Update, Sept. 10, 2019:
• Find details about our 2020 contest here.
• We have announced the winners of the 2019 contest.
• Should Schools Teach You How to Be Happy?
• Does Online Public Shaming Prevent Us From Being Able to Grow and Change?
• Should We Treat Robots Like People?
• Are Straight A’s Always a Good Thing?
Every school day we invite teenagers to share their opinions about questions like these — on topics from gender norms to genetic engineering — and hundreds do, posting arguments, reflections and anecdotes to our daily Student Opinion feature.
Now, for the sixth year in a row, we’re inviting you to make those thoughts into something a little more formal: short, evidence-based persuasive essays like the editorials The New York Times publishes every day.
The challenge is fairly straightforward. Choose a topic you care about — whether it’s something we’ve addressed on this site or not — then gather evidence from sources both within and outside The New York Times and write a concise editorial (450 words or fewer) to convince readers of your view.
Because editorial writing at newspapers is a collaborative process, you can write your entry as a team or by yourself — though, please, only one submission per student. When you’re done, submit it using the contest form below by Tuesday, April 2, at 11:59 p.m. Eastern. Be sure to read the rules — also below — before posting.
Our judges will then use this rubric for selecting winners to publish on The Learning Network.
As teachers know, the persuasive essay has long been a staple of high school education, but the Common Core standards seem to have put evidence-based argumentative writing on everybody’s agenda. You couldn’t ask for a more real-world example of the genre than the classic newspaper editorial — and The Times publishes, on average, two of them a day.
And at a time when breaking out of one’s “filter bubble” is more important than ever, we hope this contest also encourages students to broaden their news diets by using multiple sources, ideally ones that offer a range of perspectives on their chosen issue.
So what issue do you care about? College access? Lowering the voting age? The role of social media in our lives?
You decide — and please don’t feel hemmed in by the topics we’ve chosen. One of the best parts of judging this contest each year is learning about issues teenagers are passionate about that haven’t yet made it on to the radar of most adults.
Good luck, and please post any questions you might have in the comments, or write to us at LNFeedback@nytimes.com.
Rules and Guidelines
1. Use at least one Times source. You can write your editorial about any topic you like, as long as you use at least one source from The Times. That should pretty much open the whole world to you, as The Times publishes hundreds of articles a week on topics like politics and pop culture, sports and science, food and fashion, travel and technology.
But please know that nytimes.com has a digital subscription system in which readers have access to five free articles each month, but after that you will be asked to become a digital subscriber. The Times also offers K-12 digital subscription plans for schools. But all Learning Network activities for students, including our daily writing prompts, as well as all the Times articles linked from them, are free, so you can access them without exceeding the five-article limit. Many public libraries also offer free access to The Times online.
2. Use at least one non-Times source. But make sure that the source you use is a reliable one. We encourage you to find sources that offer different perspectives on an issue.
3. Always cite your sources. Our submission form contains a required field for entering your citations. We include an example as well, though you can use M.L.A. or A.P.A. styles, or just list the web addresses. Even if you use a print source or an expert interview, you must provide a citation. Readers (and judges) should always be able to tell where you got your evidence. However, there is no need to provide an in-text citation.
4. Be concise. The editorial must not exceed 450 words. Your title and list of sources are separate, however, and do not count as part of your 450-word limit. (Please be careful about spacing, however, since in our form leaving more than one space after a period or other punctuation mark can lower your word count.)
5. Have an opinion. Editorials are different from news articles because they try to persuade readers to share your point of view. Don’t be afraid to take a stand.
6. Write your editorial by yourself or with a group, but please submit only one editorial per student. If you are working as a team, just remember to submit all of your names when you post your entry. And if you’re submitting as part of a team, you should not also submit as an individual.
7. Be original and use appropriate language. Write for a well-informed audience, but include enough background information to give context. Be careful not to plagiarize. Use quotation marks around lines you take verbatim from another source, or rephrase and cite your source.
8. New for 2019: Our eligible age ranges have changed slightly in response to new data-protection rules in the European Union. Students in the United States, Canada 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 from 16 to 19 years old, or use our form, above, to submit to us a parent or guardian’s specific permission. Please see The New York Times’s terms of service for more details.
9. All entries must be submitted by April 2, 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, or just post your query to the comments.
10. We will use this rubric to judge entries, and the winning editorials will be featured on The Learning Network. Your work will be judged by Times journalists as well as Learning Network staff members.
11. 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.
12. The children and stepchildren of New York Times employees, or teenagers who live in the same household as a Times employee, are not eligible to enter this contest.
13. 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 Student Editorial 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 editorial contest submission.” Be sure to include your name and editorial title (or subject) in your email. You may have to wait up to a week for a reply.
Resources for Teaching With This Contest
To help with this challenge the first year we ran it, Andrew Rosenthal, in his previous role as editorial page editor of The Times, detailed seven pointers for student writers. Watch the video above to hear what he has to say.
Since then, we have created many more resources to support this contest, including:
A Free, On-Demand Webinar: Write to Change the World: Crafting Persuasive Pieces With Help From Nicholas Kristof and the Times Op-Ed Page
The webinar features not only the Op-Ed columnist Nicholas Kristof, but also Kabby Hong, a high-school English teacher who teaches with the Editorial Contest, as well as one of his winning students.
A Collection of Writing Prompts: 401 Prompts for Argumentative Writing
Organized by category, this list was created to help inspire students, but in the two years since we published it, our daily Student Opinion column has published many more prompts for argumentative writing. We suggest scrolling through and perhaps having your students post comments on recent questions as a kind of low-stakes practice for the contest.
The Work of Previous Winners as Mentor Texts: Winners From Our Fifth-Annual Student Editorial Contest
Here you can find not only our comments on last year’s winners, but also links to the winning essays themselves, which many teachers tell us work wonderfully as mentor texts.
10 Ways to Teach Argument-Writing With The New York Times
This lesson, newly updated for 2019, explores all our resources for teaching with contest, all in one place.
For the Sake of Argument: Writing Persuasively to Craft Short, Evidence-Based Editorials
Our suggestions on how to guide students through the writing process when writing editorials — from brainstorming a topic to publishing their work — and all the steps in between.
I Don’t Think So: Writing Effective Counterarguments
In this lesson, students analyze the work of winners of the Learning Network’s 2014 Student Editorial Contest as well as professional models from The Times’s editorial pages to learn how writers effectively introduce and respond to counterarguments.
Playing to Win: Using Sports to Develop Evidence-Based Arguments
From honing arguments on current sports controversies to making a case for the G.O.A.T. to proposing needed rules changes, here are some ideas for using sports to sharpen student skills.
Because so many teachers use this contest to help students have an “authentic audience” for their persuasive writing, we have published many ideas from the classroom over the years, including:
Helping Students Discover and Write About the Issues that Matter to Them
A teacher takes her students through the process of finding a topic for our annual Student Editorial Contest, then writing, revising and submitting their final drafts.
A New Research and Argument-Writing Approach Helps Students Break Out of the Echo Chamber
Two teachers describe methods for helping students examine multiple viewpoints and make thoughtful, nuanced claims about a range of hot-button issues.
Follow a Columnist to Promote ‘Inquiry and Open-Mindedness’
Students choose different Times, Washington Post and Wall Street Journal columnists and analyze their rhetoric as a means of diving deep into issues and exploring a range of perspectives.
He Said, She Said, I Say: A Researched Argument Essay
How to use The Times’s Room for Debate feature to teach students how to support their claims while bringing many relevant “voices” into conversation with one another.
An Argument-Writing Unit: Crafting Student Editorials
Students analyze ethos, logos and pathos as modes of rhetoric and consider how to construct a persuasive argument.
Using an Op-Doc Video to Teach Argumentative Writing
Students view the Times Op-Doc “China’s Web Junkies” to note how the filmmakers build their argument and introduce students to the “vocabulary of evidence.”
The Learning Network runs contests for teenagers all year long. See our full calendar.
四肖期期准一准老奇人【遗】【迹】，【鸣】【人】【内】【心】【世】【界】， 【当】【查】【克】【拉】【被】【鸣】【人】【从】【身】【体】【内】【抽】【出】，【九】【尾】【瞬】【间】【暴】【走】， 【伴】【随】【可】【怕】【的】【力】【量】【直】【接】【拽】【住】【查】【克】【拉】，【鸣】【人】【的】【影】【分】【身】【们】【瞬】【间】【化】【作】【白】【雾】【四】【散】， 【被】【巨】【大】【的】【力】【量】【所】【击】【飞】，【鸣】【人】【整】【个】【人】【倒】【在】【水】【面】【中】【不】【断】【喘】【息】， 【刚】【刚】【的】【应】【对】【已】【经】【耗】【费】【他】【大】【多】【数】【精】【力】【了】，【没】【想】【到】【九】【尾】【居】【然】【还】【能】【将】【查】【克】【拉】【拔】【回】【来】， “【混】【蛋】，【鸣】【人】
【婚】【礼】【入】【场】【处】。 【夏】【千】【时】【一】【身】【金】【色】【定】【制】【款】【拖】【尾】【婚】【纱】，【安】【静】【的】【站】【在】【那】【里】，【等】【待】【登】【场】。 【然】【鹅】，【站】【在】【她】【身】【侧】【的】【两】【个】【中】【年】【男】【人】，【此】【时】【却】【争】【吵】【了】【起】【来】，【面】【红】【耳】【赤】，【谁】【也】【不】【让】【谁】。 “【千】【时】【是】【我】【的】【亲】【生】【孩】【子】，【该】【由】【我】【带】【她】【入】【场】！”【云】【天】【祁】【坚】【定】【的】【站】【在】【夏】【千】【时】【身】【侧】，【一】【副】【谁】【也】【抢】【不】【走】【他】【位】【置】【的】【样】【子】。 【夏】【恒】【邦】【急】【得】【满】【头】【大】【汗】：“
【默】【默】【的】【将】【两】【个】【头】【箍】【都】【收】【了】【起】【来】。 【洛】【璃】【烟】【抬】【起】【头】，【便】【看】【见】【坐】【在】【最】【前】【方】【的】【邵】【熠】【阳】，【回】【头】【看】【了】【自】【己】【一】【眼】。 【不】【过】【坐】【在】【她】【这】【个】【方】【向】【的】【所】【有】【小】【太】【阳】，【都】【认】【为】【自】【家】【哥】【哥】【这】【是】【在】【看】【自】【己】。 【全】【部】【都】【扯】【在】【嗓】【子】【尖】【叫】【了】【起】【来】。 【那】【声】【浪】【都】【快】【要】【把】【场】【馆】【的】【顶】【部】【给】【掀】【翻】【了】。 【洛】【璃】【烟】【觉】【得】【自】【己】【全】【身】【的】【血】【液】，【再】【次】【热】【腾】【了】【起】【来】。 【果】
【莫】【甘】【娜】【听】【到】【陈】【鱼】【可】【以】【复】【活】【鹤】【熙】【的】【父】【母】，【眼】【睛】【都】【冒】【着】【绿】【光】，【这】【岂】【不】【是】【说】【神】【圣】【原】【子】【技】【术】【妥】【妥】【的】【就】【到】【手】【了】【吗】？ 【她】【亲】【自】【打】【开】【虫】【门】，【把】【陈】【鱼】【送】【到】【梅】【洛】【天】【国】。 【刚】【出】【来】，【陈】【鱼】【就】【被】【眼】【前】【的】【场】【景】【给】【惊】【呆】【了】。 【草】【地】【上】，【小】【家】【伙】【正】【骑】【着】【一】【只】【肥】【硕】【洁】【白】【的】【大】【鹅】，【手】【里】【拿】【着】【一】【把】【长】【矛】【正】【在】【冲】【锋】，【而】【对】【面】，【蕾】【娜】【骑】【着】【一】【头】【驯】【鹿】，【手】【里】【也】【拿】
【林】【舟】【与】【阿】【尔】【卡】【纳】【的】【快】【攻】【战】，【足】【足】【打】【了】10【分】【钟】，【期】【间】【双】【方】【的】【精】【灵】【都】【是】【火】【力】【全】【开】，【各】【种】【招】【式】【往】【外】【甩】，【一】【刻】【都】【没】【有】【停】【下】。 【整】【个】【赛】【场】【上】，【属】【性】【能】【量】【都】【浓】【郁】【的】【快】【成】【雾】【了】，【如】【果】【有】【人】【走】【近】【过】【去】，【就】【能】【感】【觉】【到】【那】【里】【的】【气】【压】，【能】【压】【的】【人】【都】【喘】【不】【过】【气】【来】。 【不】【管】【是】【直】【播】【间】，【还】【是】【看】【台】【上】，【所】【有】【人】【都】【惊】【呆】【了】。 【连】【续】10【分】【钟】【的】【高】【强】四肖期期准一准老奇人【得】【到】【了】【准】【许】，【蒋】【明】【欢】【扭】【头】【看】【了】【一】【眼】**【柠】，【示】【意】【她】【跟】【上】，【两】【人】【一】【前】【一】【后】【地】【进】【了】【勤】【政】【殿】。 【勤】【政】【殿】【是】【蒋】【天】【泽】【处】【理】【公】【务】【的】【地】【方】，【病】【发】【的】【时】【候】，【他】【正】【在】【处】【理】【公】【务】，【为】【了】【他】【的】【安】【危】【着】【想】，【众】【人】【并】【没】【有】【挪】【动】【他】【到】【养】【心】【殿】。 【进】【了】【殿】【内】，**【柠】【一】【直】【低】【着】【头】，【只】【留】【有】【余】【光】【打】【量】【着】【殿】【内】【的】【一】【切】。 【这】【里】【的】【人】，【大】【部】【分】**【柠】【都】【见】【过】
【屋】【檐】【上】【的】【暗】【影】【微】【微】【有】【犹】【豫】，【最】【终】【还】【是】【从】【窗】【户】【中】【跃】【了】【进】【来】。 “【姑】【娘】【有】【何】【吩】【咐】？”【影】【卫】【问】【道】。 【他】【是】【萧】【昱】【派】【过】【来】【保】【护】【沐】【青】【青】【的】，【自】【然】【沐】【青】【青】【的】【吩】【咐】，【他】【也】【得】【听】【从】【才】【是】，【毕】【竟】【指】【不】【定】【什】【么】【时】【候】，【这】【位】【就】【变】【成】【少】【夫】【人】【了】。 “【以】【后】【你】【不】【必】【跟】【着】【我】【了】。”【沐】【青】【青】【开】【口】【言】【道】。 “【这】……”【影】【卫】【面】【色】【有】【些】【为】【难】：“【这】【恐】【怕】【不】
【一】【曲】【奏】【毕】，【夏】【之】【蓝】【缓】【缓】【睁】【开】【眼】，【嘴】【角】【带】【着】【笑】【意】，【心】【中】【竟】【宁】【和】【了】【不】【少】，【能】【够】【平】【静】【面】【对】【接】【下】【来】【的】【比】【赛】。 【她】【转】【身】【看】【向】【季】【霖】，【季】【霖】【读】【出】【她】【眸】【中】【无】【声】【的】【感】【谢】。 【总】【决】【赛】【前】【夕】，【同】【一】【地】【区】【的】【另】【一】【处】，【盛】【泷】【道】【馆】【的】【所】【在】【地】，【此】【刻】【灯】【光】【璀】【璨】【的】【训】【练】【场】【上】，【只】【有】【身】【形】【纤】【柔】【的】【少】【女】，【正】【在】【努】【力】【训】【练】【的】【身】【影】。 【她】【的】【姐】【姐】，【正】【在】【后】【面】【的】【柱】