Fox Lane’s AP Seminar Students Build and Present Evidence-Based Arguments

“The best public speakers in the world have a teleprompter they work off of,” Fox Lane High School English teacher Cortnie Rosenhaft said to her class. “Put that into perspective with what you just did.”

Students in Rosenhaft’s AP Seminar had just finished presenting group research to their peers. While they had notecards to refer to, the presentations were given mostly from memory. The project required students to identify and investigate real-world problems and consider alternatives or solutions. They spent weeks researching before collaborating with their groups and integrating their individual research into cohesive group multimedia presentations. Topics ranged widely, from the colonization of Mars to the prevention of school shootings.

“Working in a group was far more difficult than I imagined, which surprised me,” said sophomore Elsa Petrillose. “Usually, students assume that working with others will be easier since there is less individual work you have to complete. However, AP Seminar emphasizes strong synthesis between your findings and the findings of your group members. This means that it requires just as much effort as working individually, since you are focusing on your group members’ research as well.”

Before the presentations began, Rosenhaft asked students about their best presentation skills.

“I think I’m pretty good at making eye contact with the audience,” one student said.

Other answers included speaking loudly and clearly, being well prepared and grounding themself so they don’t fidget.

Rosenhaft noted that the skills students develop throughout the course have useful real-world applications.

“AP Seminar is important because it teaches students how to think critically about the world around them,” she said. “Instead of just taking in information, students learn how to ask meaningful questions, evaluate sources, and build evidence-based arguments. These are skills they will use in college, careers, and everyday life where they need to analyze information and communicate ideas clearly.”

This twist on a typical English course required students to adapt a little bit.

“The most challenging part of this course is adjusting to a different type of English class,” she said. “Instead of reading traditional literature and writing traditional essays, AP Seminar focuses on skill-building and analyzing research.”

Rosenhaft is proud of how much her students have grown throughout the year so far.

“I’m most proud of the growth in students’ confidence, independent thinking, and stamina,” she said. “At the beginning of the year, many of them were unsure about how to develop complex research questions, and now they’re presenting thoughtful arguments with real authority! This is the first year we’ve offered AP Seminar at FLHS, so these students are truly pioneers. They’ve set the bar extremely high.”

While groups were presenting, their peers took notes on what worked well and provided feedback in what Rosenhaft referred to as “love notes.” Students’ responses were thoughtful and encouraging:

“The speakers stepping forward helped to make it clearer and directed viewer attention very well. Everyone seemed very prepared! Great job!”

“Even with minor mistakes, you fixed yourself well and kept going.”

“Everyone spoke very clearly. Even when you forgot something, you kept going without using filler words, which was good at carrying along the argument no matter what. Stay confident!”

Rosenhaft hopes students take that confidence with them in the future.

“I hope my students leave the course feeling confident in their ability to research complex issues and share their ideas with others,” she said. “Throughout the year they have learned how to collaborate, consider multiple perspectives, and revise their thinking as they encounter new evidence. More than anything, I hope they walk away knowing that their voice and ideas have real value.”