Writing a 15- to 20-page, college-level, critical essay — on top of an already rigorous academic schedule that includes an English class — isn’t for everyone. But for a handful of Gilman students each year beginning in 2019 when Honors Paper in English became an Upper School elective, it proves to be a worthwhile endeavor.

The course description emphasizes effective research practices and writing skills “to sustain an original and sophisticated argument.” In the fall semester of 2025, three students enrolled in the independent study under the guidance of Upper School English Chair Justin Baker, who met with them monthly to serve as a research mentor and writing consultant.

Donovan Herb ’26 wrote about the presence of pessimist theory in Cormac McCarthy’s “The Passenger” and the first season of the HBO series “True Detective,” which he thinks portrays the “world-weary, morally corrupt protector archetype better than any literature or media I’ve seen.” Though Herb doesn’t consider himself a pessimist, he says he was drawn to the theory, which he describes as “a worldview that holds that consciousness leads to suffering because it allows humans to comprehend the terrifying mysteries of the universe.” Before this course, he had never delved deeply into questions about the meaning of life in an academic sense. “The chance to explore my personal opinions on different existentialist questions was very exciting,” he says, noting that this soul-searching journey led him to have a stronger personal philosophy.

Jay Salovaara ’26 signed up for the course to push himself as a writer. He used classic and contemporary theories on comedy to interpret Joseph Heller’s “Catch 22” and Douglas Adams’s “The Hitchhiker's Guide to the Galaxy.” As a Managing Print Editor in charge of the satirical Gilman Snooze section for The News, the School’s student newspaper, comedy and comedic writing is a big part of Salovaara’s life, so choosing a topic in this direction made perfect sense.

Zavier Quick ’27 applied Frantz Fanon’s philosophy on racial identity as outlined in “Black Skins, White Masks” to Ralph Ellison’s existential epic “Invisible Man.” Though Quick enjoyed some of the books assigned in his previous English classes, he wanted to choose which literature to analyze, which is what attracted him to Honors Paper in English. Quick selected these particular pieces, both coincidentally written in 1952, because of the philosophical lens through which they explore systemic racism. “Finding connections between the two works has been enriching not only as a student but also as a Black person living in America.”

Baker says he helps students along the way by guiding them towards resources and reviewing early drafts of their essays. He thinks he is most helpful during the writing process by offering organizational models and encouraging them to take argumentative and stylistic risks. Salovaara agrees, characterizing his teacher as “very dedicated to developing my voice as a writer.” Reflecting on shorter types of assignments he has completed for English classes in Upper School, the senior says an abbreviated length can make it difficult to develop a unique style. “Mr. Baker stressed the importance of using unique syntax and rhetorical devices to bring my voice to the paper.”

Herb recognizes the value of the freedom he was afforded in the course to choose his own topics and set the pace of his work. Salovaara believes the self-directed framework allowed the quality of his writing to improve and ultimately prepare him for college. “It gave me confidence in my ability to write meaningfully,” he says. Quick also appreciated the independence, noting, “It gave me an unprecedented sense of agency in my education.”

All three students recommend the independent study to others who are passionate about literature and skilled in time management. Baker seconds that: “The students who do well are enthusiastic readers, independently motivated, well-organized, and gifted writers.”