M-A’s English department has selected a variety of books that give students a chance to explore different genres, cultures, historical periods, and perspectives on topics like race, gender, and identity. Here’s a look at some of the students’ favorite books they’ve read in English class this year.
The Odyssey
All freshmen read The Odyssey by Homer in Multicultural Literature and Voice. The story follows Odysseus, the Greek hero and king of Ithaca, as he faces mythical creatures and gods on his long journey home after fighting in the Trojan War.
The Odyssey is one of the oldest surviving works of literature and reflects many traditional gender roles that differ greatly from those in today’s society. This contrast stood out to freshman Ines Bensoussan, who found the book thought-provoking. “I loved reading The Odyssey because it made me think a lot about gender roles. Specifically, women were expected to wait and stay loyal while men got to go on adventures and be seen as heroes,” she said.
Although the story is set in ancient Greece, The Odyssey still sparks meaningful discussions for modern students, especially when it comes to themes like identity and honor. “It opened my eyes to how different the expectations were and how that over time shaped into power and respect,” Bensoussan said.
Into the Wild
Juniors in AS English III read Into the Wild by Jon Krakauer. The book uncovers the real-life story of Christopher McCandless, an American adventurer whose body was found in an abandoned bus in the Alaskan wilderness.
“It changed my mind on nonfiction books and that they could actually be interesting and not boring,” junior Karina Gadre said.
Initially, Gadre had hoped to read a more modern book, since Into the Wild was written in 1996. She also assumed nonfiction would be dull. However, she was pleasantly surprised. “The details actually enhanced the story rather than taking away from it,” she said.
The book includes literary references, maps, and vivid descriptions of nature, which helped immerse readers in McCandless’ journey. “The detailed maps helped me see where the main character was traveling, which helped me understand the scale of Krakauer’s story,” Gadre added.
The Coddling of the American Mind
Juniors in John McBlair’s AP Language and Composition class read The Coddling of the American Mind by Greg Lukianoff and Jonathan Haidt. The book explains that protecting adolescents from discomfort can lead to more anxiety and less resilience. It also emphasizes the importance of open dialogue and critical thinking.
Junior Zachary Quintana took interest in this book because of its relevant themes. “I found it very interesting to take a step back in time and analyze the trends that have set up the society we live in today,” Quintana said.
Quintana also appreciated how the book challenged his assumptions. “I found Coddling interesting because it completely flipped the script on what I assumed about safety, mental health, and free speech in the times we live in. My favorite part was exploring how well-meant efforts to protect youth may actually fuel anxiety, polarization, and a fear of disagreement.”
1984
Some students find it hard to enjoy school reading because the assigned books feel uninteresting and irrelevant to the modern day. This was the case for sophomore Gracie Johnson—until she took AS English II. “I read 1984, and it really surprised me because I don’t always enjoy the school reading,” she said.
1984 is a classic dystopian novel written by George Orwell in 1949. The story takes place in the year 1984 within a totalitarian society, where the protagonist, Winston, struggles against an oppressive regime and its constant surveillance.
For Johnson, 1984 showed that school reading can be both meaningful and interesting, especially when it reflects the complexities of the world we live in today. “Not only was the story entertaining but it seemed relevant to today with recent political events and different news networks,” she said.
Invisible Man
With M-A’s diverse student body, English classes aim to include authors and stories that represent a range of racial and cultural backgrounds. Invisible Man by Ralph Ellison, read in senior AP Literature classes, is an example of this effort.
The novel follows an unnamed Black man through his journey from the South to Harlem. As he navigates racism and exploitation, he realizes that societal stereotypes and expectations have caused him to feel “invisible.”
Senior Neo Chang found Invisible Man especially impactful and relevant. Although the novel was published in 1952, it is one of the more modern works covered in AP Literature. “My favorite book was definitely Invisible Man because it was the easiest to address since it was the most recently written,” Chang said.
He explained that the themes felt more applicable to modern life. “As another racial minority, I feel the struggles of being isolated in a white-dominated society,” he said.
Chang’s connection to the book shows how literature, even decades old, can still resonate with students today.
The Stranger
Seniors in David Rosenberg’s English IV class read The Stranger by Albert Camus, a novel that explores existentialism and absurdism. The story follows Meursault, a detached and emotionally indifferent man living in French-colonial Algeria. His lack of reaction to his mother’s death and later involvement in a murder challenge society’s expectations about meaning, morality, and emotion.
Senior Rico Arriaga found the novel especially compelling because of its unusual point of view. “I thought it was really interesting to see the perspective through which the protagonist Meursault saw the world,” he said. “His absurdist point of view led me to draw contradictions between him and my life, as I’ve always been taught to find meaning in living.”
Arriaga added that the book helped him better understand how others see the world. “I just overall think it was an interesting book that opens the reader into understanding others’ actions, values, and motifs.” For students, The Stranger highlights the importance of considering different perspectives—even those that challenge their beliefs.
