Who We Are
Voices of DSHA
Writers on Writing
The DSHA English Department is committed to developing exceptional writers. Through four years of composition-based and college preparatory curriculum, teachers help students grow in critical and analytical thinking skills through methodical application of these abilities in each course. The annual result of this intentional development is a class of graduating seniors who have learned to find and communicate their individual voices in a manner that is logical, clear, and original. Students work on syntax, imagery, and tone, while infusing their own perspectives and life experiences into their writing in a way that honors the assignment at hand.
Each year, the DSHA English faculty receives countless messages from their former students. These messages share the same sentiments: students feel overly prepared for college through both their paper-writing skills and their ability to form and articulate an argument or point of view across a variety of subject matters. Class of 2022 English Department award recipients Madeline Setliff, DSHA ’22, and Ximena Cavazos, DSHA ’22, articulate why this coursework has mattered–and how they hope it will continue to matter in the years ahead. Yes, it is about being overly prepared to write excellent papers in college and being successful academically and in their careers. Yet is also about being human–learning to communicate and own their voice on the things that matter–and more importantly, why they matter.
Each year, the DSHA English faculty receives countless messages from their former students. These messages share the same sentiments: students feel overly prepared for college through both their paper-writing skills and their ability to form and articulate an argument or point of view across a variety of subject matters. Class of 2022 English Department award recipients Madeline Setliff, DSHA ’22, and Ximena Cavazos, DSHA ’22, articulate why this coursework has mattered–and how they hope it will continue to matter in the years ahead. Yes, it is about being overly prepared to write excellent papers in college and being successful academically and in their careers. Yet is also about being human–learning to communicate and own their voice on the things that matter–and more importantly, why they matter.
How did you land at DSHA for high school?
Setliff: I went to St. Roberts in Shorewood. I thought about my local public high school, but I knew I wanted the academic rigor of DSHA. In 7th grade I was involved in a program through the Milwaukee Archdiocese called Discovery. I came to DSHA with kids from other middle schools and Mr. Berens (DSHA English Faculty Andy Berens) taught on MLA formatting and grammar. We read The Great Gatsby and Death of a Salesman. I wanted more of this kind of learning.
Cavazos: I went to Jefferson Elementary and Longfellow Middle School in Wauwatosa. I originally didn’t want to go to DSHA. I got accepted into the (Milwaukee Parental) Choice Program and my mom pushed me to see this as an opportunity to gain a great education—she is very involved in our academic life and places the wellbeing of my siblings and I above all else. She loved school and instilled that in me, along with the belief that I could accomplish whatever I dreamed. I knew attending DSHA would be big change academically, yet it would open doors and allow me opportunities I would not have had elsewhere.
What was the transition to high school like in terms of your English courses?
Setliff: When I came to DSHA I had more of a studio arts mindset; writing wasn’t really a passion. Freshman year I had Mrs. Fitch (English Faculty Wendy Fitch). She was amazing; I loved her and the class so much. My passion for writing started early in high school when I realized it wasn’t just about writing. It was about developing a point of view on the literature we read; on creating a nuanced voice and argument.
Cavazos: Coming out of Longfellow I didn’t have much confidence in my writing ability and I knew I had room for improvement. I chose to spend a lot of time in the ALPHA (Academic Learning Place for Higher Achievement) Center with Ms. Murtha (English Faculty Aubrey Murtha, DSHA ’13). I had Mr. Nurre (English Faculty Peter Nurre) my freshman year. That first semester we began by writing short paragraphs analyzing poems and short stories. I received a grade I wasn’t too proud of on the first paper and was upset as I felt this grade was all I amounted to. However, Mr. Nurre responded to me by saying (paraphrased): “This isn’t you. I know you can do better and we’ll work on it. Think about this as a stepping stone. I don’t want you to think this grade is what you are.” I knew he believed in me, and although he expected a lot from us, I started to believe in myself, too.
How has your voice as a writer developed at DSHA?
Setliff: Freshman year my voice was less about expressing my ideas and more about checking a box. I really found my writer’s voice in AP Language. Our first assignment was called “Writing to Show.” It was three one-page mini-assignments where we had to describe what was happening versus just stating what was happening. I couldn’t just say, “I watched my dog using the ball.” I had to describe each part of it. I found joy in finding really specific language to communicate. I’ve learned that using compelling words doesn’t matter if they are empty and not pointing toward a specific point with clear evidence in a concise manner. One of the most helpful lessons I’ve learned was when I would attempt to make a point in a paper and Mr. Nurre would come back with the response of, “so what?” I’ve learned to value the “why.” To analyze and ask why something matters, to pick it apart, and fill in the cracks.
Cavazos: Over the last four years I have grown to care about the way I say things. I have learned how to find meaning in almost anything and recognize how an author uses such things, no matter how small they may seem, to ultimately serve a greater purpose. It is in the deeper meanings of things that arises beauty. With every English course I have taken, I have grown more confident in establishing an arguable claim and providing evidence to back it up. All that is needed to back up your claim is sustainable evidence and should you be able to analyze it, you retain the means to make any claim regardless of its popularity. Which is something I love so much about English, that unlike math there is no one answer. That instead, there are countless ways you can approach things. As a writer I tend to use more words than are necessary when I write, yet in AP Language particularly, I became a more concise communicator. In this class I saw again and again how writing a coherent argument is a process, one in which we are taught to take the specific approach in leading with the thesis, followed by working on the body paragraphs, and finishing with an intro and conclusion. I have learned to expand my view on the text and how to examine it through different viewpoints. I have developed the ability of circling back to the argument I aim to get across and making those real world connections.
How have your teachers helped you grow as a writer?
Setliff: They are so smart and they want to help. They invested so much extra help beyond the classroom. They build personal relationships which help the critiques—and that makes us better communicators. I respect them as teachers, writers, and people who share their lives with us—that really matters because we are sharing our work with someone who cares. I just wrote thank you notes to my teachers and told them the truth: that they have helped me develop as person because of my writing. It is powerful to be able to communicate exactly what you mean to say in any situation in life.
Cavazos: My teachers have always cared about me, not only as a student but as a person aside from the work I produce. I loved going to their classes every day and they inspired in me a great love of literature. They challenged me and pushed me to see that I am capable of so much more than I believe myself to be. My teachers have taught me how important it is to voice one’s own opinions and listen to the opinions of others. They put so much time and effort into helping us grow as writers, by giving us feedback and working with us one on one. They are always willing to bounce ideas back and forth and have in-depth discussions on the text, pushing us to examine the text in ways we didn’t think of before.
Why does all of this matter? What will you take with you from your English courses into the rest of your life?
Setliff: I’ve learned that the versatility of being a good and sufficient writer will become apparent in so many moments in life. I’ve grown in confidence because of the way my writing abilities have been pushed. There have been some essays where I have no idea how I would form an argument, but I was never scared to try. Writing is so personal and I’ve learned the value of evaluating the “why” and talking with my inner critic with the mindset of how to make adjustments. So much of your life is communicating—relationships with friends or parents or even having the confidence to go talk to your professor. I will take these skills and continue to build on and learn from them. I’ve also learned that I can’t be too arrogant about my writing or anything I try to communicate. It can always be better. Feedback is not personal; it means I’m growing as a writer and a person.
Cavazos: Creating and affirming your voice as a writer is immensely important as it is something you are going to carry with you everywhere you go. The experiences I have gone through in my life, specifically the past year, have shaped who I am academically. I have had to grow up early, and work hard in life to get where I want to go. As the daughter of immigrants and a first generation, Mexican American, my outlook on the world is different than that of others. Throughout my English courses—surrounded by different people, with a variety of opinions and experiences—I have been able to share my thoughts and connect with others. It is a very human thing to write, as it can be very personal. We must care for others by listening to them and ensuring them a chance to have their voice heard. Being able to communicate with others and retaining the ability to formulate an argument is something that will be used by all individuals regardless of what career one chooses.
What is next for you?
Setliff: I’m attending the University of Wisconsin— Madison. I have so many interests—urban, planning, fashion design, local politics, Spanish, theology, so I’m still deciding what to study. Eventually, I want to live in a global city like New York, London, or Washington, D.C. I hope to be around people who have a sense of the impact they are making in the world; people who understand and know what is going on. I want to be caring about what I am working on, and be able to actively explore new things my whole life. I think it is really important that I feel morally connected to whatever I end up doing.
Cavazos: Looking back, I know that my mom’s encouragement for me to go to DSHA has helped me get to where I am today. I am attending Boston University in the fall on a full scholarship. Upon hearing the news of my scholarship I remember simply crying in my mom’s arms that night when I got home. I felt such relief and joy in knowing that all my hard work had amounted to something, and that despite all I had gone through I was able to keep going. I aim to study political science in the fall, and am interested in attending law school, with the hopes of one day becoming a politician. I aspire to one day be in a position where I can make real meaningful change in people’s lives and ensure that all individuals' voices are heard and that their rights as human beings are protected.
Madeline Setliff, DSHA '22
Outstanding Senior in English
Awarded by the English Department to the top English student in the graduating class.
English Courses Taken at DSHA
Freshman Year
Ximena Cavazos, DSHA '22
Salvatorian Book Award Recipient
Awarded by the English Department to the graduating senior that most embodies the mission and identity of DSHA in her English classes.
English Courses Taken at DSHA
Freshman Year
* Specialized Studies department course.
English Department Curriculum at DSHA
The college-preparatory curriculum deliberately develops critical and analytical thinking skills, with an emphasis on the students' applying these skills and methods in all classes. Freshman and sophomore level courses provide the fundamentals of literary analysis, beginning writing instructions and grammar review. Junior and senior level courses concentrate on more sophisticated application of these concepts, along with offering oral presentation practice.
Freshman Year | Year-Long Course
* College credit through Cardinal Stritch University
^ College credit through University of Wisconsin - Whitewater
+ Students who complete the AP exam for this course and receive a score of 3 or higher (out of 5) may be eligible for college credit.
Back
Setliff: I went to St. Roberts in Shorewood. I thought about my local public high school, but I knew I wanted the academic rigor of DSHA. In 7th grade I was involved in a program through the Milwaukee Archdiocese called Discovery. I came to DSHA with kids from other middle schools and Mr. Berens (DSHA English Faculty Andy Berens) taught on MLA formatting and grammar. We read The Great Gatsby and Death of a Salesman. I wanted more of this kind of learning.
Cavazos: I went to Jefferson Elementary and Longfellow Middle School in Wauwatosa. I originally didn’t want to go to DSHA. I got accepted into the (Milwaukee Parental) Choice Program and my mom pushed me to see this as an opportunity to gain a great education—she is very involved in our academic life and places the wellbeing of my siblings and I above all else. She loved school and instilled that in me, along with the belief that I could accomplish whatever I dreamed. I knew attending DSHA would be big change academically, yet it would open doors and allow me opportunities I would not have had elsewhere.
What was the transition to high school like in terms of your English courses?
Setliff: When I came to DSHA I had more of a studio arts mindset; writing wasn’t really a passion. Freshman year I had Mrs. Fitch (English Faculty Wendy Fitch). She was amazing; I loved her and the class so much. My passion for writing started early in high school when I realized it wasn’t just about writing. It was about developing a point of view on the literature we read; on creating a nuanced voice and argument.
Cavazos: Coming out of Longfellow I didn’t have much confidence in my writing ability and I knew I had room for improvement. I chose to spend a lot of time in the ALPHA (Academic Learning Place for Higher Achievement) Center with Ms. Murtha (English Faculty Aubrey Murtha, DSHA ’13). I had Mr. Nurre (English Faculty Peter Nurre) my freshman year. That first semester we began by writing short paragraphs analyzing poems and short stories. I received a grade I wasn’t too proud of on the first paper and was upset as I felt this grade was all I amounted to. However, Mr. Nurre responded to me by saying (paraphrased): “This isn’t you. I know you can do better and we’ll work on it. Think about this as a stepping stone. I don’t want you to think this grade is what you are.” I knew he believed in me, and although he expected a lot from us, I started to believe in myself, too.
How has your voice as a writer developed at DSHA?
Setliff: Freshman year my voice was less about expressing my ideas and more about checking a box. I really found my writer’s voice in AP Language. Our first assignment was called “Writing to Show.” It was three one-page mini-assignments where we had to describe what was happening versus just stating what was happening. I couldn’t just say, “I watched my dog using the ball.” I had to describe each part of it. I found joy in finding really specific language to communicate. I’ve learned that using compelling words doesn’t matter if they are empty and not pointing toward a specific point with clear evidence in a concise manner. One of the most helpful lessons I’ve learned was when I would attempt to make a point in a paper and Mr. Nurre would come back with the response of, “so what?” I’ve learned to value the “why.” To analyze and ask why something matters, to pick it apart, and fill in the cracks.
Cavazos: Over the last four years I have grown to care about the way I say things. I have learned how to find meaning in almost anything and recognize how an author uses such things, no matter how small they may seem, to ultimately serve a greater purpose. It is in the deeper meanings of things that arises beauty. With every English course I have taken, I have grown more confident in establishing an arguable claim and providing evidence to back it up. All that is needed to back up your claim is sustainable evidence and should you be able to analyze it, you retain the means to make any claim regardless of its popularity. Which is something I love so much about English, that unlike math there is no one answer. That instead, there are countless ways you can approach things. As a writer I tend to use more words than are necessary when I write, yet in AP Language particularly, I became a more concise communicator. In this class I saw again and again how writing a coherent argument is a process, one in which we are taught to take the specific approach in leading with the thesis, followed by working on the body paragraphs, and finishing with an intro and conclusion. I have learned to expand my view on the text and how to examine it through different viewpoints. I have developed the ability of circling back to the argument I aim to get across and making those real world connections.
How have your teachers helped you grow as a writer?
Setliff: They are so smart and they want to help. They invested so much extra help beyond the classroom. They build personal relationships which help the critiques—and that makes us better communicators. I respect them as teachers, writers, and people who share their lives with us—that really matters because we are sharing our work with someone who cares. I just wrote thank you notes to my teachers and told them the truth: that they have helped me develop as person because of my writing. It is powerful to be able to communicate exactly what you mean to say in any situation in life.
Cavazos: My teachers have always cared about me, not only as a student but as a person aside from the work I produce. I loved going to their classes every day and they inspired in me a great love of literature. They challenged me and pushed me to see that I am capable of so much more than I believe myself to be. My teachers have taught me how important it is to voice one’s own opinions and listen to the opinions of others. They put so much time and effort into helping us grow as writers, by giving us feedback and working with us one on one. They are always willing to bounce ideas back and forth and have in-depth discussions on the text, pushing us to examine the text in ways we didn’t think of before.
Why does all of this matter? What will you take with you from your English courses into the rest of your life?
Setliff: I’ve learned that the versatility of being a good and sufficient writer will become apparent in so many moments in life. I’ve grown in confidence because of the way my writing abilities have been pushed. There have been some essays where I have no idea how I would form an argument, but I was never scared to try. Writing is so personal and I’ve learned the value of evaluating the “why” and talking with my inner critic with the mindset of how to make adjustments. So much of your life is communicating—relationships with friends or parents or even having the confidence to go talk to your professor. I will take these skills and continue to build on and learn from them. I’ve also learned that I can’t be too arrogant about my writing or anything I try to communicate. It can always be better. Feedback is not personal; it means I’m growing as a writer and a person.
Cavazos: Creating and affirming your voice as a writer is immensely important as it is something you are going to carry with you everywhere you go. The experiences I have gone through in my life, specifically the past year, have shaped who I am academically. I have had to grow up early, and work hard in life to get where I want to go. As the daughter of immigrants and a first generation, Mexican American, my outlook on the world is different than that of others. Throughout my English courses—surrounded by different people, with a variety of opinions and experiences—I have been able to share my thoughts and connect with others. It is a very human thing to write, as it can be very personal. We must care for others by listening to them and ensuring them a chance to have their voice heard. Being able to communicate with others and retaining the ability to formulate an argument is something that will be used by all individuals regardless of what career one chooses.
What is next for you?
Setliff: I’m attending the University of Wisconsin— Madison. I have so many interests—urban, planning, fashion design, local politics, Spanish, theology, so I’m still deciding what to study. Eventually, I want to live in a global city like New York, London, or Washington, D.C. I hope to be around people who have a sense of the impact they are making in the world; people who understand and know what is going on. I want to be caring about what I am working on, and be able to actively explore new things my whole life. I think it is really important that I feel morally connected to whatever I end up doing.
Cavazos: Looking back, I know that my mom’s encouragement for me to go to DSHA has helped me get to where I am today. I am attending Boston University in the fall on a full scholarship. Upon hearing the news of my scholarship I remember simply crying in my mom’s arms that night when I got home. I felt such relief and joy in knowing that all my hard work had amounted to something, and that despite all I had gone through I was able to keep going. I aim to study political science in the fall, and am interested in attending law school, with the hopes of one day becoming a politician. I aspire to one day be in a position where I can make real meaningful change in people’s lives and ensure that all individuals' voices are heard and that their rights as human beings are protected.
Madeline Setliff, DSHA '22
Outstanding Senior in English
Awarded by the English Department to the top English student in the graduating class.
English Courses Taken at DSHA
Freshman Year
- College Prep English I | Ms. Wendy Fitch
- College Prep English II | Mr. Andy Lelinski
- AP English Language & Composition | Mr. Peter Nurre
- Communications and Speech * | Mr. Andy Lelinski
- AP English Literature & Composition | Ms. Wendy Fitch
- Ethnicity in American Literature | Mr. Andy Lelinski
Ximena Cavazos, DSHA '22
Salvatorian Book Award Recipient
Awarded by the English Department to the graduating senior that most embodies the mission and identity of DSHA in her English classes.
English Courses Taken at DSHA
Freshman Year
- College Prep English I | Mr. Peter Nurre
- College Prep English II | Mr. Andy Lelinski
- AP English Language & Composition | Mr. Peter Nurre
- Communications and Speech * | Mr. Andy Lelinski
- AP English Literature & Composition | Ms. Wendy Fitch
- Ethnicity in American Literature | Mr. Andy Lelinski
- Contemporary Literature | Mr. Quinn Loucks
* Specialized Studies department course.
English Department Curriculum at DSHA
The college-preparatory curriculum deliberately develops critical and analytical thinking skills, with an emphasis on the students' applying these skills and methods in all classes. Freshman and sophomore level courses provide the fundamentals of literary analysis, beginning writing instructions and grammar review. Junior and senior level courses concentrate on more sophisticated application of these concepts, along with offering oral presentation practice.
Freshman Year | Year-Long Course
- College Prep English I
- College Prep English II
- One Semester Courses
- Female Identity in Literature
- Shakespeare's Major Plays
- Topics in Literature
- The Writing Course
- One Semester Dual-Credit Courses for College Credit
- Ethnicity in American Literature *
- Irish Literature *
- Contemporary Literature ^
- Year-Long Advanced Placement Courses
- AP English Language & Composition (Junior Year) +
- AP English Literature & Composition (Senior Year) +
* College credit through Cardinal Stritch University
^ College credit through University of Wisconsin - Whitewater
+ Students who complete the AP exam for this course and receive a score of 3 or higher (out of 5) may be eligible for college credit.
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Pictured from left to right at DSHA Graduation: English Faculty Peter Nurre; Ximena Cavazos, DSHA '22; Madeline Setliff, DSHA '22; and English Faculty Andy Lelinkski.
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