creative writing honors high school

NSHSS Creative Writing Scholarship

Three (3) $2,000 awards for the Fiction category, three (3) $2,000 awards for the Poetry category

Rising high school students graduating in 2024, 2025, 2026, 2027, and recently graduated 2023 seniors

Scholarship Details:

Awards will be presented to students with the top submissions in the  two categories below :

• Poetry : Students may submit their original poetry in any style, from formal verse, to free verse to experimental. The poem should be formatted as you wish it to appear in publication.
• Fiction : Students may submit a piece of short fiction, which must be no more than 5,000 words and should not be single-spaced. The entry may be any genre of the student’s choice, including graphic novel or story.

Winning literary entries will be published on the NSHSS website. Entries will be judged on creativity, technique, expression, and originality.

*All work must be the student’s original work. Plagiarism:  NSHSS has a no-tolerance policy for plagiarism. Any applicant whose winning work is determined to be plagiarized in whole or in part will forfeit any awards .

By submitting your work to us, you are giving NSHSS and its partners, affiliates, and licensees the non-exclusive right to publish your work in any format, including print, electronic, and online media. However, all individual contributors to NSHSS retain the right to submit their work for non-exclusive publication elsewhere, and you have our permission to do so.

Please note: Students have the option to apply to one or BOTH categories. Only one entry per category is allowed. Students are only eligible to win one NSHSS Scholarship per academic year. 

Application Requirements:

• Educator recommendation
• Title of the work
• Category you are submitting for
• Color headshot
• Academic resume
• Current Transcript (can be official or unofficial)

Application Opens: May 4, 2023

Closing date: october 2, 2023 by 11:59pm (est), scholarships closing soon.

Ambassadors of NSHSS Scholarship

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Future Educators Scholarship

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NSHSS James W. Lewis High School Global Leader Scholarship 2024

NSHSS James W. Lewis Collegiate Global Leader Scholarship

Be More Grant

Speak Up! Scholarship

NSHSS Nobel Good Earth Sustainability Scholarship

NSHSS Foundation Business & Public Policy Scholarship

Notorious RBG Women of Tomorrow Scholarship

NSHSS Activism and Advocacy Scholarship

NSHSS Community College or Trade School Scholarship

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Extracurriculars.

Creative Writing Opportunities for High School Students

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If you’re a high school student interested in creative writing, you may or may not have a number of broad extracurricular options to pursue during the school year, depending on your school. You might be a part of your school’s literary magazine, or participate in creative writing workshops. Maybe you are lucky enough to attend a school with dedicated creative writing classes or poetry electives.

But what if your school doesn’t seem to offer much for students who want to pursue creative writing? Or what if you don’t even know where to begin looking? How can you keep your momentum headed towards your goal or otherwise use your time productively if you passionate about creative writing?

There are many activities available to high school students who enjoy creative writing. Some might be available through your school, but many are out there waiting for you to pursue them independently.

In this post, we’ll outline how you can take the initiative to pursue multiple creative writing opportunities both in and out of school. Keep reading to learn more about what opportunities are out there for high school-aged creative writers.

Why Pursue Creative Writing?

There are many reasons to pursue extracurriculars in general. They can serve to strengthen your academic profile, they allow you to pursue interests not otherwise available through traditional classwork, and they can provide valuable, real-world experience.

Creative writing is an extracurricular that is closely tied with your academic coursework in English and Language Arts and in fact is probably a partial requirement of at least some of your English classes. Pursuing it further exemplifies your commitment to the craft and gives you some insight into writing as a possible career path.

It might be easy to think of creative writing as nothing more than a hobby, but in reality many careers exist in which strong writing skills are coveted. By pursuing creative writing, you become well equipped for a career as not only an author or poet, but also in many other fields. We’ll discuss these more in depth at the end of this post.

Opportunities to Pursue Creative Writing

Literary magazine:.

This is the most obvious and most common way to study and produce creative writing in a formal setting at school. Many schools already have a literary magazine established and likely have regular meetings and a faculty adviser equipped to lend insight and advice.

You can usually join your school’s literary magazine at the beginning of a new school year, though you may also be able to join mid-year in some circumstances. Contact the editor or faculty advisor if you want to become involved. Over time you may even be able to take on a leadership role yourself. To learn more about the importance of this, check out CollegeVine’s Your Resume, Revamped: Securing Leadership Positions and Perfecting Your Extracurricular Profile . 

Another way to be involved with the literary magazine, even if you aren’t a part of its team, is to become a regular contributor. This isn’t always easy; some schools have highly competitive literary magazines or only produce one printed edition per year. If this is the case at your school, don’t get discouraged. Submit your best work, learn from feedback, and keep trying.

If your school does not have a literary magazine, you might consider starting one. Begin by talking to other students who have expressed interest in creative writing. Once you have a strong group of interested students, approach a member of your school’s faculty who would make a good adviser.

Your faculty adviser should be someone who has worked closely with you in the past and has some level of expertise in creative writing. Be clear what sort of commitment you are asking for from this person. You may need him or her to be present at every meeting, or you might simply need his or her signature and sporadic stamp of approval. Also remember that you will have some associated costs so having a faculty adviser who can help with fundraising could be important.

Literary magazines provide students interested in creative writing with some general insights into a formal writing publication, a glimpse at the process for submitting work and receiving feedback, and the opportunity to have their writing published for all to see.

Creative Writing Club:

If your school does not have a literary magazine or you are interested in pursuing creative writing in a less formal setting, a creative writing club might be a good bet for you.

These clubs generally operate as regular writing workshops during which students respond to prompts or practice free-writing, and then share their work and offer feedback to others. It is often similar to the submissions approval process at a literary magazine without the stress of possible rejection.

In addition, a creative writing club does not generally produce a publication, though some might print a collection of work at the end of the school year. Again, this differs from the traditional literary magazine because work is selected by the author rather than submitted for acceptance or rejection.

If your school does not have a creative writing club, it is easy to start one. Because there is no associated publication as in the case of a literary magazine, the process is generally less formal. You could meet before or after school and sometimes you don’t even need a faculty adviser; you just need a teacher who’s willing to share classroom space outside of school hours.

Alternatively, you could form a writing club that is completely independent of your school by meeting at the library or a friend’s house. Simply gather creative writing exercises from books or online searches and then gather on a regular basis to respond to them, share work, and offer constructive criticism.

A creative writing club can also be an important accountability tool for students who are working on independent creative writing projects. If you’re writing a longer piece or even a novel, or working on a collection of poetry, meeting regularly with like-minded writers can help to keep you on track and provide outside feedback that might otherwise be unavailable.

Creative Writing Tutor:

If creative writing is your passion and you want to share it with others, you might consider becoming a creative writing tutor for younger students.

Contact a local elementary school and ask if you might be able to volunteer. If so, arrive prepared to lead a small writer’s workshop. Bring any handouts you might need and practice your oral presentation ahead of time. If you need some inspiration for activities, check out the Creative Writing for Children page at PBS parents or the Story Starters page at Scholastic . These kid-friendly writing prompts are sure to inspire even the youngest authors.

If you can’t find a volunteer position at an elementary school, you could try reaching out to other local organizations. Girl or boy scout troops, community centers, or the local library are all possibilities.

Leading a creative writing group for younger students is a great way to hone your own thinking about creative writing, to practice your teaching and leadership skills, and to give back to your community.

Discover your chances at hundreds of schools

Our free chancing engine takes into account your history, background, test scores, and extracurricular activities to show you your real chances of admission—and how to improve them.

Writing Contests:

If you’re looking for more direction for your writing, and the idea of fame and fortune intrigues you, you should consider entering some writing contests. There are many to choose from, and most offer either cash prizes or scholarship money. Some are also quite prestigious.

For a list of some of the most respected writing contests open to high schoolers, check out The CollegeVine Ultimate Guide to High School Writing Contests .

Summer Programs:

As is now the case for most extracurriculars, there are many strong summer programs to choose from if you’d like to pursue creative writing during your school break. These programs can be competitive to get into and you will usually be required to submit a writing portfolio as a part of your application.

Programs such as these also strengthen your college application and reinforce your commitment to writing. A few of the strongest are:

• Interlochen
• Kenyon Review Young Writer’s Workshop
• California State Summer School for the Arts (Primarily for California residents, but a small number of non-residents are accepted each year.)

Many of these programs have scholarships available, so if finances are a concern, be sure to research a few options before ruling anything out.

In addition, many colleges offer summer programs in creative writing as well. These are usually similar in format to any of the aforementioned summer programs, with the added bonus of allowing you to build connections at colleges or universities that you might wish to attend. 

See if any schools on your list of potential colleges or universities offer summer programs and look into attending those. Otherwise, consider one of the following, which are known for their high quality instruction:

• Duke Young Writer’s Camp
• Carleton College Summer Writing Program
• Stanford Summer Institutes
• Lewis and Clark Fir Acres Workshop
• University of Iowa Young Writer’s Studio

Start a Blog

If you find that you are writing often but have nowhere to showcase your work or have trouble holding yourself accountable for producing work on a regular basis, starting your own blog might be a good fit. A blog is a great way to share your writing on a public platform, it can act as an informal portfolio of your work, and it helps to hold you accountable to a larger audience.

Many blogs are easily set up and hosted for free on websites such as WordPress , Blogger , LiveJournal , or Weebly . Share a link to your blog on your social media accounts or send out a group email to let friends and family know about it. As is the case any time you add to your online presence, be sure to discuss your plans with a parent or guardian ahead of time. 

Get Published Elsewhere

A blog isn’t the only platform for publishing your work. Many magazines and periodicals accept submissions from high school students. A long list of publications reviewing high school submissions can be found in the NewPages Young Authors’ Guide . 

You can also check with local publications like newspapers, smaller regional magazines, or even blogs you follow that might accept a guest post.

There are a myriad of ways to get your work to a bigger audience, and if that’s something you’re interested in doing, don’t be shy about asking or even sending unsolicited submissions. All it takes is one person to take a chance on you before you can call yourself a published author.

Career Aspirations for the Creative Writer

It’s easy to think of creative writing as the entry point to becoming a novelist or poet. You might even think that these are your only long-term career options should you choose to pursue creative writing seriously.

This is definitely not the case. Many, many career paths incorporate writing, and while you may not be writing fictional works the entire time, that does not mean that you won’t be incorporating your background in creative writing. All strong writing benefits from creativity.

Writers are especially valued in the fields of:

• Advertising
• American Literature
• Digital Media
• Educational and Instructional Technology
• Media Studies
• Public Relations
• Radio and Television
• Sports Communications
• Technical and Business Writing
• Webpage and Multimedia Design    

Remember, pursuing creative writing doesn’t necessarily mean you have to write a novel or publish a collection of poetry. Writers have valuable skills that can be applied broadly depending on their others skills and interests.

Want access to expert college guidance — for free? When you create your free CollegeVine account, you will find out your real admissions chances, build a best-fit school list, learn how to improve your profile, and get your questions answered by experts and peers—all for free. Sign up for your CollegeVine account today to get a boost on your college journey.

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The best writing prompts for high school

Ah, high school. The birthplace of future geniuses, the setting of a million Young Adult books — and the cutting ground of many a brilliant young author. Writing in the classroom is often the best outlet of creativity for kids, and what better way to get your students excited about it than through creative writing prompts for high school students?

Whether you use journal prompts or story ideas to kickstart your high school student’s imagination, writing prompts are sure to help broaden their thinking, sharpen their writing skills, record their thoughts, and get them to engage with the world around them.

If you're looking to cut to the chase, here's a top ten list of writing prompts for high school students:

• In the form of diary/ journal entries, write about someone who's just experienced a big "first."
• Just then, your phone rings. It's your friend and they have some interesting news...
• Write a short story where the protagonist has a doppelgänger.
• Write a story about a misunderstanding.
• Write a story about a strange family tradition, with at least two characters from the family narrating in the course of the story.
• Write a story about someone who would be described, above all else, as: kind.
• Write a story that centers on an Instagram post.
• Write a story that spans a month during which everything changes.
• Write about a group of people determined to win an award for making the biggest cookie ever.
• Write about someone going to extreme lengths to return an overdue library book.

If you have a high school student who’s interested in becoming an author, check out our free resources on the topic:

Develop a Writing Routine (free course) — Any high schooler who’s serious about becoming a published author should know that writing a book doesn’t just take talent. 90% of the process is sitting in front of a blank piece of paper, and having the drive and commitment to put words to paper. That’s why we created this free course, which shows people of any age how to develop a writing routine that works for you. It’s never too early to start the process today!

Want to encourage your high school students to start writing? Check out Reedsy’s weekly short story contest , for the chance of winning $250! You can also check out our list of writing contests or our directory of literary magazines for more opportunities to submit your story.

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High School Students Interested in Creative Writing: How to Build Your Profile

Padya Paramita

January 12, 2021

If you fall under the category of high school students interested in creative writing , chances are, you want to continue honing your writing skills in college. As one of your strengths, writing will not only help you with the components of your college application, but seeing prowess in the field in your activities list and honors section can also help admissions officers understand just how strong a writer you are! To guide you through how to succeed in the college admissions process as a budding writer, I’ve gone through the list of top English programs at colleges, how to take advantage of your personal statement and supplemental essays, ways to boost your extracurriculars, and finally summer programs that can help you sharpen your writing skills and help you get one step closer to admissions at a top humanities college.

School List

High school students interested in creative writing usually major in English or concentrate in creative writing with the English major. Although all colleges have English majors, some colleges are better known for it than others thanks to esteemed faculty, specialized classes, and greater opportunities to grow as a writer. US News’ top 20 English programs are as follows:

As you’re making your college list, look through the course offerings, the list of professors, notable alumni, and opportunities to pursue writing beyond the classroom through the school newspaper, literary magazines, writing internships, and more. While it might not seem like a big deal, strong mentorship from esteemed writers can make a big difference in your development as a writer, as well as for future recommendation opportunities if you want to apply to creative writing Masters programs.

Personal Statement

If you’ve always wanted to be a writer, one of the most obvious ways to showcase your writing skills is through writing a stellar essay. While your personal statement can be a different story about another topic that holds significance to you, the way you write this essay matters. The personal statement is an effective way to demonstrate your creative side—how can you tell a unique story in a unique way. And of course, you can use this essay to write about your journey as a writer and your future goals. If you’ve helped a person or group in your community by writing an article in a newspaper, or you’ve worked hard on a novel about your life, these would make for standout essay topics. Whatever you write about, make sure that the admissions office comes out of the experience knowing that you will be bringing these skills to campus.

Supplemental Essays

While you have less room to be creative, your supplemental essays are the place to discuss what you’ve done to work on becoming a writer. Although there aren’t essay prompts explicitly dedicated to high school students interested in creative writing , there are supplemental essay prompts that ask students to elaborate on why they have chosen a certain major or to expand on one of the activities on their profile. This could be a great opportunity to discuss why you want to study writing, what your specific interests within the field are, and how you’ve developed your craft. Some possible prompts where you can address your writing, for example, are:

New York University : We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why have you applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand

- Why NYU? [Max. 400 words]

Harvard University : Please briefly elaborate on one of your extracurricular activities or work experiences. [Max. 150 words]

Vanderbilt University : Please briefly elaborate on one of your extracurricular activities or work experiences. [200-400 words]

Essays like this provide you with the chance to write about why you wish to be an English or creative writing major—or to outline how you’ve taken advantage of the opportunities around you and made an impact on an activity of your choice. If you write about why you wish to be an English or creative writing major, discuss how your interest in the topic developed, how you pursued it in high school, and how that specific school can help you achieve your writing goals through specific classes, professors, internships and more. If you choose to talk about an activity, don’t just go on about your interest in writing in general. Pick a specific activity that involves writing and take the reader through your journey, whether it’s elaborating on leadership, collaboration, or how it might have shifted your perspective.

Extracurricular Activities 

Face it: there are numerous high school students interested in creative writing . Saying you like to write isn’t enough. You must ensure that you have gone beyond just writing essays for school in order to develop your writing skills and establish yourself as a strong writer. You could specialize in this field even further through one or more of the following ways:

• Start an activity centered around creative writing: Colleges love to see students who have taken their own initiative and showcased their leadership skills. If your school doesn’t have a creative writing club, here’s your chance to start your own. You can be in charge of creating lessons, bringing guests, facilitating workshops with each other. If your school already has a creative writing club, you could start an activity that’s even more niche, such as a poetry writing club or a mystery writers’ club. Make sure to think out of the box and consult your classmates to see how they would like to work on their writing.
• Write your own novel or collection: This is an independent project that’s pretty straightforward. There are fewer more effective ways to show that you’re a dedicated and strong writer than writing your own long piece of work. Whether it’s a novel, a poetry collection, or an anthology of short stories, take advantage of summers or other long breaks to conceptualize, write, and edit your own original work. High school students interested in creative writing can also take advantage of National Novel Writing Month (NaNoWriMo) which is a writing challenge that takes place in November of every year. 
• Submit your work to journals: College admissions officers will want to see evidence of your writing skills. No better way to do so than to provide links to publications that have printed your work. Fortunately, the steps it takes to get published in high school actually aren't that hard. While you need to submit quality work, there are definitely journals out there that receive and publish high schoolers’ writing. Check out the list of excellent publications (some online and some in print) that will accept and publish good writing regardless of the writer’s age in this blog .
• Enter writing competitions: Another way to establish yourself as a writer worth paying attention to is to place in writing competitions. The scale of these competitions can be national—but they can also be local, so take advantage of any opportunities in your school or city. If you can win an award in a statewide or national context, that’s incredible. Some well-known writing competitions for high school students are:
• The Scholastic Art & Writing Awards
• YoungArts’ National Arts Competition
• Bennington Young Writers Award
• Jane Austen Society Essay Contest
• New York Times Student Contest
• Help others with their writing: Learning how to give feedback is as important a part of growing as a writer as the actual writing is. If you’re looking for extracurricular activities for high school students interested in creative writing , and you’re someone interested in community outreach, think about how you can combine these two passions. You might offer an evening class for members of your community who have 9-5 jobs. Or, you can start a Zoom writing workshop and invite students from any location. Don’t be afraid to get as creative as possible.
• Find a writing-related job: Finally, check out if anyone is hiring! Local newspapers often look for teen reporters, while many other companies need to fill roles such as copy editor, writer’s assistant, journalism intern, content writer and more. Having a job can not only sharpen your writing and editing skills, but you’ll also be able to convey that you’re a responsible and mature individual in your College Application. You can look for jobs specifically for teenagers on websites such as SnagAJob and Indeed .

Summer Programs

High school students interested in creative writing can have the opportunity to learn from college professors and share their work with peers starting early. The following summer programs allow high schoolers to hone and share their writing skills in a variety of degrees. Whether you write fiction, plays, or think pieces, acceptance and participation in one of the following would show that you have worked hard to sharpen your craft.

Iowa Young Writers’ Studio

As an aspiring writer, you might have heard about the Iowa Writers’ Workshop at the University of Iowa. While you can’t apply to the prestigious workshop until graduate school, the university does host a summer program for young writers, known as the Iowa Young Writers’ Studio . This two-week-long creative writing experience for high school students interested in creative writing provides an environment to hone your craft through seminars and workshops. Upon choosing fiction, poetry, or a mix of both as your concentration, you will attend courses that encourage you to improve your writing skills through peer-edits, writing exercises and activities, different approaches to writing, and constructive criticism from mentors. 

Interlochen Center for the Arts Summer Arts Camp

If you’re already highly talented and looking for arts summer programs that can enable you to grow as a writer, The Interlochen Center’s summer camp helps artistic students work on their skills in creative writing alongside other fields such as music and theatre design. You will have to show a final project (probably a story or longer piece of writing) to complete the program. You’ll not only have the opportunity to learn from professional artists and instructors, but you’ll also collaborate with other like-minded students and share your writing with each other.

Medill-Northwestern Journalism Institute

The Medill-Northwestern Journalism Institute is a journalism camp that allows rising seniors to gain hands-on experience in writing, reporting, and editing for print and digital broadcasting. Especially if you’re hoping to apply to a top journalism program, participation in Medill’s program would look excellent on your profile. As part of this five-week summer institute, you’ll meet aspiring journalists from all over the world and partake in a variety of journalistic initiatives, from conducting interviews to working on stories about trending topics. You’ll also be paired with a mentor who will meet with you weekly to critique your writing assignments. Students are encouraged to pitch their articles and get published in the Daily Northwestern, which you should definitely strive for in order to impress college admissions officers! 

Columbia Creative Journalism Summer Program

Columbia Creative Journalism is a program for high school students hoping to quickly understand the basics of reporting. If you’re among high school students interested in creative writing who wish to pursue journalism, this one-week course gives you the opportunity to learn from esteemed journalist Elizabeth Walters and Columbia writing professor Kristen Martin. Students hone their reporting and interviewing skills through writing assignments such as profiles, op-eds, features, and audio pieces while staying in the journalistic hub that is New York City. You will also be asked to read a variety of articles as well as write a new article draft every night to better understand the landscape of journalism today.

New York University Tisch Summer Program

NYU’s Tisch School of Arts offers students in search of arts summer programs with an array of options at this four-week-long camp, where participants can choose to focus in dramatic writing alongside other performance genres. Tisch emphasizes projects, professional training, and structured classes. To complete the program, you have to turn in all of the intensive assigned coursework and professional training requirements for your chosen track. If you’re concentrating in dramatic writing, you will have to present your work to your peers, which is then reviewed and critiqued by the rest of the workshop members. You’ll have the opportunity to stay in an NYU residence hall and get a glimpse of what college might be like if you plan to attend art school in the Big Apple. At the end of the program you will have a chance to showcase your work—your play, video game, choreography—depending on your track.

Hopefully, you’ve come out of reading this blog with a strong idea of what it takes to succeed as high school students interested in creative writing . Admissions officers want to see students who have gone the extra mile and really dedicated themselves to their field. Don’t just perform well in the classroom. Start a writing club, apply for a writing internship, write your own novel if you have the time. Nothing is too small. You got this!

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Our 2020-21 Writing Curriculum for Middle and High School

A flexible, seven-unit program based on the real-world writing found in newspapers, from editorials and reviews to personal narratives and informational essays.

Update, Aug. 3, 2023: Find our 2023-24 writing curriculum here.

Our 2019-20 Writing Curriculum is one of the most popular new features we’ve ever run on this site, so, of course, we’re back with a 2020-21 version — one we hope is useful whether you’re teaching in person , online , indoors , outdoors , in a pod , as a homeschool , or in some hybrid of a few of these.

The curriculum detailed below is both a road map for teachers and an invitation to students. For teachers, it includes our writing prompts, mentor texts, contests and lesson plans, and organizes them all into seven distinct units. Each focuses on a different genre of writing that you can find not just in The Times but also in all kinds of real-world sources both in print and online.

But for students, our main goal is to show young people they have something valuable to say, and to give those voices a global audience. That’s always been a pillar of our site, but this year it is even more critical. The events of 2020 will define this generation, and many are living through them isolated from their ordinary communities, rituals and supports. Though a writing curriculum can hardly make up for that, we hope that it can at least offer teenagers a creative outlet for making sense of their experiences, and an enthusiastic audience for the results. Through the opportunities for publication woven throughout each unit, we want to encourage students to go beyond simply being media consumers to become creators and contributors themselves.

So have a look, and see if you can find a way to include any of these opportunities in your curriculum this year, whether to help students document their lives, tell stories, express opinions, investigate ideas, or analyze culture. We can’t wait to hear what your students have to say!

Each unit includes:

Writing prompts to help students try out related skills in a “low stakes” way.

We publish two writing prompts every school day, and we also have thematic collections of more than 1,000 prompts published in the past. Your students might consider responding to these prompts on our site and using our public forums as a kind of “rehearsal space” for practicing voice and technique.

Daily opportunities to practice writing for an authentic audience.

If a student submits a comment on our site, it will be read by Times editors, who approve each one before it gets published. Submitting a comment also gives students an audience of fellow teenagers from around the world who might read and respond to their work. Each week, we call out our favorite comments and honor dozens of students by name in our Thursday “ Current Events Conversation ” feature.

Guided practice with mentor texts .

Each unit we publish features guided practice lessons, written directly to students, that help them observe, understand and practice the kinds of “craft moves” that make different genres of writing sing. From how to “show not tell” in narratives to how to express critical opinions , quote or paraphrase experts or craft scripts for podcasts , we have used the work of both Times journalists and the teenage winners of our contests to show students techniques they can emulate.

“Annotated by the Author” commentaries from Times writers — and teenagers.

As part of our Mentor Texts series , we’ve been asking Times journalists from desks across the newsroom to annotate their articles to let students in on their writing, research and editing processes, and we’ll be adding more for each unit this year. Whether it’s Science writer Nicholas St. Fleur on tiny tyrannosaurs , Opinion writer Aisha Harris on the cultural canon , or The Times’s comics-industry reporter, George Gene Gustines, on comic books that celebrate pride , the idea is to demystify journalism for teenagers. This year, we’ll be inviting student winners of our contests to annotate their work as well.

A contest that can act as a culminating project .

Over the years we’ve heard from many teachers that our contests serve as final projects in their classes, and this curriculum came about in large part because we want to help teachers “plan backwards” to support those projects.

All contest entries are considered by experts, whether Times journalists, outside educators from partner organizations, or professional practitioners in a related field. Winning means being published on our site, and, perhaps, in the print edition of The New York Times.

Webinars and our new professional learning community (P.L.C.).

For each of the seven units in this curriculum, we host a webinar featuring Learning Network editors as well as teachers who use The Times in their classrooms. Our webinars introduce participants to our many resources and provide practical how-to’s on how to use our prompts, mentor texts and contests in the classroom.

New for this school year, we also invite teachers to join our P.L.C. on teaching writing with The Times , where educators can share resources, strategies and inspiration about teaching with these units.

Below are the seven units we will offer in the 2020-21 school year.

September-October

Unit 1: Documenting Teenage Lives in Extraordinary Times

This special unit acknowledges both the tumultuous events of 2020 and their outsized impact on young people — and invites teenagers to respond creatively. How can they add their voices to our understanding of what this historic year will mean for their generation?

Culminating in our Coming of Age in 2020 contest, the unit helps teenagers document and respond to what it’s been like to live through what one Times article describes as “a year of tragedy, of catastrophe, of upheaval, a year that has inflicted one blow after another, a year that has filled the morgues, emptied the schools, shuttered the workplaces, swelled the unemployment lines and polarized the electorate.”

A series of writing prompts, mentor texts and a step-by-step guide will help them think deeply and analytically about who they are, how this year has impacted them, what they’d like to express as a result, and how they’d like to express it. How might they tell their unique stories in ways that feel meaningful and authentic, whether those stories are serious or funny, big or small, raw or polished?

Though the contest accepts work across genres — via words and images, video and audio — all students will also craft written artist’s statements for each piece they submit. In addition, no matter what genre of work students send in, the unit will use writing as a tool throughout to help students brainstorm, compose and edit. And, of course, this work, whether students send it to us or not, is valuable far beyond the classroom: Historians, archivists and museums recommend that we all document our experiences this year, if only for ourselves.

October-November

Unit 2: The Personal Narrative

While The Times is known for its award-winning journalism, the paper also has a robust tradition of publishing personal essays on topics like love , family , life on campus and navigating anxiety . And on our site, our daily writing prompts have long invited students to tell us their stories, too. Our 2019 collection of 550 Prompts for Narrative and Personal Writing is a good place to start, though we add more every week during the school year.

In this unit we draw on many of these resources, plus some of the 1,000-plus personal essays from the Magazine’s long-running Lives column , to help students find their own “short, memorable stories ” and tell them well. Our related mentor-text lessons can help them practice skills like writing with voice , using details to show rather than tell , structuring a narrative arc , dropping the reader into a scene and more. This year, we’ll also be including mentor text guided lessons that use the work of the 2019 student winners.

As a final project, we invite students to send finished stories to our Second Annual Personal Narrative Writing Contest .

DECEMBER-January

Unit 3: The Review

Book reports and literary essays have long been staples of language arts classrooms, but this unit encourages students to learn how to critique art in other genres as well. As we point out, a cultural review is, of course, a form of argumentative essay. Your class might be writing about Lizzo or “ Looking for Alaska ,” but they still have to make claims and support them with evidence. And, just as they must in a literature essay, they have to read (or watch, or listen to) a work closely; analyze it and understand its context; and explain what is meaningful and interesting about it.

In our Mentor Texts series , we feature the work of Times movie , restaurant , book and music critics to help students understand the elements of a successful review. In each one of these guided lessons, we also spotlight the work of teenage contest winners from previous years.

As a culminating project, we invite students to send us their own reviews of a book, movie, restaurant, album, theatrical production, video game, dance performance, TV show, art exhibition or any other kind of work The Times critiques.

January-February

Unit 4: Informational Writing

Informational writing is the style of writing that dominates The New York Times as well as any other traditional newspaper you might read, and in this unit we hope to show students that it can be every bit as engaging and compelling to read and to write as other genres. Via thousands of articles a month — from front-page reporting on politics to news about athletes in Sports, deep data dives in The Upshot, recipes in Cooking, advice columns in Style and long-form investigative pieces in the magazine — Times journalists find ways to experiment with the genre to intrigue and inform their audiences.

This unit invites students to take any STEM-related discovery, process or idea that interests them and write about it in a way that makes it understandable and engaging for a general audience — but all the skills we teach along the way can work for any kind of informational writing. Via our Mentor Texts series, we show them how to hook the reader from the start , use quotes and research , explain why a topic matters and more. This year we’ll be using the work of the 2020 student winners for additional mentor text lessons.

At the end of the unit, we invite teenagers to submit their own writing to our Second Annual STEM writing contest to show us what they’ve learned.

March-April

Unit 5: Argumentative Writing

The demand for evidence-based argumentative writing is now woven into school assignments across the curriculum and grade levels, and you couldn’t ask for better real-world examples than what you can find in The Times Opinion section .

This unit will, like our others, be supported with writing prompts, mentor-text lesson plans, webinars and more. We’ll also focus on the winning teenage writing we’ve received over the six years we’ve run our related contest.

At a time when media literacy is more important than ever, we also hope that our annual Student Editorial Contest can serve as a final project that encourages students to broaden their information diets with a range of reliable sources, and learn from a variety of perspectives on their chosen issue.

To help students working from home, we also have an Argumentative Unit for Students Doing Remote Learning .

Unit 6: Writing for Podcasts

Most of our writing units so far have all asked for essays of one kind or another, but this spring contest invites students to do what journalists at The Times do every day: make multimedia to tell a story, investigate an issue or communicate a concept.

Our annual podcast contest gives students the freedom to talk about anything they want in any form they like. In the past we’ve had winners who’ve done personal narratives, local travelogues, opinion pieces, interviews with community members, local investigative journalism and descriptions of scientific discoveries.

As with all our other units, we have supported this contest with great examples from The Times and around the web, as well as with mentor texts by teenagers that offer guided practice in understanding elements and techniques.

June-August

Unit 7: Independent Reading and Writing

At a time when teachers are looking for ways to offer students more “voice and choice,” this unit, based on our annual summer contest, offers both.

Every year since 2010 we have invited teenagers around the world to add The New York Times to their summer reading lists and, so far, 70,000 have. Every week for 10 weeks, we ask participants to choose something in The Times that has sparked their interest, then tell us why. At the end of the week, judges from the Times newsroom pick favorite responses, and we publish them on our site.

And we’ve used our Mentor Text feature to spotlight the work of past winners , explain why newsroom judges admired their thinking, and provide four steps to helping any student write better reader-responses.

Because this is our most open-ended contest — students can choose whatever they like, and react however they like — it has proved over the years to be a useful place for young writers to hone their voices, practice skills and take risks . Join us!

Creative Writing Courses

Junior Level Courses

This course is designed to explore the art of writing poetry, focusing on the elements most relevant to poets writing today and presented from the point of view of practicing poets. Included is an examination of poetic diction, rhythm, metered and free verse, figurative language and symbols, tone, meaning and idea. This introductory course involves extensive reading, writing, and informal critique. Students are exposed to the works of such poets as Mary Oliver, Ross Gay, Safia Elhillo, Richard Hugo, Carrie Fountain, Larry Levis, and Nate Marshall.

This course is a rigorous introduction to the craft of fiction writing. There is heavy emphasis on both reading and writing; we cannot learn how to write without reading closely and effectively. So this is a course designed to make students good readers as well as good writers. Through reading the stories of Richard Ford, Anne Beattie, Raymond Carver, Amy Hempel, Sherman Alexie, and many others, students will learn the craft of the traditional, realistic short story and the many variations of it that exist. Students will be expected to write at least three “realistic” stories, which will be workshopped by their peers and their teacher.

This course focuses on self-discovery and includes portraits, encounters, and memoirs, along with the more traditional personal essay. Works read and discussed include selections from Chuck Kosterman, Annie Dillard, David Sedaris, Joan Didion, Tracy Kidder, and Ian Frazier.

Junior and Senior Intensives are end-of-the-year short courses (7-8 class days each), rotating between fiction, poetry, creative nonfiction, and screenwriting. Students are expected to complete a single project—at the instructor’s discretion during each intensive. These courses are designed to test the students’ attention to craft and their ability to meet a deadline in a tight time frame.

This course focuses on linked collections of flash fiction. In this four-and-a-half week course, students will read books (or parts of books) by J. Robert Lennon, Kathy Fish, Lydia Davis, Matt Bell, Tao Lin and others. Students will investigate the form of flash, or very short fiction, and learn how it differs from short story. This is one goal of the course. The other major goal of the course will be to understand how to create a coherent arc between different pieces of fiction. Students will examine a variety of types of linked collections, and then they will write either the beginning of a chapbook of flash or three individual pieces.

Writing does not happen in a vacuum—poets are influenced by the world around them and by other writers and works of art. In this course, we will focus on poetic forms that interact with and find inspiration from other art forms. We will do this by exploring three main categories: 1. poetry that makes use of image-based forms, like concrete poetry and poems written in forms outside of literature (recipes, games, math equations, etc.) 2. found poetry and erasure 3. ekphrastic poetry. In exploring these forms, we’ll learn about the forms’ history as well as read contemporary poetry that engages with a diverse range of topics and experiences.

Both juniors and seniors will take a semester-long course each semester. These courses are taught by our Emerging Writer-in-Residence. In the past, these courses have focused on revision and innovative forms. In the future, we hope to feature a variety of genres, including expanding and developing further playwriting and screenwriting.

Senior Level Courses

In this course, students continue to explore voice, tone, and form. Students read contemporary poets who are relevant to the craft needs of each student. Poetry I is focused upon exploring and discovering voice and, thus, content; in this course, greater attention is placed upon musical and formal poetic elements. Students create and develop a sixteen-page portfolio of poems that incorporates their developed voices, along with a sophisticated understanding of both music and form.

This course develops and expands the craft of fiction writing. Like the first course, reading in order to become a better writer is emphasized, but this time the course will push into new territory. Where Fiction I emphasized the traditional, realistic short story, Fiction II will explore writers that push traditional boundaries and aim to create a different, if still realistically-based, form. Students in this course will write three longer stories in which they will be asked, in some small way, to challenge a notion of traditional narrative, while still maintaining necessities of realistic conflict, action, setting, characterization, etc. Readings will include work by David Foster Wallace, Aimee Bender, Donald Barthelme, A.M. Homes, and newer writers like Tao Lin and Catherine Lacey.

A continuation of Creative Nonfiction I, this course pays close attention to voice, style, and tone. There is also a focus on the extended essay, with an emphasis on revision. Students read, analyze, and interpret contemporary essayists such as Susan Orlean, John McPhee, and Bruce Chatwin, among others.

Students discover what it means to write for film, with an emphasis on developing an original idea they can expand into a full-length script. In addition to learning the process of screenwriting and the structure of a typical script, students will read and analyze screenplays by writers such as William Goldman, Alan Ball, Robert Benton, Robert Towne, and Bo Goldman.

This course will focus on the writing of science fiction stories. We will examine the genre starting with past masters like Arthur C. Clarke, Ursula Le Guin, and Philip K. Dick. We’ll then move on to contemporary practitioners of the genre, with a more literary bent: Kelly Link, Ted Chiang, Adam Johnson, and Allegra Hyde. In this four and half week course, students will learn the craft elements of sci-fi writing from these past writers, and then we’ll learn how newer writers are playing with and expanding those rules. Students will produce one flash fiction, and one full length story, which will be workshopped by peers.

In this course, seniors will compile, write, and revise a collection of about 20 poems, which they can take with them after graduation as either a complete chapbook draft or the beginning of a chapbook draft. As a class, we will read and think critically about chapbooks in an effort to understand what exactly a chapbook is. What makes it different from an incomplete full-length collection? What is distinct about this form beyond just its length? Students will explore this question through their own work as well. This course will challenge students to think about the narratives they are telling through their work and to read their poems in the context of a larger collection.

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Home > Honors College > Senior Honors Theses and Projects > 13

Senior Honors Theses and Projects

Creative writing: an elective course for high school students.

Megan Theresa Myers

Date Approved

Degree type.

Open Access Senior Honors Thesis

Department or School

English Language and Literature

First Advisor

Rebecca Sipe

This thesis project outlines a course in creative writing designed for students in grades 9-12. The course is an elective and is expected to be taken in addition to general English classes taken as a graduation requirement.

The course is designed as a genre study on an immersion principle, which requires that students focus their attention on the characteristics that make up various genres through both reading and writing in those genres. Students are introduced to the overall workshop format of the class and to the procedure of conferencing on and revising drafts through the basic study of the genres of fiction and poetry. They then move on to genres that are less frequently taught in the English curriculum: graphic literature, drama, and multigenre presentations. Throughout the course, students are required to keep reflective journals that document their awareness ofthe process of writing, revising, and editing. They will be responsible for producing final drafts in genre study, one working portfolio, one showcase portfolio, and at least one submission to the class publication to be distributed to the community through the sale of monthly issues and subscriptions.

This elective course is founded in the research of current classes and methods of teaching immersion, workshops, and writing in secondary education. It offers students the opportunity to explore unfamiliar genres through reading and writing, and it provides them with a creative forum in which they can be published in an authentic achievement.

Recommended Citation

Myers, Megan Theresa, "Creative writing: An elective course for high school students" (2006). Senior Honors Theses and Projects . 13. https://commons.emich.edu/honors/13

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Choose Your Test

Sat / act prep online guides and tips, what's the standard high school curriculum you should take.

Coursework/GPA

Are you wondering what a typical high school curriculum looks like? Do you want to know what classes you'll be taking as a high school student?

Read this guide to learn about the standard high school curriculum, high school graduation requirements, and what classes colleges expect you to have taken.

How to Find Your School's Curriculum

This is a general guide to high school curricula. It was created by researching national education standards, as well as the curricula of high schools across the country. While the information below applies to many students , not all high schools teach the same courses, follow the same course sequence, or have the same curriculum requirements. Use this information as a guideline to research your own high school's curriculum more in-depth.

To find your own school's curriculum, talk to your academic adviser . You can also look on your school's website, searching for "graduation requirements", "course sequence" or something similar. Your high school's course catalog will also usually contain this information.

Which Subjects Should You Take More Rigorous Courses In?

In addition to explaining typical graduation requirements, each core subject in this guide includes ways to exceed basic requirements and strengthen your transcript . However, trying to go the extra mile in every subject can be exhausting and lead to you getting burned out. Because colleges appreciate depth more than breadth, concentrate on putting extra effort in the area(s) you plan to continue studying in college.

For example, if you plan on majoring in a STEM (science, technology, engineering, math) field, try to follow our guidelines for exceeding expectations in your math and science classes, and worry less about taking advanced courses in English and history (although still work to get solid grades in those courses). Similarly, if you plan on majoring in something like journalism, concentrate most of your effort on taking advanced English classes and additional English electives.

Also, if you are looking at attending a highly competitive college , know that most expect applicants to have taken honors or advanced classes if their school offers them, and most also require or highly recommend completing four years in each core subject (math, science, English, and social studies).

Standard High School Curriculum

Below is information on the typical classes a high school student will be expected to take, organized by subject. Each subject includes classes that are required to graduate high school, classes colleges expect students to have taken, and suggestions for ways to impress by going beyond these expectations.

Requirements:

• Four years of English are required to graduate high school.
• Freshman and Sophomore years: Classes during these years will be primarily focused on developing writing and critical reading skills.
• Junior year: This year will focus on American literature, as well as continued development of writing skills.
• Possible electives include British literature, creative writing, and world literature.
• Colleges will expect all high school graduates to have completed four years of English.

To Exceed Expectations:

• There are two AP English classes: English Language and Composition (usually taken junior year), and English Literature and Composition (usually taken senior year).
• There are three IB literature classes: Language A: Literature, Language A: Language and Literature, and Literature and Performance.
• Also consider taking additional English electives in areas that you're interested in, such as literature or writing.

• At least three years of math, including algebra and geometry, is required to graduate high school.
• Algebra 2/Trigonometry
• Pre-Calculus
• (Not all students start with Algebra 1, and not all students complete all the above courses or follow the above order exactly)
• Most colleges require three-four years of math for non-STEM majors, including algebra 1 and 2 and geometry.
• For STEM majors, most colleges require four years of math, sometimes including pre-calculus and calculus.
• Take four years of math.
• Take math at the highest level offered by your school, such as at an honors or AP level.
• There are three AP Math classes: Calculus AB, Calculus BC, and Statistics.
• There are four IB Math classes that cover roughly the same material but vary in difficulty and speed.
• Take pre-calculus and calculus, if possible.
• Take additional math-related electives such as statistics and computer math.

Requirements

• Two to three years of science, including biology and chemistry, is required to graduate high school.
• Freshman year: Biology
• Sophomore year: Chemistry
• Junior year: Physics or Earth Science
• Students who are more confident in their math and science skills typically take physics, while those who are not take earth science instead.
• Senior year: optional electives
• Potential electives include astronomy, environmental science, and human biology.
• Most colleges require two-three years of science for non-STEM majors.
• For STEM majors, most colleges require four years of science, including physics.
• Take four years of science.
• Take honors or accelerated classes your first three years.
• Take physics instead of earth science your junior year.
• AP science classes include: Biology, Chemistry, Physics (1,2, and C versions), and Environmental Science
• There are seven IB science classes: Biology, Chemistry, Physics, Computer Science, Design Technology, Environmental Systems and Societies, Sports, Education and Health Science
• You can also take more career-focused classes if your school offers them, such as job shadowing at a hospital.

Social Studies

• Three years of social studies, including US history, is often required to graduate high school.
• This can be a human geography course or another introductory social studies class.
• Sophomore year: World history
• Junior year: US History
• Possible electives include psychology, US government, and anthropology.
• Most colleges require completing at least two years of social studies, often including US history and World or European history classes.
• For students planning on majoring in a related field, such as political science or history, most colleges require they have completed four years of social studies.
• Take four years of social studies.
• AP options during these three years include Human Geography, World History, European History, and US History
• AP electives include Macroeconomics, Microeconomics, Psychology, US Government and Politics, and Comparative Government and Politics.
• IB classes for social studies are offered under the group entitled "Individuals and Societies".
• Ten classes are offered on varying subjects.

Foreign Language

• Foreign language requirements can vary greatly by school.
• Most high schools require students to complete one-two years of foreign language.
• Most colleges require one-two years of a foreign language, and highly competitive schools may require or recommend up to four years.
• Most high schools and colleges require that these credits all come from the same foreign language. For example, if your high school requires two years of foreign language, taking Spanish 1 and Spanish 2 will meet that requirement, but taking Spanish 1 and then switching to Italian 1 often won't.
• Take one foreign language all four years of high school, including AP level if possible.
• You may also want to consider taking a second foreign language.

Other Classes

These are classes that are not part of the core curriculum, but may still be a part of graduation requirements.

• Most high schools require students to complete a certain number of credits in order to graduate. Core requirements (such as those listed above) usually do not fill all these credits, so extra space in your schedule can be used to take electives.
• Electives can be regular, honors, or AP level.
• They can relate to a core subject, such as statistics, creative writing, and zoology, or not, such as choir, drawing, and woodworking.
• Many high schools require students to complete one-four years of physical education. This may be waived if you participate in a school sport.

How to Use This Information

Now that you know what the typical high school curriculum looks like, you can use this information to make more informed decisions about your own high school classes. Some actions to take include:

• Think about your course sequence early, ideally starting freshman year if possible.
• Reflect on your course choices each quarter or semester. Are you on track to graduate on time? Are you taking the classes you need to get into the colleges you want and the major you want? Talk to your academic adviser if you're not sure.
• Think about the subject areas where you want to exceed expectations and choose your classes accordingly. However, don't be afraid to drop to a lower level if you're having a lot of trouble with a particular class.

What's Next?

Wondering if you're taking enough challenging classes? Check out our guide to learn what a rigorous high school course load looks like .

Do you know what colleges look for on your transcript? Learn what a high school transcript is and why it's so important to colleges.

Want to get more detailed information about the classes you should take? Check out our guides to choosing classes for English , Math , Science , History , and Foreign Languages !

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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High School Language Arts

How the Course Works

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We suggest that high school students complete the following courses for language arts (to be taken in any order):

All Three Classes from the Following List: • High School Language Arts 1 (1 credit) • High School Language Arts 2 (1 credit) • High School Language Arts 3 (1 credit)

Any Two Classes from the Following Electives List: • British Literature (.5 credits) (future course) • American Literature (.5 credits) (future course) • Creative Writing (.5 credits) (future course) • Editing & Writing for College Prep (.5 credits) (future course)

Please Note: Original plans were to have a High School Language Arts 1, 2, 3, and 4. However, to allow students time to complete language arts elective courses, we have decided to include all needed concepts in just 3 courses, rather than 4. There will no longer be a High School 4 Language Arts course.

Some students will be able to complete the high school courses and complete Honors Book Studies/Literature classes.

No. We do not have any plans to update the units at this time. 

Each high school language course (1-3) is

• 1 credit of English Literature, Language, and Composition
• ½ credit of art history and art instruction
• ½ credit of geography.

These future release courses are 1/2 credit courses: British Literature, American Literature, Creative Writing, and Editing & Writing for College Prep.

If you are required to keep track of hours and find your student is going through the course too quickly, add more time reading literature from the course reading challenge, or have the student complete High School Honors Book Studies.

The student chooses a daily amount of time to spend on the course each day and does it consistently.

• If you are doing school four days a week, each unit should be completed in 12 school days, spending 45–60 minutes a day + time spent on reading challenge for a 4-day school week (determined by the student and teacher, usually an average of 15-20 minutes a day)
• If you are doing school five days a week, each unit should be completed in 15 school days, spending 35–50 minutes a day + time spent on reading challenge for a 5-day school week (determined by the student and teacher, usually an average of 10-15 minutes a day)

If the student can finish the units in less time than stated above, the student will have time to complete one or more High School Honors Book Studies and should be advanced enough to complete them. Advanced readers will naturally go through the courses more quickly. Those with a strong background in language arts will naturally go through the courses more quickly because they will complete assignments faster and will not need to watch the many optional videos that give extra help to those who need it.

No. Greenleaf High School is for those who are not seeking accredited classes, and accreditation is not necessary for admittance to most colleges and universities.

The course is a good combination of review and more complex concepts. Advanced students will move quickly through the review concepts (which is needed for cementing learning) and will also learn more complex concepts. The literature integrated with the course is challenging and of very high literary value. Also, advanced students should feel motivated to complete the course early in order to complete the fun and more challenging Honors Book Studies.

The course is designed to be completed very early by advanced students, giving all students without learning disabilities plenty of time to finish the course in one school year. Students should find our optional, easy-to-understand videos very helpful, and they can be re-watched as many times as needed.

The high school language arts curriculum is set up in a way that it can work to take the courses in any order. However, not going in consecutive order will occasionally require students to watch videos or study foundational grammar principles upon which other principles are built. In these rare cases, the course will say something like the following sentence: “Foundational Concept Needed: To understand run-on sentences, you must first understand what makes a complete sentence. If needed, watch the video titled ‘ A Sentence Needs Three Things’  on www.goodandbeautiful.com/videos before proceeding.” Because review and practice is vital to cementing principles, there is a lot of review in the courses, making it more feasible to take the courses out of order when needed.

If the student is starting 10th grade:  It is recommended that the student complete High School Language Arts 1, 2, and 3 and skip the high school language arts electives if they are unable to fit them into their schedule.

If the student is starting 11th grade: It is recommended that the student tries to complete High School 1, 2, and 3 in 11th and 12th grade, if possible, by eliminating the reading challenges and art projects. However, if the three courses cannot be taken, it is recommended that the student take High School 1 and Editing & Writing for College Prep (future course).

If the student is starting 12th grade:  If the student starts our high school courses in 12th grade, it is recommended that the student complete Editing & Writing for College Prep and another language arts course of his or her choice.

Because the focus, reading speed, and experience of each students is hugely different, the time needed to be spent each day varies widely. The average student will need to spend

• 45–60 minutes a day + time spent on the High School 1 Reading Challenge for a 4-day school week (determined by the student and teacher, usually an average of 15-20 minutes a day)
• 35–50 minutes a day + time spent on the High School 1 Reading Challenge for a 5-day school week (determined by the student and teacher, usually an average of 10-15 minutes a day)

Advanced students should be able to finish the course in less than one school year by spending the times listed above. However, students that are slower but still want to complete Honors Units Studies can simply spend more time each day.

Average advanced students that spend the maximum time listed above are expected to finish High School 1 in 1/2 a school year. Average advanced students that spend the minimum time listed above are expected to finish the course in 2/3 of a school year.

We suggest that you purchase all the required reading books from The Good and the Beautiful for these reasons:

• You will end up with a beautiful, matching set of books (they are all the same size and have the same format on the spines, etc.) for your home library.
• They are almost always the same price or less than can be found elsewhere if purchasing new.
• We do not abridge books, but we do remove things such as profanity, taking God’s name in vain, and culturally insensitive comments.

However, you do not need to purchase the versions published by The Good and the Beautiful, unless they are compilations published only by The Good and the Beautiful. Some of the books have Kindle versions, and they will work, but consider #3 above.

It is up to the parent. Our suggestion is that students who are slow readers and need to speed up the course listen to every other chapter of a book through Audible, or the student listens to 1-2 of the required reading books for each course and reads the other books.

Greenleaf High School Language Arts is recommended for students in 8th or 9th grade and above. 

Art history and appreciation and geography are thorough and designed to not need supplementation. One art project is included for each unit, for a total of 10 art projects during each course. Students interested in pursuing more than basic skills will likely want to supplement with extra art courses.

Pencil drawing is taught in each level. The other mediums taught for each level are as follows:

High School 1—Watercolor

High School 2—Watercolor Pencils & Charcoal

No. The creators of this curriculum see huge benefits in learning to diagram sentences for certain concepts, but not for others. Steps 1-15 cover everything we feel is needed with sentence diagramming. All these steps are reviewed and cemented in the high school courses.

Yes, even the High School Cards, which contain poetry that is faith-based.

No. The goal of The Good and the Beautiful curriculum is not to teach doctrines specific to a particular Christian sect, but to teach general principles of moral character such as honesty and kindness. The King James Version of the Bible is used when quoting Bible verses.

You will have to use your best judgment, especially taking into consideration the child’s handwriting and writing abilities. The biggest struggle for younger children in higher levels is usually the writing assignments. In addition to this, our placement tests are limited and cannot test all grammar principles; consequently, there may be gaps in learning if younger children start at a high level. It is recommended that you do not start any child more than one level above his or her corresponding grade level (allowing the child to move through the levels as quickly as he or she is able).

Our curriculum does not follow Common Core standards, but it does match or exceed most national public school standards. The academic spine of our curriculum was developed by compiling national state standards and then determining which ones match Good and Beautiful moral standards and the abilities of our pilot families. We believe that children who work on The Good and the Beautiful curriculum consistently each day will find that they are far above public school standards.

We plan to offer resources in our high school language arts program to study Shakespeare. As this project is still in the development stage, we do not have further details at this time.

Answer Keys and Unit Checks for High School 1, High School 2 and High School 3 can be purchased separately by parents for $0.99. They can be found at the links below. The Answer Key and Unit Checks come free with purchase of either the course set or the unit booklets.

High School 1 Answer Key and Unit Checks

High School 2 Answer Key and Unit Checks

High School 3 Answer Key and Unit Checks

You are leaving The Good and the Beautiful to visit Toolboxes for Teaching, which is not owned or run by The Good and the Beautiful. The Good and the Beautiful does not handle any fulfillment or customer support for Toolboxes for Teaching.

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• Creative Writing 
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Home » Course descriptions » Language Arts courses » Creative Writing 

Creative writing is designed to aid students in their creative expression. Students will explore the basic elements of writing including voice, tone, dialogue, setting, and plot. They will also work on using descriptive and figurative language. Students will read a variety of mentor texts and essays, as well as view videos, on writing craft and literary conventions in order to develop the essential tools to effectively analyze and write various pieces including a memoir, fictional narrative, several pieces of poetry, and a children’s book.

Course materials : A variety of online resources

Standards met : This course can be taken for Language Arts elective credit only.

Credit : 0.5

Honors Opportunity : Yes

Prerequisites : None—this course is appropriate for students at all levels.

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Nationally accredited online learning for grades 9-12.

Minnesota Online High School

MNOHS is a public charter school for students in grades 9-12 (and younger students who are ready for high-school) who need a flexible schedule.  We offer full-time and part time enrollment.

2314 University Ave W Suite 10 Saint Paul, MN 55114-1863

Phone: 1-800-764-8166 Fax: 1-866-586-2870

Information for …

• Prospective students & parents
• Current students & parents
• School counselors
• Job & internship seekers

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• Contact us!
• Tech support
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School Façade 

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HUMANITIES HONORS ACADEMY

Ms. ramjan slc director.

Humanities Overview

Humanities Honors Academy is an Honors College Preparatory Program offering scholars four-year tracks in various Humanities disciplines. All content classes are HONORS (H) which allows students to achieve Grade Point Averages (GPAs) above 100.   The following is a brief description of each track.

Writing and Publishing in Creative Writing  - writing poems, short stories and publishing a magazine. Learning adobe, and photoshop. 

Film Studies  - screen films, analyze content for human depictions of global issues and language and cultural heritage, and identify popular cultural trends that pervade teen lives. Exploring genres such as anime, and creating remakes of films. 

Journalism  - Write articles and publish a newspaper. This includes writing movie reviews, covering current events, identifying fake news from real news, interviewing members from the school community, and exploring the laws that govern publishing.

Model United Nations  - participate in local, regional and international conferences, and establish alliances with colleagues through moderated and unmoderated caucuses. Research the history of the United Nations and the laws/stances of various nations on hot topics like gender equality, global warming, and ethnic/civil wars. 

Advanced Placement (AP) courses in:

• Art and Music
• English Language and Composition
• English Literature
• French & Spanish

Seminar & Research (AP Capstone Certificate & Diploma)

And 10 other AP courses

Students take a variety of Advanced Placement courses to gain a score of 3 or higher on 5 in order to receive the Capstone Diploma. Students who are successful in AP Seminar and AP Research but not in an additional 3 AP courses will receive the Capstone Certificate. 

College Now:

• Anthropology
• English Composition 101

English Literature 102, and all other College Now Courses offered in the school.

Community Spirit:

SLC Planning Committee, SLC Peer Mentoring, Jeopardy Challenges

Game Night, Sports Day, Broadway Shows, Award Ceremonies, Celebrating Cultures

Affiliations:

• Questbridge Scholarship, and Yale Teen Scholars Program
• Baruch’s Newsies Journalism Conference, Commission on Human Rights

Pre-College and Honors Academy

Pre-College and Honors Academy is an Honors College Preparatory Program offering scholars an opportunity to receive 18 or more College Credits through the Advanced Placement (AP) College Board, and additional college credits through our liaisons with Queensborough Community College and CUNY York College.  Students can achieve up to 24 college credits before they graduate from High School. All AP Courses and Honors Classes are weighted to allow students to achieve Grade Point Averages (GPAs) above 100.  The goal of the college preparatory program is to ensure that students successfully complete the pathways to an Advanced Regents Diploma and an Advanced Placement Capstone Diploma. The goal of a Pre-College Student is to pass 6 AP courses before their senior year. This is to ensure that when they apply to colleges, they would have already met the requirements for the Capstone Diploma, and they will stand out as critical and independent thinkers with academic distinction.  Both advanced diplomas will deeply enhance a student’s chances to be accepted into a top-notch college or university, here in the US and internationally. In addition, there will be an abundance of scholarship opportunities.

In 9th grade, depending on a student's achievement in middle school, students have the ability to take two Advanced Placement courses.  Students take a variety of AP courses to gain a score of 3 or higher on 6 courses in order to receive the Capstone Diploma. Students who are successful in AP Seminar and AP Research but not in an additional 4 AP courses will receive the Capstone Certificate. Our school offers Advanced Placement (AP) courses in:

• Calculus and Statistics
• Seminar & Research (AP Capstone Certificate)
• And about 15 other AP courses
• Our rigorous Advanced Placement Courses culminate in a Capstone Diploma or Certificate that is accredited by 8 of the 9 Ivy League Universities in the US, and accepted internationally.

Affiliations

• Students are encouraged to apply for summer internships through the various organizations that offer stipends and hourly rates of pay to students. 

 For more information or to arrange a visit, please contact Ms. Ramjan - 347 841 6641, 718 658 5407 - extension 3802, or [email protected]

Electives in Pre-College and Honors Academy

• Introduction to College and the Humanities - creating accounts for the AP College Board, learning about CUNY, SUNY and private colleges, researching careers in Humanities and other fields of interest, and learning what is expected of a Pre-College and Honors Academy student. Students will demonstrate critical thinking skills by identifying issues that represent social justice, truth, beauty, love, and ideals. All lessons will be embedded in the learning standards of CHRSE - Culturally Historical Responsive Sustaining Education.
• Writing and Publishing in Creative Writing - writing poems, short stories and publishing a magazine. Learning adobe, and photoshop. 
• Film Studies - screen films, analyze content for human depictions of global issues and language and cultural heritage, and identify popular cultural trends that pervade teen lives. Exploring genres such as anime, and creating remakes of films. 
• Journalism - Write articles and publish a newspaper. This includes writing movie reviews, covering current events, identifying fake news from real news, interviewing members from the school community, and exploring the laws that govern publishing.
• Students who wish to explore other electives can choose to do so from the other 75 or more electives in the school.

Community Spirit

• Through a Leadership Club, students form a Planning Committee, Peer Mentoring, Game Night, Movie Night, Sports Day, Broadway Shows, Award Ceremonies, Celebrating Cultures, Jeopardy Challenges, and Family Fun Night. 
• Visiting Colleges and Universities, Museums, and areas of interest to students.

College Now

• English Literature 102, and about 10 other College Now Courses offered in the school.

Model United Nations 2022

Students at Model United Nations 2022

Student Recognition

Zena Ally 

Sofian  Diouan 

Giovannie Cassadean

Phantom Of The Opera Educational Trip

Say Cheese(1)

Some of the Collective

Cultural Awareness: Ramadan Dinner

Zena Ally Speaking 

The Food Packages

Students Engagement 

Dessert 

Juanita & Ms. Ramjan- The Curators 

Creative Writing Certificate Program

Illustration by valerie tran, announcements, admission applications.

The deadline for applying to the Creative Writing Certificate Program was March 1.  We are no longer accepting applications at this time.  The next application window is September 1 - October 1, 2024.

Writing Contests

The deadline for submitting entries to the Spring 2024 Writing Prizes was March 1.  Winners will be announced in late-April.

Ongoing Opportunities

Check back often for more links to publishing, contest, and internship opportunities.

• Writer's League of Texas
• Texas Book Festival
• Poets and Writers Magazine
• Tab Option 4
• Tab Option 5

The Writers' League of Texas provides internship, networking, literary, and educational opportunities in Austin and around the state, as well as an annual conference featuring literary agents and editors. 

The Texas Book Festival , one of the largest in the country, takes place annually in late October / early November, but offers volunteer opportunities throughout the year.

Poets and Writers magazine lists contests, fellowships, grants, and literary journals for writers of all levels. 

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The best international schools in Moscow

• 3 months ago

Embark on an educational journey in Moscow with a selection of elite schools catering to diverse needs. From the British-focused MCS, offering personalized bilingual education, to Riverside School’s immersive English environment in the picturesque Novogorsk, each institution stands out. Brookes School Moscow, part of a global network, promises quality education in a central location. Russian International School, combining Russian and British curricula, ensures holistic development. Whether it’s “Classika” emphasizing language proficiency or the innovative “Tomorrow’s School” with a unique biblical approach, Moscow’s educational landscape is rich and varied, ready to shape students for success on the global stage. Explore the options and discover the perfect fit for your child’s academic journey.

Let’s explore the top 11 schools in Moscow that meet the best criteria.

• 1.1      Advantages of the school:
• 2.1    Features:
• 2.2    Licenses and Certificates:
• 3.1    Key Features:
• 4.1    Advantages:
• 4.2    Location:
• 5.1    Advantages:
• 6.1    Special Features:
• 6.2    Licenses and Certificates:
• 7.1    Key Features:
• 8.1    Features:
• 8.2    Licenses and Certificates:
• 9.1    Special Features:
• 9.2    Licenses and Certificates:
• 10.1     Features:
• 10.2     Licenses and Certificates:
• 11.1     Features:
• 11.2     Licenses and Certificates:

     Advantages of the school:

– Students begin learning English from an early age, not only as a subject but as the primary means of instruction and communication.

– The program offers a comprehensive international-level education starting from kindergarten.

– Qualified teachers from English-speaking countries are involved in the teaching process.

– Small class sizes (up to 14 students) allow for individualized learning.

– The school provides additional activities such as drawing, dance, ballet, football, chess, jiu-jitsu, fencing, robotics, diving, vocal training, graphic design, and animation.

– Infrastructure: Modern campuses equipped for comfortable and engaging learning. Campuses are located in Skolkovo (western Moscow near the Skolkovo innovation center), Festivalnaya (northern Moscow near Rechnoy Vokzal metro station), and a campus in St. Petersburg near the Gulf of Finland.

British International School

BIS is one of the oldest international schools in Moscow, providing high-class education and a comprehensive approach for children aged 3 to 18. Over 2000 students have graduated from the school, gaining admission to leading universities in Russia and worldwide.

The school operates two departments:

– International Department: Education follows the best traditions of British schools based on the National Curriculum of England and the pre-university IB Diploma program.

– Russian Department: Education aligns with Federal State Educational Standards. English is intensively studied, and students can choose a second foreign language (French, Spanish, German, or Chinese).

BIS holds an “Excellent” rating in every category according to the British Schools Overseas inspection.

   Features:

– International accreditations (ECIS, CIS, COBIS).

– Six schools in different areas of Moscow.

– Class sizes up to 15 students.

– Large team of qualified teachers.

– Over 25 school clubs including 3D modeling, programming, chess, ballet, mental arithmetic, martial arts, fashion design, etc.

– Comprehensive approach including school bus services, extended day programs, and psychological and speech therapy services.

   Licenses and Certificates:

– Moscow Department of Education and Science License.

– Edexcel Approved Centre Accreditation.

– Cambridge International Examinations Accreditation.

– IBO Accreditation.

– ECIS Membership Accreditation and Certificate.

– CIS Membership Accreditation and Certificate.

British School MCS

British School MCS focuses on the individual development of each student, offering a diverse range of courses and a creative atmosphere – fulfilling expectations of what parents seek from British schools. MCS provides bilingual education, skillfully combining British educational programs and Russian Federal State Educational Standards (FGOS). Graduates receive two diplomas.

   Key Features:

– Modern and high-quality education comparable to private English schools.

– Emphasis on developing critical thinking, curiosity, and increasing academic motivation through solving non-standard tasks.

– Full-day school with teaching based on individual educational routes, along with pedagogical and psychological support for each student.

– Balanced workload, collaboration of psychologists, educators, healthcare professionals, and a tailored schedule contribute to effective learning of both programs without mental exhaustion.

– Certificates such as A-levels, GCSE, and/or Cambridge CAE are awarded, granting the right to university admission in any English-speaking country.

Riverside School

Riverside School is a bilingual primary school located in the Moscow suburbs, in Novogorsk. It simultaneously follows British national and Russian educational programs. The British program includes Key Stage 1 (ages 5–7, grades 1–2) and Key Stage 2 (ages 7–12, grades 3–6). Alongside the British program, children undergo Russian primary education based on FGOS.

   Advantages:

– Full immersion in an English-language environment.

– Experienced English-speaking educators in the English department.

– Wide range of extracurricular activities: sports (swimming, tennis, football, wrestling, skiing, golf), creative workshops (drawing, dance, music, theater), intellectual development clubs (chess, robotics).

– Professional security and daily bus transportation.

– Extended school hours until 20:00 with various activities and amenities for children.

   Location:

Riverside School is situated in a nature conservation zone in the Skhodnya River valley, surrounded by over 1 hectare of forest.

Brookes School Moscow

Brookes School Moscow is an international coeducational private school founded in 2018. All subjects are taught in English, and it is part of the Brookes Education Group with schools worldwide. The institution includes a preschool section for children aged 2 and a school for children aged 6 to 7.

– Highly qualified teachers, many with advanced degrees.

– Exchange programs with schools in the USA, Canada, UK, South Korea, India.

– Healthy three-meal daily catering.

– Convenient location in one of Moscow’s best districts.

– School representatives assist with organizing accommodation in Moscow.

Russian International School (RIS)

RIS is an elite educational center offering dual programs: Russian and British national. The school features experienced educators from Russia and the UK, adhering to high standards in both Russian and British education.

   Special Features:

– Class sizes limited to 10 students.

– Additional sections and workshops: ballet, karate, artistic gymnastics, football, Chinese martial arts, theatrical studio, chess, and English clubs.

– Collaboration with British educational institutions, aiding with admissions and document processing.

– Accreditation from the British Examination Commission (Edexcel Approved Centre) to prepare students for A-levels and GCSE.

– Accreditation from Cambridge International Examinations, along with an educational license from the Russian Ministry of Education and state accreditation.

Academic Gymnasium

Academic Gymnasium offers preschool, primary, basic general, and secondary education according to the Russian educational program. It is also an ESOL center for conducting Cambridge English tests. Graduates successfully pass these tests, facilitating admission to foreign universities.

– Extensive extracurricular activities, including excursions, clubs, conferences, roundtable discussions, Olympiads, research, sports sections, and competitions.

– Options for full-time, homeschooling, part-time (external), and their combinations.

– Educational program supplemented with individual subjects from Cambridge University.

– Learning a second foreign language.

– Accreditation and license for educational activities.

– Certified Cambridge ESOL center.

European Gymnasium

European Gymnasium is one of the few international private schools in Russia using the International Baccalaureate (IB) program from grades 1 to 11. Children also follow the state educational program. In the primary school, the state program integrates with the PYP IBO approaches. From an early age, students deeply study English and begin learning a second foreign language.

– Preparation for the IB and Russian exams on individual programs.

– In-depth study of two foreign languages.

– Students in middle and high school can choose the language of instruction: English or Russian.

– Preparation for KET, PET, and FCE exams.

– Authorization for all three IB programs: PYP, MYP, DP.

– State accreditation and license.

School of Tomorrow

“School of Tomorrow” is a bilingual school based on biblical principles, using the proprietary teaching methodology created by Dr. Donald Howard. The approach involves individualized learning, allowing students to progress at their own pace.

    Features:

– Mandatory SAT and TOEFL testing for graduates.

– Authorized to conduct Stanford testing since 2004.

– Graduates easily pass the Russian Unified State Exam (EGE) and gain admission to top global universities.

– Annual “School of Tomorrow” Olympiads with participants from various countries.

    Licenses and Certificates:

– NCPSA and Accreditation International certificates.

– Fire safety declaration.

– CITA accreditation.

Marina International Private School

Marina International Private School operates based on the federal program with a focus on mastering several foreign languages. Children start learning English from the 1st grade, and from the 4th grade, they choose French, Spanish, or German. In higher grades, a third foreign language is added to the curriculum.

– Collaboration with leading universities in the country, British, Canadian, and American universities.

– Educational exchanges and trips during holidays.

– Participation and victories in Olympiads and project work competitions (including in India and California).

– Marina, together with the California Theater, stages musicals in English.

– License and accreditation for educational activities.

– CIS (Council of International Schools) membership.

– Conclusion C (unknown context).

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Office of the Vice President for Research

Ovpr announces recipients of 2024 discovery and innovation awards.

The Office of the Vice President for Research (OVPR) is honoring 11 faculty and staff for their exceptional contributions to research, scholarship, and creative activity as part of the 2024 Discovery and Innovation Awards .

“ The winners represent the best and the brightest of our University of Iowa faculty and staff, who are making an impact across a range of disciplines,”  said Marty Scholtz, vice president for research. “Their research and scholarship enhance undergraduate and graduate education on campus, and their efforts to expand the frontiers of discovery betters our community, state, and world.”

The OVPR solicited nominations from across campus for the awards, which include: Scholar of the Year, Early Career Scholar of the Year, Leadership in Research, and awards that recognize achievement in communicating scholarship with public audiences, community engagement, arts and humanities, mentorship, research administration and safety. A campuswide event on April 30 will celebrate the winners.

Faculty Awards

Jun Wang , James E. Ashton Professor and interim departmental executive officer in the College of Engineering’s

 Department of Chemical and Biochemical Engineering, is the 2024 Scholar of the Year . The award celebrates nationally recognized recent achievement in outstanding research, scholarship, and/or creative activities. 

Wang’s research centers on the development of novel remote sensing techniques to characterize aerosols and fires from space. He serves as the University of Iowa’s lead investigator on NASA’s TEMPO, Tropospheric Emissions: Monitoring Pollution, which Time magazine named one of its best inventions of 2023. 

“Professor Wang's scholarly endeavors over the past two years stand out as a paradigm of excellence, serving as an exemplary model for both emerging and seasoned faculty members to aspire toward,” said Karim Abdel-Malek, professor of biomedical engineering and director of the Iowa Technology Institute.

James Byrne , assistant professor of radiation oncology in the Carver College of Medicine ( CCOM ), is the 2024 Early Career Scholar of the Year . The award honors assistant professors who are currently involved in research, scholarship, and/or creative activity and show promise of making a significant contribution to their field. 

As a physician scientist, Byrne continues to care for patients while developing novel biomedical therapies for cancer, finding inspiration in everything from latte foam to tardigrades. In his first two years as faculty at the UI, he has earned more that $2.5M in external research funding, including a K08 award from the NIH.

“Dr. Byrne’s scientific creativity stems from both an active and curious mind as well as his ability to bridge diverse fields from engineering to biology to medicine,” said Michael Henry, professor and interim director of the Holden Comprehensive Cancer Center. “These interdisciplinary boundaries are where some of the most interesting and important work is happening today.”

Donna Santillan , research professor and director of the Division of Reproductive Science Research in the CCOM Department of Obstetrics and Gynecology, received the Leadership in Research Award , which recognizes research and scholarly accomplishments throughout a career. 

While Santillan’s research has spanned across the field of reproductive science, she has a particular interest in the deadly diseases of pregnancy, including preeclampsia and its intergenerational effects. She designed and directs the Women’s Health Tissue Repository. Santillan’s work has been cited more than 2,700 times, and she has mentored 114 early career scientists and students, a testament to her expansive impact.

“Dr. Santillan has consistently demonstrated an unwavering commitment to fostering the professional and personal development of trainees in research, including myself,” said Banu Gumusoglu, assistant professor of obstetrics and gynecology. “Her mentorship extends beyond the confines of traditional academic settings, touching the lives of many aspiring trainees from high school through residency, clinical fellowship, and faculty levels.”

Stephen Warren , professor of history and American studies in the College of Liberal Arts and Sciences (CLAS), received the Distinguished Achievement in Publicly Engaged Research Award . The award recognizes an individual faculty member who has put addressing public needs and direct engagement with the public, in the service of improving quality of life through research, at the forefront of his or her academic activities.

A prolific scholar of Native American culture, Warren’s research has centered on the Shawnee people of Oklahoma for the past two decades. He has published four books and co-authored the most recent one , Replanting Cultures: Community-Engaged Scholarship in Indian Country, with Chief Benjamin Barnes of the Shawnee Tribe. 

“Over the last two decades, Professor Warren has established himself as a leading community-engaged scholar, and his achievements in research and publishing demonstrate that community engagement and strong scholarship are not mutually exclusive,” said Nick Benson, director of the Office of Community Engagement. “Professor Warren’s work serves as an inspiration for researchers at Iowa and nationally who seek not only to make a difference in academia, but also in our communities.”

Kaveh Akbar , associate professor of English in CLAS, received the Distinguished Achievement in Arts and Humanities Research Award . This award honors distinguished achievement in humanities scholarship and work in the creative, visual and performing arts. 

Akbar joined Iowa in 2022 to serve as the director of the English and creative writing major. In January, his new novel, Martyr!, was published to critical acclaim. Akbar previously published two prize-winning poetry collections and has served as poetry editor for The Nation  since 2021. 

“Akbar’s leadership in the profession and on campus continues: his transformative work in our department not only enriches the academic experiences of 700+ English and creative writing majors, but also enhances the profile of UI as ‘The Writing University,’” said Blaine Greteman, professor and departmental executive officer of the Department of English.

Cara Hamann , associate professor of epidemiology, received the Faculty Communicating ideas Award . This award recognizes excellence in communication about research and scholarship in the sciences and humanities and the study of creative, visual, and performing arts to a general audience directly or via print and electronic media.

Hamann has frequently shared her work on transportation issues, including teen driving, bike and scooter safety, and pedestrian safety, through peer-reviewed journals and extensive media outreach. Her recent op-ed, “The most deadly traffic policy you’ve never heard of leaves you vulnerable, too,” drew widespread attention to a legal loophole in crosswalk laws and appeared in more than 50 news outlets nationwide, including USA Today .

“Dr. Hamann’s work is not only academically rigorous but also accessible and impactful to a

wide audience,” said Diane Rohlman, associate dean for research in the College of Public Health. “Her ability to communicate with clarity, creativity, and passion coupled with her extensive media outreach, exemplifies how she utilizes multiple approaches to address transportation challenges impacting society.”

Bob McMurray , F. Wendell Miller Professor in the Department of Psychological and Brain Sciences, and Caroline Clay , assistant professor of acting in the Department of Theatre Arts, were recipients of the Office of Undergraduate Research (OUR) Distinguished Mentor Awards . The awards honors mentors’ dedication to making their students research experiences successful.

“I can’t imagine my research journey without Bob’s welcoming kindness, thriving lab community, and confident mentorship, and I am so deeply grateful for his impact on me,” said Hannah Franke, a psychology and linguistics major mentored by McMurray.

“I know I am far from the only student whose life has been impacted by Caroline Clay,” said Isabella Hohenadel, a second-year theatre arts major. “She deserves to be recognized of all of the wonderful work she does and how much she cares about us as students. I cannot think of anyone more deserving of recognition than her.”

Staff Awards

Angie Robertson , department administrator for CCOM’s Department of Microbiology and Immunology, received the Distinguished Research Administrator Award . The award recognizes staff members who performed exceptional service in support of research at the UI by exploring funding opportunities, assisting in grant proposal preparation, submission, post-award administration, and operational support. 

In addition to overseeing every aspect of daily operations for the department, Robertson manages nearly 100 research grants for the department and three longstanding NIH T32 training grants. 

“Angie plays a leading role in our department office, inspiring us to achieve all aspects of our missions ,” said Li Wu, professor and department chair. “She is innovative, collaborative, accountable, and respectful  in her daily work. She exceeds any expectations and sets a great example for staff members in the department.”

Min Zhu , research specialist in the Iowa Institute for Oral Health Research (IIOHR) within the College of Dentistry, received the Distinguished Research Professional Award . The award recognizes staff members who performed exceptional service in support of research at the UI by conducting experiments, collecting, and analyzing results and performing operational duties associated with a laboratory or research program. 

Zhu has worked as a lab bench scientist in the College of Dentistry since 2006, executing experimental work for grants and other research, working closely with IIOHR faculty members, overseeing lab maintenance and environmental health and safety efforts. 

“Beyond her research skills, Dr. Zhu has been an exceptional mentor and educator for my students and other junior researchers,” said Liu Hong, professor of prosthodontics. “Her kindness and willingness to share her knowledge have made her a beloved figure among them.”

Curtis Iberg , manager of sterilization services in the College of Dentistry, received the Innovation in Safety Award, which celebrates exceptional and ground-breaking innovations that advance safety at the UI. Iberg led a major renovation of the College of Dentistry’s instrument processing and sterilization area, with the aim of encouraging better workflow and support for future growth. 

“His innovations in workspace are a valuable asset to the greater University and demonstrates that the most important people to be involved in a space renovation are those that use the area because they can see how the facility can better function and how it can be designed for future needs,” said Kecia Leary, associate dean of clinics.

Bennie Hawra

Adam Dobrinich

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