new york times personal essay contest winners

NEW JERSEY HALL OF FAME ANNOUNCES 2024 ESSAY CONTEST AND ARETÉ SCHOLARSHIP WINNERS

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Sep 26, 2024, 13:35 ET

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NEWARK, N.J. , Sept. 26, 2024 /PRNewswire/ -- In keeping with their commitment to inspiring, educating, and motivating youth and students in our state, the New Jersey Hall of Fame (NJHOF) and the New Jersey Education Association (NJEA) announce the winners of the annual student Essay Contest and the Areté Scholarship Fund.

Lyla DiPalma and Eliana Matera won the 2024 Who Belongs in the New Jersey Hall of Fame essay contest. Essay Contest winners receive a $500 scholarship to pursue their chosen camp, program, or extracurricular activity.

In the middle school category, Lyla DiPalma , a fifth grader at Charles G. Harker Elementary School in Swedesboro, New Jersey , won for her essay on Tobin Heath , born in Morristown, New Jersey . Lyla's essay focused on Heath's acclaimed soccer career, activism for women's rights and equality, and her use of art to initiate community-wide change.

Eliana Matera , a tenth grader at Bergen County Academies in Elmwood Park , was selected in the high school category for her essay on former New Jersey Lieutenant Governor Sheila Oliver . In her essay, Eliana described Oliver's dedicated service as the first woman of color to serve in statewide elected office in New Jersey and her devotion to her state's citizens.

"The NJEA is honored to present the annual Essay Contest and Areté Scholarship awards in partnership with the New Jersey Hall of Fame," said New Jersey Education Association President Sean M. Spiller , who is also a high school science teacher in the Wayne public school system. "The financial support provided through these awards has contributed to the successful educational journeys of many New Jersey students and allowed them to see that fulfilling their dreams is possible with hard work and determination."

The Hall of Fame also announced Rchin Bari and Gabriella Stewart as the winners of the 2024 Areté Scholarship Fund, a $5,000 award granted to two graduating high school seniors who exemplify the ancient Greek concept of actualizing one's highest self with moral excellence of character regardless of the circumstances or adversities one is likely to face on the path to greatness. The scholarship recipients must demonstrate academic engagement, moral character, a commitment to their community, and a sense of Jersey pride.

"Together with our sponsors and supporters throughout the great Garden State, we are proud to applaud this year's Areté Scholarship and Essay Contest winners," said Jon F. Hanson , Chairman of the New Jersey Hall of Fame. "Supporting the next generation in pursuing their highest potential is a vital component of the Hall of Fame's mission, and it's an honor to continue the tradition again this year."

Rchin is graduating from Essex County School of Technology's Newark Tech Campus. He plans to continue his Cancer Research apprenticeship under the Army Educational Outreach Program at the New Jersey Institute of Technology . Rchin's dreams of becoming a medicine practitioner began after learning about incurable diseases and volunteering at a local hospital. Rchin hopes to achieve his Areté by focusing on academic excellence, personal growth, and community impact, primarily through his continued volunteer work and research projects.

Gabriella is graduating from Franklin High School in Somerset, New Jersey . She will attend Howard University to pursue a Bachelor of Fine Arts with a minor in Media, Communications, and Film. Gabriella aspires to participate in activities that align with her personal goals, promote diversity through the arts, and encourage inclusivity and change within her community.

The winners of the Essay Contest and the Areté Scholarship Fund will be honored at the NJHOF's induction ceremony later this year.

Changes to the award structure for both contests will be implemented in 2025. These include expanding the number of scholarship recipients to seven (7), three (3) Essay winners, and four (4) Areté winners and adding tickets to visit the New Jersey Hall of Fame at American Dream to their award packages. The 2025 application window will be October 1, 2024 – April 1, 2025 .

For more information on the Essay Contest, visit:

https://njhalloffame.org/essay-contest/  

For more information on the AretéScholarship Fund, visit: https://njhalloffame.org/arete/ .

ABOUT THE NJHOF:  Because everyone needs a hero, the New Jersey Hall of Fame (NJHOF) honors citizens who have made invaluable contributions to society, the State of New Jersey , and the world beyond. Since 2008, the NJHOF has hosted induction ceremonies for more than 240 notable individuals and groups in recognition of their induction into the Hall of Fame. Through the  New Jersey Hall of Fame at American Dream  and its many satellite sites, the NJHOF endeavors to present the public, especially students, with significant and impactful role models to show that they can, and should, strive for excellence. The NJHOF is thankful for the support of its many  sponsors , including Hackensack Meridian  Health , without which none of our endeavors would be possible. For more information, go to www.njhalloffame.org .

Eliza Rosenthale , Princeton Strategic Communications, (609) 558-3330, [email protected]

Aimee Brooks , Princeton Strategic Communications, (917) 881-3849, [email protected]  

SOURCE New Jersey Hall of Fame

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The Winners of Our 100-Word Personal Narrative Contest (2022)

Author: the learning network.

The Learning Network. “The Winners of Our 100-Word Personal Narrative Contest.” The New York Times, The New York Times, 7 Dec. 2022, www.nytimes.com/2022/12/07/learning/the-winners-of-our-100-word-personal-narrative-contest.html.

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We invited teenagers to write miniature memoirs about meaningful moments in their lives. read the 13 winning stories..

Can you tell a meaningful and interesting true story from your life in just 100 words? That’s the challenge we posed to teenagers this fall with our 100-Word Personal Narrative Contest , a storytelling form popularized by Modern Love’s Tiny Love Stories series .

The answer, we discovered, was a resounding yes. Students from all over the world — 12,448 of them — answered our call with 100-word stories about moments from their lives big and small, funny and heartwarming, ordinary and extraordinary. From those thousands of submissions, our judges selected 82 finalists — 13 winners, 23 runners-up and 46 honorable mentions — which you can find in a list at the bottom of this post.

But first, read the top 13 winning essays, which we are publishing in full below. These miniature memoirs captured our judges’ hearts round after round and showed us how, sometimes, all you need is a few sentences to tell a compelling story.

Congratulations to our finalists, and thank you to the teachers who taught with this contest and to all the students who shared their stories with us. You can find more opportunities in our 2022-23 Student Contest Calendar .

Meet Bobby Flay

The day was here. I waited in line hours to see my culinary hero: Bobby Flay. While other preschoolers watched cartoons, I watched the Food Network. My favorite show was “Beat Bobby Flay,” and I rooted for Bobby every episode. By third grade, I instructed my parents to salt water when cooking pasta and reminded them to let meat rest. For me, food was an art form, a balance of flavors. Clutching my cookbook I approached for Bobby’s signature, but my mind went blank. I said nothing to him. As I walked away, I could imagine Bobby thinking “bland.”

— Kayla Lee, 14, River Dell Regional High School, River Edge, N.J.

Left arm wrapped in a bright yellow cast, I marched into my first-grade classroom, brandishing my shattered wrist for all to see.

“Can I sign it?”

For the next three weeks, I was a celebrity. Elected line leader, I paraded my troops across campus, signatures and doodles adorning my casted arm. But it turns out, I wasn’t the celebrity: the cast was.

Castless, I asked Molly, the prettiest girl in class, what she thought about my now-splinted arm.

“Your breath smells like barf.”

To the back of the line I went, with the rest of the W’s, X’s and Y’s.

— Adam Xu, 16, Saratoga High School, Saratoga, Calif.

A River Runs Through Me

I am six years old, sleeping with nothing but a banana leaf over my shoulders to keep me warm. Tears fall as I see the fear and uncertainty in my aunt’s eyes. She is 13. She is my mom now, and we are lost. The indigenous Batwa lost our home, the rainforest, to the mountain gorillas. We are forgotten while the gorillas are celebrated. Lost to save the species. As the sun rises the next day, I run to Munyaga River and watch it become stronger and stronger. I will be the river for my people. I am the future.

— Joyce Orishaba, 17, Poway to Palomar Middle College, San Diego

The Sidewalk

The three of us walk on a sidewalk. Side by side as we head home. We take turns talking to one another. Three isn’t an even number so one of us is always left out. The sidewalk narrows and soon it is only two of you standing side by side. I stand behind and walk alone. I cross the street and continue walking on the opposite side. By the time you guys notice I’ll already be home. Later you’ll send me the same text. “Sorry, we didn’t notice.” And I’ll respond with mine. “It’s fine.”

— Nicole, 15, Alisal High School, Salinas, Calif.

Impromptu Party

Beyoncé blasting through the phone, the midday pajama party is in full force. My sister and I jump, jig, gyrate. Our feet stir an earthquake — this time the downstairs-neighbors have surely had enough. “Aye!!!” Notes spill from my mouth, reverberating off the bedroom walls. My sis hits a mean nae-nae; I mirror it. “GURL! Turn this up!”

A knock on the door. Suddenly, I’ve become a statue mid-two-step. Wide eyes locking, we scramble to hit pause. We’re deers in headlights — frozen and bracing for impact. Mom’s stern face peers through the crack. “Y’all playing Queen B and I wasn’t invited!?”

— Alexander Wu, 17, High School for Mathematics, Science and Engineering, New York, N.Y.

Packing all that I hold dear in 20 minutes or less

Black smoke from afar within an hour was at our backyard’s doorstep. Fires were always on other hills, in other people’s neighborhoods. My coveted shoes, a laptop, my Konietzko drawings. Our cars were filled with instruments, art, albums, knickknacks from 37 countries, and thoughts of what was left behind. Twenty acres blew up to 30,000 acres in three days fueled by drought and 108-degree temperatures. Days, Dad stood guard. A week passed before we came home to a backyard filled with swaths of bright fuchsia retardant dropped by dozens of planes and firefighters. Pink is now my favorite color.

— Zubin Carvalho, 17, Western Center Academy, Hemet, Calif.

“So, who’s your crush?” my friend asked eagerly.

We sat on the floor of her basement, surrounded by crumbs and an unnecessary amount of pillows. I avoided her question, “I don’t have time for that stuff.” “Oh, tell me! There has to be one boy.” She was going to interrogate me until I gave a satisfactory answer. I sorted through the people in my science class and smiled, “Finn, from your science table.” She grinned, looking very pleased with this answer. “Of course! I knew I saw you sneaking glances at him!” She was wrong, I was glancing at her.

— Olivia Sharma, 15, Blue Valley West High School, Overland Park, Kan.

Grandpa’s Drawing

“Do you see it?” my mom asked, confusion twisting her face. I looked at it, the paper bag sitting on the kitchen counter. The sharpied lines absent-mindedly sketched, branches evolving from a broad trunk, intertwining into intricate limbs. Not a handout or stencil from Grandpa’s aphasia group. Just his tree. I squinted in the kitchen limelight and saw it. The gaps. Empty spaces between branches, subtle but severed. The right hemisphere remained intact. The left, paralyzed after the stroke, detached. We stared at his sketch, wondering if he drew his brain or if his brain drew a tree.

— Zoe Rodriguez, 16, Waltham Senior High School, Waltham, Mass.

6 p.m.: The words “I dare you” were muttered at an empty park. 6:05 p.m.: I slid my legs into a baby swing. 6:15 p.m.: My friends and I laughed hysterically as my legs dangled. 6:30 p.m.: I was stuck. 7 p.m.: No one called for a parent in fear of stark punishment. 7:30 p.m.: My legs became red and numb, but we finally called a parent. 8 p.m.: The fire truck arrived with baby oil and bolt cutters. 8:15 p.m.: Freedom. Four years later: My friends still call me “Baby Tim.”

— Timothy, 15, Derry Area High School, Derry, Pa.

Imperial System

When my family and I hurriedly left Shanghai for Boston, I only had a day to say goodbye to my boyfriend. The torment of a three-month long lockdown lingered. After he let me cry into his shoulder for hours, he said, “Y’know that America still uses the imperial system, right?” I laughed and said yes. We were supposed to graduate together, go to prom together, have dates by the Bund together. But I never imagined my first love ending like this: watching his figure shrink from my car window, the distance between us growing from meters to miles.

— Jessica Zhang, 17, Northfield Mount Hermon, Mount Hermon, Mass.

Seven Words

“Nothing tastes as good as skinny feels.” Words spoken by Kate Moss in an interview recorded when I’d just learned to walk. Words I learned and lived by at 14. Before I’d ever held the hand of a boy. Before I’d driven a car. Before I could listen to a Taylor Swift breakup song and truly understand what she meant by heartbreak. Eleven years before I took them to heart, seven words were spoken, denouncing something as harmless as the taste of food. I took those seven words and lived by them before I even had a taste of life.

— Seren Conway, 16, Booker T. Washington High School, Pensacola, Fla.

True Colors

In middle school, I was a closeted kid who stuck to the uniform, who made sure that everything about me conformed to what was expected, and whose relationship with their mother was punctuated by exhausting fights with brief periods of respite. Now, I am 16, openly queer, and my mother dyes my hair for me, regularly glides a tint brush covered with semi-permanent hair color over my cropped Afro. With every moment, the ammonia works a little more, and my curl pattern shifts with it. It is the most intimate thing my mother has ever done for me.

— Tobi Carr, 16, Kinder High School for the Performing and Visual Arts, Houston

Food for the Soul

Ever since my father got Covid he’s been obsessed with instant ramen. Ma forbade it after reading an article about MSG, she calls all carbs “empty calories” (except rice). He started to sneak into our house with paper bags — instant noodles beneath produce — slipped their shiny wrappers into empty shoe boxes. We’ve never been exceptionally close, my father and I. But we’re always the latest up, most vulnerable when hungry. We nurse green ceramic bowls. When I ask him why ramen — he says the warmth. I understand. I clutch onto it too, steam cloaking our pulse, pink ears under moonlight.

— Emily Pedroza, 15, Lynbrook High School, San Jose, Calif.

DMU Timestamp: November 11, 2023 17:53

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• Student Life

Senior Wins New York Times Personal Narrative Contest

Mia Villavicencio , Staff Writer October 30, 2020

On October 14 th , 2020, The New York Times announced that Varya Kluev (’20) was selected as a winner of its 2019 Personal Narrative Contest for her essay “Pants on Fire.”

Kluev’s essay was one of the eight winners of the second annual contest, which received over 8,000 entries from teenagers all around the world. In her piece, she describes the enjoyment her fourth-grade self felt when she lied to make her life sound more interesting to others. Kluev was also interviewed for The New York Times ’ “ Annotated by the Author ” feature, part of their “Mentor Texts” column. The feature, hosted by The Learning Network, allowed Kluev to annotate her piece so readers could understand her writing process and how the story came to be. 

Kluev described her experience in brainstorming ideas for her story: “I remember sifting through lists of possible prompts and not seeing anything that caught my attention. I knew I wanted to be frank, but all the ideas I had at first I knew I was going to have to embellish a great deal to make interesting.” It was from there that she realized the perfect topic to write about that would make her writing most authentic. “I remember telling myself, don’t do that, that’s not very honest,” she said. “And then it hit me: Lying! Perfect! I think the topic is a nice blend of personal experience and a relatable growth that others could understand and empathize with.”

Once she had come up with the topic to write about, it took a while to get her thoughts onto paper and organize them in the most eloquent way. “I’m a slow writer, so for once, I was responsible and started working on my piece a few weeks before the deadline,” Kluev said. “I would revise it every few days or so until I was perfectly happy with it. I think the first time I sat down, I spent a few hours writing out the skeleton, the backbone of what I wanted to say. The rest of the days I polished and perfected, which took many more hours…I had a 25-page doc with all the previous drafts I couldn’t bear to delete.” Once she had submitted her piece and found out she had won the contest, she was invigorated by the joyous news. “I was over the moon! I was exhausted that day too, so getting the email with the link to the published piece was a better energizer than an espresso shot.” 

Some advice she would give her fellow students and prospective writers would be: “Just do it! I feel like a lot of people don’t think it’s worth their time, convincing themselves that they have no chance anyway. You never know until you try. Plus, writing is fun, so don’t view it as some sort of chore. Write freely, honestly, and run a spell-checker at the end—you’ll do great.” 

She credits all of her teachers who greatly influenced her writing technique and helped her develop a unique style. According to Ms. Malanka, who instructed Kluev in AP English Language and Composition last year, although she introduced the contest to Kluev, Kluev was the one who took the initiative to register for the competition. She said that Kluev had always been as “diligent, creative, and generous” a student as she was as a writer, and would often seek “thoughtful criticism” for her writing. Kluev, according to Malanka, always wanted to know what people had to say about her writing. 

Kluev is never afraid to speak freely and tell things as they are, and it was this genuineness and thoughtful insight that caught the attention of The Times . Kluev wouldn’t have known what she was capable of if she hadn’t stepped forward and written for an audience, and both she and Mrs. Malanka advise any prospective writers to just try because, as Mrs. Malanka said, “even if you aren’t recognized, the chance that your writing could possibly resonate with a reader should be enough to motivate you.”

• mia villavicencio
• new york times
• Varya Kluev

Mia Villavicencio ('23) is excited to be a member of The Echo. She loves to read and write about a variety of topics for The Echo, especially those relating...

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Freshman reaches New York Times Personal Narrative Competition finals

Max Dujmovic, a Woodside freshman, has been selected as one of the 200 Personal Narrative Essay Contest finalists for this year’s competition. 

Dujmovic was announced as a finalist for the competition on January 20. Many ninth graders from Woodside chose to enter the competition, as it was strongly correlated with an AS English I project last semester. Though the majority of Woodside’s entries came from freshmen, the competition was available to all high school students internationally, making Dujmovic’s success all the more significant.        

“It’s crazy because there were [200] finalists, and 11,000 entries, which is insane,” Max Dujmovic said. “I wasn’t a winner, and I was honestly kind of disappointed about that. But being part of [200] people out of 11,000 is… wow.”

The New York Times expressed their interest in unique, powerful narratives written by students. With the heavy competition and myriads of talented writers, standing out in the contest was a substantial feat. 

“In the pieces that are selected, I see really, really good writing,” Dujmovic’s English teacher Jascha Dolan said. “I see really solid narrative writing. I don’t see thematic trends, and I don’t necessarily see trends in content, but what I do see is young people who are exercising really awesome writing moves.”

The successful pieces that the New York Times selected were meant to be personally meaningful and significant to the writer. 

“My personal narrative was just about me talking to my grandma about stuff… like being trans,” Dujmovic said. 

All AS English I students at Woodside were encouraged to enter, as a large project for the class had been to craft a 600 word-long personal narrative, which also met the requirements of the contest. Despite the daunting odds, as the contest was open to high school students all over the world, many English students chose to enter simply for the experience of competing. 

“I chose to enter the competition mostly for fun,” Woodside freshman Emma Miller said.  “I just kind of wanted to see how far I could go. I wasn’t expecting anything, but it was just nice [to enter].”

Without even considering winning, the idea of submitting work into a high-profile competition was exciting to many, including Max.  

“My expectations were honestly that nothing would happen,” Dujmovic said.  “I didn’t expect anything to come from it. But…it felt cool to have submitted it to a big thing.”  

Dolan even offered some of his famous half-hearted prizes to people who entered. 

“Mr. Dolan said that we could take a thing from the mystery bins,” Dujmovic said. “I got a singular staple for my entry.” 

Much of the encouragement from teachers came from their own enthusiasm for the competition, as they recognized the exciting opportunity of competing just as much as their students did.

“Sometimes students [say] ‘I’m just writing for my teacher [and] … for a grade,’” Dolan said.  “So we thought it’d be a neat way to expand the audience for people who were interested in submitting,” Dolan said. “I think it’s been about three years that we’ve encouraged our students to go ahead and submit writing into the contest.”

The Personal Narrative Essay Contest has been a valuable experience for many students. Breaking away from the common practice of writing for temporary, short-term projects allowed budding writers to explore their skills on a scale that spans beyond the classroom. 

“I think it’s always really special and relevant when students have a real audience,” Principal Karen van Putten said. “I think it just kind of amps up the quality of writing because when we know that we have an audience in mind… We just kind of take a little bit more attention to our editing and our revision process.”

With Max being the first finalist from Woodside since the competition began, his accomplishment is without a doubt a great inspiration.

“I think that Max is a gifted writer, and I was really, really, happy about the turnout,” Dolan said. 

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Pomerado News | Del Norte student wins New York Times contest…

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Pomerado news | del norte student wins new york times contest with essay on in-person connections, ellen xu wrote about her relationship with her father who had moved to china.

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Ellen Xu, 16, holds a copy of her essay, which appeared in the New York Times.

Ellen Xu won an essay contest put on by the New York Times.

The Del Norte High School student penned a story about her sometimes strained relationship with her father, who moved to China the summer after her sixth-grade year. Xu didn’t see her father again for three years.

“It’s a story I’ve shared with very few people,” Xu said.

After writing an essay, mostly for herself, she submitted it to a competition. Her work was published recently in the New York Times — and shared with people all over the world.

Xu, 16, is one of eight winners of the New York Times’ 3rd annual Personal Narrative Essay Contest for Students.

Her essay, titled “Autocorrect,” tells the story of conversing with her overseas father via telephone and yearning for an in-person connection. It was one of more than 11,000 submissions.

“I think of all the things I want to say: It’s not the same to call. It’s been two years since I was last with you. I just had my first driving lesson today and don’t you remember promising me years ago that you would be the one to teach me to drive? Do you know how many memories we’ve traded for texts and calls?” Xu wrote in her essay.

One judge commented, “I’m always blown away by the vulnerability and tenderness so many of these stories hold,” according to the New York Times.

To read Xu’s essay, visit https://www.nytimes.com/2022/01/20/learning/the-winners-of-our-3rd-annual-personal-narrative-essay-contest-for-students.html#link-18241cba .

The contest was open to students aged 11 to 19. Entrants were asked to tell a short, powerful story about a meaningful life experience. Xu said the topic she used was the first that popped into her mind.

When she saw her name on the list of winners, she said she thought there must have been another Ellen.

“I was so, so shocked,” she said. “I was not expecting to win.”

Xu was at school when she found out, and promptly texted her mother, sister and father.

Her mother cried after she read the essay. One of her teachers said they teared up while reading it.

Her father read it after it was published.

“He was definitely feeling sad he missed out on pieces of my life,” Xu said.

Between the time the essay was penned and the award won, Xu’s father came for a visit and the two were able to connect in person.

Technology can advance relationships but there remains the desire of raw connection, she said. The human aspect of the communication is often lost in the technology.

Xu said she never thought her writing could resonate with so many readers. She said she read a comment on the New York Times website from a teacher who had shared her essay with her classroom in Zambia.

“It felt surreal. When I saw my writing on the screen alongside the other winning essays, I almost couldn’t believe it and had to keep double checking to make sure I had seen it correctly,” she said.

“It still amazes me that the New York Times journalists and judges took to my essay — that through my writing, someone on the other side of the screen was able to connect and find value in my words. It is an incredible feeling, and I’m truly grateful for the NYT for giving me and other students this platform to share our messages with the world.”

Xu has always loved writing. In the fourth grade, she won first place in creative writing from the San Diego California Association of Teachers of English with a story about a bird. It was in that moment she realized “writing is a way for me to share stories,” she said.

She is a fan of the “sense of wonder that writing can bring.” She is inspired by reading books such as the Harry Potter stories and a bevy of poetry.

Her writing varies from lighthearted to deeply personal. She hopes to someday write a novel.

While she intends on continuing with her writing, Xu doesn’t think she wants to do it as a profession. She’s still exploring her interests, which include technology, science, engineering and mathematics.

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New York Times Student Editorial Contest: All You Need to Know

By Eric Eng

If you could have a heart-to-heart with anyone about something that truly matters to you, who would it be, and what would you tell them? This is the question the New York Times Student Editorial Contest is posing to students worldwide in its latest cycle. This yearly writing competition invites students with a desire to make a difference to express their thoughts on personal and societal issues.

Let’s talk more about the New York Times Student Editorial Contest. We’ll walk you through the contest rules and offer tips to help you craft a winning piece. If you’re thinking about entering the contest, you’ve come to the right spot.

What Is the New York Times Student Editorial Contest?

The New York Times Student Editorial Contest, now in its 11th year, is all about getting students to write opinion essays on topics they really care about. But for the 2024 cycle , they’ve mixed things up a bit. Instead of the usual opinion piece, they want students to write an open letter.

They ask: “What’s bothering you? Who could do something about it? What could you say to them that would persuade them to care, or to make change? And … what if we all read your letter? How could you make us care too?”

There’s no cash prize, but the contest is super popular, with thousands of entries each year. They only pick a handful of winners, though. In 2023, they got a whopping 12,592 submissions but only chose 11 winners —less than 0.1%! So, if you win, it’s a big deal and says a lot about your writing skills. Your winning piece will also be published in the New York Times.

What Are the New York Times Student Editorial Contest Guidelines?

Before you jump in, it’s super important to know the rules of the contest. Here’s all you need to know:

Eligibility

• If you’re aged 13 to 19 and in middle or high school anywhere in the world, you’re good to go.
• College students, sorry, this one’s not for you. But if you’re in high school and taking a college class or two, you’re still eligible.
• If you’re in your first year of a two-year CEGEP in Quebec Province, you can join in too.
• Even if you’re 19 or under and done with high school but not yet in college (maybe you’re on a gap year or something), you can still enter.
• The kids and stepkids of New York Times employees can’t enter, and neither can students who live with those employees.

Essay topic

Write an open letter to someone specific and get them to think or do something about an issue.

You’ve got some freedom in choosing who to address your open letter to. It could be your parents, teachers, school board members, mayor, a member of Congress, a big-shot CEO, an artist, entertainer, or even a symbolic entity like “Silicon Valley” or “The Kremlin.”

The key is to think about who actually has the power to change things related to your issue, whether it’s on a local or global level. Your letter should be clear about what’s bothering you and what you want your audience to do about it. And make sure it’s not just meaningful to you and the person you’re writing to, but also to anyone else who might read it.

Essay format

• Write your entry as if it’s an open letter, not a formal essay. Try to keep it short and sweet, under 460 words. Your title and any sources you use won’t count towards this limit.
• Back up your points with evidence from at least two sources: one from The Times and another from somewhere else. Make sure your sources are reliable and clearly show where your evidence comes from, whether it’s a direct quote or paraphrased.
• Make sure everything you submit is your own work and hasn’t been published before. Avoid plagiarism and using AI tools.
• Include a short, informal “artist’s statement” to talk about how you wrote your piece and did your research.

The New York Times Student Editorial Contest usually kicks off around March and wraps up in April. The 2024 cycle ran from March 13 to May 1. Winners usually get announced 8-10 weeks after the submission deadline, so around June or July.

If you’re thinking about joining the next cycle, it’s smart to start getting ready early. Even though the format might stay the same, it’s always wise to be ready for any twists. If they go back to an older contest format, you can tweak your prepared work to fit.

New York Times Student Editorial Contest: Writing Tips

What makes a winning entry for the New York Times Student Editorial Contest? Thankfully, they’ve laid out their judging criteria . We’ll break them down and offer some specific tips to help you achieve and excel at them:

Description: “Open letter calls attention to an issue or problem and prompts reflection or action on it.”

Your open letter has to do a couple of things at once. First, it needs to shine a spotlight on an issue that really matters to you, something you’ve experienced firsthand. But it also has to get your readers thinking or even spur them into action. To make this work, choose an issue that you’re passionate about and know inside out.

For instance, if you’re into environmental causes , you might want to write about how plastic waste is wrecking marine life. To really make your point hit home, use real examples and personal stories that show why this issue is so crucial. Share how it’s affected you or your community, drawing on your own experiences volunteering at beach cleanups, so your readers can really relate.

When it comes to getting people to reflect or take action, you’ve got to make a solid case. Don’t just point out the problem. Offer up solutions or ways to make things better. Give practical steps that individuals, groups, or even policymakers can take to tackle the problem head-on.

For our example above, you could suggest pushing for stricter rules on single-use plastics or organizing clean-up events in your area. The goal is to get your readers to see things differently and feel motivated to make a real impact.

2. Audience

Description: “Open letter directly addresses a specific individual, group, organization or institution appropriate to the issue, but also is written to be read by a public general audience.”

Think about who you’re aiming your letter at. Pinpoint a specific person, group, or organization that can really make waves on the issue you’re fired up about. If you’re all about boosting mental health awareness in schools, you might direct your letter at school bigwigs or the Department of Education.

It’s crucial to tailor your letter to this specific audience. Use language and examples that resonate with what matters to them. To make your letter connect with a wider audience, keep it lively and relevant. Pretend it’s going to be read by anyone flipping through The New York Times. Making your letter relatable to a broad audience boosts the chances it’ll spark crucial conversations and drive real change.

3. Analysis and persuasion

Description: “Open letter convincingly makes a case for why the recipient and public should care about or take action on the issue. It provides relevant background information, valid examples and reliable evidence to support the argument all in a clear and organized fashion.”

When you’re writing your entry to the New York Times Student Editorial Contest, it’s super important to back up what you’re saying with solid evidence and examples. Start off by giving a quick but thorough rundown of the issue you’re tackling, covering its backstory, current state, and possible outcomes.

If you’re delving into how social media impacts mental health, for example, you could throw in some stats about the rising levels of anxiety and depression in young folks, as well as studies that link heavy social media use to not-so-great mental health outcomes.

To beef up your argument, use credible sources like quotes or stats from well-respected studies. You could mention a study from a reputable journal that highlights the link between social media use and increased feelings of loneliness and isolation. This not only strengthens your argument but also shows just how urgent this issue is.

You could also talk about a buddy who got cyberbullied on social media and how it really messed with their mental well-being. These kinds of stories make the problem more relatable and humanize it for your readers.

4. Language

Description: “Open letter is clearly written as a letter. It has a strong voice and uses language, style and tone appropriate to its purpose and audience. It features correct grammar, spelling and punctuation.”

Go for a style that’s crystal-clear, straight to the point, and grabs attention from the get-go. Keep things simple and skip the fancy words or technical jargon. Instead of saying “utilize,” just stick with “use,” which is more direct and easier to understand.

Make your letter feel like a friendly chat with the person reading it, using a tone that’s warm and genuine. This helps convey your passion and how deeply this issue matters to you.

Let your personality shine in your writing , showing your excitement for the cause. Use a style and tone that match your audience and the message you want to convey. And remember, even though it’s a personal letter, it still needs to be error-free. Make sure your grammar, spelling, and punctuation are spot-on to keep things looking polished and professional.

5. Guidelines

Description: “Writing follows all contest guidelines, including the citation of trustworthy sources (at least one Times and one non-Times source in the Works Cited section).”

To really get your entry noticed, stick to the contest rules. That means following their citation format and including a Works Cited section. Carefully read the contest guidelines and make sure your entry meets all the requirements.

If you want to stand out, go beyond the basics. Use a variety of sources to back up your points. Include one from The New York Times to show you’re in tune with current events, and add another from a different source to demonstrate your thorough research. Ensure all your citations are accurate and follow the contest rules. This demonstrates your attention to detail and respect for intellectual property.

New York Times Student Editorial Contest: Sample Winning Works

Another great way to get a feel for what the New York Times Student Editorial Contest is all about is to check out the past winners. These essays really impressed the judges, so there’s a lot you can learn from them to help with your own entry. Let’s take a look at a few of the Top 11 winners from the 2023 cycle.

1. “ The Case for an AI Pause ” by Gabriel Huang, 17, from Tower Hill School, Wilmington, Delaware

Summary: Huang’s essay makes a strong argument for putting the brakes on AI development for a bit. He points out the risks AI poses to society, like deep fakes, chatbots spewing racism and sexism, and the looming threat of lots of jobs disappearing. Huang thinks hitting pause would give governments and policymakers a chance to catch their breath and figure out how to regulate AI tech properly.

What makes it stand out

Huang’s essay dives into a relevant and controversial topic: the risks of AI. He suggests hitting the pause button on AI development for a bit to give everyone a chance to figure out how to regulate it properly. This topic likely got the judges and readers thinking, considering how important AI is in today’s world.

Then, Huang backs up his argument with solid evidence and reasoning. He points out the dangers of AI, like deep fakes and people losing their jobs, and explains why we need to take a breather on AI development. He wants us to think about what uncontrolled AI could mean for us and to support the idea of pausing its development. This call to action gives his message urgency and pushes us to do something about it.

Also, Huang lays out his ideas in a clear and logical way, making it simple for readers to get on board with his argument. This is key for getting complex ideas across to a wide audience.

2. “ Proud Menstruating Student ” by Cindy Chen, 13, from Beijing Ritan Middle School, Beijing

Summary: Chen’s essay boldly tackles the stigma surrounding menstruation. She draws from her personal experience to highlight the shame and embarrassment often associated with it. She calls for a change in societal attitudes and advocates for destigmatizing menstruation.

Chen takes a bold and personal approach and tackles a topic that’s often seen as taboo. The judges probably liked how she wasn’t afraid to share her own story and challenge the status quo. She starts things off with a super vivid anecdote about getting her first period in class, showing just how awkward and shameful menstruation can feel.

Chen then calls on folks to rethink how they view menstruation and to educate themselves and others. You can really feel her urgency in lines like, “I refuse to be ashamed any longer. When our parents, schools, and government officials fail us, we must stand up for ourselves.” This call to action gives her message weight and pushes readers to take real steps to destigmatize menstruation.

Here, Chen hits the contest’s theme right on the head, which is to get people thinking or acting on a specific issue. She doesn’t just talk about the stigma around menstruation. She challenges readers to question why it exists and what can be done to change it.

Chen’s essay is packed with a strong voice and clear purpose, two things that can really make an entry shine. She writes with so much passion and conviction, which makes her argument super compelling. Plus, her essay is well-structured and easy to follow, making it accessible to a wide audience.

3. “ It Is So Hard to Be Trans ” by Callisto Lim, 16, from Kinder High School for the Performing and Visual Arts, Houston

Summary: Lim’s essay really dives into the tough stuff faced by transgender folks. They talk about the hurdles and discrimination, especially with new laws trying to limit transgender rights and healthcare access. Lim gets personal, sharing how they’ve felt pushed to the sidelines and scared because of how society and politics treat transgender folks.

Lim’s essay in the New York Times Student Editorial Contest really makes an impact for a few reasons. First off, they bring a lot of emotion and personal stories into the mix, showing just how discriminatory policies affect real people. Lim gets real, sharing experiences like being compared to a school shooter and feeling scared for just being themselves. These stories make the essay hit home and make you really feel for what transgender individuals go through.

The essay hits the contest’s theme right on the nose. It’s not just about pointing out the problems—Lim calls for action against discriminatory laws. “We cannot sit here and let anti-trans bills become law across the country,” they write.

Lim writes with a strong voice and clear purpose. They’re passionate and convincing. This is key for getting complex ideas across to a wide audience, as it keeps folks interested and engaged. All in all, Lim’s essay is a heartfelt plea for understanding and acceptance. It’s informative, persuasive, and just really well-done.

The New York Times Student Editorial Contest is a great opportunity for young voices to speak up about important stuff and push for change. In their essays, students show off not just their writing chops, but also how well they get complex issues and how much they care about making things better.

The contest gets students thinking hard, digging deep into research, and getting their point across clearly, which is super empowering. Looking at the awesome essays from past winners, it’s clear the contest is all about inspiring and boosting the voices of the next wave of thinkers and doers.

Who can join the New York Times Student Editorial Contest?

If you’re between 13 and 19 years old and in middle or high school anywhere in the world, you’re eligible. If you’re the child or stepchild of a New York Times employee, though, or you live with one, you can’t enter.

Who is the topic of the New York Times Student Editorial Contest?

You have the freedom to write about any issue you’re passionate about. For the 2024 cycle, they asked participants to write an open letter to someone who can make a difference regarding the issue they chose.

How many entries does the New York Times Student Editorial Contest receive?

They receive thousands of entries every year. In the 2023 cycle, they got 12,592 submissions, but only 11 of those were chosen as winners.

What do you win at the New York Times Student Editorial Contest?

While there aren’t any cash prizes, winning this contest is a big deal. Your winning piece gets published in the New York Times, which can really make your college applications shine.

When is the deadline for the New York Times Student Editorial Contest?

Usually, it runs from March to April, and they announce the winners around June or July. For the 2024 cycle, the deadline was May 1st.

Want to assess your chances of admission? Take our FREE chances calculator today!

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Layla Kinjawi Faraj Wins Modern Love College Essay Contest

Layla Kinjawi Faraj’s essay “ My Plea for a Sixth Love Language ” is the winner of the 2022 Modern Love College Essay Contest .

Ms. Faraj’s essay about how to make a home out of the internet was chosen from hundreds of moving submissions that spoke to these unprecedented times, submitted by students from colleges and universities nationwide. Ms. Faraj, a first-year student at Barnard College, will receive $1,000.

In addition to publishing her winning essay ( online now and in print on May 8), The Times will publish the essays of seven finalists throughout May and June.

On the contest and winning essay, Daniel Jones , editor of Modern Love , says:

“The surprise for me this year was how absent the typical college experience was from most of the entries — which shouldn’t have been a surprise at all. But given all the challenges students have faced these past few years, we judges were so impressed by the sophistication and emotional depth they brought to their essays.”

Miya Lee , editor of Modern Love projects, says:

“Places of higher education are frequently and, I think, aptly described as ivory towers removed from the world and its worries. While college education remains an immense privilege in the United States, this year’s entries proved that nothing is impermeable; nothing is truly separate from the wider world. This year, students expressed a keen awareness of the existential issues facing their generation (climate change, war), as well as a hopeful resolve to find joy, love and a way forward.”

The New York Times 2022 Modern Love College Essay Contest Results

Layla Kinjawi Faraj, Barnard College, Class 2025

Lily Goldberg, Williams College, Class of 2022

August Singer, Reed College, Class of 2022

Joyce Juhee Chung, New York University, Class of 2023

Abby Comey, College of William and Mary, Class of 2022

Ife Olatona, Howard University, Class of 2024

Tatiana Jackson-Saitz, University of Chicago, Class of 2024

Kyleigh McPeek, Stanford University, Class of 2024

Learn more about this year’s Modern Love College Essay Contest here .

Explore Further

Jordana narin wins modern love college essay contest, malcolm conner of trinity university wins modern love college essay contest, modern love essay contest invites college students to submit personal stories on love.

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10 New York Times Writing Contests for High School Students

Entering writing contests is a fantastic way for high school students to hone their craft, gain recognition, and even win some cool prizes. T he New York Times, known for its high journalistic standards and influence, offers several opportunities for budding writers to showcase their talents.  Participating in these contests can help students build their portfolios, boost their confidence, and potentially open doors to future academic and career opportunities. Let's dive into ten exciting writing contests hosted by The New York Times that you won't want to miss.

What are New York Times Writing Contests?

New York Times Writing Contests are annual competitions organized by one of the most prestigious newspapers in the world , aimed at encouraging young writers to express their ideas and creativity. These contests cover a wide range of genres and formats, from personal narratives and essays to reviews and editorials. Open to high school students, these contests provide a unique platform for young voices to be heard on significant topics and current events. By participating, students can develop their writing skills, receive feedback from professionals, and gain national recognition for their work. Whether you're passionate about storytelling, journalism, or persuasive writing, the New York Times has a contest that can help you take your writing to the next level.

Is the New York Times Writing Contests prestigious?

Yes – the New York Times Writing Contests are considered some of the most prestigious competitions for high school students.  Winning or even being recognized as a finalist in these contests is a significant achievement, given the rigorous standards and wide readership of the Times. The contests attract talented young writers from across the country, making the competition fierce and the recognition highly esteemed. 

Participating in these contests can not only enhance a student's writing portfolio but also add a notable accolade to their college applications. Being associated with the New York Times, a globally respected institution, lends a mark of distinction that can open doors to further academic and professional opportunities.

10 New York Times Writing Contests

While there are many contests available, here is our selection for the top 10 picks for high school students:

1. Personal Narrative Writing Contest

Deadline:  November 2024 (Estimated)

The Personal Narrative Writing Contest invites high school students to share true stories from their own lives . This contest focuses on authenticity and personal experience, encouraging students to reflect on meaningful moments and articulate them in a compelling way. Winners get their narratives published in The New York Times, providing a platform for their voices to be heard by a wide audience.

2. Open Letters

Deadline:  May 2025 (Estimated)

In the Editorial Contest, students are asked to write opinion pieces  on topics they feel passionately about. This contest challenges young writers to build persuasive arguments, backed by evidence, to sway public opinion. It's an excellent opportunity for those interested in journalism or advocacy to develop their voice and analytical skills.

3. Review Contest

Deadline:  December 2024 (Estimated)

In the Review Contest, students critique a book, movie, album, theater performance, or any other form of art or media . The goal is to analyze and evaluate the subject critically, providing an insightful and well-supported opinion. This contest helps students hone their critical thinking and writing skills while engaging with culture and media. However, the media that you are critiquing in your submission must have been released in the current year (ie. not in 2023!).

4. Summer Reading Contest

Deadline:  August 16, 2024 

The Summer Reading Contest invites students to  submit responses to articles published in The New York Times over the summer. Each week, participants choose an article that interests them, write a short commentary on why they found it compelling, and submit their response. The contest encourages consistent engagement with current events and diverse topics, while also fostering critical thinking and writing skills. Winners are selected weekly, providing multiple opportunities for recognition throughout the summer.

5. Podcast Contest

The Podcast Contest asks students to create and submit original podcasts  on topics of their choice. These podcasts should be short, and not exceed five minutes in length . This contest allows participants to explore storytelling through audio, requiring skills in writing, interviewing, and sound editing. It's a great opportunity for those interested in multimedia journalism and podcast production.

6. How to … : An Informational Writing Contest

Deadline : February 2025 (Estimated)

The Informational Writing Contest is a chance for teenagers to write clear, concise, and engaging step-by-step guides  on any topic they are passionate about. This contest encourages participants to think like educators , breaking down complex processes into easy-to-follow instructions. It challenges students to blend creativity with practicality, ensuring their guides are both informative and interesting to readers. Winning entries are featured on The New York Times website , offering a platform for young writers to share their expertise with a wide audience.

7. Vocabulary Video Contest

Deadline : March 2025 (Estimated)

The Vocabulary Video Challenge tasks students with creating 15-second videos  that creatively and accurately define a word from The New York Times Learning Network’s Word of the Day feature . This contest encourages participants to think outside the box, using visual storytelling to bring vocabulary to life. It's an engaging way for students to expand their language skills while also honing their ability to communicate effectively through multimedia. Winning videos are showcased on The New York Times website, providing recognition for students' creativity and linguistic prowess – very useful for college applications!

8. Photo Essay Contest

In the Photo Esay Contest, students can capture and explore their communities through a series of photographs accompanied by written reflections . This contest encourages participants to observe their surroundings closely, telling a story about their environment, people, and daily life. It's a unique opportunity to blend visual and written storytelling , showcasing both photographic skills and narrative abilities. 

9. One-Pager Challenge

Deadline : January 2025 (Estimated)

The One-Pager Challenge asks students to respond creatively to any article in The New York Times by summarizing their thoughts and insights on a single page . This contest encourages concise and impactful writing, allowing participants to express their understanding and opinions succinctly. It’s a  great exercise in critical thinking and brevity , helping students to synthesize information and articulate their views effectively. Most of all, the contest should be fun, since students are welcome to comment on an article on any topic they find interesting.

10. Conversation Challenge – Writing Prompts

Deadline : Open all year round

If you’re looking for more frequent writing opportunities rather than participating in contests that take place annually, then the Conversation Challenge may be a better fit for you. You can react to the news  via the New York Times daily writing prompts, and each week, they will publish a selection of their comments  in a roundup  for the world to read. Not only will you have consistent writing exercises throughout the year, but also you’ll be deeply informed on current events. 

Our Thoughts

Participating in The New York Times writing contests provides high school students with invaluable opportunities to develop their writing skills, engage with current events, and express their creativity. These contests cater to a wide range of interests, from narrative storytelling and opinion writing to multimedia projects and photo essays. Each contest encourages critical thinking, creativity, and clear communication, offering students a chance to gain recognition and showcase their talents. Engaging in these contests can be a transformative experience, helping young writers find their voice and connect with a broader audience.

One other option – Lumiere Research Scholar Program

If you are interested in doing university-level research in literature, journalism, or other subjects,  which can become a topic to talk about in your college application, then you could also consider applying to the   Lumiere Research Scholar Program , a selective online high school program for students founded with researchers at Harvard and Oxford. Last year, we had over 4000 students apply for 500 spots in the program! You can find the   application form  here.

Lydia is currently a junior at Harvard University, studying Molecular and Cellular Biology and Economics. In high school, she was the captain of her high school’s Academic Decathlon team and attended the Governor's School of Engineering and Technology. She aims to become a life sciences consultant after graduation. 

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Young Writers Awards

About the young writers awards.

Bennington College has given many of our nation’s foremost writers their start. They include twelve Pulitzer Prize winners, three U.S. poet laureates, four MacArthur Geniuses, and authors of countless New York Times bestsellers. In celebration of this legacy, Bennington launched the Young Writers Awards to promote outstanding writing achievement at the high school level. High school students worldwide are invited to enter. 

Young Writers Awards Contest

Students in the 9th–12th grades can submit poetry, a short story, or an essay by November 1. A first, second, and third place winner is selected in each category and awarded cash prizes and scholarships.

Academics at Bennington

Literature studies at Bennington are grounded in the idea that good writers are good readers. Bennington undergraduates can apply to participate in the Bennington Writing Seminars, one of the best respected MFAs in writing, through the Undergraduate Writing Fellowship.

Literature Outside the Classroom

As the steward of the Robert Frost Stone House Museum, Bennington is committed to maintaining and growing Robert Frost’s literary legacy in Southern Vermont and beyond.

Throughout the year, Bennington College welcomes prominent writers and alumni to campus for events like readings by the Ben Belitt Distinguished Visiting Writer, Literature Evenings, Poetry at Bennington, and the Writers Reading Series.

Students at Bennington are invited to contribute to SILO, the student literary and arts magazine. Bennington Review, a national biannual literary journal based at the College, provides students an opportunity to help edit and produce a professional print literary magazine.

Join Us At Bennington

Explore what a Bennington education can offer.