The long-awaited 2019 prompt for NCTE’s Promising Young Writer’s contest has been released. This year, NCTE invites students to write about instances in their lives when they “made a conscious choice to welcome or show hospitality to an experience, feeling, or person.” Click this link for more information.
This contest’s purpose is to, in the words of NCTE’s contest description, “1) To stimulate and recognize the writing talents of eighth-grade students and 2) to emphasize the importance of writing skills among eighth-grade students.”
I am glad there’s a contest specifically for eighth-grade writers. It seems this grade, the final grade before high school, can often be overlooked in the grand scheme of a student’s schooling. It’s the final year of middle school, and while a student’s formative years are far in the past, their all-important high school career has yet to begin.
If you’re unfamiliar with this contest, click here for my entire blog post about it. Check out the comments for special insight from a fellow teacher who has experience with this contest. She offers some especially good tips and thoughts.
One comment she makes: “What I love most about this contest is that there is no set number of winners. Everyone who meets the criteria will receive an award, and even though that is usually a very select few, it’s still nice that it’s not really a ‘competition.’ Students are measured against the criteria, not against each other.”
Thanks for reading! I hope this post provides you the information you need about this contest so you can investigate it further for your students. While this is a new contest for my students, I do plan to assign it after the Christmas break. Have a great week!
A former student told me about this contest, which I don’t have any experience with. It’s one I’m totally new to, but thought I would add it to my blog’s contest list anyway. It might be something I can invite or encourage a few students to try this year. I’ll let you know if that happens.
Fleet Reserve Association is “first and foremost a community of the Sea Services; U.S. Navy, Marines, and Coast Guard personnel,” according to their website.
Topic/Prompt: What Americanism Means to Me… It’s a fairly open-ended prompt with lots of room for interpretation by a young writer. Students can read the winning entry from last year here.
Skills Addressed: This essay would be a good way for students to hone their expository or argument writing skills. Depending on, however, how they approach it, there may be opportunities for your students to add narrative elements, such as dialogue or a few sequenced events. Make sure your students know they can try different techniques.
Length: 350 words
Deadline: Dec. 1, 2018. Students must submit their essay through a sponsor, which could include an FRA member, a member of the Ladies Auxiliary or an FRA member-at-large. Click here for a link to their website and a tool that will show sponsors in your area.
Prizes: The grand national winner receives $5,000. The top three essays in each grade category win the following: $2,500 for first place; $1,500 for second place; and $1,000 for third place. There are also plaques and certificates of recognition. Local and regional levels may also have award their own prizes, but I don’t have information on that.
For More Info: Locate an FRA sponsor here for more information here. The FRA website also has more information.
Thanks for reading this week! I’ll be back next week with a rubric I am using with my eighth-graders to create “One Word Summaries,” a favorite activity that I use at least once a quarter during each school year. The activity is one I learned about from my favorite English teacher-guru Kelly Gallagher. I’ve added a few tweaks to it this year and I’ll be sharing that information with you next week!
Each year for the past three years, I have assigned an argument essay contest to my eighth-graders. The contest is sponsored by Stossel in the Classroom (SITC), an educational website hosted by John Stossel, former consumer reporter and correspondent for ABC’s 20/20, and current Fox News contributor. According to the SITC website’s About page, the “program is sponsored by the Center for Independent Thought, an IRS 501(c)3 tax-exempt non-profit educational foundation, funded entirely by private donations.”
SITC offers teachers several teaching resources, including free DVDs featuring Stossel’s news segments with accompanying lesson plans and teacher guides, as well as its annual essay contest and its new video contest. The themes of many of the lessons and DVDs “challenge conventional wisdom” about many current issues, according to this explanation on the Center for Independent Thought’s website.
Here are some details about the essay contest.
Age Range for the Contest: Ages 12-18.
Odds of Winning: For the 2018 contest, 87 essays were awarded a prize out of 2,200 submitted. That’s about a one-in-25 chance. That’s not bad, I tell my kids. A couple of years ago, I remember the odds being about one in forty.
Topic or Prompt: Each year features a different prompt. The 2018 contest, which has concluded, was:
Natural disasters often bring people together, as they undertake rescue operations and work to rebuild their communities. People outside the affected communities usually offer additional support. But what about those that see a disaster as a way to make money? Watch John Stossel’s video about “price gouging” and write a 500-1000 word essay, arguing for or against laws that prohibit price “gouging” during an emergency. How do such laws affect disaster victims? How do they change the incentives of potential suppliers?
The video mentioned in the prompt appears on the website and is easily accessible by students. I usually show students the video up to two or three times so we can discuss it thoroughly. Our discussions usually require that we listen to the video again so we can catch exactly what was said and/or what was not said. My students are usually engaged with the prompts, which always have a current events theme, which can often veer into the political. Regardless, the topics always give students something new and complex to think about.
This past spring, my students couldn’t believe the controversy surrounding price gouging. They had never considered the nuances present during times of a disaster when people are in desperate need of crucial supplies.
Best Thing (to me) About This Contest: I would say that the best aspect of this contest is the multi-media approach that it provides. There are not many times during the school year when students must watch and listen to videos in order to develop a viewpoint, write a corresponding thesis, and then complete an argument.
In the Missouri Learning Standards, students are required to utilize technology, including the Internet, to write and publish their work. The SITC essay contest, because of its reliance on the Stossel videos, heavily involve technology. Students may also research on their own to gain the information needed for their essays; I also provide related articles and copies of Stossel’s book No, They Can’t: Why Government Fails–But Individuals Succeed. I have ten copies of this book in my room. One year, the contest rules stated that students were required to quote the book at least once, so I ordered a handful from Amazon.
Students must also provide a Works Cited page that lists their sources. The DAR American History Essay Contest also requires this. I also require it on several of our class assignments; I think it’s a good thing for students to get into the habit of providing their sources in a consistent format. It gets them ready for high school.
Length: 500-1,000 words. I like that the contest has a minimum as well as a maximum word count, since some of my students will want to write as little as possible if there is no minimum provided.
Deadline: Mid-February of each year. Check the rules page for exact dates for 2019. to submit these essays, teachers are encouraged to electronically submit their students’ essay en masse. This is a little cumbersome, but I know in the past, I have found time to do this at home.
Prizes: A total of $9,500 in cash prizes are awarded. First place receives $1,500 plus an expenses-paid summer trip with a teacher and/or guardian to New York City and lunch with Stossel; second $1,000. There are ten finalists who win $200 each; 25 semi-finals who win $100 each; and fifty honorable mention winners who receive $50 each.
Unexpected Bonus: Easily found mentor texts! Winning entries for the most recent contest and previous years’ contests are easily found on the website. These are super helpful to show students the level of quality this contest requires.
For More Info: Browse the SITC website, which has all the information you need to have your students enter the contest. I like how students can direct their ideas however they choose to make their argument. While there is a specific prompt, students are free to approach it as they desire.
My students have never placed in this contest. I believe we have entered it for the past three or four years. We spend about two weeks of class time working on it. Apparently, we should spend more!
Happening during the spring right before we begin preparing for state testing, this essay contest provides a good review of the most difficult type of expository writing: the argument.
Thanks for reading! Leave a comment with your thoughts or, if you’ve tried this contest in the past, let me know how your students fared. Follow my blog for more contest information.
Joel R., a former eighth-grader who graduated from KMS in May, placed first with his poem “The Lucky Snag”; Allyson W., also a former eighth-grader who graduated from KMS in May, placed second with her poem “Breathe.” Zach B., who will be an eighth-grader this fall, placed third with his poem “A Deer’s Morning Graze.”
The students each received cash prizes of $200, $100, and $50, respectively. Cash awards were sponsored by Majesty Outdoors, a nonprofit “focused on bringing awareness to the fatherless epidemic in our society,” according to the foundation’s website.
Winning entries will be printed in the December/January issue of Outdoors Unlimited, OWAA’s magazine.
This is the second year KMS students have participated in the contest. In 2017, Elijah D. placed second in the junior prose division.
“I am so proud of KMS students. With this contest in particular, every student is able to find an outdoor-related topic to write about and then they stick with their poems or essays and work so hard on them, revising them until they are sent to Montana,” said Marilyn Yung, language arts teacher at KMS.
I’ll post the winning poems in a post later this week. Follow me to get those.
If you ever decide to have your students enter this contest, use these winning entries as mentor texts. That’s exactly what I did to prepare my kids for writing their entries.
In addition to sending out the news release, I also made a big deal out of the news on my private class Instagram account.
I posted an Anchorman meme that there would be a “big announcement” coming soon. I also posted a video announcing the award. (I should have embedded the video into this post, but I failed. Sorry about that!)
On another note… Don’t forget to let others know about your activities in the classroom. Get to know your local newspapers and other media so you can notify them when good things happen.
The editor to whom I sent the above release usually runs what I email to him in one of the two newspapers he publishes locally. Do a little research, find the names and email addresses of the local editor at your local media offices, and start communicating with them.
Get some publicity for your school and the part you play in your profession.
Thanks for reading! Click like if you found this valuable. Follow my blog for more writing contest news, and other posts about teaching middle school ELA.
It combines poetry and revision (and publication!)
“The Sometimes Poem” is one of my favorite ways to start the school year with my sixth-graders. I’ve used this project for two years running and I plan to use it again in August. It includes three skills: poetry techniques, revision, and submitting for publication. I credit children’s and YA author, Kate Messner, for her inspiration and ideas for this project.
In 2016, I attended the Write To Learn Conference and sat in on Messner’s presentation on revision strategies. Her presentation allowed the teachers in attendance to create and revise their own “Sometimes” poems.
Here’s how I present this lesson that’s based on Messner’s slideshow and her excellent book, Real Revision. (My copy, shown at right, is old, but awesome.) I’ve tweaked Messner’s slideshow for my own use over the past two years. First, download the Google slideshow. Then, skim through the slideshow to become familiar with the project. Notice that I have hidden some of the slides for this project. As you skim, you may decide to modify my changes to fit your needs and students.
Ask students to write for three minutes to describe a place that they love. We use pencils and paper for this to get fresher ideas and more thoughtful writing. Laptops can be used later after revision and before submitting to the publisher.
Before students begin, I share a paragraph I’ve written about my favorite place, which is on a swing in my yard. My paragraph serves as a mentor text.
After three minutes, ask if students would like two or three more minutes, extend the time. usually, in my experience, students need a few minutes more.
Students may share their writing about their favorite places.
Have students listen as you read aloud from Messner’s own poem, “Sometimes On a Mountain in April.” Messner’s poem can also serve as a mentor text, but in addition, it shows students how their paragraph will soon be transformed into a poem.
Show students your attempt at turning your paragraph into a poem. Read aloud one more time your paragraph, and then read to them your poem. Discuss with students how to pull details from the paragraph to create lines for a poem that are filled with imagery.
Also show students at this point how to use repetition in their poem, just like Messner did. She added the words “Sometime on a mountain in April” about every three lines. This creates a poetic structure and rhythm to their writing.
For me, this step is usually when students really begin to like what they’ve written. Have students transform their paragraph into poetry. You’ll need about five to eight minutes for this step, but allow more if students need it. For those who struggle, help them locate one detail that they can craft into a line of a poem. After helping them do this one line, it’s their turn to find another.
After students have six lines for their poem, tell them that it’s time to revise.
Go deep with a quick discussion of theme… what the poem is REALLY about. On the surface, my poem is about sitting in a swing in my yard. However, it’s REALLY about appreciating the little things in life. In a word, contentment. I learned to spend a small amount of time on theme with this project, but not too much. If students can end up telling you what their poem is about on the surface AND what it’s really about, then you’re good. Let revision be the focus for this project.
To revise, ask students to add more imagery and sensory language. To do this, have students add one fragrance to their poem. It should be a new line of poetry. Show them yours. It’s good to have your original six lines on the board. Then add the new fragrance line(s) below. Students may add as many lines as they would like, but one helps them see how sensory language enriches their writing.
Keep revising! Have students add one more of the five senses to their poem. They definitely have sight if they’ve written anything at all, and they’ve also added in a fragrance. Students should be adding a sound, a taste, or a texture to their poem now. Show them yours again, if needed, as a mentor text. With this step, students see that adding details is one way to revise.
Revise some more! Have students scan their poem for these overused words: very, really, just. With this step, students see that removing unnecessary words is another way to revise.
Keep at it! Have students remove five more unnecessary words. Tell students to look for the least important words. If kids struggle to find five, require that they at least remove three.
Now revise with a partner! Put slide 95 on your screen and leave it there for the partner work. Have one student pass out a pink, green, yellow, and pink highlighter to each student. Note: Use any four different colors, but everyone needs to have the same colors. Read aloud this slide first with your students after they pair up.
Students will use the pink highlighter to indicate areas that should be removed. They’ll use green to indicate confusing areas. Blue indicates areas that should be more precise or more detailed. Yellow indicates that a line or area is effective as is.
Before students begin highlighting, pass out one sticky note to each student. Tell students that they are to write notes for your partner that explain your highlighting (if needed) and to offer suggestions.
When students are finished highlighting and writing notes on the sticky note, show them the “When your partner is done” slide. Have students rework their own poem again, considering their partner’s suggestions.
Use this moment to revisit theme. Have students ask themselves “What is my poem about? What is my poem REALLY about? Is that theme clear in my poem?” You may need to help students think of words and phrases that will help them convey their theme. This is tough. Don’t stress it with your sixth-graders. It’s good that they are putting effort into this higher-level skill.
So that’s the basic framework for this exciting poetry project. I have used it for two years with both sixth- and seventh-graders each August. It’s a great way to get back into the “writing zone” and it helps me get to know my students and their personalities. In fact, here’s a poem written by one of my students last year:
Sometimes in a Tree Stand
by Alex J.
Sometimes when I’m sitting in my tree stand,
early in the morning,
I can hear dogs barking through the hills
and can see the birds fly above us.
Sometimes when I’m sitting in my tree stand,
I can hear the leaves crunching when animals walk,
and sometimes smell the pine trees.
Sometimes in the tree stand,
I can feel the morning breeze.
Then time goes on.
The dogs go quiet,
and the birds settle down.
The leaves stop crunching.
And the smell of the pine trees
are replaced by the smell of the day.
The morning breeze dies down,
and I know it’s time to leave,
but I’ll come back tomorrow.
The heavy emphasis on revision subtly shows students challenging and fun ways to add sensory language and delete unnecessary verbiage from their poems. What’s more, it exposes students to theme and guides them in seeking elements of deeper meaning in their work.
But that’s not all! Have your students enter their “Sometimes” poem in Creative Communication’s Poetry Anthology contest. Their work just might be published in a hardcover book! Alex J’s. poem (above) was published and showed Alex that he has real potential as a writer. Read this post for more information about the anthologies.
I can’t tell you how great it is when students realize they’re sending their poems to a publisher. They will definitely step up their effort and take greater care with their work once they know their poems are going places! In fact, you may want to tell them at the beginning of the project that they will eventually submit their poems to a publisher. I assure you that it will set the stage for more engagement.
Thanks for reading! Try this project. I really think you’ll enjoy using it as a BTS project. Thanks to Kate Messner for her inspiration and materials!
According to the St. Louis-based museum’s website, “The Art & Writing Contest is a wonderful opportunity for young people who have visited the Museum or studied the Holocaust in their classrooms to respond creatively to what they have learned.” The contest is considered an “important outreach program” that is “dedicated to the memory of the 1.5 million children who perished during the Holocaust.”
Age: There are two divisions for both the art and writing portions of the contest. Students may enter one entry in each category. Division 1 includes grades 6-8; Division 2 includes grades 9-12.
Topic: Students are asked to write about the difficult and inspiring lessons of the Holocaust. Topics may include: acts of courage and heroism; resistance and rescue; indifference and its consequences; persecution, intolerance and injustice; preserving humanity in situations of great adversity; history and lessons of the Holocaust.
Skills Addressed: Students must exhibit Research, Creativity, and original and accurate Interpretation of Sources. Judges are looking for: content, originality, and quality of expression and accuracy.
Mentor Texts: I have emailed the organizers to find out how files of past winners can be shared for student review. When I find this information, I will update this post. Check back soon!
Length: Entries may not exceed 1,000 words. Works must be double-spaced. Use paper clips, not staples.
Deadline: Per the contest contact person, there is no firm date set for the 2019 contest, but it will be in mid-April. I would suggest that you check back with the website in February or make a call then to confirm the exact dates.
Prizes: There are cash prizes and certificates awarded. The organizers also display winning entries in the museum theater. Last year, first through third place in the middle school division won $300, $200, and $100 respectively. Two honorable mentions were awarded $25 each.
How to enter: Submit three copies of your paper-clipped entry. Do not exceed 1,000 words. Mail entries to: Holocaust Museum and Learning Center, 12 Millstone Campus Drive, St. Louis, MO 63146.
For more information: Here’s a phone number for the museum is (314) 442-3711. A contact name for Dan Reich is posted on the website also with this email address: DReich@JFedSTL.org. A phone number for Mr. Reich is also posted: 314-442-3714.
I’m excited to have a Holocaust-themed essay contest. Writing about this time in history will be a plus for my students’ banks of knowledge about world history. Many students are not learning about the Holocaust today. See this post for more on that issue, including an important new study released in March.
Thanks for reading! Follow my blog to receive those updates on this post, which will include the new deadlines and/or timeframe for the next contest, and also whether or not there will be past winning entries to use as mentor texts with your kids. Have a great day!
This year’s theme will resonate with students as it recalls the national conversation about patriotism and specifically how we show patriotism toward our national flag during sports activities (think NFL kneelers) and other public events. However, don’t limit your students to that angle. Your kids will get creative with the topic, so allow them that freedom to interpret the prompt how they see fit.
The deadline for this year’s contest is October 31 and while that sounds like a distant point in the future, once school starts, it rolls around pretty quickly.
Here’s my checklist for how I go about introducing the contest each year:
Announce the theme the first or second week of school just to let it brew in students’ minds.
Facilitate a class discussion where we discuss prior knowledge relating to the prompt.
Brainstorm some possible angles for the essay. (If kids have a hard time coming up with ideas, that’s okay. We still have a month before we attack the contest in earnest, usually around the first of October.)
Set a day where the work will really begin. This is usually one month before the due date. This allows plenty of time for drafting, protocol peer review, revising, and editing. It also gives us plenty of time to send drafts home for parents to read objectively. Students often become so close to their material that they need someone totally new to the project with whom to share it. I have students attach a note that says “Fresh Eyes Needed” to explain the project to parents.
I also usually make a phone call to our local VFW chapter just to let them know that my students will be participating again and to confirm the due dates. The post commander usually comes in person to pick up the entries, so the phone call helps to solidify that pick-up date.
I assign this essay as an activity that only my seventh graders do to increase the students’ incentive to win. And since our local VFW recognizes three of them with cash awards, their chances of winning are high!
First through third place winners receive $100, $75, and $50 each, respectively, as well as a nice medallion and certificate. Our local chapter is so generous and I appreciate their sponsorship of the contest. Check with your local chapter to learn how they are able to support your students.
The three winning entries from my class then advance to the next level for judging. Unfortunately, my first-place winner last year missed progressing to the next level by only one point! Nationwide, 132,000 students entered last year’s contest where the grand prize national winner receives $5,000.
So there you have it. The 2018-19 VFW Patriot’s Pen Essay Contest theme and a few details. For much more about this contest, including information about mentor texts and what the judges look for, click here. If you haven’t had your students compete in many contests before, click here for my post about how motivating writing contests can really be.
I’m a believer in writing contests and I’m always on the lookout for new ones. In fact, tomorrow I’ll be posting about a Holocaust-related contest you might be interested in. I hope you’ll click follow to learn about it.
Thanks for reading! Click like if this contest is one you’d like to try. For high schoolers, click here to learn about the Voice of Democracy essay competition, where next year’s theme is Why My Vote Matters.
If you have a question or need more information, please respond below and I’ll get right to you with an answer.