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Personal Narrative Essay Contest for Students: Tell a Short Story About a Meaningful Life Experience

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Personal Narrative Essay Contest for Students: Tell a Short Story About a Meaningful Life Experience

When you think of The New York Times, you probably think of front-page news, but The Times also has a long tradition of publishing personal essays, and you can find new ones online nearly every day if you know where to look.

In fact, over the years there have been columns dedicated to personal narratives on themes from love and family to life on campus, how we relate to animals, living with disabilities and navigating anxiety.

For this new contest, our main inspiration is the long-running New York Times Magazine Lives column. Like that feature, which ran from 1996 to 2017, and included essays on everything from eating ramen to experiencing an emergency plane landing to wearing a monkey suit to work, we’re looking for “short, powerful stories about meaningful life experiences.” We want to hear your story, told in your unique voice.

Beyond a caution to write no more than 600 words, our rules are fairly open-ended. We’re not asking you to write to a particular theme or to use a specific structure or style; instead, we hope you’ll experiment and tell a tale that matters to you, in a way you enjoy telling it.

Take a look at the full guidelines and related resources below. As always with a new contest, we expect there will be many questions. Please post them in the comments and we’ll answer you there, or write to us at LNFeedback@nytimes.com.

1. Tell us a short, powerful story.

• Remember: This is not an invitation to give us your opinion on a topic you’re passionate about — we have a contest for that later in the year. Instead, your challenge is to tell a meaningful and interesting story — something with a beginning, middle and end. Because you’re telling a story rather than, say, simply reflecting on your feelings about a topic, there should be a conflict of some kind — an obstacle, problem or tension — that is resolved in some way.

• Keep in mind, however, that any story can work. It doesn’t have to be the most dramatic, life-altering thing that ever happened to you; it can, instead, be about baking brownies with your brother, or a conversation you had on Tuesday’s bus ride to school. It’s all in how you tell it.

• You’ll need to communicate not only what happened, but why it mattered to you. What is meaningful about this story? Why are you telling it?

2. Write it in your own real voice, with vivid descriptive language.

• This is an invitation to open up and write in a way that feels natural. We want your personality to come across.

• We also want your writing to be vivid and engaging, so that readers can imagine the scenes you describe and feel what the narrator is feeling. We hope you’ll edit until you’re happy with every word.

• Please also remember, however, to keep your audience in mind. You’re writing for a family newspaper, so, for example, curse words are out.

3. Keep it to 600 words.

Your narrative must be 600 words or fewer, not including the title. But remember: personal narratives don’t have to be long to be compelling. (Our submission form uses a word counter, so be sure to use only a single space between words and after punctuation, otherwise the tool might count extra spaces as additional words.)

4. For inspiration, you can look at entries in The Times Magazine’s long-running Lives column, as well as at our new Mentor Text series that gives you practice with the elements of a good narrative essay.

The essays in Lives are all about 800 words long, and all tell a short, powerful story in an engaging voice. We have used many of them as mentor texts to help point out what we’re looking for in this contest

5. Write something original.

Please don’t submit anything you have already published at the time of submission, whether in a school newspaper, for another contest or anywhere else. You are welcome to get help revising your essay, of course, but the work you submit should be fundamentally your own.

6. Submit only one narrative per student.

Submissions will be disqualified if we discover you have sent in more than one entry. Many of our contests allow students to work in teams, but for this one you must work alone.

7. For this contest, students in the United States and the United Kingdom must be from 13 to 19 years old to participate. However, if you are submitting from anywhere else in the world, you must be between 16 and 19 years old. Please see The New York Times’s terms of service for more details.

8. All entries must be submitted by Oct. 29, 2019, at 11:59 p.m. Eastern using the contest form above.

If you have questions about the contest, feel free to write to us at LNFeedback@nytimes.com.

9. We will use this rubric to judge entries, and the winning personal narratives will be featured on The Learning Network.

Your work will be judged by the Times journalists as well as by Learning Network staff members and educators from around the United States.

10. What is the “prize”?

Having your work published on The Learning Network and being eligible to be chosen to have your work published in print.

11. The children and stepchildren of the New York Times employees, or teenagers who live in the same household as a Times employee, are not eligible to enter this contest.

12. Finally, follow these instructions if you need proof that you entered this contest.

Within an hour of submitting your editorial, you should receive an email from The New York Times with the subject heading “Thank you for your submission to our Personal Narrative Essay Contest.” If you don’t receive the email within an hour, even after checking your spam folder, then you can resubmit your entry. Be sure your settings allow emails from nytimes.com.

If, after two attempts and waiting over one full day, you still have not received a confirmation email, you can contact us at LNFeedback@nytimes.com with the email address you used in the contest form. Use the subject heading “Please send me an email confirmation for my personal narrative essay contest submission.” Be sure to include your name and essay title (or subject) in your email. You may have to wait up to a week for a reply.

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Resources for Teaching With This Contest

• A Collection of Times Mentor Texts for Guided Practice

Our new feature spotlights examples of good narrative essays, and offers you practice in emulating them in your own writing. Have a look!

• A Collection of Writing Prompts

A list of 550 prompts that touches on everything from sports to travel, education, gender roles, video games, fashion, family, pop culture, social media and more. Like all our Student Opinion questions, each links to a related Times article that is free to read if you access it from our site.

• A lesson plan

From ‘Lives’ to ‘Modern Love’: Writing Personal Essays With Help From The New York Times

Though this was written before we conceived of this contest, it suggests several ways to inspire your students’ personal writing, with advice on everything from avoiding “zombie nouns” to writing “dangerous” college essays.

We are running this contest concurrently with our Show Us Your Generation Photo Contest in which we challenge teenagers to examine stereotypes about people their age, then counter them with images to make that portrait more interesting, nuanced, complete or real.

Students can enter either contest or both, and are welcome to submit work on the same theme or topic for both. Teachers from different disciplines — Art and English, for instance — might consider working cross-curricularly to help guide submissions.

_________

The Learning Network runs contests for teenagers all year long. See our full calendar.

Everything you need to know about the Fourth Industrial Revolution

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Everything you need to know about the Fourth Industrial Revolution

With tech experts calling the coming years the ‘Fourth Industrial Revolution’, the world’s abuzz with anticipation. And so it should be. 

Given that the first industrial revolution saw the advent of steam engines, the second telephones, and the third computers, there’s no doubt that our lives are about to change. In fact, they already are. 

The phrase ‘Fourth Industrial Revolution’ came about in 2015, and was coined by Klaus Schwab, the Executive Chairman of the World Economic Forum. At the time, Schwab predicted that technology, communication and biology were going to be major players. 

Four years on, the changes to our lives are becoming clear. As we progress further into this new, exciting (and sometimes scary) era, here’s what experts are predicting will happen. 

The technology will finally drop 

For a few years now, we’ve all heard that technologies such as driverless cars, AI robots and automation are on the cusp of appearing in our day-to-day lives. We have the technology, it’s just about integrating it with society. 

In the Fourth Industrial Revolution, we’ll go from simply being able to produce this technology, to fitting it into our lives.  

4.0 technologies will include autonomous vehicles, AR, VR, big data, machine learning, mobile computing and more. 

That means you’ll finally get to catch a driverless car home. Watch out Uber.  

Your job will change 

With this new tech appearing, the job landscape is going to change (and in many cases, it already has). For many of us, this means that the more hands-on elements of our roles will be automated. 

In fact, clerical and office support workers will see 44% of their tasks automated. Even teachers will feel it, with 1 in 5 of their tasks automated.  

But fear not. It’s not a case of technology taking our jobs. In fact, skilled human workers are set to be in shortage of around 1.5 million by 2022. More than ever, the workforce will need human-thinkers — those who can work in harmony with technology to get the most out of it.  

Get ready to upskill 

Finding new areas of your role that automation can’t cover will be key. Think human-centred skills, such as story-telling and emotional intelligence, and tech skills such as analytics.  These will be worth their weight in gold across many industries.  

For full-time workers, this is where upskilling online will be a ticket to remaining relevant. Online study in particular is a gateway to gaining micro-credentials that give you the skills to change alongside technology.  

Start here

With today’s technologies doubling in capacity every 18 months, there has never been a better time to prepare yourself for the Fourth Industrial Revolution, and your future career. 

The Definitive Guide to Future-Proofing Your Career, developed by Open Universities Australia, is your guide to navigating this change, and protecting your career.  

Considering honing your skills for the future workforce? You’re in the right place.

Through Open Universities Australia, you can gain skills ahead of the changes your career is likely to see. With hundreds of courses available to study online from leading Australian universities, preparing for the future has never been easier.

Redefine What’s Possible With Coursera

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Redefine What’s Possible With Coursera

Every day, 43 million (and counting!) Coursera learners are redefining what’s possible. 

From dorm rooms to lunch breaks, learners like Emmanuel, Kelly, Tristen, and Kara saw the opportunity to take a goal and turn it into a new reality. 

We’re proud to be a global community where anyone, anywhere can come to Coursera to find expert instruction from world-renowned universities and companies and use what they learn to achieve their goals. From mastering new skills in a Specialization, to getting job-ready for a new career with a Professional Certificate, or transforming a career with a university degree or MasterTrack™ Certificate — on Coursera, anything is possible! 

This back-to-school season, we’re celebrating the many ways that the Coursera community is redefining what’s possible. Read on to get inspired by some incredible Coursera learners. Then, share your own story with us using #RedefinePossible on Facebook, LinkedIn, Twitter, and Instagram.

How Emmanuel, Kelly, Tristen, & Kara are redefining what’s possible

Emmanuel mastered new technical skills to land his first full-time job

Emmanuel knew he wanted to work in tech after college, but he wasn’t sure how to get there. He was learning great critical thinking skills from his liberal arts program, but knew he needed more hands-on experience with data analysis, machine learning, the cloud, and more. When he started asking around for advice about how to land a technical internship, an engineer at Google recommended Coursera. One hundred courses later (we’re not exaggerating!), Emmanuel discovered not only the ability to master new technical skills, but he also rediscovered a love of learning.

“Learning from university and industry experts on Coursera gives me the chance to tackle topics that can seem intimidating and allows me to create a plan to take on those courses without the fear of failure.”

Not only did he gain new confidence for his technical interviews, he also had real work to showcase. Now he’s starting his new career as a software engineer at one of America’s biggest investment banks and he says he’s definitely not done learning. 

“Coursera lets me know that even if I don’t know something, I can learn it. It’s allowed me to shape my career. I’m now working as a software engineer in New York City.”

Explore Courses & Specializations on Coursera

Kelly tried a piece of a master’s program and used what she learned to start her Master of Education degree at the University of Illinois

 Working at Yale, Kelly is immersed in both sides of the learning process. By day, she supports students and assists professors with coursework and research. By night, she switches hats to complete her own courses online. Knowing she preferred the flexibility of learning on her own time and at her own pace, Kelly enrolled in the Instructional Design MasterTrack™ Certificate from the University of Illinois to get a taste of a graduate degree.

“The fact that I could take just the two MasterTrack courses for a standalone credential with the option to apply the credits to a full degree program if I was accepted really made it an easy decision to enroll!”

Aftering completing the Instructional Design MasterTrack Certificate, Kelly applied and was accepted to the Illinois Master of Education Degree Program. She can’t wait to use what she learns to further her career at the intersection of technology and higher education.

“My primary goal was to determine if instructional design was something I wanted to pursue further. I was really hoping the MasterTrack program would be a springboard into a full master’s program, which it was. Goal achieved!”

Explore MasterTrack Certificates on Coursera

Tristen got job-ready for his new IT career by learning from the experts at Google

Tristen first discovered his love for IT when he saw how he could use technology to help people. While in his second year of college, Tristen made the difficult decision to leave school in order to help his mother provide for their family. While he had to take a break from his studies, he never gave up on his dream of a career in IT. But for more than a decade, it was hard to find a way forward. 

“Getting into IT always felt insurmountable, because it was either I had the time but not the money, or I had the money but not the time. When I discovered the Google IT Support Professional Certificate I knew: this is my gateway. This is my path. This is how I can get into IT.”

The path required dedication – he’d often make time to learn after the rest of his family had gone to sleep. In less than a year, his dedication paid off and he earned his Professional Certificate. When he saw an opening for a technology analyst, he went for it and used his coursework to demonstrate his new IT skills. 

“After my supervisor saw my coursework, she was confident that I was the right person for the job. Thanks to the Google IT Support Professional Certificate, my family gets to see me finally achieve my dream of being in IT.”

 Explore Professional Certificates on Coursera

Kara found new confidence from a quality MBA that fit her life

From working as a journalist to owning her own company, Kara’s career didn’t follow a straight path forward. She thought about getting her MBA for years, but with a full time job, two young kids, and a life she loved, finding a real degree that could fit into her life wasn’t easy. Most programs didn’t stack up to her objectives–real university learning without the impossible price tag. Then she found the iMBA from the Gies College of Business on Coursera. 

 “It’s a really big deal to offer an online MBA that’s a real MBA at a price that’s achievable. This program is totally disrupting higher education.”

As the first in her family to get a degree of any kind, Kara knew she was setting a powerful example for her kids. She used the modular nature of the iMBA to learn everywhere from poolside at swim meets to on the plane and in hotels when traveling. Every week she was learning something she could use at work the very next day from the top instructors at the Gies College of Business.  

“I just wanted my kids to know you never stop – it’s never too late; a goal is something you can continue to work for even if it takes you awhile. Now I’m in a career I absolutely love and the MBA was a really important part of that.” 

Explore Degrees on Coursera

No matter your goal, there’s a path forward on Coursera. Show us how you’re redefining what’s possible: 

  • Get inspired: Connect with us on Instagram, LinkedIn, Twitter,  and Facebook for weekly inspiration from our global community
  • Commit to a new goal or celebrate a success: Use #RedefinePossible and @Coursera in your social media posts to show us how you’re redefining what’s possible

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Reflections on Our Summer Reading Contest and Our Week 10 Winners

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Reflections on Our Summer Reading Contest and Our Week 10 Winners

All summer long teenagers told us about the Times articles, Opinion pieces, videos, photos and podcasts that got their attention, and all summer long we celebrated our favorite responses.

We heard, of course, about the big headlines of the summer, like the Women’s World Cup, the protests in Hong Kong, the migrant detention centers, and the mass shootings in Dayton, Ohio, and El Paso. But we also heard about thousands of other topics The Times has covered recently, from hummingbirds to social media influencers, celery juice, androgynous fashion, racism, vegan kimchi, a math equation, President Trump, K-pop, vaping, Serena Williams, climate change and mental health.

We received more than 10,600 submissions from around the world all told, many of them so notably thoughtful, original and interesting that we agonized each week to crown just one winner. In fact, for this final week we gave up and chose two. Congratulations to Louise Dorisca, who wrote about The 1619 Project, and Cody Busch-Weiss, who wrote about the em dash. Together, they show the wide range of topics and writing styles typical of the submissions we received all 10 weeks.

Our judges came from both the Times newsroom and the business side of the company, and we asked them to reflect on what they noticed as they read. Here is what a few of them had to say:

Alexandria Symonds, a senior staff editor who most recently wrote an explainer about the Amazon rainforest fires:

I was struck while reading students’ responses to Times journalism by how impassioned they are, and by how — even while arguing opposite sides of an issue — their perspectives so often boiled down to simply wanting to live in a better, freer, kinder or more equal world.

Elda Cantú, a deputy editor for The New York Times en Español:

It is extremely heartbreaking and just a little surprising to see that so many students responded to stories on mental health. But the fact that their comments showed empathy toward others and the ability to write articulately around these issues is nonetheless encouraging. It’s evidence that perhaps these young readers are learning a vocabulary to better listen to their peers, ask for help and heal themselves.

Also, the breadth of interests and points of view is a reminder of the diversity of experiences of young people, who too often are grouped together just by virtue of their age.

Pia Peterson, a photo assistant at The New York Times Magazine who recently worked on The 1619 Project:

One of the things I love about judging the Summer Reading Contest is feeling like I’m learning about what teenagers are thinking about. We can’t read your minds, but sometimes we’re curious! I think a lot about the girl that shared in one submission, “My phone and I are really close. I share everything with it and it never tells a soul.” The way that you’re growing up now is so different from how I grew up. It’s a different experience and there’s so much value in sharing your thoughts on it.

Ms. Peterson also shared some advice for students that can take you beyond The New York Times:

I love thinking that today’s students are gaining an interest in the world or expanding their knowledge base on certain topics by reading these articles. I would always encourage them to read more. The Times’s reporting is incredible, but it’s not the end all be all. If you’re interested in an article, Google the topic. Google the author. Read around. Get a book on the subject. Go to protests. Talk to experts. Talk to your grandparents, if you’re lucky enough to have them around. There’s always more to learn!

If you liked participating in this contest, check back in June of 2020, since it’ll be back then for an 11th year. In the meantime, we invite you to participate in our many other contests for teenagers, and to respond to our daily writing prompts anytime you like.

Lesson of the Day: ‘Governments Shut Down the Internet to Stifle Critics. Citizens Pay the Price.’

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Lesson of the Day: ‘Governments Shut Down the Internet to Stifle Critics. Citizens Pay the Price.’

Please note: Our old “Article of the Day” feature has been renamed “Lesson of the Day.” Each aims to be something teachers and students can do in one class period, with the option of “going further” for homework or in future classes.

Featured Article: “Governments Shut Down the Internet to Stifle Critics. Citizens Pay the Price.”

Internet shutdowns have become one of the defining tools of government repression in the 21st century — but citizens bear the cost at work and at home. Should internet access be a basic human right, worthy of being protected around the world? Why?

This lesson, including the featured Times article, is also available as a PDF.

Imagine if the government shut down internet access for a day, a week or a month? How would your life be affected? Would it change how you learn? How you work? How you spend your free time? Would an internet shutdown affect the rest of your family as well? How?

Now consider, there were at least 196 shutdowns in 25 countries in 2018, up from 75 in 24 countries in 2016. Before reading the featured article, brainstorm reasons you think a government might want to purposefully shut down the internet.

Read the article, then answer the following questions:

1. What is an internet shutdown? How can it affect the democratic process?

2. How can internet shutdowns affect the economy and individual businesses?

3. What justifications do governments often use for shutting down the internet? What real motivations do these public justifications typically mask?

4. Choose one example from the article and explain how daily life was affected in one country by an internet shutdown.

5. How have residents tried to get around internet shutdowns to keep communications flowing? Why are these workarounds limited in their effectiveness?

6. Do you think a government could ever have a valid reason for shutting down the internet? Why?

In the wake of World War II, the United Nations adopted the Universal Declaration of Human Rights, which for the first time set out fundamental human rights to be universally protected. However, the U.D.H.R. was proclaimed in 1948, long before the invention of the internet.

Do you think internet access is a basic human right? Explain why.

Then, come up with a “bill of rights” or a United Nations resolution that seeks to protect our rights when using the internet. What rights would you include?

Word + Quiz: panoply

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Word + Quiz: panoply

: a complete and impressive array

_________

The word panoply has appeared in 57 articles on NYTimes.com in the past year, including on May 13 in the Opinion essay “Surviving Despair in the Great Extinction” by Margaret Renkl:

NASHVILLE — The gift of springtime is the panoply of new life: gray buds breaking open into bright flowers, gray branches sprouting leaves in a thousand shades of green to make a bower of our common lives. In the treetops, birds throw back their heads to sing their full-throated, body-shuddering songs. An ordinary suburban yard becomes a carpet of wildflowers, each one visited by tiny, iridescent bees which seem to materialize overnight out of nothing but the mild springtime air.

_________

Back to School

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Back to School

It’s back-to-school season. How do you feel about the start of a new school year? What are you most looking forward to? What are you nervous about?

Tell us in the comments, then read the related article to find some strategies for transitioning back to school.

Find many more ways to use our Picture Prompt feature in this lesson plan. You can find all our Picture Prompts in this column.

Universidad de los Andes Will Develop Latin America’s First Top-Tier Online Master’s in Software Engineering on Coursera

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Universidad de los Andes Will Develop Latin America’s First Top-Tier Online Master’s in Software Engineering on Coursera

By Dil Sidhu, Chief Content Officer at Coursera

Automation and technology are disrupting jobs worldwide while also  creating a strong demand for software engineering and IT professionals, and Latin America is no exception. The region currently has an estimated shortage of nearly 450,000 IT professionals, with a gap of more than 25,000 individuals in Colombia alone. 

To help address this critical skills gap, we’re excited to announce plans to develop a master’s degree in software engineering* from Universidad de los Andes, a leading institution in Colombia. This is Latin America’s first fully online master’s degree in software engineering from a top-ten university and the first Spanish-language degree on the Coursera platform. The degree will prepare Spanish-speaking learners — even those without a bachelor’s degree in computer science — to lead high-performance software development teams. 

Expected to begin admissions by August 2020 and launch in 2021 after official approval from the Colombian Ministry of Education, the graduate-level program will focus on high-demand skills like agile software development, DevOps, and project management. For the final module, students will be able to choose among topics like software automation, machine learning, data analytics, and visualization, so they can master the latest industry trends. In addition to teaching the theoretical foundations of software engineering and the latest technological thinking, the degree will also offer opportunities to work on live projects and collaborate with industry leaders so that students can apply their new skills to real-world situations. Notably, the program will not require a previous degree in computer science, though basic proficiency in programming is preferred and experience in software development is necessary.

“Businesses today need software engineers that can lead teams, coordinate complex projects, and bring new ideas to the forefront but there aren’t enough qualified graduates in Latin America to help move the industry forward,” said Alfonso Reyes, Dean of the School of Engineering at Universidad de los Andes. “We are thrilled to partner with Coursera to develop our first online degree to empower students everywhere to pursue advanced roles in the field. The curriculum will be designed to meet the needs of the next generation of software engineers and address the skills deficit in Colombia and beyond.”

At Coursera, we’re particularly excited to partner with a top-ranked university like Universidad de los Andes to launch this cutting-edge degree program. Known for innovation and research, the institution is in the top 1 percent of the QS World University Ranking. The School of Engineering retains a high-quality teaching staff with strong academic backgrounds — 76 percent of professors have Ph.D. degrees.  

Software development is one of the most valuable skills in today’s job market, but Spanish-speaking learners need more options for flexible, high-quality education to help them pursue roles in the field. With this advanced degree program from Universidad de los Andes, we look forward to helping Spanish-speaking learners — including those without a previous degree in computer science — succeed in this highly sought-after field. 

To learn more about the degree, please visit https://www.coursera.org/degrees/maestria-ingenieria-software-uniandes           

* The online master’s degree in software engineering from Universidad de los Andes is subject to approval from the Colombian Ministry of Education

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Free September Wallpaper

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Free September Wallpaper

Our September wallpaper features the Halcyon Brush Lettered font.

Included in the free download are two desktop options – one with the calendar and one without the calendar. The others include one wallpaper per device.

Enjoy!

FOR PERSONAL USE ONLY.

 

Looking for Graphs to Use in the Classroom? Here Are 34

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Looking for Graphs to Use in the Classroom? Here Are 34

Our third year of “What’s Going On in This Graph?”, our weekly collaboration with the American Statistical Association, begins in September. To help you prepare, we have amassed an archive with 34 graphs on an array of topics, including baseball, popular music, climate change and military budgets. Take a look to see how thousands of students have already interacted with these fascinating examples of data journalism.

If you’re new to the feature, here is how it works:

  • Each week during the school year we take a graph that has been published elsewhere in The New York Times and ask students to share what they notice and wonder about it. This feature is completely free.

  • We post these graphs on Thursdays, and include them in our free weekly newsletter, so teachers can plan for the coming week. Our first graph of the new school year will be released on Thursday, Sept. 5.

  • Then, from 9 a.m. to 2 p.m. Eastern time the next Wednesday, we host a live-moderated discussion where students from around the world post their observations and analysis while moderators from A.S.A. facilitate the conversation among the students. Our first live-moderated discussion will take place on Wednesday, Sept. 11.

  • Your class can join the discussion any day of the week, not just Wednesdays, and students can even comment on graphs in our archive.

  • On Thursday afternoons, a week after we publish each graph, we add an “update” to the post which includes additional background about these graphs and relevant statistical concepts.

Below you will find 16 kinds of graphs, ranging from a simple dot plot to a radar graph. To make this free library even more accessible for teachers, we’ve organized them by both topic and graph type.

In addition, we have two new ways you can stay on top of everything related to “What’s Going On in This Graph?” and share this feature with your colleagues:

  • Add our 2019-20 “What’s Going On in This Graph?” live-moderated discussion dates to your Google calendar.

  • Watch our related webinar, featuring Sharon Hessney from the American Statistical Association and Dan Meyer from Desmos, as well as guest teachers and students, about how to use “What’s Going On in This Graph?” in your classroom.

Join us for our third year of “What’s Going On in This Graph?” We can’t wait to get started!

Environment, Science and Technology

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