CCHS Introduces AP Seminar for the First Time

Aliyah Maciel presents her Individual Multimedia Presentation (IMP) about mental health and identity related to nostalgia.

This year, Culver City High School newly introduced AP Seminar, an advanced placement course designed to strengthen student’s research, communication, and critical-analysis skills, currently taught by Marc Ketchem in room 97. This school year, the class enrolled 15 students and was offered only during first period due to limited demand. AP Seminar gives students the freedom to explore topics based on their personal interests while developing research and communication skills. These skills can benefit students in other AP courses and provide a strong foundation for many college majors.

Unlike the traditional structure of English classes that focus on reading and writing-based assignments, AP Seminar coursework primarily consists of independent research, argument analysis, and public speaking. Throughout the year, students will base their focus on extensively researching current real-world issues, evaluating sources, and creating evidence-based argumentative presentations both as a form of classwork and for major projects that will be submitted as part of their overall AP exam score. Although assignments are fewer in number than in typical classes, they account for determining a large percentage of a student’s grade, which requires strong time management skills and self-motivation. “Compared to other classes where you have many assignments every week, AP Seminar has fewer assignments, but they are significant ones,” Ketchem said. “With this freedom comes the challenge and responsibility of getting things done in a timely manner”. 

Additionally, he notes that “it can take up a significant amount of time just writing and researching, but it rewards students that are self-motivated. The more you put into it, the more you will grow as a communicator and writer, and diversify your skills”.

The course centers around two major components. The first is the Individual Research Report (IRR). Students brainstorm ideas as a group, but each student writes their own research report from a specific perspective. Each team member will take on a different lens (economic, social and cultural, environmental, scientific, etc.). It is followed by a group presentation, known as the TMP (Team Multimedia Presentation) with a maximum of 10 minutes and consequent oral defense questions. 

The second half of the course consists of the IWA (Individual Written Argument), where students will synthesize a variety of thematic stimulus materials, given by the College Board, which will inspire a 2,000 word research paper. This is then followed by the IMP (Individual Multimedia Presentation), where an 8 minute, argumentative presentation will break down the key components that are stated within one’s individual argument (IWA). 

With an emphasis on public speaking, the class also presents students with consistent opportunities to both familiarize themselves with public speaking and gain confidence in voicing their opinions out loud. Ketchem explained that “you definitely don’t need prior experience with public speaking,” as “coming in with an open mind is more important than being an expert”. Being able to enter the class with optimism and the goal of growing as both a communicator and writer are the only prerequisites “required” to succeed throughout the school year. 

For students taking the class this year, many have found that it has provided a unique combination of challenge and support. Sophomore Aliyah Maciel said her biggest obstacle prior to taking the class was public speaking. “When I first started, I was very intimidated by having to speak in front of everyone… I wasn’t used to it,” she said . She also added that, “The night before our first major presentation, I was so nervous I almost dropped the class. But once it was over, I felt much more comfortable publicly speaking, and I’ve never felt that initial nervousness since.” 

Beyond solely developing her public speaking skills, she has found immense improvement in expanding the way she approaches research and ideas, which she believes made the initial challenges entirely worth it. “You learn how to find the best quotes, synthesize arguments, and present them clearly”. 

Although the structure of the class may initially seem daunting or overwhelming, the potential skills that can be gained and overall flexibility make the class highly manageable. Success is attainable for students of all different kinds of levels, regardless of prior experience.

It is entirely accessible to all students, and with the possibility of developing college-level research and presentation skills, students will see the benefits of taking the class throughout all sorts of ways. According to Ketchem, “if you're willing to work hard, stay open-minded, and manage your time well, the class meets students where they are”. 

At CCHS, AP Seminar has already proven to supply students with valuable opportunities that foster growth both academically and personally. By combining scholarly elements such as building argumentative skills, communication, and synthesizing evidence, the course helps students gain confidence and skills that will follow them throughout their high school career and beyond, preparing them for future AP classes and college-level work.