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!
Don’t forget to investigate any contest opportunities that may be available from a local writers group in your area. My principal received a flyer from a member of the Ozarks Writers League last fall. The flyer gave the basic details for the league’s annual youth writing contest. I’m always up for the extra motivation that contests provide for my students, so I added some projects to their “Writers Workshop” project list that could be entered in the OWL contest.
The contest had two categories, poetry and short story. Both of these categories are ones that I can always devote more time to, so I jumped at the chance to have students write poems and narratives.
Students could write on any topic, which really gets them excited to create! Of course, for some, that kind of leeway is overwhelming. For those kids, ideas will usually surface if we just have a conversation about their lives, families, hobbies, or memories.
As for poetry, there is a great poetry generator at PoeticPower.com. And to be honest, students will typically use the generator to get started, but will often veer from the templates once they get the juices flowing.
For the OWL contest, I copied off the flyer and kept several for kids to reference as needed. I also found some mentor texts and had those available as well. Those examples were not previous OWL entries (since we hadn’t entered it before and OWL doesn’t post winning entries), but merely mentor texts I just collected on my own.
Even though there were only two categories in which to enter, there were several awards given within those categories. Those categories were:
Short Story: 1st, 2nd, 3rd, Honorable Mention for Attribution, Honorable Mention for Characterization, Honorable Mention for Romance, Honorable Mention for Empathy, Honorable Mention for Humor.
When the contest deadline came around, I had to pay extra attention to the small print in the guidelines. The league required paper copies of all entries. They also had a short list of basic identifying information to be attached to each entry. To make this easier, I made a slip with blanks for students to fill out that we then paper-clipped to their entry. By the time the entries were ready, I had a stack of stories and poems about two inches thick!
According to OWL members who I spoke with at the awards ceremony, not many area schools participate in the contest. That’s okay… it just left us with several opportunities to win.
Here are the winners! Gabby F. placed 3rd in Short Story for her work “Foster Child”; Brooke S. won Honorable Mention in Characterization for Short Story for her work “Anxiety”; Zack S. placed 3rd in Poetry for his work “Sometimes on a Boat in the Fog”; Cristina H. placed 1st Honorable Mention in Poetry for her work “This is My World”; Sara C. placed Honorable Mention for Romance for her work “The Hopeless Romantic.”
OWL held a brief awards ceremony in February. Students who were able to attend received a certificate and small cash prizes that ranged from $5 to $20. I hyped the results up by posting the winning entries on the wall outside my class and recognizing the kids at an end-of-the-week assembly.
I plan to have students enter the contest again next year. Contests provide motivation and build confidence. Those are reasons enough to enter any contest, even the small local ones. Do some internet research or inquire on social media to learn about any writing contests for students in your local area!
Thanks for reading! Click “like,” leave a comment and check out my posts about other writing contests for middle school students. Find those by clicking “Writing Contest” in the list of categories in the sidebar on the right side of this page.
I’ve posted the poem below that one of my eighth-grade students wrote, which won Gold and Silver Key Awards, respectively, at the regional and national levels of the 2018 Scholastic Art and Writing Awards. Read yesterday’s post here to find out more about the contest, such as guidelines, tips, and how to enter. Hint: it’s more involved than other contests.
Colors by Brooke S.
“Claire, what’s your favorite color?”
Because it reminds me of when I was little.
When I was happy.
“It’s just pretty.”
“What’s your least favorite color?”
The color of the containers prescription pills come in.
Because it symbolizes dying and death.
Because it’s the color of weakness and vulnerability.
One of my goals during the 2017-18 school year was to finally enter a student’s work in the Scholastic Art & Writing Awards. And right before Christmas break, two of my students entered poetry.
Brooke S. entered four poems, Ally W. entered two. Brooke earned a Gold Key Award at the regional level, sponsored by the Greater Kansas City Writing Project with her poem entitled “Colors,” which then advanced to the national level. In March, we learned that she had won a Silver Key Award at nationals. This was such a thrill!
Despite the fact that she had really wanted to earn a Gold Key at nationals (because then she would have attended the award ceremony at Carnegie Hall in New York City!); she was excited with her national prize. After all, more than 350,000 entries were submitted nationally; only 3,259 were awarded national prizes! This places her poem in the top one percent (less than that, actually) of all entered!
By the way, Ally’s poetry did not qualify for a regional prize, but knowing that I believed her work to be of the quality needed for Scholastic hopefully awarded her with more confidence in her work.
So during the next school year, I kept the contest in mind. However, it does have an early January entry deadline and because I didn’t begin the school year the previous August with the contest front and center in my mind, I lost track and simply didn’t get entries submitted. My bad.
So during the following year (this most recent, 2017-18), I picked up a promotional poster at a conference in the fall and began promoting the contest more with my students. I decided that our goal for entering would be before Christmas break. So, in December, I had Brooke enter her work, and then a week or two later, asked her to show Ally how to enter.
Who should enter:
Students in grades 7-12.
The student who especially finds joy or satisfaction or “release” in writing and even writes during their “off” time.
The student who doesn’t recognize the value of their personal story and who writes those poems or stories that, even with grammar issues and revision needs, contain an idea or a story so arresting you are compelled you to sit down and just let the words wash over you.
The student with the experiences that often go “untold.” Based on many of the winning entries I have read, Scholastic judges are seeking to promote writing from all students, not just the star writers. Judges want to promote stories about difficult circumstances, which often go untold.
How to be ready to enter:
Have students start saving work for entering in the contest as soon as school starts in August. Before school ended in May, I collected paper copies of some flash fiction my seventh-graders wrote during the last week of school. (The stories are also in their Google Drive accounts, but I kept hard copies… just in case.)
Don’t lose student writing! I have a file cabinet that students can use to keep hard copies of their work. If it’s important, it doesn’t leave the room, but stays in the cabinet (and therefore can’t “disappear” in the Google cloud).
Consider picking a category to focus on. Since there are several categories, it might be easier to manage and plan lessons (and for students to wrap their heads around) if there is a genre already selected. For example, I’ve already told my students that “flash fiction” will be our “focus category” for the 2018-19 contest.
Here are the categories: Critical essay, dramatic script, flash fiction, humor, journalism, novel writing, personal essay and memoir, poetry, science fiction & fantasy, short story, plus a portfolio category for seniors only.
Know that any writing from 2018 may be entered into the 2018-19 contest.
How to enter:
First, don’t put off entering. Go to www.artandwriting.org. Click “How to Enter” in the upper left-hand corner. There is a process and it might look confusing at first sight. All the instructions are right there if you read carefully. Call or email your regional writing project chair, whose contact info will be provided, with questions.
To enter, students login, create an account, upload their work, pay fees, and include their teacher’s contact information, so you as their teacher, will be kept in the “loop” on their entries.
When your student enters, they will also be prompted to locate their regional writing project. This will include their work in the regional contest first.
About those fees… there is a $5 fee per entry uploaded. (Four poems can be entered for the $5 fee.) If your student receives free or reduced lunch, the fee is waived. You’ll just print out a form that verifies their status.
Students enter online, but must later mail in their fees or the fee waiver form.
For your first student who enters, consider having them enter on a computer in front of you so you can see what the process looks like. Teachers receive an email confirmation when an entry is received by Scholastic from one of their students.
Regional awards are announced in February after the January deadline. Teachers will receive an email if they have a winning student.
At the regional level, students who won honorable mentions, silver, and gold keys are awarded pins and certificates. They also receive a journal and a copy of the Best of Teen Writing. At the national level, students receive a larger medal (it’s heavy!) and a certificate. Gold Key Award winners also receive an invitation to attend the award ceremony at Carnegie Hall in New York City.
Put Scholastic Art & Writing Awards on your list of contests to investigate for school next year. Promote it to your students as the “creme de la creme” contest that everyone has a shot at. Follow “artandwriting” on your class Instagram, (here’s a post about mine) so students see it often. Then, keep an eye out for those pieces of student writing that make you set down your cup of coffee and re-read. You know the ones.
I quickly wrote this post, so if I think of more details or notes to add, I’ll update it. Please follow this blog to be aware of those changes. If you know of any great contests to enter, please comment! Writing contests for students are quickly becoming my specialty and I’m interested in learning all I can so I can share it with you.
Last spring, many of my students entered their “Where I’m From” poems in Creative Communication‘s Spring 2017 Poetry Contest. Fifteen are now published writers with the printing of the anthology shown in the photo. I am so proud of them! I’ve also shared these photos and posted them on my class Instagram page… I am thatexcited!
They wrote, revised, and rewrote their poems before submitting them online last spring. Eighteen were approved to be published and all but three gained permission from parents to be published. Those who didn’t receive parental permission failed to take the approval form home, I guess, and unfortunately, regret not making that extra effort to see their name in print.
In addition, our school, Kirbyville Middle School, is listed in the front of the anthology as a “Poetic Distinction Honor School” since more than fifteen students were published in this volume. Bonus!
If you haven’t tried this contest with your students, read more about it here.
In the past, Creative Communication also held essay contests and published anthologies for those. Unfortunately, as of last spring, they have ceased holding the essay contests. That’s a shame, in my opinion. My students submitted “Slice of Life” essays last fall, and grew to appreciate the genre and many looked forward to writing them. Oh, well. I guess I’ll have to keep hunting for more essay contests. I’ll keep you posted as I find more.
In the meantime, stay tuned for a post about an argument essay contest my eighth-graders enter every February.
Thanks for reading! If you learned something from this post, click “like,” leave a comment, and follow my blog to read more about what I’m figuring out as I teach middle school language arts.
One day last February, three of my seventh-grade students hustled into my classroom at the end of the day. “Isn’t today the deadline for the New York Times contest?” Jacob asked me. After I confirmed that it was, he asked, “Can we look at our essays one more time and submit them?”
These three students had just returned from an all-day math tournament. After arriving back at school, they remembered that they had missed the opportunity earlier that day in my class to submit their 350-word op-ed essay on a topic of their choice to the Times editorial board. “Yes! Go for it!” I shot back, elated at their mindfulness to meet the deadline. I thought to myself, This is why I love contests.
During the 2016-17 school year, one of my goals was to incorporate essay contests into my sixth-, seventh-, and eighth-grade ELA curriculum at the small rural middle school in southwest Missouri where I teach. I had experienced success with a couple of contests my students had participated in the previous two years and I wanted to build on that by having all three grades enter various writing competitions throughout the year.
I knew, based on the first contests we entered, that my students valued writing for a specific purpose and a specific audience. It helped if there was a specific monetary award involved, too. However, when that wasn’t the case, it gave me an opportunity to talk up the other rewards of winning, such as the satisfaction that their ideas are out there being read and heard. Another benefit: one more line on their summer job resumé or high school transcript. Another: receiving validation from an unbiased authority. One more: the prestige of being a winner. Winning a contest sets them apart, I told them, and shows the world that their work is worthy of recognition and publication. A monetary award is just “icing on the cake.”
Contests engage my students by allowing them to write for an authentic audience outside of the school building walls. Students know they aren’t writing for their teacher, but for a real-world editor, an author, a veteran, a historian, a publisher, or a TV news show host. In fact, when I introduced the New York Times contest the first time, one girl asked, “You mean it’s for The New York Times? The New York Times?” Once I nodded to confirm, a few stirred in their desks, grabbed their highlighters, and began marking key details in the FAQs. After all, it wasn’t just me requiring them to include three historical details or to use MLA format, it was the contest committee (y’know, real people!).
Contests offer all the skill-building, standard-meeting benefits of narrative, informational, and argumentative assignments. But they add something more: buy-in from your students. If you haven’t tried a contest before, experiment with one or two in 2017-18. I’ll fill you in on the competitions my students entered this past year in my upcoming blog posts. I’ll also explain how I prepared for and presented the contests, as well as how my students responded. I even had some winners and several students are now published writers! Follow along to learn more.