world history student essay competition

World Historian Student Essay Competition

Congratulations to Joshua Hangartner of La Jolla Country Day School, the winner of the 2023 World Historian Student Essay Competition for his essay, "World History: A Vehicle for Understanding Ourselves."

2023 World Historian Student Essay Competition Winner: Joshua Hangartner (La Jolla Country Day School)

• The WHA is pleased to announce that Joshua Hangartner of La Jolla Country Day School (La Jolla, CA) is the winner of the 2023 World Historian Essay Competition for his outstanding essay, "World History: A Vehicle for Understanding Ourselves." Focusing on its broad and deep complexities, Mr. Hangartner ably demonstrates how World History's vast and complex scope connects us personally to the sweeping historical themes that shaped the present day and serves as a "uniquely powerful tool" that allows us to discover ourselves in an incredibly complicated world. Congratulations, Joshua!

The World Historian Student Essay Competition is an international competition open to students enrolled in grades  K–12 in public, private, and parochial schools, and those in home-study programs. Membership in the World History Association is not a requirement for submission. Past winners may not compete in the same category again.  Finalist essays will be checked against AI internet components and will be automatically disqualified should stock answers be detected.

The World History Association established this $500 prize to recognize young scholars. A one-year membership in the WHA will also be included with each prize.

Each competitor will submit an essay that addresses one of the following topics and discuss how it relates to you personally and to World History:  Your view of a family story related to a historical event or your personal family cultural background, or an issue of personal relevance or specific regional history/knowledge, such as "My ancestor walked with Abraham Lincoln from Illinois to fight in the Black Hawk War of 1832." 

The committee will judge papers according to the following criteria:

• clear thesis;
• elaboration on the thesis with specific, concrete, personal example(s);
• evidence of critical-thinking, such as synthesis and evaluation, when reflecting on the essay question;
• organization and fluency; and
• overall effectiveness of the student’s ability to communicate his or her personal connection with the study of world history—in other words, how well has the student described the experience of being changed by a better understanding of world history?

To view some of our past winning essays, please click on the links below.

2023 Paper Prize Winner

2019 Paper Prize Winner

2018 Paper Prize Winner

2017 Paper Prize Winner

SUBMISSION GUIDELINES

Length & format.

Length:  Submissions for the  K–12  World Historian Award should be approximately 1,000 words.

Formatting:  Number all pages except for the title page. All pages are to be double-spaced. Use 12-point Times New Roman Font. Margins are to be 1 inch left and right, and top and bottom.

Submissions must be composed in Microsoft Word.

The author’s identity is to appear nowhere on the paper.

A separate, unattached page should accompany the paper, identifying the author, title of paper, home address, telephone number, e-mail address, and name of school.

Papers that do not adhere to these guidelines will be disqualified.

Entries must be emailed or postmarked by the annual deadline of 1 May.

Winning papers will be announced during the summer.

The  WHA  reserves the right to publish in the  World History Bulletin  any essay (or portion thereof) submitted to the competition. It will do so solely at its discretion, but full acknowledgment of authorship will be given. If someone’s essay is published in whole or in part, the author will receive three (3) copies of the  Bulletin.

E-mail submission

Send the following materials as separate attachments (formatted in  MS  Word) in the same e-mail, with the subject line  World Historian Student Essay :

• the paper, and
• a page with identifying information (author, title of paper, home address, telephone number, e-mail address, and name of school).

E-mail to:  Susan Smith <[email protected]> .

Postal submission

Send five copies of the paper and five copies of the page with identifying information. In the lower left hand corner on the front of the envelope write:  World Historian Student Essay.

Susan Smith Maple Grove Senior High 9800 Fernbrook Lane  N. Maple Grove,  MN  55369-9747

WORLD HISTORIAN STUDENT ESSAY COMPETITION COMMITTEE:

• Susan Smith, chair
• Paul Richgruber

PAST WINNERS

• Joshua Hangartner, La Jolla Country Day School (La Jolla, CA) "World History: A Vehicle for Understanding Ourselves"
• Amanda Zhao, Pacific Ridge School (Carlsbad, CA) “History: An Ode to the Bricks of Progress”
• Akram Elkouraichi, Yonkers Middle High School (Yonkers, NY) “The Realization of Impermanence: Ephemerality in World History as a Conceptual Framework”
• Steven Chen, Sir Winston Churchill Secondary School (Vancouver, BC, Canada) “A Human Story: World History as an Optimist”
• Juliana Boerema, Cary Christian School (Cary, North Carolina) “Brilliant Painting: How the Study of World History Changes Perspective”
• Ahmad Aamir, Lahore Grammar School (Lahore, Pakistan) “Learning from History: Cooperation, Belief, Scholarship, & Words”
• Vivian Liu, International School of Beijing (Beijing, China) “History: Bread of the World”
• Vanessa Yan, Saint Stephen’s Episcopal School (Bradenton, Florida) “World History: The Great Macroscope”
• Rachel Hughes, Webber Academy (Calgary, Canada), “Fostering a Universal Understanding of World History is the Key to a Brighter Tomorrow”
• Campbell Munson, The Episcopal School of Dallas, “How History Has Affected My Worldview: Economies, Migration, Causality and Disease”
• Jacob Cooper, North Oconee High School (Bogart, Georgia), “World History: The Basis for Self-Determination, Democracy, and Religion“
• Luke J. Hamilton, Sword Academy (Bridgeport, Nebraska), “The Present: Living History”
• David Kim, Wydown Middle School ( St.  Louis), “History: The Shadow of the World”
• Elizabeth Mello, Dartmouth High School (Dartmouth, Massachusetts), “Out of Many Threads, One Cloth”

Awards Sample banner

Awards Sample banner EXCERPT

WORLD HISTORIAN STUDENT ESSAY CONTEST

WORLD HISTORY ASSOCIATION

Sponsoring Institution:  World History Association

Type: World History Essay contest

Eligibility: This world history essay contest is open to students enrolled in grades K–12 from anywhere in the world

Application Deadline:  May 1st

Highlight: Does the study of World History intrigue you? Are you amazed by various cultures and traditions? Are you interested in different peoples’ stories and struggles? If you could answer yes to these questions, here’s an opportunity for you! The World History Association (WHA) is offering a prize of $500 and a one-year membership in the WHA to young scholars who have the best world history essay response to their prompt: “In what way has the study of world history affected my understanding of the world in which I live?”. This world history essay contest is global and is open to students enrolled in grades K-12, in public, private, and parochial schools, and even home-study programs! Now, let’s talk about the requirements. The submission deadline is early May, and the recommended length for submissions is 1000 words. The judges grade your world history essay based on a clear thesis, elaboration of the thesis with specific, personal, example(s), critical thinking, organization and fluency, and more! There are plenty of examples of previous winning essays from past years to review, and there are clear instructions on formatting as well. So, please read them thoroughly, because any papers that don’t adhere to the guidelines will be disqualified! So, bring your fascination with the past into the present and check it out ; show the WHA what you’ve got!

It is our anual free funding event for high schoolers from all over the world

World History Association student essay contest

Posted on January 30, 2020 by Ms. Christine Hitchcock, Lead Social Studies Teacher

In what way has the study of world history affected my understanding of the world in which I live?

Can you express a clear thesis and support it with concrete, specific examples?

If so, you should consider entering the World History Association student essay competition!

Students who are currently enrolled in or who have completed World History 1 and/or 2 should consider entering this contest.

The winner will receive $500.00 and a one-year membership in the World History Association.

You can find more information about the contest on the  World History Association website.

I am happy to answer any questions or support anyone interested in participating in the contest. Email [email protected]

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Institution details.

AHA Affiliated Society

Areas of Specialization: world

A. Collections and Libraries

The collection of papers and documents since the founding of the World History Association (WHA) in 1982 is maintained at the World History Association headquarters at Northeastern University.

B. Programs

The WHA holds an annual conference, usually in the last week of June or occasionally in July. Every three years the annual conference is held outside of the United States. Conference information is included in mailings to members, in the World History Bulletin , and on the WHA website. The WHA also holds an intermittent, year-round online lecture series, Under the Baobab. Regional affiliates have their own meeting schedules and conferences; see the WHA website for links and complete details. The WHA sponsors or co-sponsors annual institutes and workshops for teachers of world history across the nation, including sessions concerning the AP world history program. In the recent year, there is a significant focus on news and information for members and friends through social media outlets.

C. Publications

The WHA's official journal is the quarterly Journal of World History and WHA also publishes the semi-annual (Spring and Fall) World History Bulletin . As the premier source for the dissemination of recent scholarship in world history, the Journal of World History serves as a forum for historical scholarship undertaken from a trans-national, trans-cultural, and trans-regional point of view. Its articles and reviews feature comparative and cross-cultural themes. The Journal of World History (E-ISSN: 1527-8050) is now available (from Vol. 7) in the Project MUSE electronic database of journals in the humanities and social sciences. Access is restricted to subscribing institutions. For more details, e-mail [email protected] or visit http://muse.jhu.edu/journals/jwh .

Full-text articles are available through JSTOR. In addition, abstracts dating to Volume I (1990) can be accessed through the University of Hawai`i Press web site at www.uhpress.hawaii.edu/journals/jwh . All early volumes of Journal of World History (from three years before the current volume) are now available in the JSTOR electronic journal archive. For details, visit www.jstor.org/journals/10456007.html . Journal of World History vols. 14–19 (2003–08) are also available at the History Cooperative collection of online history scholarship at www.historycooperative.org .

The World History Bulletin functions as a WHA newsletter and as a source of articles, textbook reviews, and practical ideas for teaching world history at the secondary and college levels. Both are included with membership.

The WHA Teaching Committee supports publications concerning the teaching of world history, including the online journal World History Connected , at worldhistoryconnected.press.uiuc.edu, which particularly addresses the needs of class-room teachers.

The WHA also encourages the discussion of scholarly and pedagogical issues through H-World and through the AP World History listserv.

D. Fellowships and Awards

The WHA is committed to fostering excellence in teaching and scholarship at all levels of education. In cooperation with the Phi Alpha Theta History Honor Society, the WHA awards an annual World History Student Paper Prize ($500 each) for the best undergraduate and graduate papers in world history. The World Historian Student Essay Competition Prize ($500) is awarded to a student at the K–12 level. The WHA Bentley Book Prize awards $500 to the best new book on world history published in the prior year. Two awards for the WHA conferences area also available, as well as conference registration fee waivers. The World Scholar Travel Fund is to fund scholars to attend the annual conference and is primarily for those residing outside of North America. The William H. McNeill Teacher Scholarship is also awarded to fund travel and expenses for K–12 and community college instructors (two awards). The WHA Dissertation Prize awards the best dissertation submitted within the prior year. Complete details on all prizes and scholarships can be found at www.thewha.org .

Doctoral Program Information

Not applicable

Directory of History Dissertations

La Jolla student wins international essay competition with belief that world history aids self-awareness

Joshua Hangartner of La Jolla Country Day School captures the 2023 World Historian Essay Award.

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Weaving one’s own history into that of the world might seem daunting for some, but it’s proved to be a winning strategy for La Jolla resident Joshua Hangartner.

Joshua, who will be a senior next school year at La Jolla Country Day School, recently won the 2023 World Historian Essay Award presented by the World History Association for his 1,000-word essay titled “World History: A Vehicle for Understanding Ourselves.”

The World Historian Student Essay Competition is an international contest open to all students in kindergarten through 12th grade. Entrants were asked to address their view of a family story related to a historical event or personal family cultural background, or an issue of personal relevance or specific regional history or knowledge.

Joshua wrote his essay about “human convergence and globalization,” applying it to his own family’s history.

“World History’s immense scope allows students to draw connections between ... seemingly unrelated historical events,” Joshua wrote. “Through contextualization, students grasp broad and pervasive historical themes which help explain the present state of our world and often our own lives.

“In addition to learning about Asian history outside of a Eurocentric framework, World History taught me to observe broader patterns in human migration and societal development.”

The essay “really covers a lot about who I am,” Joshua told the La Jolla Light.

“I’m mixed Korean American and European,” he said. “I always thought it was so bizarre how these different sides of my family were so different and how in just one generation, everything changed and I’m living a completely different life from them.”

In the essay, Joshua wrote, “I cannot help but feel that my multiracial, multiethnic and multicultural background is the ‘result’ of a thousand years of … increasing worldwide interconnectedness.”

“World history, as opposed to more specific history, has really provided that lens from that largest theme of convergence,” he told the Light .

“I’m mixed Korean American and European. I always thought it was so bizarre how these different sides of my family were so different and how in just one generation, everything changed and I’m living a completely different life from them.”

— Joshua Hangartner

As a former resident of Amsterdam who attended an international school there, global convergence is an idea Joshua has always paid attention to, he said.

“That really opened my eyes to the international community and people from all kinds of different backgrounds and cultures,” Joshua said. “I really gained a greater perception of my own culture and … all these different facets of my identity.

“I found it super interesting that at this international school, all these different cultures and people converged.”

Living now with his Korean grandfather is inspiring as well, Joshua said. “Being able to see that history in him” also influenced the essay.

Joshua entered the competition after searching online for writing opportunities.

“I really like history as a subject,” he said.

Samuel Kullens, his Advanced Placement world history teacher the past school year, “taught me a lot of things that I thought I could apply to the essay,” Joshua added. And Fiona Halloran, who taught him American Civil War history this past year and AP U.S. history in his sophomore year, “influenced my writing and historical thinking a lot,” he said.

Joining the list of winners from around the world is surprising, Joshua said, but he “felt amazing because I had just written the paper on a whim … the last day it was due.”

Joshua said he plans to keep cultivating his love of history through high school and into college. ◆

Elisabeth Frausto is a reporter for the La Jolla Light.

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Essay  COMPETITION

2024 global essay prize, registrations are now open all essayists must register  here  before friday 31 may, 2024.

The John Locke Institute encourages young people to cultivate the characteristics that turn good students into great writers: independent thought, depth of knowledge, clear reasoning, critical analysis and persuasive style. Our Essay Competition invites students to explore a wide range of challenging and interesting questions beyond the confines of the school curriculum.

Entering an essay in our competition can build knowledge, and refine skills of argumentation. It also gives students the chance to have their work assessed by experts. All of our essay prizes are judged by a panel of senior academics drawn from leading universities including Oxford and Princeton, under the leadership of the Chairman of Examiners, former Cambridge philosopher, Dr Jamie Whyte.

The judges will choose their favourite essay from each of seven subject categories - Philosophy, Politics, Economics, History, Psychology, Theology and Law - and then select the winner of the Grand Prize for the best entry in any subject. There is also a separate prize awarded for the best essay in the junior category, for under 15s.

Q1. Do we have any good reasons to trust our moral intuition?

Q2. Do girls have a (moral) right to compete in sporting contests that exclude boys?

Q3. Should I be held responsible for what I believe?

Q1. Is there such a thing as too much democracy?

Q2. Is peace in the West Bank and the Gaza Strip possible?

Q3. When is compliance complicity?

Q1. What is the optimal global population?  

Q2. Accurate news reporting is a public good. Does it follow that news agencies should be funded from taxation?

Q3. Do successful business people benefit others when making their money, when spending it, both, or neither?

Q1. Why was sustained economic growth so rare before the later 18th century and why did this change?

Q2. Has music ever significantly changed the course of history?

Q3. Why do civilisations collapse? Is our civilisation in danger?

Q1. When, if ever, should a company be permitted to refuse to do business with a person because of that person’s public statements?

Q2. In the last five years British police have arrested several thousand people for things they posted on social media. Is the UK becoming a police state?

Q3. Your parents say that 11pm is your bedtime. But they don’t punish you if you don’t go to bed by 11pm. Is 11pm really your bedtime?

Q1. According to a study by researchers at four British universities, for each 15-point increase in IQ, the likelihood of getting married increases by around 35% for a man but decreases by around 58% for a woman. Why?

In the original version of this question we misstated a statistic. This was caused by reproducing an error that appeared in several media summaries of the study. We are grateful to one of our contestants, Xinyi Zhang, who helped us to see (with humility and courtesy) why we should take more care to check our sources. We corrected the text on 4 April. Happily, the correction does not in any way alter the thrust of the question.

Q2. There is an unprecedented epidemic of depression and anxiety among young people. Can we fix this? How?

Q3. What is the difference between a psychiatric illness and a character flaw?

Q1. “I am not religious, but I am spiritual.” What could the speaker mean by “spiritual”?

Q2. Is it reasonable to thank God for protection from some natural harm if He is responsible for causing the harm?

Q3. Does God reward those who believe in him? If so, why?

JUNIOR prize

Q1. Does winning a free and fair election automatically confer a mandate for governing?

Q2. Has the anti-racism movement reduced racism?

Q3. Is there life after death?

Q4. How did it happen that governments came to own and run most high schools, while leaving food production to private enterprise? 

Q5. When will advancing technology make most of us unemployable? What should we do about this?

Q6. Should we trust fourteen-year-olds to make decisions about their own bodies? 

ENTRY REQUIREMENTS & FURTHER DETAILS

Please read the following carefully.

Entry to the John Locke Institute Essay Competition 2024 is open to students from any country.

Registration  

Only candidates who registered before the registration deadline of Friday, 31 May 2024 may enter this year's competition. To register, click here .  

All entries must be submitted by 11.59 pm BST on  the submission deadline: Sunday, 30 June 2024 .  Candidates must be eighteen years old, or younger, on that date. (Candidates for the Junior Prize must be fourteen years old, or younger, on that date.)

Entry is free.

Each essay must address only one of the questions in your chosen subject category, and must not exceed 2000 words (not counting diagrams, tables of data, endnotes, bibliography or authorship declaration). 

The filename of your pdf must be in this format: FirstName-LastName-Category-QuestionNumber.pdf; so, for instance, Alexander Popham would submit his answer to question 2 in the Psychology category with the following file name:

Alexander-Popham-Psychology-2.pdf

Essays with filenames which are not in this format will be rejected.

The candidate's name should NOT appear within the document itself. 

Candidates should NOT add footnotes. They may, however, add endnotes and/or a Bibliography that is clearly titled as such.

Each candidate will be required to provide the email address of an academic referee who is familiar with the candidate's written academic work. This should be a school teacher, if possible, or another responsible adult who is not a relation of the candidate. The John Locke Institute will email referees to verify that the essays submitted are indeed the original work of the candidates.

Submissions may be made as soon as registration opens in April. We recommend that you submit your essay well in advance of th e deadline to avoid any last-minute complications.

Acceptance of your essay depends on your granting us permission to use your data for the purposes of receiving and processing your entry as well as communicating with you about the Awards Ceremony Dinner, the academic conference, and other events and programmes of the John Locke Institute and its associated entities.  

Late entries

If for any reason you miss the 30 June deadline you will have an opportunity to make a late entry, under two conditions:

a) A late entry fee of 20.00 USD must be paid by credit card within twenty-four hours of the original deadline; and

b) Your essay must be submitted  before 11.59 pm BST on Wednesday, 10 July 2024.

To pay for late entry, a registrant need only log into his or her account, select the relevant option and provide the requested payment information.

Our grading system is proprietary. Essayists may be asked to discuss their entry with a member of the John Locke Institute’s faculty. We use various means to identify plagiarism, contract cheating, the use of AI and other forms of fraud . Our determinations in all such matters are final.

Essays will be judged on knowledge and understanding of the relevant material, the competent use of evidence, quality of argumentation, originality, structure, writing style and persuasive force. The very best essays are likely to be those which would be capable of changing somebody's mind. Essays which ignore or fail to address the strongest objections and counter-arguments are unlikely to be successful .

Candidates are advised to answer the question as precisely and directly as possible.

The writers of the best essays will receive a commendation and be shortlisted for a prize. Writers of shortlisted essays will be notified by 11.59 pm BST on Wednesday, 31 July. They will also be invited to London for an invitation-only academic conference and awards dinner in September, where the prize-winners will be announced. Unlike the competition itself, the academic conference and awards dinner are not free. Please be aware that n obody is required to attend either the academic conference or the prize ceremony. You can win a prize without travelling to London.

All short-listed candidates, including prize-winners, will be able to download eCertificates that acknowledge their achievement. If you win First, Second or Third Prize, and you travel to London for the ceremony, you will receive a signed certificate. 

There is a prize for the best essay in each category. The prize for each winner of a subject category, and the winner of the Junior category, is a scholarship worth US$2000 towards the cost of attending any John Locke Institute programme, and the essays will be published on the Institute's website. Prize-giving ceremonies will take place in London, at which winners and runners-up will be able to meet some of the judges and other faculty members of the John Locke Institute. Family, friends, and teachers are also welcome.

The candidate who submits the best essay overall will be awarded an honorary John Locke Institute Junior Fellowship, which comes with a US$10,000 scholarship to attend one or more of our summer schools and/or visiting scholars programmes. 

The judges' decisions are final, and no correspondence will be entered into.

R egistration opens: 1 April, 2024.

Registration deadline: 31 May, 2024. (Registration is required by this date for subsequent submission.)

Submission deadline: 30 June, 2024.

Late entry deadline: 10 July, 2024. (Late entries are subject to a 20.00 USD charge, payable by 1 July.)

Notification of short-listed essayists: 31 July, 2024.

Academic conference: 20 - 22 September, 2024.

Awards dinner: 21 September, 2024.

Any queries regarding the essay competition should be sent to [email protected] . Please be aware that, due to the large volume of correspondence we receive, we cannot guarantee to answer every query. In particular, regrettably, we are unable to respond to questions whose answers can be found on our website.

If you would like to receive helpful tips  from our examiners about what makes for a winning essay or reminders of upcoming key dates for the 2024  essay competition, please provide your email here to be added to our contact list. .

Thanks for subscribing!

The John Locke Institute's Global Essay Prize is acknowledged as the world's most prestigious essay competition. 

We welcome tens of thousands of submissions from ambitious students in more than 150 countries, and our examiners - including distinguished philosophers, political scientists, economists, historians, psychologists, theologians, and legal scholars - read and carefully assess every entry. 

I encourage you to register for this competition, not only for the hope of winning a prize or commendation, and not only for the chance to join the very best contestants at our academic conference and gala ceremony in London, but equally for the opportunity to engage in the serious scholarly enterprise of researching, reflecting on, writing about, and editing an answer to one of the important and provocative questions in this year's Global Essay Prize. 

We believe that the skills you will acquire in the process will make you a better thinker and a more effective advocate for the ideas that matter most to you.

I hope to see you in September!

Best wishes,

Jamie Whyte, Ph.D. (C ANTAB ) 

Chairman of Examiners

Q. I missed the registration deadline. May I still register or submit an essay?

A. No. Only candidates who registered before 31 May will be able to submit an essay. 

Q. Are footnote s, endnotes, a bibliography or references counted towards the word limit?

A. No. Only the body of the essay is counted. 

Q. Are in-text citations counted towards the word limit? ​

A. If you are using an in-text based referencing format, such as APA, your in-text citations are included in the word limit.

Q. Is it necessary to include foo tnotes or endnotes in an essay? ​

A. You  may not  include footnotes, but you may include in-text citations or endnotes. You should give your sources of any factual claims you make, and you should ackn owledge any other authors on whom you rely.​

Q. I am interested in a question that seems ambiguous. How should I interpret it?

A. You may interpret a question as you deem appropriate, clarifying your interpretation if necessary. Having done so, you must answer the question as directly as possible.

Q. How strict are  the age eligibility criteria?

A. Only students whose nineteenth birthday falls after 30 June 2024 will be eligible for a prize or a commendation. In the case of the Junior category, only students whose fifteenth birthday falls after 30 June 2024 will be eligible for a prize or a commendation. 

Q. May I submit more than one essay?

A. Yes, you may submit as many essays as you please in any or all categories.

Q. If I am eligible to compete in the Junior category, may I also (or instead) compete in another category?

A. Yes, you may.

Q. May I team up with someone else to write an essay?  

A. No. Each submitted essay must be entirely the work of a single individual.

Q. May I use AI, such as ChatGPT or the like, in writing my essay?

A. All essays will be checked for the use of AI. If we find that any content is generated by AI, your essay will be disqualified. We will also ask you, upon submission of your essay, whether you used AI for  any  purpose related to the writing of your essay, and if so, you will be required to provide details. In that case, if, in our judgement, you have not provided full and accurate details of your use of AI, your essay will be disqualified. 

Since any use of AI (that does not result in disqualification) can only negatively affect our assessment of your work relative to that of work that is done without using AI, your safest course of action is simply not to use it at all. If, however, you choose to use it for any purpose, we reserve the right to make relevant judgements on a case-by-case basis and we will not enter into any correspondence. 

Q. May I have someone else edit, or otherwise help me with, my essay?

A. You may of course discuss your essay with others, and it is perfectly acceptable for them to offer general advice and point out errors or weaknesses in your writing or content, leaving you to address them.

However, no part of your essay may be written by anyone else. This means that you must edit your own work and that while a proofreader may point out errors, you as the essayist must be the one to correct them. 

Q. Do I have to attend the awards ceremony to win a prize? ​

A. Nobody is required to attend the prize ceremony. You can win a prize without travelling to London. But if we invite you to London it is because your essay was good enough - in the opinion of the First Round judges - to be at least a contender for First, Second or Third Prize. Normally the Second Round judges will agree that the short-listed essays are worth at least a commendation.

Q. Is there an entry fee?

A. No. There is no charge to enter our global essay competition unless you submit your essay after the normal deadline, in which case there is a fee of 20.00 USD .

Q. Can I receive a certificate for my participation in your essay competition if I wasn't shortlisted? 

A. No. Certificates are awarded only for shortlisted essays. Short-listed contestants who attend the award ceremony in London will receive a paper certificate. If you cannot travel to London, you will be able to download your eCertificate.

Q. Can I receive feedba ck on my essay? 

A. We would love to be able to give individual feedback on essays but, unfortunately, we receive too many entries to be able to comment on particular essays.

Q. The deadline for publishing the names of short-listed essayists has passed but I did not receive an email to tell me whether I was short-listed.

A. Log into your account and check "Shortlist Status" for (each of) your essay(s).

Q. Why isn't the awards ceremony in Oxford this year?

A. Last year, many shortlisted finalists who applied to join our invitation-only academic conference missed the opportunity because of capacity constraints at Oxford's largest venues. This year, the conference will be held in central London and the gala awards dinner will take place in an iconic London ballroom. 

TECHNICAL FAQ s

Q. The system will not accept my essay. I have checked the filename and it has the correct format. What should I do?  

A. You have almost certainly added a space before or after one of your names in your profile. Edit it accordingly and try to submit again.

Q. The profile page shows my birth date to be wrong by a day, even after I edit it. What should I do?

A. Ignore it. The date that you typed has been correctly input to our database. ​ ​

Q. How can I be sure that my registration for the essay competition was successful? Will I receive a confirmation email?

A. You will not receive a confirmation email. Rather, you can at any time log in to the account that you created and see that your registration details are present and correct.

TROUBLESHOOTING YOUR SUBMISSION

If you are unable to submit your essay to the John Locke Institute’s global essay competition, your problem is almost certainly one of the following.

If so, please proceed as indicated.

1) PROBLEM: I receive the ‘registrations are now closed’ message when I enter my email and verification code. SOLUTION. You did not register for the essay competition and create your account. If you think you did, you probably only provided us with your email to receive updates from us about the competition or otherwise. You may not enter the competition this year.

2) PROBLEM I do not receive a login code after I enter my email to enter my account. SOLUTION. Enter your email address again, checking that you do so correctly. If this fails, restart your browser using an incognito window; clear your cache, and try again. Wait for a few minutes for the code. If this still fails, restart your machine and try one more time. If this still fails, send an email to [email protected] with “No verification code – [your name]” in the subject line.

SUBMITTING AN ESSAY

3) PROBLEM: The filename of my essay is in the correct format but it is rejected. SOLUTION: Use “Edit Profile” to check that you did not add a space before or after either of your names. If you did, delete it. Whether you did or did not, try again to submit your essay. If submission fails again, email [email protected] with “Filename format – [your name]” in the subject line.

4) PROBLEM: When trying to view my submitted essay, a .txt file is downloaded – not the .pdf file that I submitted. SOLUTION: Delete the essay. Logout of your account; log back in, and resubmit. If resubmission fails, email [email protected] with “File extension problem – [your name]” in the subject line.

5) PROBLEM: When I try to submit, the submission form just reloads without giving me an error message. SOLUTION. Log out of your account. Open a new browser; clear the cache; log back in, and resubmit. If resubmission fails, email [email protected] with “Submission form problem – [your name]” in the subject line.

6) PROBLEM: I receive an “Unexpected Error” when trying to submit. SOLUTION. Logout of your account; log back in, and resubmit. If this resubmission fails, email [email protected] with “Unexpected error – [your name]” in thesubject line. Your email must tell us e xactly where in the submission process you received this error.

7) PROBLEM: I have a problem with submitting and it is not addressed above on this list. SOLUTION: Restart your machine. Clear your browser’s cache. Try to submit again. If this fails, email [email protected] with “Unlisted problem – [your name]” in the subject line. Your email must tell us exactly the nature of your problem with relevant screen caps.

READ THIS BEFORE YOU EMAIL US.

Do not email us before you have tried the specified solutions to your problem.

Do not email us more than once about a single problem. We will respond to your email within 72 hours. Only if you have not heard from us in that time may you contact us again to ask for an update.

If you email us regarding a problem, you must include relevant screen-shots and information on both your operating system and your browser. You must also declare that you have tried the solutions presented above and had a good connection to the internet when you did so.

If you have tried the relevant solution to your problem outlined above, have emailed us, and are still unable to submit before the 30 June deadline on account of any fault of the John Locke Institute or our systems, please do not worry: we will have a way to accept your essay in that case. However, if there is no fault on our side, we will not accept your essay if it is not submitted on time – whatever your reason: we will not make exceptions for IT issues for which we are not responsible.

We reserve the right to disqualify the entries of essayists who do not follow all provided instructions, including those concerning technical matters.

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Julia Wood History Essay Competition

Home → Study Here → Outreach → Essay Competitions → Julia Wood History Essay Competition

The Julia Wood prize is an annual History essay competition named in memory of a St Hugh’s College historian.

The Principal and Fellows of St Hugh’s College, Oxford offer a prize, worth up to £500, for the best historical essay submitted by a pupil who, at the closing date, has been in the Sixth Form of any school or college for a period of not more than two years.

The choice of historical subject is left to candidates. As the below examples suggest, essays which fare well in the competition tend to be specially researched and written for it.

2023 Julia Wood Prize Winners

This year the number of entries to the Julia Wood Prize was 321. The prizes were awarded as follows:

First Place

Clara Ahnert, Year 12, St George’s School, Edinburgh for an essay entitled: Redeeming the State: Political Crisis and the Emergence of German Ordoliberalism, 1919-1949

Fergus Walsh, Year 12, St Paul’s School, for an essay entitled: From Kazinczy to Kossuth: How Developments in Magyar Language and Literature Influenced the Hungarian Revolution of 1848

Daisy Rehin-Hollingworth, Year 12, Bilborough College, for an essay entitled: To What extent did Medieval Spain, from the Umayyad Caliphate to the Expulsion of the Jews in 1492, Provide a Golden Age for Jews?

Tilak Patel, Year 12, Merchant Taylors’ School, Northwood, for an essay entitled: The Tragic Era: The Supreme Court and the Undisturbed Memory of Reconstruction

The winners and a number of those who had done particularly well were invited to tea in College in September.

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Cover Sheet

Julia Wood Prize Submissions Form

Please use this form to upload your submission for the Julia Wood Prize.

• First Name *
• Name of School *
• Your Essay Title *
• E-Mail Address *
• Upload Your Essay and Cover Sheet * Drop files here or Select files Accepted file types: doc, pdf, docx, Max. file size: 128 MB. empty to support CSS :empty selector. --> Please upload an electronic copy of your Essay, together with the completed Cover Sheet, in Word format. Mac users should select 'Export To Word', rather than saving the Cover Sheet as a '.Pages' document. Please note that Essays should be no more than 4000 words in length.
• Comments This field is for validation purposes and should be left unchanged.

St Hugh’s College

Founded in 1886, St Hugh’s is now one of the largest colleges in Oxford. The College was established to offer an Oxford education to women, and it retains a strong sense of its radical tradition and of the importance of opening Oxford up to all who would do well here. St Hugh’s now accepts men and women, and welcomes students from every country and any kind of background.

St Hugh’s has a beautiful setting just to the north of the city centre, with Edwardian buildings and some of the largest college grounds. The College is known as the ‘island site’ because of its tranquil gardens, and it is a restful place to live and work.

St Hugh’s College admits about 11 undergraduates a year to read single Honours History; and a further two or three (in varying combinations) for the Joint Honours Schools of Ancient and Modern History, History and English, History and Modern Languages, and History and Politics.

What we are looking for is the ability to think imaginatively, a willingness to argue, a real interest in ideas, and a commitment to the subject. We have no preference for particular subjects at A-level, International Baccalaureate or other post-16 qualifications. Most candidates will usually have been studying History, but even this is not essential. However, languages (both modern and classical), English Literature, and Economics have, in their different ways, proved useful preparations for the course. We welcome both pre- and post- qualification applications; and we generally admit a few people each year from Scotland, Ireland, and further afield.

St Hugh’s provides excellent facilities for studying History: the library has unusually large and up-to-date holdings in all periods, and there is an active, sometimes rumbustious History Society. We encourage our undergraduates to travel in vacations. In recent years many of our historians have gone on to undertake research in History and related fields; others have got jobs in journalism, television, law, teaching, the Foreign Office, the UN, the City, Brussels, management and management consultancy, publishing, etc. The world has proved to be their oyster, with historical training at St Hugh’s providing them with the essential bit of grit.

More information about studying History at St Hugh’s College is available on our course and admissions pages .

St Hugh’s provides excellent facilities for studying History: the library has unusually large and up-to-date Since the establishment of the essay competition in 1994, 50 school students have been given prizes; many of these people went on to study History at Oxford and St Hugh’s. The names of the winners and their essay titles can be seen below.

The winners in 2022 were:

Alexander Gong , in Year 12 at St Paul’s School, for an essay entitled: The paradox of the Model Operas: to what extent was there a ‘cultural’ revolution in China between 1966-1976? ; Anneli Matthews , in Year 12 at the College of Richard Collyer, for an essay entitled: ”Never Quite Roman” – The Rise, Fall, and Revival of Russian Imperial Thought and Roman Inheritance ; and runner-up was Ben Heyes , in Year 12 at Westminster School, for an essay entitled: To what extent did the United States precipitate the dissolution of British Empire after 1939?

Who was Julia Wood?

Julia Wood was an alumna of St Hugh’s College. She was born on 19th December 1938 and studied History and was an Exhibitioner at the College between 1957 and 1960. Tragically, she died in an accident whilst in Australia in 1970. The fund for the Julia Wood Prize was established by the parents and friends of Julia Wood in May 1971.

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ANNUAL STUDENT ESSAY CONTEST: ELIE WIESEL SAYS...

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Announcing the 2017 winners of our student essay contest! Read all the winning essays here!

Student Essay Contest Prompt

On July 2, 2016, activist, professor and Nobel Peace Prize-winning author Elie Wiesel passed away at the age of 87. Born into a Jewish family in a village in northwestern Romania, Wiesel found himself a target of the Nazi Final Solution while still only a teenager. Confined first to ghettos, Wiesel along with his whole family were then deported to the death camps at Auschwitz in 1944. The horrors that he witnessed and suffered at the hands of the Nazis in Auschwitz and Buchenwald, including the deaths of his sister, mother and father, Wiesel documented in his seminal autobiographical work, Night . Since its first publication, Night has been translated into over 30 languages and is regularly read by millions of students each year.

For his human rights activism and campaigns against worldwide genocide and violence, Wiesel was awarded the Nobel Peace Prize in 1986.

To commemorate the life, courage and achievements of Elie Wiesel, The National WWII Museum is asking middle and high school students to respond to a quote by Wiesel about his life and legacy.

For your essay, middle and high school students will each respond to a different quote by Elie Wiesel from your point of view as a young person coming of age in the twenty-first century. Do you agree or do you disagree with his view? Use the events of World War II and The Holocaust as your starting point, basing your essay in part on America’s involvement in the War. But don’t stop in the past. Use specific examples from your own experiences and/or current events to support your ideas. This is NOT a research paper, and the best essays will NOT be summaries of the past 70 years of American history or foreign policy. Your essay will be judged foremost for its originality, clarity of expression, and adherence to contest theme, as well as its historical accuracy, grammar, spelling, and punctuation. Museum staff will read and evaluate entries.

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10 History Competitions for High School Students

Are you in high school and looking to participate in a history competition? Check out this curated list below of opportunities from across the country!

Competing and performing well in a history competition can offer valuable exposure by indicating your interest in the subject of history to potential colleges. Competitions also grant the opportunity to improve one’s skills in writing, public speaking, or debate , for example. Additionally, you can also choose to conduct independent research on various topics that come under the umbrella of history, and publish them in prestigious journals like the Concord Review !

Below are 10 history competitions to consider, some of which are offered in the summer and others during the school year. The programs range from live quiz competitions to essay competitions to oratory contests , so there is something for everyone!

We’ve also covered some great history programs in this blog, and research ideas in history here !

1. International History Olympiad

One of the most popular competitions at the high school level, the International History Olympiad is a competition attended by hundreds of students from all over the world. The multi-day series of events features numerous competitions (as well as non-competitive events) that offer many opportunities for students to win awards and connect with other individuals. The Olympiad takes place in a new location around the world each year (with past editions being held at Honolulu, Berlin, Rome), deeming it also a great opportunity to take advantage of in terms of international travel. Qualification is conducted through participation in regional, national, and international qualifying events.

Application Deadline: July 2024

Location: TBD, 2023’s competition took place in Rome

Prizes: Prizes vary by rank and competition

Eligibility: All high school students are eligible through participation in regional, national, and international qualifying events

2. The National History Bee

This popular competition takes place on an annual basis in the capital of the United States. In order to qualify for participation at the national level of the competition, students must advance beyond rounds at the local and state levels in their respective districts. The History Bee is a buzzer-based history quiz that occurs at the individual level, without the help of teammates. Students compete 1-1 over many rounds where they answer paragraph-long questions about various historical topics . Visit the National History Bee’s website to learn more about specific competition rules and formatting. This is a very esteemed competition where you can network with other students, learn more about historical facts, and impress colleges.

Application Deadline: TBA

Location: Washington, DC and Arlington, VA

Eligibility: All high school students younger than 19 years old: Varsity (11th and 12th grade), Junior Varsity (9th or 10th grade)

3. Joseph S. Rumbaugh Historical Oration Contest

This contest is offered by The National Society of the Sons of the American Revolution (SAR) and is an oration competition. Each participant must draft and present an original oration between five to six minutes in length . Then, students must deliver the oration from memory without notes or props. The topic must be an event, personality, or document related to the Revolutionary War. The oration must also show a relation between the chosen topic and America today. This is a great way to simultaneously develop public speaking and writing skills!

Students must get through preliminary local rounds, state levels, and then advance to the national level at which place scholarships and prizes are awarded. The orations are evaluated on composition, delivery, significance, historical accuracy, and other secondary criteria. Winners on the national level in 1st, 2nd, and 3rd place receive cash prizes, as well as an Olympic-sized medal.

Application Deadline: TBA, varying by state and SAR chapter

Location: Virtual

Prizes: Varying cash prizes for 1st, 2nd, and 3rd place winners

Eligibility: Students in grades 9-12th

4. George S. & Stella M. Knight Essay Contest

Offered by The National Society of the Sons of the American Revolution (SAR), this essay competition invites students to submit an 800-1,200 word essay. The essay needs to be based on an event, person, philosophy or ideal associated with the American Revolution , Declaration of Independence, or the framing of the U.S Constitution. Essays will be judged on historical accuracy, clarity, organization, grammar, spelling, and documentation.

Like other competitions offered by the SAR, the contest is conducted in stages on the local, state, and national level. Contact your local chapter to enter into the competition. All essays must additionally include a title page, bibliography page, and a biography page. The prizes vary for the top 5 essay writers. However, the first place winning essay will be submitted in the SAR magazine and will have an opportunity to visit Washington, D,C. This is a great opportunity to strengthen one’s ability to conduct research and synthesize historical information .

Location: Virtual, through each SAR chapter

Prizes: Varying cash prizes for winners at each tier

5. The National History Day National Contest

The National Contest of National History Day is a massive gathering of nearly 3,000 individuals offered annually by the organization to student scholars and their families. National History Day invites successful winners of local and affiliate contests to share their research and other history-related work widely. Beyond competing in a variety of competitions, partnerships with local museums and cultural institutions offer students dynamic programming and professional development opportunities .

The gathering takes place in Maryland for a week-long series of events inviting students from all across the U.S., and the world. Students can also take the competition as a chance to explore Washington, D.C and benefit from the plethora of historical sites at the nation’s capital. This is a fantastic opportunity! To compete on such a national level is an amazing opportunity and very impressive feat that is sure to demonstrate your passion for history and historical reasoning to colleges.

Application Deadline: June 9-13, 2024

Location: University of Maryland, College Park

Prizes: Varying prizes per category of the competition

Eligibility: All high school students, teachers and parents are also invited

6. The National History Bowl

In a similar fashion to The National History Bee, The National History Bowl is offered once a year in the nation’s capitol to students who have advanced past local, regional, and state History Bowl competitions. The format is a buzzer-based history quiz with teams of up to 6 students . Students seek to answer questions faster than their opponents about topics covering: the history of the arts, sciences, religion, philosophy, language, historical geography, recent history, and even a bit of the history of sports and entertainment. Questions can reference all eras of history in all geographic regions of the world . Check out their website for specific information about the tournament format and how to advance in each round.

Note : We’ve covered the competition in depth here !

Application Deadline: TBD

7. World Historian Student Essay Competition

Offered by the World History Association, this international contest asks students to address a historical topic and its relation to student’s personal lives and world history at large. An example of a past paper topic is: “My ancestor walked with Abraham Lincoln from Illinois to fight in the Black Hawk War of 1832." The essays are judged based on the thesis, evidence of critical-thinking, organization, and other criteria. Overall, this written competition is a pretty good opportunity to assess your writing ability from a renowned organization in the discipline of history.

Application Deadline: May 1, 2024

Prizes: $500 Prize and a one year membership to the World History Association

Eligibility: An international competition for students in grades K-12

8. The American History Essay Contest

Presented by the Daughters of the American Revolution (DAR), this essay competition seeks to introduce younger students to employ creativity in thinking about the history of the United States . The DAR set out a unique topic for each competition cycle and the submissions are judged for historical accuracy, topic adherence, organization of materials, originality, and writing quality. The essays are evaluated on a local, state, divisional, and national level. The contest is carried out through participating chapters of the DAR organization.

Application Deadline: Varies, contact your local DAR chapter

Prizes: Certificate of participation for each student and varying medals and awards for winners at each division (local, state. national)

Eligibility: Students in 9th-12th grade

9. Write Your Own Historical Fiction Competition

The Write Your Own Historical Fiction Competition is offered by The Historical Association each year to students across the world. Although varying by year, the organization typically does not assign a firm theme for the entries to the competition. The essays, ranging from 400 to 3500 words, are evaluated for their historical accuracy, convincing storytelling, effective use of historical vocabulary, and creativity. Do note that entries must be submitted by a teacher on behalf of a school.

Although the competition’s premise is a bit unconventional for a history competition, this contest offers students a unique opportunity to channel their creativity through the lens of an important academic subject . This will prove very beneficial when writing applications to colleges, or other writing endeavors at large.

Application Deadline: TBA, likely June 2024

Prizes: Cash awards for winners as well as a specially-designed notebook

Eligibility: Students in Years 5-13. Internationally

10. The David McCullough Essay Prize

Named after the Pulitzer Prize-winning historian, this essay competition offered by The Gilder Lehrman Institute of American History , recognizes outstanding high school student research essays each year. Essays for the competition (between 1,500-2,000 words) are required to center primary source analysis of a document in American history from 1493 to 2000. This is a solid opportunity to conduct historical research very similar to collegiate writing , with citations, a bibliography and secondary sources attached.

Prizes: Cash awards for 1st, 2nd and 3rd place and a certificate of participation for all students

Eligibility: Students in 10th-12th grade part of the National Academy of American History and Civics

If you are interested in doing university-level research in history and politics, then you could also consider applying to the Lumiere Research Scholar Program , a selective online high school program for high school students. Last year, we had over 4000 students apply for 500 spots in the program! You can find the application form here.

Aisha is a student at Princeton University, studying Anthropology and Global Health. On campus, she is involved with student groups centered around health equity and cultural affinity. In her free time, she enjoys podcasting, learning languages, and trying new recipes.

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The Best Student Writing Contests for 2023-2024

Help your students take their writing to the next level.

When students write for teachers, it can feel like an assignment. When they write for a real purpose, they are empowered! Student writing contests are a challenging and inspiring way to try writing for an authentic audience— a real panel of judges —and the possibility of prize money or other incentives. We’ve gathered a list of the best student writing contests, and there’s something for everyone. Prepare highly motivated kids in need of an authentic writing mentor, and watch the words flow.

1.  The Scholastic Art & Writing Awards

With a wide range of categories—from critical essays to science fiction and fantasy—The Scholastic Awards are a mainstay of student contests. Each category has its own rules and word counts, so be sure to check out the options  before you decide which one is best for your students.

How To Enter

Students in grades 7-12, ages 13 and up, may begin submitting work in September by uploading to an online account at Scholastic and connecting to their local region. There are entry fees, but those can be waived for students in need.

2.  YoungArts National Arts Competition

This ends soon, but if you have students who are ready to submit, it’s worth it. YoungArts offers a national competition in the categories of creative nonfiction, novel, play or script, poetry, short story, and spoken word. Student winners may receive awards of up to $10,000 as well as the chance to participate in artistic development with leaders in their fields.

YoungArts accepts submissions in each category through October 13. Students submit their work online and pay a $35 fee (there is a fee waiver option).

3. National Youth Foundation Programs

Each year, awards are given for Student Book Scholars, Amazing Women, and the “I Matter” Poetry & Art competition. This is a great chance for kids to express themselves with joy and strength.

The rules, prizes, and deadlines vary, so check out the website for more info.

4.  American Foreign Service National High School Essay Contest

If you’re looking to help students take a deep dive into international relations, history, and writing, look no further than this essay contest. Winners receive a voyage with the Semester at Sea program and a trip to Washington, DC.

Students fill out a registration form online, and a teacher or sponsor is required. The deadline to enter is the first week of April.

5.  John F. Kennedy Profile in Courage Essay Contest

This annual contest invites students to write about a political official’s act of political courage that occurred after Kennedy’s birth in 1917. The winner receives $10,000, and 16 runners-up also receive a variety of cash prizes.

Students may submit a 700- to 1,000-word essay through January 12. The essay must feature more than five sources and a full bibliography.

6. Bennington Young Writers Awards

Bennington College offers competitions in three categories: poetry (a group of three poems), fiction (a short story or one-act play), and nonfiction (a personal or academic essay). First-place winners receive $500. Grab a poster for your classroom here .

The contest runs from September 1 to November 1. The website links to a student registration form.

7. The Princeton Ten-Minute Play Contest

Looking for student writing contests for budding playwrights? This exclusive competition, which is open only to high school juniors, is judged by the theater faculty of Princeton University. Students submit short plays in an effort to win recognition and cash prizes of up to $500. ( Note: Only open to 11th graders. )

Students submit one 10-page play script online or by mail. The deadline is the end of March. Contest details will be published in early 2024.

8. Princeton University Poetry Contest for High School Students

The Leonard L. Milberg ’53 High School Poetry Prize recognizes outstanding work by student writers in 11th grade. Prizes range from $100 to $500.

Students in 11th grade can submit their poetry. Contest details will be published this fall.

9. The New York Times Tiny Memoir Contest

This contest is also a wonderful writing challenge, and the New York Times includes lots of resources and models for students to be able to do their best work. They’ve even made a classroom poster !

Submissions need to be made electronically by November 1.

10.  Nancy Thorp Poetry Contest

The deadline for this contest is the end of October. Sponsored by Hollins University, the Nancy Thorp Poetry Contest awards prizes for the best poems submitted by young women who are sophomores or juniors in high school or preparatory school. Prizes include cash and scholarships. Winners are chosen by students and faculty members in the creative writing program at Hollins.

Students may submit either one or two poems using the online form.

11.  The Patricia Grodd Poetry Prize for Young Writers

The Patricia Grodd Poetry Prize for Young Writers is open to high school sophomores and juniors, and the winner receives a full scholarship to a  Kenyon Review Young Writers Workshop .

Submissions for the prize are accepted electronically from November 1 through November 30.

12. Jane Austen Society Essay Contest

High school students can win up to $1,000 and publication by entering an essay on a topic specified by the Jane Austen Society related to a Jane Austen novel.

Details for the 2024 contest will be announced in November. Essay length is from six to eight pages, not including works cited.

13. Rattle Young Poets Anthology

Open to students from 15 to 18 years old who are interested in publication and exposure over monetary awards.

Teachers may choose five students for whom to submit up to four poems each on their behalf. The deadline is November 15.

14. The Black River Chapbook Competition

This is a chance for new and emerging writers to gain publication in their own professionally published chapbook, as well as $500 and free copies of the book.

There is an $18 entry fee, and submissions are made online.

15. YouthPlays New Voices

For students under 18, the YouthPlays one-act competition is designed for young writers to create new works for the stage. Winners receive cash awards and publication.

Scroll all the way down their web page for information on the contest, which accepts non-musical plays between 10 and 40 minutes long, submitted electronically. Entries open each year in January.

16. The Ocean Awareness Contest

The 2024 Ocean Awareness Contest, Tell Your Climate Story , encourages students to write their own unique climate story. They are asking for creative expressions of students’ personal experiences, insights, or perceptions about climate change. Students are eligible for a wide range of monetary prizes up to $1,000.

Students from 11 to 18 years old may submit work in the categories of art, creative writing, poetry and spoken word, film, interactive media and multimedia, or music and dance, accompanied by a reflection. The deadline is June 13.

17. EngineerGirl Annual Essay Contest

Each year, EngineerGirl sponsors an essay contest with topics centered on the impact of engineering on the world, and students can win up to $500 in prize money. This contest is a nice bridge between ELA and STEM and great for teachers interested in incorporating an interdisciplinary project into their curriculum. The new contest asks for pieces describing the life cycle of an everyday object. Check out these tips for integrating the content into your classroom .

Students submit their work electronically by February 1. Check out the full list of rules and requirements here .

18. NCTE Student Writing Awards

The National Council of Teachers of English offers several student writing awards, including Achievement Awards in Writing (for 10th- and 11th-grade students), Promising Young Writers (for 8th-grade students), and an award to recognize Excellence in Art and Literary Magazines.

Deadlines range from October 28 to February 15. Check out NCTE.org for more details.

19. See Us, Support Us Art Contest

Children of incarcerated parents can submit artwork, poetry, photos, videos, and more. Submissions are free and the website has a great collection of past winners.

Students can submit their entries via social media or email by October 25.

20. The Adroit Prizes for Poetry & Prose

The Adroit Journal, an education-minded nonprofit publication, awards annual prizes for poetry and prose to exceptional high school and college students. Adroit charges an entry fee but also provides a form for financial assistance.

Sign up at the website for updates for the next round of submissions.

21. National PTA Reflections Awards

The National PTA offers a variety of awards, including one for literature, in their annual Reflections Contest. Students of all ages can submit entries on the specified topic to their local PTA Reflections program. From there, winners move to the local area, state, and national levels. National-level awards include an $800 prize and a trip to the National PTA Convention.

This program requires submitting to PTAs who participate in the program. Check your school’s PTA for their deadlines.

22. World Historian Student Essay Competition

The World Historian Student Essay Competition is an international contest open to students enrolled in grades K–12 in public, private, and parochial schools, as well as those in home-study programs. The $500 prize is based on an essay that addresses one of this year’s two prompts.

Students can submit entries via email or regular mail before May 1.

23. NSHSS Creative Writing Scholarship

The National Society of High School Scholars awards three $2,000 scholarships for both poetry and fiction. They accept poetry, short stories, and graphic novel writing.

Apply online by October 31.

Whether you let your students blog, start a podcast or video channel, or enter student writing contests, giving them an authentic audience for their work is always a powerful classroom choice.

If you like this list of student writing contests and want more articles like it, subscribe to our newsletters to find out when they’re posted!

Plus, check out our favorite anchor charts for teaching writing..

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Best 2024 Competitions for Students in Grades K-12

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Home Blog WORLD HISTORIAN STUDENT ESSAY COMPETITION

WORLD HISTORIAN STUDENT ESSAY COMPETITION

The World Historian Student Essay Competition is an international competition open to students enrolled in grades K–12 in public, private, and parochial schools, and those in home-study programs. Membership in the World History Association is not a requirement for submission. Past winners may not compete in the same category again.

The World History Association established this $500 prize to recognize young scholars. A one-year membership in the WHA will also be included with each prize.

Each competitor will submit an essay that addresses the issue:  In what way has the study of world history affected my understanding of the world in which I live?

The committee will judge papers according to the following criteria:

• clear thesis;
• elaboration on the thesis with specific, concrete, personal example(s);
• evidence of critical-thinking, such as synthesis and evaluation, when reflecting on the essay question;
• organization and fluency; and
• overall effectiveness of the student’s ability to communicate his or her personal connection with the study of world history—in other words, how well has the student described the experience of being changed by a better understanding of world history?

To view some of our past winning essays, please click on the links below.

2019 Paper Prize Winner

2018 Paper Prize Winner

2017 Paper Prize Winner

SUBMISSION GUIDELINES

Length & format.

Length:  Submissions for the  K–12  World Historian Award should be approximately 1,000 words.

Formatting:  Number all pages except for the title page. All pages are to be double-spaced. Use 12-point Times New Roman Font. Margins are to be 1 inch left and right, and top and bottom.

Submissions must be composed in Microsoft Word.

The author’s identity is to appear nowhere on the paper.

A separate, unattached page should accompany the paper, identifying the author, title of paper, home address, telephone number, e-mail address, and name of school.

Papers that do not adhere to these guidelines will be disqualified.

Entries must be emailed or postmarked by the annual deadline of 1 May.

Winning papers will be announced during the summer.

The  WHA  reserves the right to publish in the  World History Bulletin  any essay (or portion thereof) submitted to the competition. It will do so solely at its discretion, but full acknowledgment of authorship will be given. If someone’s essay is published in whole or in part, the author will receive three (3) copies of the  Bulletin.

E-mail submission

Send the following materials as separate attachments (formatted in  MS  Word) in the same e-mail, with the subject line  World Historian Student Essay :

• the paper, and
• a page with identifying information (author, title of paper, home address, telephone number, e-mail address, and name of school).

E-mail to: Susan Smith < [email protected] >.

Postal submission

Send five copies of the paper and five copies of the page with identifying information. In the lower left hand corner on the front of the envelope write:  World Historian Student Essay.

Susan Smith Maple Grove Senior High 9800 Fernbrook Lane  N. Maple Grove,  MN  55369-9747

WORLD HISTORIAN STUDENT ESSAY COMPETITION COMMITTEE:

• Susan Smith, chair
• Paul Richgruber

PAST WINNERS

• Amanda Zhao, Pacific Ridge School (Carlsbad, CA) “History: An Ode to the Bricks of Progress”
• Akram Elkouraichi, Yonkers Middle High School (Yonkers, NY) “The Realization of Impermanence: Ephemerality in World History as a Conceptual Framework”
• Steven Chen, Sir Winston Churchill Secondary School (Vancouver, BC, Canada) “A Human Story: World History as an Optimist”
• Juliana Boerema, Cary Christian School (Cary, North Carolina) “Brilliant Painting: How the Study of World History Changes Perspective”
• Ahmad Aamir, Lahore Grammar School (Lahore, Pakistan) “Learning from History: Cooperation, Belief, Scholarship, & Words”
• Vivian Liu, International School of Beijing (Beijing, China) “History: Bread of the World”
• Vanessa Yan, Saint Stephen’s Episcopal School (Bradenton, Florida) “World History: The Great Macroscope”
• Rachel Hughes, Webber Academy (Calgary, Canada), “Fostering a Universal Understanding of World History is the Key to a Brighter Tomorrow”
• Campbell Munson, The Episcopal School of Dallas, “How History Has Affected My Worldview: Economies, Migration, Causality and Disease”
• Jacob Cooper, North Oconee High School (Bogart, Georgia), “World History: The Basis for Self-Determination, Democracy, and Religion“
• Luke J. Hamilton, Sword Academy (Bridgeport, Nebraska), “The Present: Living History”
• David Kim, Wydown Middle School ( St.  Louis), “History: The Shadow of the World”
• Elizabeth Mello, Dartmouth High School (Dartmouth, Massachusetts), “Out of Many Threads, One Cloth”

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THE QUEEN'S COMMONWEALTH ESSAY COMPETITION

Since 1883, we have delivered The Queen's Commonwealth Essay Competition, the world's oldest international schools' writing competition. Today, we work to expand its reach, providing life-changing opportunities for young people around the world.

ENTER THE QCEC 2024

The Queen’s Commonwealth Essay Competition 2024 is now live!

Find out more about this year’s theme

'Our Common Wealth' and make sure to enter by 15 May 2024!

140 years of The Queen’s Commonwealth Essay Competition

The Queen’s Commonwealth Essay Competition (QCEC) is the world’s oldest international writing competition for schools and has been proudly delivered by the Royal Commonwealth Society since 1883. 

ABOUT THE COMPETITION 

An opportunity for young Commonwealth citizens to share their thoughts, ideas and experiences on key global issues and have their hard work and achievement celebrated internationally.

Frequently Asked Questions for the Competition. Before contacting us please read these.

MEET THE WINNERS 

In 2023 we were delighted to receive a record-breaking 34,924 entries, with winners from India and Malaysia. Read their winning pieces as well as those from previous years.

TERMS AND CONDITIONS

Terms and Conditions for entrants to The Queen’s Commonwealth Essay Competition. Please ensure you have thoroughly read them before submitting your entry.

The World History Association ( WHA ) is a professional association of scholars, teachers, and students organized to promote world history by encouraging teaching, research, publications, and personal interactions. It was founded in 1982 by a group of university faculty and secondary-school teachers determined to address the needs of a newly emerging historical sub-discipline. As described in its constitution , its mission is to “promote activities which will increase historical awareness, understanding among and between peoples, and global consciousness.”

The WHA brings together university professors, college and community college instructors, secondary school teachers, graduate students, and independent scholars in a collegial camaraderie rarely found in more narrowly focused academic and professional societies. Its mission remains the advancement of scholarship and teaching within transnational, transregional, and transcultural perspectives, designed to prepare students and the public for an increasingly interdependent world.

In the United States, world history emerged in the 1970s, a field created by historians and teachers who wanted to move away from an emphasis on national and regional histories toward broader cross-cultural, comparative, and global approaches. Some of these pioneering world historians were trained in area studies programs that focused on regions beyond Europe and the U.S. ; some were self-taught. They all carried out research and laid theoretical groundwork for the field. Dissatisfied with the scope of most history courses at the secondary and university level, they created world history courses that emphasized connections, comparisons, and large-scale processes. In the early 1980s, a group of these instructors and scholars formed the WHA , set up a governance structure, began to hold meetings, and established ways to share scholarship and ideas, including a newsletter, which later grew into the World History Bulletin. They planned a journal, the Journal of World History, which saw its first issue in 1990, under the editorship of Jerry Bentley at the University of Hawai‘i. He remained its editor until his death in 2012. Meetings turned into a regular conference that has been held annually since 1992. Membership grew and regional affiliates were formed in various parts of the country, holding their own conferences and meetings.

Since its founding, the WHA has played a central role in shaping the field of world history in the U.S. and around the world at every level from elementary school through graduate education. The Journal of World History, its official journal, has earned prizes and is highly ranked in various measures of scholarly impact. WHA members have been instrumental in establishing standards for world history teaching in U.S. secondary schools at the national and state levels, as well as designing the Advanced Placement World History course and exam, which grew from several thousand test-takers when it first began in 2001 to more than 300,000 in 2017. At present, although its membership is still predominantly North American, the WHA has members in many countries and is part of the Network of Global and World History Organizations ( NOGWHISTO ) , an international umbrella group.

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David McCullough Essay Prizes

Programs & events, student opportunities.

David McCullough at Trinity School in Manhattan, October 15, 2019

The Gilder Lehrman Institute is now accepting submissions for the 2024 David McCullough Essay Prizes. The contest has been recently overhauled, and will recognize fourteen outstanding high school student research and interpretive essays with cash prizes of up to $5,000. This contest is named in memory of David McCullough (1933–2022)—a Pulitzer Prize–winning historian and Gilder Lehrman Life Trustee—and honors his career telling America’s stories and examining its histories. Learn more about his life and legacy here .

High school students attending schools in our Affiliate School Program are eligible and encouraged to participate. (Email [email protected] if you are not sure whether your school is an Affiliate School.) They are invited to submit an original essay, written independently or for a 2023–2024 class, that has been revised, expanded, and adapted to conform with the new McCullough Prize specifications. The two essay categories are as follows:

Research Essay: Students are invited to submit a research essay incorporating primary and secondary sources on a topic in American history from 1491 to 2001.

Interpretive Essay: Students are invited to submit an interpretive essay focusing on close reading and analysis of one primary source from American history, 1491 to 2001, in the Gilder Lehrman Collection of more than 85,000 historical documents.

More requirements for both essay categories can be found in these updated David McCullough Essay Prizes 2024 Rubrics .

All participants will receive a certificate of participation suitable for framing. Prize winners in each of our two categories—research essays and a new interpretive essay category—will receive cash awards as follows:

• 1st Prize: $5,000 (plus a $500 prize awarded to the school)
• 2nd Prize: $1,500 (plus a $500 prize awarded to the school)
• Five 3rd Prizes: $500 each

To be considered for the David McCullough Essay Prizes, students, or their teachers or parents, can submit the student entry by 8:00 p.m. ET on Friday, June 28, 2024 . A panel of Gilder Lehrman master teachers will choose the pool of finalists, from which a jury of eminent historians will choose the winners. Essays will be evaluated for their historical rigor, the clarity and correctness of their style, their use of evidence, and their qualities of empathy and imagination. Winners will be notified and announced no later than Friday, September 13, 2024.

Submit Essay

General Requirements

Font and Page Style: Papers should be submitted in 12-point, Times New Roman font with one-inch margins at the top, bottom, and sides. Essays should be free of teacher commentary or other notes.

Organization: Top essays have an introduction, body, and conclusion and a clearly stated, well-developed thesis statement with supportive historical evidence.

Essay Topics: Essays can be on any topic related to American history from 1491 to 2001. Essays in the interpretative category must feature a primary source (letter, broadside, art, political cartoon, speech, etc.) from the Gilder Lehrman Collection .

Past Winners

Read the winning essays submitted by previous years’ contestants.

2023 Contest Winners 2022 Contest Winners 2021 Contest Winners 2020 Contest Winners

Follow in the steps of these Past Winners and submit your entry today!

Stay up to date, and subscribe to our quarterly newsletter.

Learn how the Institute impacts history education through our work guiding teachers, energizing students, and supporting research.

Summer 2024 Admissions Open Now. Sign up for upcoming live information sessions here (featuring former and current Admission Officers at Havard and UPenn).

Discourse, debate, and analysis

Cambridge re:think essay competition 2024.

Competition Opens: 15th January, 2024

Essay Submission Deadline: 10th May, 2024 Result Announcement: 20th June, 2024 Award Ceremony and Dinner at the University of Cambridge: 30th July, 2024

We welcome talented high school students from diverse educational settings worldwide to contribute their unique perspectives to the competition.

Entry to the competition is free.

About the Competition

The spirit of the Re:think essay competition is to encourage critical thinking and exploration of a wide range of thought-provoking and often controversial topics. The competition covers a diverse array of subjects, from historical and present issues to speculative future scenarios. Participants are invited to engage deeply with these topics, critically analysing their various facets and implications. It promotes intellectual exploration and encourages participants to challenge established norms and beliefs, presenting opportunities to envision alternative futures, consider the consequences of new technologies, and reevaluate longstanding traditions. 

Ultimately, our aim is to create a platform for students and scholars to share their perspectives on pressing issues of the past and future, with the hope of broadening our collective understanding and generating innovative solutions to contemporary challenges. This year’s competition aims to underscore the importance of discourse, debate, and critical analysis in addressing complex societal issues in nine areas, including:

Religion and Politics

Political science and law, linguistics, environment, sociology and philosophy, business and investment, public health and sustainability, biotechonology.

Artificial Intelligence 

Neuroengineering

2024 essay prompts.

This year, the essay prompts are contributed by distinguished professors from Harvard, Brown, UC Berkeley, Cambridge, Oxford, and MIT.

Essay Guidelines and Judging Criteria

Review general guidelines, format guidelines, eligibility, judging criteria.

Awards and Award Ceremony

Award winners will be invited to attend the Award Ceremony and Dinner hosted at the King’s College, University of Cambridge. The Dinner is free of charge for select award recipients.

Registration and Submission

Register a participant account today and submit your essay before the deadline.

Advisory Committee and Judging Panel

The Cambridge Re:think Essay Competition is guided by an esteemed Advisory Committee comprising distinguished academics and experts from elite universities worldwide. These committee members, drawn from prestigious institutions, such as Harvard, Cambridge, Oxford, and MIT, bring diverse expertise in various disciplines.

They play a pivotal role in shaping the competition, contributing their insights to curate the themes and framework. Their collective knowledge and scholarly guidance ensure the competition’s relevance, academic rigour, and intellectual depth, setting the stage for aspiring minds to engage with thought-provoking topics and ideas.

We are honoured to invite the following distinguished professors to contribute to this year’s competition.

The judging panel of the competition comprises leading researchers and professors from Harvard, MIT, Stanford, Cambridge, and Oxford, engaging in a strictly double blind review process.

Keynote Speeches by 10 Nobel Laureates

We are beyond excited to announce that multiple Nobel laureates have confirmed to attend and speak at this year’s ceremony on 30th July, 2024 .

They will each be delivering a keynote speech to the attendees. Some of them distinguished speakers will speak virtually, while others will attend and present in person and attend the Reception at Cambridge.

Why has religion remained a force in a secular world? 

Professor Commentary:

Arguably, the developed world has become more secular in the last century or so. The influence of Christianity, e.g. has diminished and people’s life worlds are less shaped by faith and allegiance to Churches. Conversely, arguments have persisted that hold that we live in a post-secular world. After all, religion – be it in terms of faith, transcendence, or meaning – may be seen as an alternative to a disenchanted world ruled by entirely profane criteria such as economic rationality, progressivism, or science. Is the revival of religion a pale reminder of a by-gone past or does it provide sources of hope for the future?

‘Religion in the Public Sphere’ by Jürgen Habermas (European Journal of Philosophy, 2006)

In this paper, philosopher Jürgen Habermas discusses the limits of church-state separation, emphasizing the significant contribution of religion to public discourse when translated into publicly accessible reasons.

‘Public Religions in the Modern World’ by José Casanova (University Of Chicago Press, 1994)

Sociologist José Casanova explores the global emergence of public religion, analyzing case studies from Catholicism and Protestantism in Spain, Poland, Brazil, and the USA, challenging traditional theories of secularization.

‘The Power of Religion in the Public Sphere’ by Judith Butler, Jürgen Habermas, Charles Taylor, and Cornel West (Edited by Eduardo Mendieta and Jonathan VanAntwerpen, Columbia University Press, 2011)

This collection features dialogues by prominent intellectuals on the role of religion in the public sphere, examining various approaches and their impacts on cultural, social, and political debates.

‘Rethinking Secularism’ by Craig Calhoun, Mark Juergensmeyer, and Jonathan VanAntwerpen (Oxford University Press, 2011)

An interdisciplinary examination of secularism, this book challenges traditional views, highlighting the complex relationship between religion and secularism in contemporary global politics.

‘God is Back: How the Global Rise of Faith is Changing the World’ by John Micklethwait and Adrian Wooldridge (Penguin, 2010)

Micklethwait and Wooldridge argue for the coexistence of religion and modernity, suggesting that religious beliefs can contribute to a more open, tolerant, and peaceful modern world.

‘Multiculturalism’ by Tariq Modood (Polity Press, 2013)

Sociologist Tariq Modood emphasizes the importance of multiculturalism in integrating diverse identities, particularly in post-immigration contexts, and its role in shaping democratic citizenship.

‘God’s Agents: Biblical Publicity in Contemporary England’ by Matthew Engelke (University of California Press, 2013)

In this ethnographic study, Matthew Engelke explores how a group in England seeks to expand the role of religion in the public sphere, challenging perceptions of religion in post-secular England.

Gene therapy is a medical approach that treats or prevents disease by correcting the underlying genetic problem. Is gene therapy better than traditional medicines? What are the pros and cons of using gene therapy as a medicine? Is gene therapy justifiable?

Especially after Covid-19 mRNA vaccines, gene therapy is getting more and more interesting approach to cure. That’s why that could be interesting to think about. I believe that students will enjoy and learn a lot while they are investigating this topic.

The Hall at King’s College, Cambridge

The Hall was designed by William Wilkins in the 1820s and is considered one of the most magnificent halls of its era. The first High Table dinner in the Hall was held in February 1828, and ever since then, the splendid Hall has been where members of the college eat and where formal dinners have been held for centuries.

The Award Ceremony and Dinner will be held in the Hall in the evening of  30th July, 2024.

Stretching out down to the River Cam, the Back Lawn has one of the most iconic backdrop of King’s College Chapel. 

The early evening reception will be hosted on the Back Lawn with the iconic Chapel in the background (weather permitting). 

King’s College Chapel

With construction started in 1446 by Henry VI and took over a century to build, King’s College Chapel is one of the most iconic buildings in the world, and is a splendid example of late Gothic architecture. 

Attendees are also granted complimentary access to the King’s College Chapel before and during the event. 

Confirmed Nobel Laureates

Dr Thomas R. Cech

The nobel prize in chemistry 1989 , for the discovery of catalytic properties of rna.

Thomas Robert Cech is an American chemist who shared the 1989 Nobel Prize in Chemistry with Sidney Altman, for their discovery of the catalytic properties of RNA. Cech discovered that RNA could itself cut strands of RNA, suggesting that life might have started as RNA. He found that RNA can not only transmit instructions, but also that it can speed up the necessary reactions.

He also studied telomeres, and his lab discovered an enzyme, TERT (telomerase reverse transcriptase), which is part of the process of restoring telomeres after they are shortened during cell division.

As president of Howard Hughes Medical Institute, he promoted science education, and he teaches an undergraduate chemistry course at the University of Colorado

Sir Richard J. Roberts

The nobel prize in medicine 1993 .

F or the discovery of split genes

During 1969–1972, Sir Richard J. Roberts did postdoctoral research at Harvard University before moving to Cold Spring Harbor Laboratory, where he was hired by James Dewey Watson, a co-discoverer of the structure of DNA and a fellow Nobel laureate. In this period he also visited the MRC Laboratory of Molecular Biology for the first time, working alongside Fred Sanger. In 1977, he published his discovery of RNA splicing. In 1992, he moved to New England Biolabs. The following year, he shared a Nobel Prize with his former colleague at Cold Spring Harbor Phillip Allen Sharp.

His discovery of the alternative splicing of genes, in particular, has had a profound impact on the study and applications of molecular biology. The realisation that individual genes could exist as separate, disconnected segments within longer strands of DNA first arose in his 1977 study of adenovirus, one of the viruses responsible for causing the common cold. Robert’s research in this field resulted in a fundamental shift in our understanding of genetics, and has led to the discovery of split genes in higher organisms, including human beings.

Dr Aaron Ciechanover

The nobel prize in chemistry 2004 .

F or the discovery of ubiquitin-mediated protein degradation

Aaron Ciechanover is one of Israel’s first Nobel Laureates in science, earning his Nobel Prize in 2004 for his work in ubiquitination. He is honored for playing a central role in the history of Israel and in the history of the Technion – Israel Institute of Technology.

Dr Ciechanover is currently a Technion Distinguished Research Professor in the Ruth and Bruce Rappaport Faculty of Medicine and Research Institute at the Technion. He is a member of the Israel Academy of Sciences and Humanities, the Pontifical Academy of Sciences, the National Academy of Sciences of Ukraine, the Russian Academy of Sciences and is a foreign associate of the United States National Academy of Sciences. In 2008, he was a visiting Distinguished Chair Professor at NCKU, Taiwan. As part of Shenzhen’s 13th Five-Year Plan funding research in emerging technologies and opening “Nobel laureate research labs”, in 2018 he opened the Ciechanover Institute of Precision and Regenerative Medicine at the Chinese University of Hong Kong, Shenzhen campus.

Dr Robert Lefkowitz

The nobel prize in chemistry 2012 .

F or the discovery of G protein-coupled receptors

Robert Joseph Lefkowitz is an American physician (internist and cardiologist) and biochemist. He is best known for his discoveries that reveal the inner workings of an important family G protein-coupled receptors, for which he was awarded the 2012 Nobel Prize for Chemistry with Brian Kobilka. He is currently an Investigator with the Howard Hughes Medical Institute as well as a James B. Duke Professor of Medicine and Professor of Biochemistry and Chemistry at Duke University.

Dr Lefkowitz made a remarkable contribution in the mid-1980s when he and his colleagues cloned the gene first for the β-adrenergic receptor, and then rapidly thereafter, for a total of 8 adrenergic receptors (receptors for adrenaline and noradrenaline). This led to the seminal discovery that all GPCRs (which include the β-adrenergic receptor) have a very similar molecular structure. The structure is defined by an amino acid sequence which weaves its way back and forth across the plasma membrane seven times. Today we know that about 1,000 receptors in the human body belong to this same family. The importance of this is that all of these receptors use the same basic mechanisms so that pharmaceutical researchers now understand how to effectively target the largest receptor family in the human body. Today, as many as 30 to 50 percent of all prescription drugs are designed to “fit” like keys into the similarly structured locks of Dr Lefkowitz’ receptors—everything from anti-histamines to ulcer drugs to beta blockers that help relieve hypertension, angina and coronary disease.

Dr Lefkowitz is among the most highly cited researchers in the fields of biology, biochemistry, pharmacology, toxicology, and clinical medicine according to Thomson-ISI.

Dr Joachim Frank

The nobel prize in chemistry 2017 .

F or developing cryo-electron microscopy

Joachim Frank is a German-American biophysicist at Columbia University and a Nobel laureate. He is regarded as the founder of single-particle cryo-electron microscopy (cryo-EM), for which he shared the Nobel Prize in Chemistry in 2017 with Jacques Dubochet and Richard Henderson. He also made significant contributions to structure and function of the ribosome from bacteria and eukaryotes.

In 1975, Dr Frank was offered a position of senior research scientist in the Division of Laboratories and Research (now Wadsworth Center), New York State Department of Health,where he started working on single-particle approaches in electron microscopy. In 1985 he was appointed associate and then (1986) full professor at the newly formed Department of Biomedical Sciences of the University at Albany, State University of New York. In 1987 and 1994, he went on sabbaticals in Europe, one to work with Richard Henderson, Laboratory of Molecular Biology Medical Research Council in Cambridge and the other as a Humboldt Research Award winner with Kenneth C. Holmes, Max Planck Institute for Medical Research in Heidelberg. In 1998, Dr Frank was appointed investigator of the Howard Hughes Medical Institute (HHMI). Since 2003 he was also lecturer at Columbia University, and he joined Columbia University in 2008 as professor of Biochemistry and Molecular Biophysics and of biological sciences.

Dr Barry C. Barish

The nobel prize in physics 2017 .

For the decisive contributions to the detection of gravitational waves

Dr Barry Clark Barish is an American experimental physicist and Nobel Laureate. He is a Linde Professor of Physics, emeritus at California Institute of Technology and a leading expert on gravitational waves.

In 2017, Barish was awarded the Nobel Prize in Physics along with Rainer Weiss and Kip Thorne “for decisive contributions to the LIGO detector and the observation of gravitational waves”. He said, “I didn’t know if I would succeed. I was afraid I would fail, but because I tried, I had a breakthrough.”

In 2018, he joined the faculty at University of California, Riverside, becoming the university’s second Nobel Prize winner on the faculty.

In the fall of 2023, he joined Stony Brook University as the inaugural President’s Distinguished Endowed Chair in Physics.

In 2023, Dr Barish was awarded the National Medal of Science by President Biden in a White House ceremony.

Dr Harvey J. Alter

The nobel prize in medicine 2020 .

For the discovery of Hepatitis C virus

Dr Harvey J. Alter is an American medical researcher, virologist, physician and Nobel Prize laureate, who is best known for his work that led to the discovery of the hepatitis C virus. Alter is the former chief of the infectious disease section and the associate director for research of the Department of Transfusion Medicine at the Warren Grant Magnuson Clinical Center in the National Institutes of Health (NIH) in Bethesda, Maryland. In the mid-1970s, Alter and his research team demonstrated that most post-transfusion hepatitis cases were not due to hepatitis A or hepatitis B viruses. Working independently, Alter and Edward Tabor, a scientist at the U.S. Food and Drug Administration, proved through transmission studies in chimpanzees that a new form of hepatitis, initially called “non-A, non-B hepatitis” caused the infections, and that the causative agent was probably a virus. This work eventually led to the discovery of the hepatitis C virus in 1988, for which he shared the Nobel Prize in Physiology or Medicine in 2020 along with Michael Houghton and Charles M. Rice.

Dr Alter has received recognition for the research leading to the discovery of the virus that causes hepatitis C. He was awarded the Distinguished Service Medal, the highest award conferred to civilians in United States government public health service, and the 2000 Albert Lasker Award for Clinical Medical Research.

Dr Ardem Patapoutian

The nobel prize in medicine 2021 .

For discovering how pressure is translated into nerve impulses

Dr Ardem Patapoutian is an Lebanese-American molecular biologist, neuroscientist, and Nobel Prize laureate of Armenian descent. He is known for his work in characterising the PIEZO1, PIEZO2, and TRPM8 receptors that detect pressure, menthol, and temperature. Dr Patapoutian is a neuroscience professor and Howard Hughes Medical Institute investigator at Scripps Research in La Jolla, California. In 2021, he won the Nobel Prize in Physiology or Medicine jointly with David Julius.

Frequently Asked Questions

Why should I participate in the Re:think essay competition? 

The Re:think Essay competition is meant to serve as fertile ground for honing writing skills, fostering critical thinking, and refining communication abilities. Winning or participating in reputable contests can lead to recognition, awards, scholarships, or even publication opportunities, elevating your academic profile for college applications and future endeavours. Moreover, these competitions facilitate intellectual growth by encouraging exploration of diverse topics, while also providing networking opportunities and exposure to peers, educators, and professionals. Beyond accolades, they instil confidence, prepare for higher education demands, and often allow you to contribute meaningfully to societal conversations or causes, making an impact with your ideas.

Who is eligible to enter the Re:think essay competition?  

As long as you’re currently attending high school, regardless of your location or background, you’re eligible to participate. We welcome students from diverse educational settings worldwide to contribute their unique perspectives to the competition.

Is there any entry fee for the competition? 

There is no entry fee for the competition. Waiving the entry fee for our essay competition demonstrates CCIR’s dedication to equity. CCIR believes everyone should have an equal chance to participate and showcase their talents, regardless of financial circumstances. Removing this barrier ensures a diverse pool of participants and emphasises merit and creativity over economic capacity, fostering a fair and inclusive environment for all contributors.

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• Department of History

History essay competition

The Department of History's essay competition for 2023-2024 is now open! The deadline for entries is 5pm on Friday 26th April. We aim to inform all entrants of the outcome of the competition by the end of May 2024. We are proud to sponsor this Y12/L6 History essay prize competition.

Our essay competition is open to Year 12 or Lower Sixth history students from schools and colleges anywhere in the UK.

There is a prize of £100 for the winning essay, and two runners-up essays will receive a prize of £25 each.

The intention behind the prize is:

• to give History A Level students an opportunity to write about a topic that interests them
• to encourage them to develop independent study skills
• to provide schools and colleges with a 'stretch and challenge' exercise for their most talented students
• to recognise the talents of aspiring history students

Essays must be on topics in our essay question title list.

You can view an example of a previous winning essay here .

Please read the full criteria below.

• essays should be no more than 1500 words in length, including footnotes but excluding any bibliography
• essays must be on a topic chosen from the essay question title list below
• essays must not be on a topic that entrants have studied in the year they are applying to the competition
• entrants must be in Y12 or Lower 6th and must be studying A Level History, or equivalent. We can only accept essays from entrants who are based in the UK and study at a UK-based school or college  
• a maximum of two applications per school/college per year are permitted

The assessors will be looking for essays that:  

• provide a broad historical context 
• show awareness of the changes in historiography 
• use a range of sources (primary and/or secondary) 
• are analytical, not descriptive 
• are written in clear, continuous prose, correctly spelled and punctuated
• demonstrate an understanding of differing interpretations of history and reach a substantiated conclusion. 
• How ‘Roman’ was the Roman Empire? 
• Was Alfred the Great great? 
• How complete was the Norman Conquest? 
• Were the Vikings primarily traders or raiders? 
• How central were religious imperatives in the Spanish Conquest? 
• How important is it to reframe the English Civil War as a war of three kingdoms? 
• Why did England become involved in the Atlantic slave-trade during the seventeenth century? 
• Can historians ever truly understand the experiences and perspectives of enslaved African Americans? 
• Does childhood have a history? 
• ‘The most important consequences of the French Revolution were in Haiti’. Discuss. 
• Was the First World War the first ‘global’ conflict? 
• Did women have a political voice in Britain before 1918? 
• Is it fair to call Stalin a ‘new tsar’?  
• Evaluate the roles of women in the Third Reich.
• Should historians extend the chronological boundaries of the American Civil Rights Movement beyond the 1950s and the 60s? 
• Did Mao Zedong lay the foundation for China’s rapid development?
• Did 1960s Britain experience a cultural revolution?
• ‘South African apartheid was ended not by the decisions of a few great men, but by the actions of ordinary people.’ Do you agree with this interpretation? 
• Why did all the ‘insane asylums’ close in Britain? 
• What can historians learn from the humour of past societies?

How to apply:

Deadline for the 2023-24 competition: 5pm, friday 26 april 2024.

• No more than two applications can be received per school and college, so you should speak to your teacher before submission.
• To submit your essay, please complete the Google form found here . 
• The Google form will prompt you to submit the essay via a Dropbox link.
• Please ensure once you've submitted the essay via the Dropbox link, you return to, and complete the Google form to ensure your submission is received by us.

We plan to be in touch with applicants to let them know the outcome of their application by the end of May 2024. We will keep applicants up-to-date if there are any delays with this timeline

If you have any questions, or issues, please get in touch with us at  [email protected] .

Good luck to all applicants!

Due to the number of entries we get from across the UK, please note that we are unfortunately unable to provide feedback on unsuccessful entries. 

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2 NCWV students win 2024 Disability History Essay contest

B RIDGEPORT, W.Va (WDTV) - Winners have been announced in the 2024 Disability History Essay contest in West Virginia, that includes 2 winners from North Central West Virginia.

The contest gave high school seniors the task to show their knowledge of the Disability Rights Movement, selected students won cash prizes and an award from the statewide independent living council.

From our area, Lane Siciliano won first place in District Two from University High School.

The second place winner in district 2 was Jordan Cox from North Marion High School, who won a thousand dollar prize.

The winners and their essays will all be issued in a special edition newsletter from the living council later this year.

The full list of winners can be found below:

• State Winner –Caleb Messer – Scott High School- $3,250
• District 1 – First Place – Joscelyn Camargo – South Charleston High School - $1,750
• District 1 – Second Place – Alexandria Harper – Riverside High School - $1000
• District 2 – First Place – Lane Siciliano – University High School - $1,750
• District 2 – Second Place – Jordan Cox – North Marion High School - $1000
• District 3 – First Place – Connor Dorsey – John Marshall High School - $1,750
• District 3 – Second Place – Kathryn Prather – Wheeling Park High School - $1000
• District 4 – First Place – Reagan Bennett – Shady Spring High School - $1750
• District 5 – First Place –Megan Griffey – Tug Valley High School - $1750
• District 5 – Second Place – Piper Cook – Wyoming East High School - $1000
• District 6 – First Place – Kyra Biser – Kyser High School - $1750

The WV Statewide Independent Living Council says to “please visit https://wvsilc.org/essay-contest for more information on the WV Disability History Essay Contest.”

Hoping to keep Spanish vibrant, Hartford organization announces high school essay contest

The Connecticut Institute for Community Development (CICD) — Puerto Rican Hartford Parade is hosting a Spanish-writing contest for all greater Hartford area high school students.

Ivonne Olmo, a board member of the CICD Puerto Rican Hartford Parade, emphasized the emotional significance of the contest. She said language is a vital aspect of Latino and Puerto Rican identity.

“When you know who you are, nobody can tell you who you are,” Olmo said. “So it's very important that children get connected with the roots, with their history. I know that we live in the United States we should know English, but always is important to know Spanish.”

The Spanish language is a key aspect in maintaining the cultural heritage of many communities, particularly those with Hispanic and Latino roots, organizers said.

Connecticut’s second largest community is Hispanic, comprising 18% of residents in the state. Spanish is a global language spoken by millions and research has shown that bilinguals can have improved memory, multitasking skills and problem-solving abilities.

“Being a bilingual person gives you a key to a lot of success so for us, it's important to promote the learning and the practice of Spanish,” Olmo said.

The essay contest is for ninth to 12th grade students in the greater Hartford area. The essay requires participants to explore the relationship between identity and language in a three-page essay written in Spanish. Submissions are due by April 30. The top two entries will be awarded scholarship prizes.

Samuel Vega, president of the CICD Puerto Rican Parade in Hartford, emphasized the importance of preserving Puerto Rican culture in Connecticut and promoting educational opportunities for young Latinos.

“You don't have to be Puerto Rican to qualify for the scholarship, it's for everyone, as long as you write the essay in Spanish you will qualify for this scholarship,” Vega said. “But you should always recognize where you came from, or your grandparents came from.”

Learning and using Spanish allows people to communicate with a diverse range of people, fostering connections and understanding across cultures, Olmo said.

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We hope their support inspires you to donate so that we can continue telling stories that inform, educate, and inspire you and your neighbors. As a community-supported public media service, Connecticut Public has relied on donor support for more than 50 years.

Your donation today will allow us to continue this work on your behalf. Give today at any amount and join the 50,000 members who are building a better—and more civil—Connecticut to live, work, and play.

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• Summer Academy

Essay Contest: Nappert Prize in International Arbitration 2024

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Thanks to the generosity of Sophie Nappert (BCL’86, LLB’86), the Nappert Prize in International Arbitration is celebrating 10 years since its inauguration in 2014. The prize will be awarded by McGill University for the sixth time in 2024.

Eligibility Requirements:

The competition is open to law students, junior scholars and junior practitioners from around the world. To be eligible for the prize, the authors must:

• be either currently enrolled in a B.C.L, LL.B., J.D., LL.M., D.C.L., or Ph.D. program (or their local equivalents), or
• have taken their most recent law degree within the last three years; or
• have been admitted to the practice of law for no more than three years.

Co-authored submissions are permissible, but each author must meet the eligibility criteria. (Kindly note that only one author will be flown to Montreal for the symposium.)

Previous winners of the Nappert Prize (2020 and 2022) are not eligible to submit their essays for this edition.

• First place: CAN $4,000
• Second place: CAN $2,000
• Third place: CAN $1,000

Winners of all three awards will be required to present their essays at a symposium to be held at McGill University’s Faculty of Law in Autumn 2024 (the expenses of the winners for attending the symposium will be covered).

The best oralist will receive an award of CAN $1,000.

The precise date of the symposium will be announced in the coming months.

Deadline and Submission Mode:

All essays must be submitted by 30 th April 2024 11:59PM Eastern Time. Essays can be submitted using this form .

Submission Requirements:

Essays for the prize can be submitted in English, French or Spanish.

Please make sure that your essay:

• must relate to commercial or investment arbitration;
• must be unpublished (not yet submitted for publication) as of April 30 th ;
• must be a maximum of 15,000 words (including footnotes);
• must be formatted to Times New Roman Size 12 with 1.5 line spacing.
• should use OSCOLA or any other well-established legal citation guide (e.g. McGill Red Book; Bluebook);
• should be in MS Word format;
• should not contain your name or other information about your identity.

Submitted essays should not contain any text generated through advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT), unless specifically required because of the subject matter of the essay and cited as mentioned below. Use of AI-generated text will be considered plagiarism, and any essay containing such text will be disqualified.

If the subject matter of the essay necessitates it, any AI-generated text in the submission should be properly cited. For example, text generated using ChatGPT-3 should include a citation such as:

Chat-GPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/

Material generated using other tools should follow a similar citation format.

Jurors for the 2024 will be announced in the coming weeks. Stay tuned!

For more information, kindly email Ms. Tanya Oberoi at nappertprize.law [at] mcgill.ca .

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Local students among winners of state essay, poster contest

FRANKFORT, Ky. (WBKO) – Several area students are among this year’s winners in the Kentucky Department of Agriculture Poster and Essay Contest.

The theme of the contest, “Agriculture for a Better Kentucky,” reflected on the important role of agriculture in Kentucky, according to a news release from Agriculture Commissioner Jonathan Shell.

“Learning the importance of agriculture starts at a young age. Emphasizing that importance through the artwork and essays from students across our Commonwealth is the best way to showcase the writing and artistic talent of our students while providing the knowledge that agriculture is essential to our state and our world,” Commissioner of Agriculture Jonathan Shell said.

The KDA received 1,065 entries, including 970 posters, according to a news release.

Each winning entry received a $100 award from Kentucky Agriculture and Environment in the Classroom and will be displayed at the 2024 Kentucky State Fair in August in Louisville.

Winning students will be honored on May 18 at the University of Kentucky’s Football Recruiting Room at Kroger Field.

“Congratulations to each of these winners. We owe our farmers a lot of gratitude and these pieces of art are just a small show of appreciation for what they bring to our economy.”

Participants will then be guests at the University of Kentucky versus Vanderbilt baseball game at Kentucky Proud Park.

The digital winner, which includes photos or original digital artwork, is 11th-grader Mattie Reynolds of Hopkins County Central High School.

Poster winners are:

• Kindergarten: Ella Ruth Lowe, South Edmonson Elementary
• First grade: Erina Shiroyama, Jody Richards Elementary School
• Second grade: Spencer Avery, Muhlenberg South Elementary School
• Third grade: Emma Midkiff, Muhlenberg South Elementary School
• Fourth grade: Wilma Farmer, Heritage Elementary School
• Fifth grade: Layla Farmer, Heritage Elementary School
• Sixth grade: Louis Walker, West Hardin Middle School
• Seventh grade: Isabella Lee, West Hardin Middle School
• Eighth grade: Kayelee Frizzell, Bloomfield Middle School
• Ninth grade: Blakely Beth Callahan, South Laurel High School
• 10th grade: Amaya Ogata, Summit Christian Academy
• 11th grade: Lauren Seebold, Spencer County High School
• 12th grade: Emily Shaw, Metcalfe County Senior High School

Essay winners are:

• Kindergarten (tie): Philip McKemy, McKemy Academy
• Kindergarten (tie): Matthew McKemy, McKemy Academy
• First grade: Ava Lee, Austin Tracy Elementary
• Second grade: Easton Dunn, Southern Elementary School
• Third grade: Colt McFarland, St. Mary School
• Fourth grade: Ashleigh McDonald, Waco Elementary School
• Fifth grade: Jameah Kirby, Metcalfe Elementary School
• Sixth grade: Lauren Forbis, East Hardin Middle School
• Seventh grade: Ava Burton, Hickman County High School
• Eighth grade: Sylvia Mason, Noe Middle School
• Ninth grade: AdyMae Williams, Central Hardin High School
• 10th grade: Mason Graham, Summit Christian Academy
• 11th grade: Varshitha Ramesh, Western Hills High School
• 12th grade: Thomas Fox, Spencer County High School

Copyright 2024 WBKO. All rights reserved.

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