Inside the Seminar: Dissecting Paradox in AP Literature

What does G.K. Chesterton’s 1908 metaphysical thriller, The Man Who Was Thursday, have to say about identity, order, and chaos? Today, students in Mr. DeChristopher’s AP Literature and Composition class tackled that very question during an engaging student-led seminar discussion.

Gathered in a seminar circle, students unpacked the novel’s shifting tone—tracing its transition from a lighthearted absurdist spy story into a deep, nightmarish allegorical exploration of faith and existence. Rather than sticking to traditional lecture-style learning, Mr. DeChristopher guided the class as they cited textual evidence, debated character motives, and connected Chesterton’s central themes to broader literary traditions.

The AP Advantage: College-Level Rigor in High School

This kind of high-level discussion mirrors what students experience in introductory college literature courses. AP Literature and Composition gives motivated high schoolers the opportunity to engage with complex, demanding texts, analyze nuance, and sharpen critical writing skills within a supportive high school environment.

At the end of the academic year, students take the standardized AP Literature and Composition exam administered by the College Board. By scoring a qualifying mark on the exam, students can earn college credit or advanced placement at universities across the nation—saving on future tuition and freeing up space in their undergraduate schedules before they even set foot on a college campus.

Whether analyzing 20th-century paradoxes or crafting analytical essays, Mr. DeChristopher’s class proves that deep critical thinking is alive and thriving.

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