Outlines have a time and place; a personal essay isn’t one of them.

One of my students is learning that “Discovery is the thing.”

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This book contains nuggets of writing wisdom that make great mini-lessons in my Writer’s Workshop sessions. Another one to be discussed in another post: the importance of being specific.

Last week, I wrote about Writer’s Workshop and how I am really enjoying it this fall in my middle school language arts classes. I have a few books that I pull ideas from to use for mini-lessons before the kids transition to working on their writing projects.

One of those books is Bill Roorbach’s Writing Life Stories. It’s a book I ordered a year or so ago for ideas on memoir and biographical writing. I have found several eye-opening sections in the book that I have shared with my students. One of these points we’ve discussed is the value of digression in writing. To digress, Roorbach recommends writing without a plan, of allowing your writing to reveal your thinking on a topic.

In class, we read this excerpt:

“Part of what’s in your head is going to be stories, and when you start telling stories from your life, your life itself becomes evidence. The personal essayist examines the evidence until it’s plain to both reader and writer just what’s evident. Abandon the outline, all ye who enter here! Discovery is the thing. Too firm a plan, and you miss the digression that takes you where you didn’t know you wanted to go.”

Writing Life Stories by Bill Roorbach with Kristen Keckler, PhD; Ch. 1

Kids usually breathe a sigh of relief when they find out they don’t have to use an outline. And when we read this in class, I clarify that there are indeed times when an outline will help them. For example, outlines are useful when their writing is an assemblage of pertinent facts and details that need organizing or when they’re having trouble getting started.

However, for some types of writing, outlines may actually hinder the thought process that writing spurs. That’s what Roorbach is getting at. Following an outline may constrain a writer’s thinking and inadvertently cause her to shut down her analysis of a life situation or recollection of a life event.

One of the projects on our Writer’s Workshop assignment list is a memoir or personal narrative essay. I have one student in particular (I’ll call her Camille) who I can tell is learning how the act of writing is helping her to define and refine her thinking and stance on a very controversial topic.

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To observe Camille intentionally and willingly struggle through her draft means she is growing as a writer, thinker, and learner.

She’s been working on her essay for a few days now, and I can tell as she works alone at a table in the back of the room, she is muddling through her ideas. She is starting and stopping, backing up again, and then restarting a sputtering paragraph to finally blaze through it as she clarifies and discovers how she feels on her topic.

She told me on Friday at the end of class, “It’s so hard to write about this because I have to think about every possible perspective and there are so many ways to look at it.” It’s obvious that Camille is learning that “writing is thinking.”

For me, this is one of the most difficult things about writing: giving myself the time to discover my own thinking. Most of the time, I want to get the piece done. I don’t want to spend the time lost in thought and unsure of how I feel. I want to say what I know and move on.

Those hours of mental wandering used to feel like torture to me (and still do, at times), but I’m learning to accept that this is writing. I must allow myself to not know where a piece is going and to just write, knowing that clarity in some measure will result… eventually.

Seeing Camille learn this writing truth and find that “discovery is the thing” is a huge personal accomplishment for me as a writing teacher. To observe Camille intentionally and willingly struggle through her draft means she is growing as a writer, thinker, and learner. Understanding that “writing is thinking” will serve her well as she continues into high school and beyond.


Thanks for reading! There are other similar viewpoints to Roorbach’s on outlines and other forms of prewriting. I’ll discuss another teacher/author’s ideas on this topic in an upcoming post. Click like if you found this interesting and follow me to get that upcoming post. 

Here’s what Writer’s Workshop looks like in my middle school classroom

I’m so glad I didn’t give up on what is now one of my favorite activities

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Since I began teaching seven years ago, I’ve learned that sometimes it may be necessary to try a new technique, a new curriculum unit, or simply a new idea more than once in order to fairly assess its effectiveness.

Usually, the first time I try anything, it fizzles. At the conclusion of the semester, when students were turning in their final drafts of their projects, I was glad Writer’s Workshop (WW) was finally over. I didn’t like the unstructured nature of class time that the workshop encouraged. Perhaps my classroom management skills weren’t up to par, or perhaps I’ve just relaxed a little. Perhaps it’s a bit of both, but the less structured nature doesn’t concern me like it used to because…

I’m sold on Writer’s Workshop now.

Besides, my WW is fairly structured in its procedure to begin with. That built-in structure requires that kids stay on task. If I had decided to give up on WW after my first attempt, or even the second, I would have missed out on an activity that some students say is their favorite. Many students seem to like coming into class, having a short lesson, and then being able to work at their own pace on the projects of their choosing.

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Zoom in to see the Writer’s Workshop project list for 7th graders. Students choose eight projects from the list of twelve. The procedure for each assignment is on the back.  This entire procedure is based on one by K-12 teacher Corbett Harrison.

Writer’s Workshop puts these two things front and center: student choice and the writing process. Here’s what it looks like in my classroom: Every student gets a project sheet that lists about twelve possible writing projects. The list includes a mix of discourses: narrative, informational, argument, and poetry.  I usually don’t specify how many of each discourse they must do, since there’s enough of a mix to guarantee they’ll write a variety.  Kids must complete eight projects of their choice in a given time period. This fall, we started Writer’s Workshop on November 1, and their final portfolios are due Dec. 14. Here’s the rest of the basic procedure:

  • On day one of WW, as a class, we discuss the entire project list. Some of the assignments are new and don’t require that we go over them, but I introduce a few new projects each time, so we make sure to briefly discuss those. I pass out an assignment sheet to each student and we talk through each assignment, brainstorm some ideas, and talk about other details such as that assignment’s word count requirement.
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These two racks hold all the paperwork for Writer’s Workshop. On the left are the 7th and 8th grade project lists and responder sheets. On the right are the folders that contain the individual assignment sheets for each project, as well as mentor texts, and contest guidelines, if applicable.
  • After discussing each assignment, I gather up the project sheets and put them in a manila folder labelled with the project name in a rack on a book shelf at the front of the classroom for kids to reference later when they need them. (By the way, the procedures for WW are listed on the back of each project assignment sheet.)
  • Writers choose a project, read through the project’s assignment sheet, and then brainstorm, and write a first draft. The first drafts can be handwritten or typed at this point; eventually, they’ll need to be typed.
  • After completing a first draft, writers must find a classmate to be their reviewer, who will provide feedback and suggestions for revisions. This is done by attaching a narrative, informative, argument, or poetry responder sheet to the first draft. (The responder sheets are also kept in labeled manila folders in a rack next to the assignment project sheets at the front of the room.)
  • The reviewer then must answer in writing four questions listed on the responder sheet. The reviewer writes their answers on the back of the responder sheet on the lines provided. One thing I learned after my first WW attempt: If I don’t provide lines on the back of the page, students won’t write their answers down. They’ll simply jot a few very brief notes, or just tell the writer, “It was great. You don’t need to change anything. The lines on the back of the responder sheet holds students accountable to be more thorough with their feedback. I check these first draft sheets and talk with students who aren’t doing their fair share of feedback.
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Zoom in to read this responder sheet for an argument assignment. There is one of these sheets for poetry, informative, and narrative assignments, as well. Students must answer at least four questions about a classmate’s first draft on the backs of these sheets. Writers make changes to their first draft based on the answers their reviewer provides. After making their changes, writers staple their first draft and the responder sheet to their second draft and place it in my WW box for my feedback.
  • After providing their feedback, the reviewer gives the first draft and responder sheet back to the writer, who makes revisions, edits, and any other changes suggested. This creates a second draft, which the writer then places (with the first draft and responder sheet) in my second draft box. I do set a deadline for students to turn in their second drafts. At this point, that second draft deadline is one week before final portfolios are due. (I may need to reset that deadline to an earlier date.)
  • I read the second draft and fill out my own responder sheet, which has my suggestions and notes for the student. I ask that students give me a few days to return their second drafts to them.
  • After I return the second draft to the writer, they generate a third and final draft, referring to my ideas, revisions and edits that I suggest. While I don’t have time to mark every issue I notice on a paper, I do make sure that students understand what I do mark. I’ll usually talk with students when I hand their second draft back to them. This is always a good time to get in some one-on-one conferencing with each student, which, by the way, I am doing now on my phone with the help of Google Forms.  (I’ll explain this new experiment from Two Writing Teachers in a future post after I become more accustomed to it.)
  • After completing their final draft, students compile all three drafts, responder sheets, and any prewriting or brainstorming and staple their “latest greatest” final draft on top. They then keep these finished projects in a two-pocket folder in a file cabinet in my room. On December 14, these folders will be turned in. And yes, I get it, that’s a lot of work being turned in at once; however, I’ve already seen every assignment in the folders (if students put their second drafts in the box). It’s basically a matter of verifying that students used the writing process to complete the assignments.
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You’ll need to zoom in to see what’s inside my memoir assignment folder. This folder contains the instructions for the memoir, three student-written mentor texts, and two handouts with memoir topic ideas. Students use any or all of these as they need them. 

only aspect of WW I’d like to change for next time would be a more direct way for students to publish their work. Right now, I plan to post articles and stories and poetry in the hallway or in my room. Next semester, if all goes well, I will be having students choose which of their projects they would like to publish online in their Kidblog portfolio. (Again, that’s another future post.) Having an audience and a readership is crucial for motivating kids to write; I know this from my own writing experience on this blog and on Medium.com.

Here’s where I give credit where credit is due:

My Writer’s Workshop format is based on one designed and used by Corbett Harrison, a K-16 teacher with an EXTREMELY comprehensive website I located on the internet. Search his site (and its associated Northern Nevada Writing Project and WritingFix websites) for all kinds of ELA materials and ideas. (In fact, block out an hour or two if you intend to look at his site. It’s chock full of ideas and resources.)  In the past, I’ve also had success with his creative approach to vocabulary instruction that provides as much choice and accountability as his WW.

Harrison offers a free 18-page PDF that explains how he facilitates WW in his middle school classroom. This PDF also includes the responder sheets and my second draft responder sheet.  I can’t recommend Harrison’s plans enough. If you haven’t tried WW in your classes, his would be a good place to start. The plans have definitely worked for me by providing me a template to tweak here and there over the past couple of years. I’m so glad I didn’t give up on this solid, necessary, tried-and-true activity in my middle school ELA classroom.


Thanks for stopping by! Click like and follow this blog for more posts about middle school ELA. Also, feel free to leave a comment about how you approach Writer’s Workshop in your classroom. 

NaNoWriMo, my students, and my historical nonfiction project thingy

You gotta start somewhere.

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Photo: Pexels

I’m finally doing NaNoWriMo with my students. Well, sort of.

All during November, about fifteen students ranging from fifth- through eighth-grade arrive in my room after school and write for forty-five minutes. I only know a little about what they’re writing. That’s because I’m busy working, too, on my own project… what I call my “historical memoir project thing.” Yes, you heard right. I’m doing NaNoWriMo and I’m not even writing a novel. Oh, well. You gotta start somewhere.

No, the NaNoWriMo in my classroom is not a full-blown NaNoWriMo experience. I don’t have the official posters, or the workbooks, or the full curriculum. But we’re still having a good time getting together after school and just writing.

From some conversations I’ve overheard around my classroom, I know some kids are writing fantasy stories. Some are writing sci-fi. One kid is writing about a worm. Regardless, each student is writing for themselves and that’s the key.

In case you’re unfamiliar with NaNoWriMo, it stands for National Novel Writing Month, when writers around the country write a first draft of a 50,000-word novel. There’s a youth version of this challenge, where students set personal goals to accomplish the first drafts of their own novels, and that’s what we are attempting in my classroom every day after school all November long.

I’ve thought about doing NaNoWriMo for a few years, and finally, last summer, I decided I would stop waiting to do it “right” and, in a nod to Nike, “just do it.” So, in June, I tested the idea with my students with a teaser post on my private class Instagram. Several were interested, including some recently graduated students who were disappointed that I hadn’t tried it when they were in middle school.

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Jump forward to last Monday, Nov. 5, the first day on my calendar that we could meet. At the end of the day, when I was tired and definitely ready to lay out my plans for Tuesday and head for home, I asked myself Why did I ever decide to do this?!

However, now with that first week behind me, I’m so glad I “just did it” because my lame version of NaNoWriMo is already illuminating two truths that are easy to forget:

  1. It’s amazing how dedicated kids can be when they’re personally motivated. The mood in my classroom during NaNoWriMo is quite different from my regular classroom, which always contains a few students with little desire to pursue writing. They distract others. They sharpen their pencils four times an hour. They need drinks and bathroom breaks. But after school during NaNoWriMo, it’s a different world. These kids are choosing to write, imagine, create, produce, and they go at it earnestly and with enthusiasm.
  2. Some kids have writing lives outside of school. It’s gratifying to know that there are several students who are writing on their own, at home in notebooks, and online. They “own” these works… no teacher has asked them to outline their ideas, no teacher has asked them to turn in a synopsis or a summary.

Plus, these kids are excited to get to work. I’m amazed that—after eight hours of classes, mind you— my NaNoWriMo kids willingly (with smiles on their faces!) walk into my room with their coats and binders, drop them into a chair, get a laptop from the computer cart, sit down, and write. And think. And quietly chat with others at their table.

It’s a social get-together, after all. I bring snacks of some kind on Mondays, but for the rest of the week, the kids bring their own if they need to. Some bring an orange, some a small bag of chips or crackers, but most don’t bring food.

What they do bring is their imaginations, their productivity, and their determination to get something down on paper. I’ve made sure to tell them that NANOWRIMO is the time to shut off their “inner editor” and just get words on the page. Revision can happen later.

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At the end of the hour, we fill out our word-count goal chart.  On this chart, we’ve each listed our names with our word-count goal for the month at the far right. If a student reaches their word-count goal for the day (the monthly goal divided by the number of days in the month), they put an X on the chart in that day’s column.

We’ve kept our goals reasonable. Next year, we may be more ambitious. This is not a real NaNoWriMo after all. However, it’s a start. We each have a word-count goal. We each have a project to work on and the dedicated time to work on it.

Who would have thought that I would have accomplished real progress on my “historical memoir project thing” in just forty-five minutes a day… at the end of a busy school day… with twelve to fifteen middle schoolers in the same room?


Thanks for reading! Have you ever tried NaNoWriMo? How was your experience? Did you participate with your students or was it just a personal challenge? Leave a comment to share and stay tuned for next week’s post.

The One-Word Summary

It’s one of the most specific and structured assignments my students do.

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Photo: Pixabay

One of my favorite activities to do in my language arts classes is to assign one-word summaries. These quick assignments are an easy way to encourage kids to think deeply about a text, including its theme or gist.

I assign one-word summaries for literature or informational text, for short articles or longer passages, or even whole books. I assigned a one-word summary to my eighth-graders about a week ago after we read an excerpt from 102 Minutes: The Unforgettable Story of the Fight to Survive Inside the Twin Towers by Jim Dwyer and Kevin Flynn. I also just assigned one on Thursday to my sixth-graders based on a short story we read from our textbook, “All Summer in a Day” by Ray Bradbury.  Some of my sixth-graders are still working on theirs and I’ll give them more time on Monday, Oct. 1 to finish it; this is the first of these exercises they’ve encountered in my classes.

The basic assignment is:

  1. Read a text.
  2. Choose one word to summarize it. (Sometimes, depending on the passage, I may have students choose their word from the text.)
  3. Write a paragraph or that explains or defends how the word summarizes the text.
  4. Here’s how I tweak the assignment to help students write more fully.

I also require that:

  • They quote the text directly by requiring that one sentence start “According to the text/article/story,… followed by the direct quote.”
  • They interpret the quote and how it summarizes by following the direct quote with a sentence that starts “In other words, …”. This prompts them to rephrase the quote, explaining it in their own words and possibly coming up with additional ideas to support their summary.
  • Adding a sentence or two after their “In other words,” sentence with more discussion of the quote and how it supports their one word.
  • They elaborate by adding somewhere in their paragraph a sentence that starts “For example, …”.
  • They use complex sentences by starting one sentence with a subordinating of their choice. I have a chart on the wall in my classroom that lists the most common ones: although, while, when, until, because, if, since. (Sometimes we call these subordinating conjunctions by the acronym AWUBIS words.)
  • Last week, to change things up with my eighth graders, I had one student choose one AWUBIS word that they would all use, and I asked them to start their summary with this word. The chosen word was “If.” Starting a sentence with “If” will automatically create a nice, flowing complex sentence. (Just to make sure they can write one of these, I usually have a few students rattle me off an example; if someone has trouble, I do some explaining and write an example on the whiteboard.)
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Here’s the rubric score sheet that kids follow along on as their friends read their one-word summaries. 

Sometimes, I’ve wondered whether having all these requirements seems a little excessive, so I will occasionally, depending on the text, adjust the rubric to fit the text or a student’s ability level. I used to feel also that I was forcing a formula into my students’ writing. However, I don’t worry about that anymore, especially when I know I offer them plenty of creative writing activities and projects

Another reason I don’t worry about forcing a formulaic style of writing onto my students is because I’ve done some reading about the benefits of providing kids with specific tools for analytical writing. I added the “ According to,” and “For example,” sentence starters based on tips outlined in The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades by Judith Hochman, Natalie Wexler, and Doug Lemov.

I learned about this curriculum when I read “How Self-Expression Damaged My Students”  in The Atlantic magazine, which included details about the changes in writing instruction practiced at New Dorp High School in New York City. I figured if it worked there, I should try it here. This is a super compelling article to read that stresses the importance of providing students with the exact words they’ll need to use to craft complete, fleshed-out ideas.

The idea to encourage kids to rephrase evidence with an “In other words,” sentence came directly from the book They Say, I Say: The Moves that Matter in Academic Writing by Cathy Birkenstein, Gerald Graff, and Tony Craine, and Cyndy Maxwell. One chapter in this book discusses how to “interpret” texts with the goal of not being a “hit and run” quoter, but instead to stay on the scene of the quote and explore it, discuss it, and relate it to the point of the paragraph.

About every other time my students write one-word summaries, I’ll have them present these to the class. I’ve found it works best to let them know from the beginning that they’ll eventually be presenting these in class. They try a little harder that way.

To start with, I make a rubric score sheet that the listening students fill out. The sheet is customized for the specific summary we’ve written, since I change up the requirements from one summary to the next.

As students read their summaries out loud at a podium at the front of the class, those listening really have to pay close attention. First, they must write down the chosen one word. Then when they hear the “According to,…” sentence, they check it off. When they hear the “For example,” or “In other words,” sentences, they check those off, too. I also have them rate the summary on its “clarity”, i.e. how easy it was to understand and follow.

I also ask presenters to make eye contact and use a hand gesture or two or to step out from behind the podium. Some kids will go out of their way to make googly-eyed contact  with me or a friend in the audience. I don’t mind that. It’s all part of learning to be comfortable up in front of a crowd.

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After they present, kids get candy, a Brave Buck, and stickers.

Presenting our one-word summaries usually ends up being a fun activity (I usually schedule it for a Friday), even though kids may be a little nervous at first. I don’t feel comfortable up in front of big crowds, either, so I understand how they may feel. I’ll even stand up next to a student if it helps them. I don’t want this to be an overly stressful part of the assignment.

And then when they’re done presenting their summary, if they’ve included all of the requirements in the rubric, or at least made a good, honest effort to, they receive lots of fabulous merchandise: three Brave Bucks (our school’s incentive coupon they can spend in the “store” on Fridays), a piece of candy, and a sticker of their choice from the stockpile in my desk.

Oh, one other thing: they also get to draw the next number for the next presenter… the next lucky member of our studio audience. The rubric score sheet has enough spaces for everyone, but drawing names makes it more fun. We applaud after each person speaks because everyone at least tried.

The one-word summary, while being one of the most specific and structured assignments we do, is also one of the most fun. I honestly believe it has helped my students think more deeply, better use and interpret the evidence they choose from their texts, and write more fully.


Thanks for reading! Let me know if you’ve tried this activity with your class and what “tweaks” you’ve made to make it work for you and your students. Have a great week!

Contest #11 That Works for My Students: Stossel in the Classroom Argument Contest

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Photo: Pixabay

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.

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John Stossel

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.

Skills Addressed:

  1. 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.
  2. 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.

My students “swept” a national poetry writing contest!

I’m so excited about the recent contest that my students won! Here’s a news release that I sent to a local newspaper about it.

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Kirbyville Middle School students swept the junior (grades 6-8) poetry division of the 2018 Norm Strung Youth Writing Awards, a national contest hosted by the Outdoor Writers Association of America, Missoula, Mt. Read about the contest in this post.

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.”

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First- and second-place winners, Joel R. and Ally W.

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.

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Third-place winner Zach Burton and me.

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.

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I posted this meme on my class’ private Instagram account a few days before I announced it with a video.

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.


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