Starting in November, AP Language and Composition students worked in groups of three to create a structured argument on a variety of concepts to debate after Thanksgiving break. Each group created flashcards that included key information about their assigned topic as well as questions they could use to challenge and respond to one another. 

Using these flashcards, students developed their arguments and presented both an opening statement that introduced their topic and main points, and a closing statement that summarized the most important information they discussed. Throughout the debates, which ran from Dec. 1-11, students aimed to keep the conversation moving by presenting new, relevant information without repeating previously stated facts. The goal was to demonstrate a strong knowledge of the topic, sustain meaningful argumentation and avoid running out of ideas. The winning team was the one that maintained the most continuous flow of information.

Zion Asante (11) participated in the “teachers versus school board” debate as a representative on the teachers’ side. Her group presented evidence to support the idea that educators should determine the school year’s curriculum.

“It’s important to learn how to look at information objectively and debate different sides,” Asante said. “It’s also fun to give an argument.”

According to Asante, English teacher Timothy Akers set a clear goal for his students: to strengthen their understanding of debate and to help them identify rhetorical strategies found in literature. He emphasized applying rhetoric and recognizing fallacies in challenges they may face, focusing on skills that can be utilized in their everyday lives.

“It’s still important to consider who is actually teaching our students,” Asante said. “That’s why I believe this debate matters.”