau, Bahamas special interest in and a flair for writing talents in both writing and editing, Passion: Not sure career wise, but I know I am very poems, scenes, and stories—that and the students write both in and passionate about soccer. is, for using language for effect. The out of the classroom. The culminating Goals for the summer: To practice for the SSAT exam and assignments are technical and sequen- project of a school newspaper will learn more about it by taking a formal class. Also, I wanted to tial, designed to develop talents in be preceded by a variety of smaller assignments, designed to build make some new friends with whom I could stay in contact with both writing and editing. The students write in class as well as outside. Three confidence and refine technique. after summer school. Looking back on my Taft experience, I major creative pieces are polished to The instructor also holds individual think I achieved both of my goals. be evaluated by the instructor and conferences with each participant First impression: A beautiful campus, friendly people, and I the class in group editing sessions. to help the student build clarity of really like the close student-teacher connections at Taft. The instructor also holds individual expression. Particular attention is Favorite class and teacher: Photography with Mr. Yin. conferences with each participant to paid to exploring the methods of investigative journalism, including I enjoyed Mr. Yin’s class so much because learning black help the student form experiences conducting of interviews and and white photography was something completely new to and observations into patterns of images and dialogue. Particular atten- research. This course is open to any me. I loved not only taking the photos, but to also process tion is given to vivid characterization, student who is reasonably confident my film and print my photos in the dark room. varieties of narrative techniques, and with and interested in writing. It Favorite sport and coach: Soccer, because I love the intensity principles of “affective” writing, such will be offered in two sections; one of the game, and I really love the team aspect of the game as appeal to the senses, objectivity, section for younger students and the as well. My favorite coach was Ms. Lucas because she is a understatement, ellipses, and pace. other for older students. very talented soccer player and always made the practices This course is open to any student who is reasonably confident with 215. EXPLORING THE enjoyable and fun. She was very kind and always checked on and interested in writing. It will be COLLEGE PROCESS people to make sure they were okay. offered in two sections; one section As the college process becomes Favorite food in the dining hall: Aside from the pizza and for younger students and the other for increasingly more complicated, tacos, I liked the barbecue every Friday night out on the Jig patio. older students. competitive, and faster paced, Favorite memory: The final dance because it was the last Charlotte: “ I loved having the students must acquire skills and knowledge that they can leverage night with all of my friends, and I knew that this was our last time in Ms. Ogden’s class to flex my for success. In this course, students chance to have a fun. It was an amazing night! I think we creative muscles while simultaneously expanding my writing ability.” will have the opportunity to explore danced for about two hours straight and then we had the best a myriad of tasks and topics related time back in the dorm just talking about all the great memories to the college process. Throughout we made all summer. the summer, students will have done the following: hone their interview skills, have a working knowledge of the various colleges and universities 30 in America, practice preparing for a expression and the assimilation of and what alterations lead to addic- 234. INTRODUCTION TO ELECTI VEScollege fair and a college visit, and useful vocabulary and idioms. tion, neurological and psychiatric STUDIO ART have a draft of their personal essay. Melisa: “In Conversational English disorders. Students will also participate This course focuses on exploration in The class will also include virtual with Mr. Conroy, we discussed many in frequent lab activities that provide the studio. Students enrolled in the and in-person presentations from topics from space expeditions to a hands-on learning experience. This 200-level studio art course assemble experts in the field. By the end of use of technology at schools, among course is intended for students with an portfolios through a series of projects the summer, students will have the many other examples.” interest in science and who have had that require creative thinking, problem prerequisites for a successful and prior exposure to biology. solving, and attention to aesthetics. introspective college search cSCIENCE Innovative studio art projects DEPARTMENT cARTS DEPARTMENT concentrate on the elements and 216. PUBLIC SPEAKING principles of art through a variety of 2 This course introduces students to the 225. CONTEMPORARY 231. INTRODUCTION TO and 3-dimensional art forms. There is basic techniques of writing and devel- ENVIRONMENT ISSUES DIGITAL PHOTOGRAPHY an emphasis on the development of oping persuasive and refined speeches This elective introduces students to the Introduction to Photography is a fast- personal style through the exploration and presenting them with poise, scientific issues of the day. Students paced course designed for students of both traditional and non-traditional confidence, and clarity. In addition to will examine issues such as global with little experience working behind media and a variety of subject matter. watching and reading the speeches of warming, alternative energy sources, the digital camera. Across the five week The course includes instruction in others, most of the students’ efforts and water management. The course course, students are taught how to preparing for a gallery exhibit. will be devoted to preparing for and will alternate between courses of operate digital cameras effectively, edit delivering a variety of presentations. exploration and research, and debate their work within Adobe Photoshop 236. DIGITAL VIDEO Major weekly assignments may include and discussion of possible solutions. and other editing software, and how to PRODUCTION a poem recitation, slide presentation, Oral skills, specifically debate or participate in artistic critiques. Students (limited enrollment) persuasive speech, extemporaneous presentations, will be emphasized, as enrolled in this introductory course will In this class, students will learn speech, and culminating speech on a well as researching skills. create a personal portfolio and exhibit to operate a digital video camera, topic of the student’s choice. In-class their work at the end of school art including how to transfer video to a activities include reviewing the work of 226. INTRODUCTION TO show. A digital camera is required for computer for editing and back to the peers, critiquing speeches delivered by ORGANIC FARMING this course. camera, tape or CD. Students will also public figures, and various exercises This course will assist students in learn about different types of shots to practice proper body language, understanding the growth and field 233. ACTING and angles, and how they can help posture, and volume. of agriculture and horticulture. In This is a course for students inter- to convey a story. They will write and addition to the class work, students ested in beginning acting. Topics storyboard short thematic projects, will help with the management of the covered include movement, voice, which they will then shoot, download cFOREIGN School’s organic vegetable garden. characterization, and analysis of to a computer, and edit using iMovie. LANGUAGES text. Further, production aspects of With the iMovie software, they will DEPARTMENT 227. INTRODUCTION TO make-up, costume and scene making also add titles, music, voice over and NEUROSCIENCE are considered. Students will have the special effects. Finally, students will learn to save their projects in a variety 221. CONVERSATIONAL This class provides an interactive opportunity to perform at the Arts of media formats. This course is ENGLISH introduction to how the brain works. Festival at the end of the term. designed for students entering grades This course is for the student whose The course will discuss the basic 9 through 12. A digital video camera is first language is not English and who concepts of neural communication, required for this course. wishes to continue practicing his/her neuroanatomy, sensory and motor English in a more informal, relaxed systems, sleep and dreaming, emotion, setting. Emphasis will be on natural learning and memory, and language,

31 c 200-Level

237. EXPLORATIONS IN CLAY 242. AMERICAN POLITICS authoritative information. Lessons 248. PREPARING FOR THE SSAT 32 Designed for both, beginners and AND GOVERNMENT will cover how to document sources EXAM: VERBAL 32 advanced students, this course This course is an introduction to using an appropriate citation style. This course, taught by Summit teaches a variety of hand building the U.S. government that draws on These skills will not be developed in Educational Group’s expert SSAT techniques, including pinch, coil, political science and cases—such as isolation; rather through interesting Verbal instructors, will focus on and slab work. In addition to hand the health care reform and nomina- historical and current events topics. test-taking strategies and academic building, students will be able to tion of Supreme Court justice—to The skills learned throughout the skills in reading, synonyms, analo- spend time working on the potter’s explain how the U.S. government course will be applied in a final short gies, and essay writing. Summit will wheel to develop techniques with system works. research paper. provide each student with a program centering, throwing cylinders, and of instruction customized to meet then proceeding into more advanced 243. CURRENT EVENTS their individual needs and maximize varieties of bowls and vases. Students In this course, students will have cTEST PREPARATION their scoring potential. As part of will learn how to decorate and glaze the opportunity to discuss, read and the course, each student receives their ceramic pieces. The class will be write about current events. These 239. TESTING, READING, an SSAT course book, practice tests, devoted to personal attention and issues will stimulate interest and AND STUDY SKILLS: ELL and vocabulary flashcards. Parents exploration, and personal goals will enhance awareness of the world This course is similar to 240, with and students will receive access to be encouraged. Students will have an around us. Students will be required the difference that it is designed to Summit’s online portal, which can be opportunity to display their work at a to study newspapers and peri- meet the needs of students in the used to monitor student attendance gallery exhibit at the end of the term. odicals and to participate in all class ELL program. and homework completion, obtain discussions. homework assignments, and review 240. TESTING, READING detailed practice test score reports. cSOCIAL SCIENCES 247. INTRODUCTION AND STUDY SKILLS DEPARTMENT TO PSYCHOLOGY This course is designed for students 249. PREPARING FOR THE SSAT This elective course gives an intro- who wish to develop greater reading EXAM: MATHEMATICS 241. INTERNATIONAL AFFAIRS ductory look into several topics in the comprehension, improve their Staffed by an SSAT Math expert This course is designed to stimulate discipline of psychology. Particular reading speed, and increase their from Summit Educational Group, students’ interest in international attention will be paid to the brain vocabulary. Techniques which can this course will focus on the test- relations and foreign policy. As a and biological bases of behavior, help students use their study time taking and academic skills necessary result of their experiences in the personality theories, learning more effectively are also taught. to maximize scores on the SSAT. class, they become more astute theories, and abnormal psychology. Vocabulary development is accom- Because each student truly learns observers of the international scene This course is ideal for students with plished by the study of prefixes, differently, Summit customizes and better understand the problems little to no previous exposure to the roots, and suffixes and by teaching instruction to meet the needs of indi- facing the world. Strong emphasis subject of psychology. students how to use context clues. vidual students. As part of the course, is placed on both the historical Students are also taught how to each student receives an SSAT course background and the realities of the 250. THE RESEARCH PAPER develop greater skill in writing book and practice tests. Parents modern world scene. Students are This course is designed to familiarize coherent paragraphs. There is and students will receive access to assigned readings and gain consider- students with techniques of research training in the art of taking college Summit’s online portal, which can be able experience in utilizing library in a modern library. After successful board SAT’s and achievement tests, used to monitor student attendance sources emphasizing a variety of completion of this course, students and there is also frequent practice and homework completion, obtain viewpoints. Much attention is given to will be able to select and narrow a in reading articles for development homework assignments, and review the development of critical thinking, research topic. They will be able to of both speed and comprehension. detailed practice test score reports. and a large portion of the course is find and use a variety of resources Students with a wide range of abili- devoted to activities that promote including reference materials, books, ties can benefit from the course. student involvement. journals, online databases, and the World Wide Web. Students will learn how to evaluate information, particularly information found on the Web. They will also learn strategies for searching the Web to find Meet SAMAR

Hometown: Jeddah, Saudi Arabia Passion: Playing the piano. It’s something that I constantly strive to improve and it was one of the things that attending Taft didn’t prevent me from doing! Goals for the summer: As a returning student, I convinced 251. TIME MANAGEMENT, 261. PREPARING FOR THE SAT ten of my friends from back home in Saudi Arabia to come ORGANIZATIONAL, AND EXAM: MATHEMATICS with me; my goal this summer was to get closer to them and TEST-TAKING STRATEGIES This course, taught by Summit just help them enjoy Taft as much as I did. The primary focus of this course Educational Group’s expert SAT First impression: Extremely welcoming, with wonderful is to increase students’ academic Math instructors, will focus on the people and helpful staff. performance by teaching effective academic skills and test-taking strate- time management, organizational, gies required for success on the NEW Favorite food in the dining hall: The pizza was delicious and test-taking skills. Students will SAT. Summit will provide students and the desserts were done extremely well. learn how to set goals, make choices, with a program of instruction custom- Favorite teachers: No favorites, I enjoyed all of my courses and establish priorities. The course ized to meet their individual needs equally. I chose Philosophy with Mr. Christenfeld who gave focuses on organizing work space, and maximize their scoring potential, me a great impression of the subject. Psychology is a course binders and notebooks, and how honing in on subjects such as alge- I take every summer due to my strong interest in it. Ms. to effectively use a daily planner. braic fluency, building equations from Training will be provided in the art of complex word problems, and many Stoughton was an amazing teacher who taught the course taking College Board and achieve- more. Each student receives a NEW in a very interactive way which made me enjoy it even ment tests, including development of SAT course book, official SAT practice more. Forensic Science was very fun and Ms. Piacenza was speed and reading comprehension. tests, and detailed reports to track extremely pleasant, always smiling, which added a great The course will also discuss strategies performance. These reports break atmosphere to the classroom. Lastly, International Affairs to minimize social media distractions. down scores into distinct categories, was very enjoyable and the debates were planned very Students who are not currently maxi- allowing teachers and students well by our enthusiastic teacher, Mr. Cibelli. He gave us the mizing their academic potential can to direct learning more efficiently benefit from this course. throughout the course. Parents and freedom to decide the direction of our discussions. students will have access to Summit’s Favorite memory: The summer as a whole, but ESPECIALLY 260. PREPARING FOR THE SAT online portal, which can be used to the last dance; it helped tie everything together! EXAM: VERBAL monitor attendance and homework This course, taught by Summit completion, obtain homework Educational Group’s expert SAT Verbal assignments, and review the detailed instructors, will focus on the academic practice test score reports. skills and test-taking strategies required for success on the NEW SAT. Summit will provide students with a program of instruction customized to meet their individual needs and maximize their scoring potential, honing in on subjects such as writing conven- tions, rhetorical techniques, and many more. Each student receives a NEW SAT course book, official SAT practice tests, and detailed reports to track performance. These reports break down scores into distinct categories, allowing teachers and students to direct learning more efficiently throughout the course. Parents and students will have access to Summit’s online portal, which can be used to monitor attendance and homework completion, obtain homework assignments, and review the detailed practice test score reports. 33 HowAPPLY to “We are so pleased with the entire experience, from our son’s first inquiry, to assistance with the application, the weeks in session with the staff and faculty, the trips and activities, 34 all the way through to the final reports. Thank you to all.”

—Heather

Steps to follow: What happens next?

We seek students striving for excellence. The atmosphere at Summer School 1. 4. is informal, but the program is designed with the expectation that you’re Fill out application Ask your teachers, willing to work hard to enhance your academic profile. Form A, including your school head, or guidance Your application will be evaluated on the basis of your recommendations course selections. counselor to complete and academic record. We’re particularly interested in students whose Forms B, C, and D and enthusiasm will allow them to take full advantage of the program offerings. submit the documents, An interview is not required, but campus visits are always welcome and 2. along with a copy of your Next, ask your parents encouraged. Contact our office, if you would like to schedule a tour. TRANSCRIPT, to the to sign the form and Once your application is complete, you can expect to hear from our office Summer School office. complete the payment within a few days. There is no official deadline, and applications are accepted information for the until the program is full. At that point, a waitlist will be established. To ensure Note: If you applied to $75 application fee. that space is available, early application is recommended. Taft for the 2020–2021 academic year, you don’t 3. need to send additional To email a secure file, visit recommendations. taftschool.leapfile.net Simply send Form A, Go to taftschool.org/summer or or fax to 860-945-7859. and we’ll do the rest. facebook.com/taftsummerschool for more information. ApplicationA SUMMER @ TAFT THE TAFT SCHOOL, WATERTOWN, CONNECTICUT 06795

APPLICANT:______FIRST NAME MIDDLE NAME LAST NAME Home address______STREET CITY STATE ZIP COUNTRY Date of birth___/___/______h Male h Female Present grade______Email______M D Y Country of citizenship______Country of birth______

Have you applied to Taft for the 2020–21 school year? h Yes h No

PARENT 1:______TITLE FIRST NAME LAST NAME Address______(IF DIFFERENT THAN ABOVE) STREET CITY STATE ZIP COUNTRY Home phone______Business phone______Cell phone______

Email (required)______

PARENT 2:______TITLE FIRST NAME LAST NAME Address______(IF DIFFERENT THAN ABOVE) STREET CITY STATE ZIP COUNTRY Home phone______Business phone______Cell phone______

Email (required)______

PRESENT SCHOOL______

School address______STREET CITY STATE ZIP COUNTRY School phone______School Fax______

Guidance Counselor, Principal, or Head of School______

School you will attend next fall______School phone______(IF DIFFERENT FROM ABOVE)

HOW DID YOU HEAR ABOUT THE SUMMER SCHOOL? h Friend h Family member h Guidance Counselor/Teacher hSocial Media h Taft Admissions Office h Taft Website h Educational Consultant______h Publication______h Other______(PLEASE SPECIFY) Name of any relatives who have attended The Taft School or The Taft Summer School______

______

35 Application

APROGRAM TO WHICH YOU ARE APPLYING:

5 Weeks: June 27–July 31, 2020

h YOUNG SCHOLARS (entering grades 7–8, Course Selection: Each Young Scholar or Liberal Studies applicants must be 12 years of age by June 1, 2020) student takes two 100-level (major) and two 200-level (elective) courses. Because of the possibility of a course h LIBERAL STUDIES (entering grades 9–12) being filled, please list three choices in order of preference.

h Boarding 100-Level Courses:

h prefer a single (depending on availability) 1.______36 h prefer a roommate (list special interests below) 2.______3.______

______200-Level Courses:

______1.______

h Day 2.______

3.______

2 Weeks: July 12–24, 2020

h WRITER’S LAB (entering grades 9–12, U.S. residents only) Course Selection: Students enrolled in the Writer’s Lab will be automatically pre-registered in a morning and afternoon h prefer a single room (depending on availability) writing class.

h prefer a roommate (list special interests below)

______

SIGNATURE OF PARENT/GUARDIAN______DATE______

THE $75 NONREFUNDABLE APPLICATION FEE IS PAYABLE BY CHECK OR CREDIT CARD. Please make check payable to Taft Summer School or enter your credit card information below.

Please charge my: h Visa h MC

Card #______SUBMIT THE COMPLETED FORM TO: Summer School Admissions Exp. Date______V-Code______The Taft School 110 Woodbury Road Card Holder______Watertown, CT 06795

Email: taftschool.leapfile.net (secure file delivery) Fax: 860-945-7859 School ReportB SUMMER @ TAFT THE TAFT SCHOOL, WATERTOWN, CONNECTICUT 06795

TO THE APPLICANT:

Print your name and address below and give this form to your guidance counselor, principal, or school head.

Applicant______FIRST NAME MIDDLE NAME LAST NAME Address______STREET CITY STATE ZIP COUNTRY h I give permission to release my child’s transcript______PARENT SIGNATURE

TO THE GUIDANCE COUNSELOR, PRINCIPAL OR SCHOOL HEAD:

PLEASE INCLUDE THE FOLLOWING:

1. The applicant’s latest TRANSCRIPT. 2. A brief evaluation of the student. We are especially interested in the student’s initiative, academic potential, and overall conduct at your school.

(Please type or print, and you may attach a separate sheet.)

______

37 School Report

______

38 ______

______

Counselor’s or School Head’s Name______

Signature______Date______

Position______

School Name______

Phone______Email______

School Address______STREET CITY STATE ZIP COUNTRY

Applications are reviewed as they are received; therefore, we request your prompt attention to this recommendation. We cannot decide on the student’s application until all forms have been received; late applications could jeopardize a student’s chances for admission. Thank you for your help in evaluating this student.

SUBMIT THE COMPLETED FORM (INCLUDING A COPY OF THE TRANSCRIPT) TO: Summer School Admissions The Taft School 110 Woodbury Road Watertown, CT 06795

Email: taftschool.leapfile.net (secure file delivery) Fax: 860-945-7859 Teachers ReportC 1 SUMMER @ TAFT THE TAFT SCHOOL, WATERTOWN, CONNECTICUT 06795

TO THE APPLICANT:

Write your name and address below and give this form to your English teacher.

Applicant______

Address______STREET CITY STATE ZIP COUNTRY

TO THE TEACHER:

The above student has applied to The Taft Summer School. Our program is an intensive one; students will be in class for up to five hours each day and will study for several hours in the evening. We ask your help in determining whether the applicant is suited to benefit from a concentrated academic program. Please write a brief evaluation of the student in the space below. We are especially interested in the student’s initiative, willingness to work, academic promise, and overall conduct at your school. We would also appreciate your input on how adaptable you find this student, particularly if he/she is applying to our residential program.

We realize that writing thoughtful comments takes time; thank you in advance for your help in evaluating this student.

(Please type or print, and you may attach a separate sheet.)

______

39 Teachers Report 1

C______

______

______40 PLEASE RATE STUDENT BY CHECKING THE APPROPRIATE BOXES BELOW:

Excellent Good Fair Poor 1. Achievement h h h h 2. Attitude h h h h 3. Concern for others h h h h 4. Conduct h h h h 5. Participation h h h h 6. Peer interaction h h h h 7. Potential h h h h 8. Preparation h h h h 9. Response to constructive criticism h h h h 10. Overall evaluation as a student h h h h

In what subject do you teach the applicant?______

How long have you known the applicant?______

Teacher’s Name______

Position______

School Name______

Phone______Email______

School Address______STREET CITY STATE ZIP COUNTRY Teachers’ Signature______Date______

SUBMIT THE COMPLETED FORM TO: Summer School Admissions The Taft School 110 Woodbury Road Watertown, CT 06795

Email: taftschool.leapfile.net (secure file delivery) Fax: 860-945-7859 Teachers ReportD 2 SUMMER @ TAFT THE TAFT SCHOOL, WATERTOWN, CONNECTICUT 06795

TO THE APPLICANT:

Write your name and address below and give this form to one of your present teachers.

Applicant______

Address______STREET CITY STATE ZIP COUNTRY

TO THE TEACHER:

We realize that writing thoughtful comments takes time; thank you in advance for your help in evaluating this student.

(Please type or print, and you may attach a separate sheet.)

______

41 Teachers Report 2

______

______42 PLEASE RATE STUDENT BY CHECKING THE APPROPRIATE BOXES BELOW:

In what subject do you teach the applicant?______

How long have you known the applicant?______

Teacher’s Name______

Position______

School Name______

Phone______Email______

School Address______STREET CITY STATE ZIP COUNTRY Teachers’ Signature______Date______

SUBMIT THE COMPLETED FORM TO: Summer School Admissions The Taft School 110 Woodbury Road Watertown, CT 06795

Email: taftschool.leapfile.net (secure file delivery) Fax: 860-945-7859 GOLFProgram

Utilizing the facilities at WHAT ARE THE DATES? the nearby Watertown c Session A: Monday: A (two weeks): Golf Club (Taft’s home June 29 to July 10, 2020—$650 course), this co-ed c Session B: Monday: B (two weeks): program is designed for July 13 to July 24, 2020—$650 the competitive golfer pursuing a high school or WHO IS PLAYING? collegiate level program. Participants must be enrolled in the Summer School’s All instructors are PGA academic program, either full-time or part-time. certified and supplied by Each application must include a letter of recommendation lan Marshall’s Golf Shop. from a golf professional, instructor, or coach, and participants must be able to provide a USGA certified The program offers a handicap index of 16.5 for boys and 23.2 for girls. 5:1 student-to-teacher WHAT DOES THE SCHEDULE ratio and accepts a LOOK LIKE? maximum of 10 eligible c Monday: Full Swing with Video, Fundamentals students per session. including Posture, Grip and Alignment c Tuesday: Putting and Chipping, Fundamentals and Drills, Effective Practice to Score c Wednesday: Full Swing with Short and Midirons (Hybrids included) c Thursday: Putting and Chipping, Reading the Greens and Specialty Shots (Lie & Slope) c Friday: Full Swing with Drivers and Fairway Woods

“I couldn’t have Monday, Tuesday, Thursday and Friday 2:30–4:30 p.m. appreciated Wednesday 1:30–2:30 p.m. Coach Jan’s efforts more…. Each session includes 2 hours of on-course instruction He is one of those and course access on Sundays after 4:00 p.m. people I could see HOW DO I APPLY? myself spending Submit your complete Golf Program application every afternoon (including eligibility requirements) together with your with, just getting Summer School application. Payment is due upon better and better enrollment to the academic program. at golf.” 43 GOLFApplication SUMMER @ TAFT GOLF INSTRUCTION PROGRAM THE TAFT SCHOOL, WATERTOWN, CONNECTICUT 06795

APPLICANT:______FIRST NAME MIDDLE NAME LAST NAME Home address______STREET CITY STATE ZIP COUNTRY Date of birth______h Male h Female Present grade______Email______

ARE YOU APPLYING AT THE TAFT SUMMER SCHOOL AS A

h Part-time or

h Full-time student? 44

GOLF SESSION TO WHICH YOU ARE APPLYING:

h Session A: June 29 to July 10, 2020—$650*

h Session B: July 13 to July 24, 2020—$650*

PARENT 1:______TITLE FIRST NAME LAST NAME Address______(IF DIFFERENT THAN ABOVE) STREET CITY STATE ZIP COUNTRY Home phone______Business phone______Cell phone______

Email______

PARENT 2:______TITLE FIRST NAME LAST NAME Address______(IF DIFFERENT THAN ABOVE) STREET CITY STATE ZIP COUNTRY Home phone______Business phone______Cell phone______

Email______

ELIGIBILITY: Must be enrolled in the Taft Summer School’s academic program. Letter of recommendation from golf professional, instructor, or coach. Must be able to provide a USGA certified handicap index of: 16.5 (Boys), 23.2 (Girls)

ENROLLMENT: Enrollment is limited to 10 participants per session and applications are subject to review and approval by Ian Marshall’s golf shop. Participants must bring their own set of clubs.

SUBMIT YOUR COMPLETED GOLF APPLICATION TO: Summer School Admissions The Taft School 110 Woodbury Road Watertown, CT 06795

Email: Send a secure email through taftschool.leapfile.net Fax: 860-945-7859

*Payment is due upon enrollment to the academic program. Additional RESOURCES Summer Contacts Visitor Information

Thomas W. Antonucci, Director LODGING AND DINING Kristina Kulikauskas, Program Administrator c northwestct.com c ctvisit.com EMAIL c visitconnecticut.com/state c [email protected] c taftschool.leapfile.net (secure server) AIRPORTS c www.panynj.gov/airports/jfk.html PHONE c bradleyairport.com 860-945-7961

FAX Fax: 860-945-7859

WEB c taftschool.org/summer Copy writing: Kristina Kulikauskas, The Taft School actively seeks and c facebook.com/taftsummerschool Sarah Albee, Kaitlin admits students or any race to all Orfitelli, the Summer its rights, privileges, programs and ADDRESS School Community activities and does not discriminate The Taft School Photography: Riley Brennan, Bob on the basis of race, color, creed, Attn: Summer School Falcetti, Kristina sex, sexual orientation, or national 110 Woodbury Road Kulikauskas, Zachary origin in the administration of its Watertown, CT 06795 Shemms, the Summer policies and programs. School Community Design: Good Design, LLC 45