Plus: How I used this contest to teach blended-genre writing
Read this past article for information about the contest, guidelines, standards addressed, extra bonus, prizes, deadlines, and anything else I could think of that would be helpful to you.
Without any preview, other than the 2018 prompt, I’ve included below the 1000-word essay written by one of my seventh-grade students, Sara C. This essay was awarded first place among about forty entries submitted to our local county chapter. From there, it progressed to the state level, and placed first among all seventh-grade entries.
Here’s the prompt from the 2018 contest: The end of World War I was the beginning of a new age. This year marks the 100th anniversary of the end of the Great War. Imagine you are living in 1918. State where you are living and how the end of the war will impact your daily life. Discuss the pros and cons of the changes this War introduced to society and how you imagine those changes will impact the United States in the years to come.
And here’s the essay that won “Best in the State of Missouri” by a seventh-grader:
World War I: Remembering the War to End All Wars
We’re in the midst of the Great War. Women have assumed the jobs men had to abandon to fight with Allies. Ma and I work in the factory making uniforms for men at war. I want to take control for more than just work. I want to vote and be involved in the politics, the decisions, and the future of our country.
My little brother, Henry, is fighting in the war. He is stationed in the fields of Flanders in Belgium. Little Henry… He should be here, but he’s a man. After he saw all the propaganda posters he decided he needed to help. He enlisted in the United States Army.
These posters were all over town, saying things like, “There is still a place in line for you. Will you fit in?” Or “Will you fight now or wait for this?” Then there was an image of destruction.
Ma and I were at a loss of words when told of his enlistment. It was hard on us. Now I don’t know if he’s safe. I may only hope for him to be okay. Not to starve, suffer a bullet wound, or get raided. I only have hope.
Some of the other women have been getting angry. They want rights, as I do. Most only want equal pay. We get paid less for the same jobs, you see, and it isn’t fair. I’ve tried to explain the amount of our pay isn’t as important as the way we are treated, but few listen to me. They don’t want to face the truth in other’s eyes, women are just for taking care of children. We are lesser in our brains, or so men think.
While I was walking home today I saw my friend Mildred. She was once so beautiful and lively. Now she’s very tired and her skin is stained yellow, she has become a canary after working in the munitions factory.
“It’s just awful!” Mildred exclaimed. “Remember Ruth? The little redhead?” she asked. I nodded. “Well, she dropped dead today. Out of the blue too,” she explained shaking her head.
“What of?” I asked. “Was the toxins of the munition, or the Spanish Influenza?” Both have caused many deaths.
The flu was worst. It filled the lungs with fluids so people drowned. Sometimes it turned skin blue, too. It was a terrible thing for someone as small and fragile as a child or a large-built man to die of something beyond their control.
“We don’t know yet. They say it was most likely from the flu. I think they’re trying to cover up,” she confides. “I believe it was the toxin we are exposed to. It’s not healthy.” Her face turns red with anger.
In the field next to us kids are singing, skipping rope, and laughing. We heard them loudly chanting, “I had a little bird, its name was Enza, I opened the window and in-flu-enza!” A woman scolds the kids as a group before grabbing a young girl by the wrist and pulling her inside their small house.
“Mildred? I think I want to go to war,” I said.
She looked ahead then laughed, tossing her head back. “Girls can’t be soldiers!” she wailed. “You’re too funny, Ruby. Way to lighten the mood!” she laughed again.
“No, I’m serious. I may not be a soldier but I can go fix the soldiers up. They always need nurses,” I reasoned. “We could go help.”
“Don’t be silly,” Mildred bursted. “What would your Ma do without you?” she exclaimed. “She’s already worried sick about Henry.” She looked at me waiting for an answer.
“I suppose you’re right,” I sighed. “Someone needs to take care of Ma. And besides,” I said, “I can’t very well fight for women’s rights on the battlefield.” Mildred rolled her eyes, said goodnight and entered her small house.
I walk home and say hello to Ma.
“Please don’t go today,” she begs as I step through the door. “The other girls can handle it,” she says.
“Ma, please. Come with me,” I say. I grab my jacket and bag.
“No, no. I will not go,” she says crossing her arms. “When I was a girl of your age I was married and happy. Why in the world would you want to go and change things? You want to work? No thank you, I’ll be sitting right here when you get back,” she says sternly.
“Okay, suit yourself,” I say. “But I’m going to change America.” With that I left.
I get mad when people tell me I’m wasting my time on something that’s meaningful and important to me. If I want equal rights I will get them. Look at all the work we women are putting in. Shouldn’t that be enough to show we are just as good, qualified, and patriotic as men?
I enter the meeting with my head held high.
On November 11, 1918 the Great War, now known as WWI ended. We celebrate it as Veterans Day. We have parades and parties; many celebrations and the importance of why we celebrate should be heard; to honor all those who lost their lives for our freedom and safety, for all who suffered what we couldn’t begin to imagine.
Women won the battle for suffrage. On August 18, 1920 women gained the right to vote. It was the opening of a door to all the rights women now have earned in the decades to come. The right to equal opportunities in work and society, the right that women can do anything a man can do. As Elizabeth Cady Stanton once said, “We hold these truths to be self-evident: that all men and women are created equal.”
As a young lady, I’m proud. I’m proud girls can do anything men can do. As an American, I’m proud we have so many brave souls to give us the freedom we so desperately want. I would love nothing more than to thank each and every veteran individually.
Bibliography
American Experience Influenza 1918. Directed by Robert Kenner. WGBH Educational Foundation. Public Broadcasting Service. 1998.
“Spanish Influenza in North America 1918-1919” Contagion: Historical Views of Diseases and Epidemics. Harvard University Library Open Collections. Accessed 17, Oct. 2017.
Grant R. G. World War I. The Definitive Flawed History. DK Publishing. 2014. Print.
“In the Aftermath of World War I, Nations Were Forever Changed.” ThoughtCo.com. Newsela.com. 2017. Accessed 4 Nov. 2017.
Keene, Jennifer. “World War I” GilbertLehrman.org. Gilbert Lehrman Institute of American History. 2017. Accessed 17 Oct. 2017
“Outbreak of World War I” History.com. Newsela.com. 2017. Accessed 14 August. 2017.
Sara’s essay is not perfect. It switches points-of-view; there are some grammar issues. However, it does contain lots of period detail and a thorough knowledge of the myriad social changes brought on by the war. Sara paid direct attention to the prompt and made sure her essay addressed all criteria.
How I used this contest to teach blended-genre writing
I decided to use this essay contest to teach my students how to blend genres in their writing. To start, I did that by writing my own first draft of a story that shifted from narrative to expository about halfway through.
I read my first draft aloud while students followed along on their own copy. I read it straight-through first and then we picked it apart, paying special attention to where exactly I “stepped out of” my story and began my informational writing.
You’ll see that this first draft is incomplete and shaky… some of my character’s names weren’t even decided yet and some of the plot’s action was abbreviated or even missing at this stage. Also, the point of view changed to third-person near the end, which I would need to fix.
With this mentor text, I told my students, I merely wanted them to see how to write narratively and then how to “step out of” the narrative and into informational writing. The bolded text at the top was just my note to students.
This is a start at my attempt at a blended genre essay… this is BOTH narrative and INFORMATIONAL….
How does it work in your opinion???
World War I: Remembering the War to End All Wars
“Well, don’t you think that since I worked alongside men and other women and other… well, Americans… that I ought to at least be able to cast a vote?” I tossed my head to the side. A strawberry blonde curl fell across my eyes.
I could tell my face was red and I hate it when my face turns red, but I was so sick and tired of having to explain this to people, most of all Mary, my closest friend, or who I thought was my closest friend. I straightened my wool skirt. I pulled the curl away from my eyes and tucked it behind an ear. I felt an argument sparking between us.
Mary turned to me, “But, Fiona, if they let women vote, then we’ll have to …”, she hesitated.
“Be responsible? Intelligent? Up-to-date on what’s going on in the world?” I interrupted. I was flabbergasted. To think that we had both worked in the munitions factory, and had even moved to Chicago because there were so many jobs what with the war raging in Europe. To think that our jobs were contributing to the cause to fight the German Empire filled my heart with patriotism and duty.
===
Here’s where I step out of my story and start writing informationally:
The Great War ended on Armistice Day, Nov. 11, 1918. It was the dawn of a new era for the world and for American women like Fiona who had felt the rumblings of progress when they filed one by one into the factories and offices while their men fought overseas. Knowing that they were keeping the country producing weaponry, food, and the other supplies for the homefront and for our allies caused them to feel the burdens that had been borne primarily by the men of the country. With this knowledge, it only seemed obvious that now they had earned the right to vote alongside the men they had filled in for during the war. Suffrage was justified.
===
Here’s where I step back into my story and resume writing narratively:
This conversation was the exact same one I had been engaged in with various people… friends, other women at the factory, my parents. It seems that no one takes it as seriously as I do, and I don’t understand why. We owe it to our men – the ones who’ve fought in and survived those horrible trenches– to be responsible. Why should they carry all the load? It’s not fair to them, I have tried to explain so many times.
It seems the only people who understand me or agree with me are the suffragists, the women who have been wanting much longer than I have to see that women get the right to vote. I’ve been to a few of their meetings… loud, raucous events that you would think would have more of an impact than they do.
“Well, Fiona, I know you’re convinced this is the next step for women, but I guess I’m not so sure,” Mary ended the conversation. She picked up her bag, turned and walked away from me. We had arrived at the factory that morning early, done our jobs, and now we were returning to our homes. Separately. I wasn’t sure this would dispute we were in would end amicably. I wasn’t so sure she was truly my closest friend anymore.
The next evening, I attended a suffragette meeting downtown. Alone. Mary wouldn’t go with me.
“I know it’s probably a good thing, but I’ll let those women decide how to get the vote,” she had told me earlier when I inquired whether she wanted to go.
“Well, I’m not going to let others decide what I’m going to do and when. It’s the year 1918. The war is over. And I can’t vote. It’s ridiculous,” I told her.
“Well, ridiculous or not, I’m not going to that meeting. You’ll have to go alone,” she had said. And so I went alone.
The meeting began at 8:00 p.m. The meeting hall was full but not crowded. Mostly women and girls were there, huddling in groups at the beginning. Around 8:15, a woman took the stage. “Ladies, we are here tonight to once again discuss the Suffragist movement. WE must remain strong. We must convince other women that their opinions, their attitudes matter. The victorious Allied forces owe American women a debt. Because we worked, the Allies won. Through working, we fought in our own way. Because we worked, our men are back home and our country is on the move. The future of the United States of America and its women is bright!” Those in attendance clapped, filling the meeting room with thunderous enthusiasm.
As I watched the activitiy on stage, I noticed the speaker motion to a young man who was standing to the right of the stage. He was in uniform, and well… there’s just something about a man in uniform. The man walked forward to Stanton, removed his cap, and bowed his head to the audience. Who was he, I asked myself?
Ladies and gentlemen, I would like to introduce _______, who has just returned from the battlefield of ______________. I asked Mr. ____ if he would tell us of his experiences in the Great War and also relate to us his thoughts – and the thoughts of his fellow soldiers — about suffrage. I believe you will be encouraged by his words as we continue to fight for the vote.”
Sgt. ______’s speech goes here:
I couldn’t contain my enthusiasm for the suffrage meeting I had attended. When I spoke with Mary at the factory the next morning, there was a frostiness in the air between us. She listened, but barely. I couldn’t understand why she wasn’t supportive. How anyone could continue to keep the voice of women out of politics and economic matters baffled me. When I mentioned my short conversation with Sgt. _____, she listened with curiosity at first, and then with disdain at the mention of Sgt. _________.
“Well, of course, your advocacy for suffrage only builds when there’s suddenly a handsome soldier involved!” She deposited her handbag into her locker, turned the key, and stomped off to her sewing machine. I stared after her, then headed for my own station.
Could I let this friendship go? Was I ready to take that step? Women usually work together, stick by each other, and support one another.
I arrived early at the next meeting of the suffrage society, …. Was placed on a committee of young women to plan events to ensure that suffrage will pass. My committee was tasked with setting goals for the members as we work together to ensure passage of the 19th amendment.
First on the list: women should be allowed to vote alongside men, and to eventually hold office alongside men, whether it’s the office of head garbage collector, mayor, or even President of the United States!” I chimed in, amazed at my own bravery and high-minded idealism. This movement, born out of necessity from the horrors of the Great War, was changing me!
Has another conversation with Sgt. __________… it goes well and holds promise for the future for her personal life.
She decides to give up the friendship with Mary. It’s a tough decision, but having a say in elections is more important to Fiona than a friendship full of constant disagreement. Once she makes this decision, she knows she has made the right one. She feels that suffrage is more than just an idea, it’s a movement, a tidal wave, progress. It’s one of the few good things that came out of World War 1 and it will positively impact the future of the Uniteid States.
And it’s only a matter of time.
( 1,018 words)
Using my self-written mentor text was key to helping students see how they could write a story that they could, while in the same paper, “step out of” in order to explain facts, details and other information about the war.
Nearly all my students understood how to take the blended-genre approach to their entry and most used that approach. None of my IEP kids took the blended-genre route, which was fine. I knew they recognized when the genre shifted from narrative to informative; however, writing that on their own (with help) was difficult, and they tried. At least they were exposed to the technique… maybe next year!
This is the main reason I love the DAR American History Essay Contest: It has always allowed kids to write narratively, but the prompt can also be elevated to show kids how to blend genres. That’s an advanced skill, and one that isn’t addressed in the Missouri Learning Standards until ninth grade. It’s nice to know that my students have a “heads up” on this advanced writing move.
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