middle school experience essay

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Middle School: My Experience

Middle school is a… well, interesting  experience, but nonetheless integral to one’s life. It’s something everyone goes through, at one point.

I’m about to be thrown into high school in less than six months. It really made me think, because here I am, in the 8th grade, 13 years old, and not prepared for it at all. I realized how much I’ve taken middle school for granted- going through every day quickly and carelessly without really cherishing them.

As much as I’d like to argue it: middle school could’ve been an amazing part of my life, but I’ll never get it back.

Middle school are the years when you place yourself. When you figure out who you are, or who you want to be, while at the same time gaining experiences from different things. You find a group of friends who really are  friends and stick with them, rather than hang out with everybody. It’s a time for many where belonging and fitting in is more important than academics (which it really shouldn’t be).

The thing is, at middle school and especially  my  school, you can’t do anything without being unfairly judged. The words that everyone tells you, “just ignore them,” doesn’t exactly work. As far as anyone is concerned- middle school is the world and that’s it. Who’s wearing what and who’s dating who is apparently all that matters.

And the thing is, more than we’d like to admit, we’ve all grown up with each other- believe it or not. Some since kindergarten, and some joined the journey along the way. So, even if we did want to find new friends or hang out with a new group of people, they’re never  new.  You’re affiliated with every single person in some way: “She was in my 5th grade homeroom class” or “We didn’t get along back in the 2nd grade.” Yes, people still remember that one time when so-and-so stole your juice box when we were eight. But not only does this deter you from making new friends, this also makes everybody believe that they have the right to judge everyone on what they do or say, since we’ve all “known each other for so long.”

The fear of getting judged makes you overthink your outfit choices, how you present yourself, and even worse, your personality. Middle school is where it all starts.

But, to put it bluntly: I enjoyed middle school up until I hit the 8th grade.

Why? Because when I was in the 5th and 6th grade, I was still a kid. And I know, I’m only 13 right now, I don’t have much space to speak- but really. I was only 9-11 years-old and to be honest, those are the last years I had before I hit the awkward ones. Once I was 12 years-old, I was in that weird space between child and teenager and people always seemed to be treating me as one or the other, and I found myself impatiently waiting for my 13th birthday to come.

I regret this immensely.

Instead of just letting myself be a kid for that last year, I tried to rush into being 13. I’m now turning 14 in less than four months and I’ve realized that being 13 years old hasn’t been the fantasy I once thought it would be. Instead, I experienced my first heartbreak (don’t ask), had truly felt stress for the first time, struggled to keep my grades up, worried about my future, dealt with horrible rumours being spread about me, lost many friends, started having rocky relationships with some loved ones, all the while trying to find myself. As much as these things seem unconcerning to many, it’s tough to deal with this kind of stuff at 13.

There was a point where I dreaded going to school and begged my parents to let me stay home. But, there was also a point where I decided to just face whatever I needed to at school. A point where I got stronger mentally, and didn’t need to avoid going there for a few people who thought that spreading untrue rumours about me and this one other person would be their form of entertainment.

I found that a quote that said:

That is what motivated me to finish off my Grade 7 and 8 years.

To conclude this post, I’m going to say a cliché thing that’s spoken too often, but is quite honestly one of the truest statements to exist. T hings do get better.  Everybody goes through hardships. It’s up to you how you’ll deal with them, and how you’ll get through them. If you’re going through something, speak to someone, because fake happiness is truly the worst sadness.

Go to school. No matter how two-faced people are, how hard the work is: school is important. Focus on what matters most. Your family, your friends, your academics. Don’t get distracted by things that won’t matter in the long run.

All in all, I garnered experiences in middle school, experiences that I wouldn’t have gotten anywhere else. I reckon these will stay with me my entire life.

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15 Inspiring Personal Narrative Examples for Writers

Reveal a part of yourself in your essay.

Students start writing personal narratives at a young age, learning to use descriptive language to tell a story about their own experiences. Try sharing these personal narrative examples for elementary, middle, and high school to help them understand this essay form.

What is a personal narrative?

Think of a narrative essay like telling a story. Use descriptive language, and be sure you have a beginning, middle, and end. The essay should recount your personal experiences, including your thoughts, feelings, and actions.

Learn more about personal narrative essays here:

• What Is Narrative Writing, and How Do I Teach It in the Classroom?
• Engaging Personal Narrative Ideas for Kids and Teens
• Best Mentor Texts for Narrative Writing in Elementary School

Elementary School Personal Narrative Examples

In elementary school, personal narratives might be quite short, just a paragraph or two. The key is to encourage kids to embrace a personal style of writing, one that speaks in their own voice. Take a look at these elementary school personal narrative essay examples for inspiration.

The Horrible Day

“next i fell asleep in my cereal and my brother stole my toast”—anonymous student.

In this short personal narrative written by a 2nd grader, the author describes a bad day with lots of details and an informal tone. It’s a great model for your youngest writers.

Read the full essay: The Horrible Day at Thoughtful Learning

Keep an Eye on the Sky!

“as we made our way out to the field, my stomach slowly turned into a giant knot of fear.” —anonymous student.

Any student who dreads gym class will connect with this essay, which turns a challenge into a triumph. This narrative from Time for Kids is annotated, with highlighted details and tips to help kids write their own essay.

Read the full essay: Keep an Eye on the Sky! at Time for Kids

Grandpa, Chaz, and Me

“i really miss grandpa, and so does my brother, even though he never met him.” —cody, 4th grade student.

Written by a 4th grader, this essay relates the author’s loss of a grandfather at a very young age. Using simple, personal language, they tell a compelling story in a few short paragraphs.

Read the full essay: Grandpa, Chaz, and Me at Thoughtful Learning

Surviving an Embarrassing Situation

“i had made the shot in the wrong basket, giving the green shirts the win” —anonymous student.

Personal narratives tell a story, with a beginning, middle, and end. This annotated essay outlines those parts, making it easier for young writers to do the same in their own writing.

Read the full essay: Surviving an Embarrassing Situation at Sopris West Educational Services

“Do you have a friend who loves you?” —Kendra, 4th grade student

Writing about friends gives writers the chance to describe someone’s physical characteristics and personality. This 4th grade essay uses personal details to bring a beloved friend to life.

Read the full essay: Ann at Thoughtful Learning

Middle School Personal Narrative Examples

By middle school, personal narratives are longer and more involved, telling more detailed stories and experiences. These middle school personal narrative essay examples model strong writing skills for this age group.

“As thoughts of certain death run through my mind, the world appears a precious, treasured place.” —Amy, student

Describing an opportunity to overcome your worst fears makes an excellent personal narrative topic. The vivid descriptions of the landscape and the author’s feelings help the reader make a strong connection to the author.

Read the full essay: The Climb at Thoughtful Learning

The Best Friend Question

“i’ve often wondered, does not having a best friend make me defective” —blanche li, age 13, diablo vista middle school, danville, california.

When her Spanish teacher asked students for an essay describing their best friend, 13-year-old Blanche Li fell back on her standard story: that of a made-up person. Here, she explains why she made up “Haley” and wonders what having an imaginary best friend says about her.

Read the full essay: The Best Friend Question at The New York Times

The Racist Warehouse

“i didn’t know racism was still around; i thought that situation had died along with dr. king.” —alicia, 8th grade student.

Strong personal narratives often relate the way the author learned an important life lesson. Here, an 8th grader describes her first experience with racism, in an essay that will sadly ring true with many readers.

Read the full essay: The Racist Warehouse at Thoughtful Teaching

“For the first time, we realized that we didn’t know how to express our voice, and we always suppressed it.” —Jocelyn C., 7th grade student, Texas

Seventh-grader Jocelyn C. describes the unique experience of spending two years living in an RV with her family, traveling the country. She relates the ups and downs of their trip, illustrating the way her family learned to live together in close quarters and embrace the adventure.

Read the full essay: RV Journey at Write From the Heart

An Eight Pound Rival

“i’m trying to accept that he didn’t mean to dominate the center stage all the time, that’s just one of the many lovable assets of his personality.”.

A new sibling can change everything in a family, especially when you’ve always been the baby. This middle schooler explains her challenging relationship with a little brother that she loves, even when he drives her a bit crazy. (Find this essay on page 42 at the link.)

Read the full essay: An Eight Pound Rival at Teaching That Makes Sense

High School Personal Narrative Examples

High school students have more complex stories to tell, though they’re sometimes reluctant to do so. Reading personal narrative essay examples like these can encourage them to open up and get their thoughts, feelings, and ideas down on the page.

Sorry, Wrong Number

“when i received the first text, i was a playful sixth grader, always finding sly ways to be subversive in school and with friends.” —michelle ahn, high school student.

When Michelle Ahn was 11, she started getting texts for a wrong number, a man named Jared. Rather than correcting the error, she spends the next few years occasionally engaging with his texters as “Jared,” learning more about him. Though she finally comes clean, her time as “Jared” exposes her to a way of life very different from her own, and opens her eyes to the inner lives of others.

Read the full essay: Sorry, Wrong Number at The New York Times

Caught in the Net

“little does everyone else know how often i’m not doing school research or paper writing; instead i’m aimlessly writing emails or chatting with internet friends and family hundreds of miles away.” —kim, college student.

Even before social media and smartphones swept the world, internet addiction had become a problem. Here, a student shares her experiences in AOL chat rooms, meeting people from around the globe. Eventually, she realizes she’s sacrificing life in the real world for her digital friends and experiences, and works to find the right balance.

Read the full essay: Caught in the Net at Thoughtful Learning

Nothing Extraordinary

“an uneasy feeling started to settle in my chest. i tried to push it out, but once it took root it refused to be yanked up and tossed away.” —jeniffer kim, high school student.

During an ordinary shopping trip, high schooler Jenniffer Kim suddenly realizes she’s ashamed of her mother. At the same time, she recognizes all the sacrifices her mom has made for her, and gladly takes the chance to make a tiny sacrifice of her own.

Read the full essay: Nothing Extraordinary at The New York Times

The Pot Calling the Kettle Black

“at this point in life, i had not yet learned to be gentle with myself, or others.” —anonymous student.

A teen who lives with bipolar disorder recounts a difficult conversation with her parents, in which her mother dismisses her as “crazy.” A few years later, this same teen finds herself in the emergency room, where her mother has just tried to die by suicide. “Crazy!” the daughter thinks. After her mother also receives a bipolar disorder diagnosis, the author concludes, “‘Crazy’ is a term devised to dismiss people.”

Read the full essay: The Pot Calling the Kettle Black at Pressbooks

What a Black Woman Wishes Her Adoptive White Parents Knew

“i know that i am different, but do not have the words to understand how.” —mariama lockington.

Though not written by a high schooler, this essay by Mariama Lockington makes an excellent mentor text for this age group. Lockington dives deep into her feelings about being adopted by parents of a different race, and shares her challenges in poignant language that speaks directly to the reader.

Read the full essay: What a Black Woman Wishes Her Adoptive White Parents Knew at Buzzfeed News

Do you use personal narrative examples as mentor texts in your classroom? Come share your experiences and ask for advice in the We Are Teachers HELPLINE group on Facebook !

Plus, strong persuasive writing examples (essays, speeches, ads, and more) ..

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65 Engaging Personal Narrative Ideas for Kids and Teens

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• Oct 25, 2022

Personal Narrative Writing in Middle School: Digging Deeper

Updated: Oct 25, 2022

For years, I didn't do personal narrative writing in middle school. In fact, I wrote an entire blog post about why I didn't do it . Main reason...it's been done before in many years prior to when those students came to you, especially if teachers prior use writing workshop.

However, I've grown to embrace it again. The biggest reason why is because I think it helps build a classroom community. I decided to go with personal narrative instead of my usual fiction writing in response to reading during the pandemic. I felt, since the kids were remote, this was a good way to get to know each other a little better.

I did peruse Lucy Calkins' Personal Narrative unit for the digital notebook, however, as I went through the unit, I changed a lot.

I like to have the students do a quick narrative based on a person in their lives . The idea of writing about a special moment with a person has been done a lot up until this point so I feel it's an easy way to get a sense of where they are. I have them start with listing moments with an important person. They pick one of those moments to write about.

I don't necessarily need an entire story; I just want them to show me what they can do.

Getting Started

If you don't know already, a personal narrative focuses on a small moment , not an entire day, trip, game, etc. In the earlier grades, teachers spend a lot of time on this (think less watermelon, more seed). At this point, I feel that students just need a refresher.

I like to do this through mentor texts . I provide students with actual written student narratives from my past students. (Here are two you can use. These are by actual students, so definitely not perfect examples. Student Narrative #1 and Student Narrative #2 ).

Students go in to highlight specifically the small moment components of the stories. We discuss how these stories are small moments (or not) and they also start analyzing what the stories did well (or not).

I think it is super valuable to see other students' stories to give students perspective of what's expected or what can be improved.

Brainstorming

Students begin to brainstorm by thinking of a place that is important to them. I tell them to be as specific as possible.

Their idea may be big, but then they make a map of the place. The map is more focused on the moments that happened in the place. They then pick one of those moments in the place and write long about it.

Next, I have students write about moments that mattered. For this, I like to do Show and Tell . I tell students a few days before to bring in an item that is important to them. This should symbolize something or someone that is important in their lives. This goes so well! It goes beyond just what the objects are, but also what they can represent.

They use that object to brainstorm ideas within the topics of "first times", "last times", and "moments I learned something" . For example, I showed a picture of my husband and me at my brother's wedding. This was important to me because it was the first time I had left my son with another babysitter. I was dealing with post-partum anxiety. This stemmed lots of ideas: first time I left my son with a babysitter, first time I had an anxiety attack, the LAST time I had an anxiety attack, the first time I changed a diaper, the moment I learned it's important to enjoy small things, etc.

I start with students focusing on story structure . I have them look at short stories to do this. I really like "Eleven" and "Fish Cheeks". They are short and sweet and are great models for personal narrative.

They fill out the chart for those stories. We discuss, then they plan their own stories on a story structure chart.

The next day we focus on internal and external . This is something we cover in our unit prior. I do a Deep Study of Character before this and we often get into internal and external characteristics of characters. For writing, they focus on what they could be thinking (internal) in each part of their chart and what they could be doing (external) in each part.

Like everything else, we look at short stories first to see how these mentor authors do the same.

Before getting into the actual writing, I spend a day on Show Don't Tell . There are so many things you can do with this, but here's how I do it .

I usually break down each part of the story structure chart by day. So, I will do exposition one day, rising action another, etc. I will start each day with them looking at mentor expositions, etc. Each year, I've done different things. I also share MY PERSONAL NARRATIVE. This is so important; you HAVE to write what the students are expected to write .

A few things I've done:

I would share a Doc with a page or two out of a shared read aloud. I'd give them specific questions that focus on that part of the story map; for example, "how did Jason Reynolds introduce the characters in this chapter?".

I'd have them go back into whatever books they are reading and answer similar questions ("how did the author introduce setting/problem/solution?" "how did the author show feelings/thoughts/actions?").

I always share with them MY exposition, rising action, etc. Sometimes I just read it to them, other times I have them work with partners to look for similar things mentioned in the bullets before this.

It's important to look at mentors. I don't just have them go and write the whole story in a day. It's so important to break it up.

There are so many different lessons you can do. I always have to remind myself that you don't have to teach them EVERY thing. I try to keep revision pretty straightforward.

Of course, there is editing; focusing on grammar, punctuation, spelling. I like to tie in anything I do with mentor sentences or vocabulary . It's a good idea to connect it to anything you do for grammar or word study.

Four major areas of revision as per the Lucy Calkins' unit:

Looking at mentor sentences and trying it out with their own writing.

Finding the heart of the story.

Stretching out scenes (finding a moment that can use more detail and stretching it).

Slowing down the problem scene.

I don't always commit to these exactly. I do like to spend time on dialogue and elaboration . I really get into how important it is to punctuate it properly and how to tag it so it shows more description.

I also revisit their showing and not telling slides and have them apply it to their writing.

One of the very last things I do in the revision stage is have them do critique groups . This is a bit different than just them swapping Docs with each other and commenting. It's more of a dialogue.

Lastly, they finalize their draft and put it on a Padlet . This is used for lots of things. Guardians are able to see their writing. They can see each other's writing. And I have a spot with ALL of their stories.

Bottom Line

While personal narrative has been done, there is always room to grow. I really feel it depends on the group you have. It's a nice way to start the year to get to know each other. I usually spend about a month on the entire unit.

Click below to get my digital notebook for the unit!

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Our 3rd Annual Personal Narrative Writing Contest

We invite students to tell a short story about a meaningful life experience in 600 words or fewer. Contest Dates: Oct. 13 to Nov. 17, 2021

By The Learning Network

Update, Jan. 20, 2022: Winners have been announced!

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

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

For this contest, we invite you to write a personal narrative of your own about a meaningful life experience.

We’re not asking you to write to a particular theme or to use a specific structure or style, but we are looking for short, powerful stories about a particular moment or event in your life. We want to hear your story, told in your unique voice, and we hope you’ll experiment with style and form to tell a tale that matters to you, in a way you enjoy telling it.

Take a look at the full guidelines and related resources below. Please post any questions you have in the comments and we’ll answer you there, or write to us at [email protected]. And, consider hanging this PDF one-page announcement on your class bulletin board.

Here’s what you need to know:

How to submit, resources for teachers and students, frequently asked questions.

Students ages 11 to 19 anywhere in the world attending middle or high school can participate. Read the instructions carefully to determine the best way to participate.

Student Submission Form

If you can answer YES to either of these two questions, then you can use our student submission form :

Are you a middle or high school student residing in the United States or the United Kingdom who is 13 - 19 years old?

Are you a middle or high school student residing in any country outside the United States or the United Kingdom who is 16 - 19 years old?

If you are a middle or high school student who answers “No” to both of those questions, then please ask an adult to submit on your behalf.

Teacher/Parent Submission Form

Adults can submit on behalf of any middle or high school students ages 11 - 19. We offer two forms for teachers and parents. Choose which form is best for you.

Individual Submission Form: If you are an adult submitting on behalf of one student, use this submission form .

Bulk Submission Form: If you are an adult submitting entries on behalf of more than one student, use this bulk submission form .

Your narrative should be a short, powerful, true story about a meaningful experience from your own life.

It must be 600 words or fewer, not including the title.

You must be a student ages 11 to 19 in middle school or high school anywhere in the world to participate. For students in the United States, we consider middle school to begin in 6th grade. Students in lower grades cannot participate. For students outside the United States, students must be 11 years old to have their work submitted to this contest.

Your essay should be original for this contest, meaning, it should not already be published at the time of submission, whether in a school newspaper, for another contest or anywhere else.

Keep in mind your audience. You’re writing for a family newspaper, so, for example, no curse words, please.

Submit only one entry per student.

While many of our contests allow students to work in teams, for this one you must work alone.

All entries must be submitted by Nov. 17, 2021, at 11:59 p.m. Pacific using the appropriate contest form above.

Please read through all the official eligibility and submission rules before submitting your narrative. If you have questions, please see the Frequently Asked Questions section below.

A unit plan on personal narrative writing , including writing prompts, mentor texts, lesson plans and reader ideas.

An on-demand introductory webinar, Teaching Narrative Writing With The New York Times , with Learning Network staff on using writing prompts and mentor texts to prepare students for the contest.

An on-demand webinar, Personal Narratives From the Newsroom to the Classroom , featuring two guest experts — a New York Times editor who selects stirring personal stories for the popular Modern Love column, and a high school English teacher who uses our narrative-writing unit and mentor texts from The Times to help her students write college essays with voice, style and meaning.

A lesson plan, “ From ‘Lives’ to ‘Modern Love’: Writing Personal Essays With Help From The New York Times ,” on everything from avoiding “zombie nouns” to writing “dangerous” college essays.

An annotated essay from the Modern Love column, “ Annotated by the Author: ‘Why Can’t Men Say “I Love You” to Each Other?’ ”

The seven winning essays from our 2020 contest and eight essays from our 2019 contest.

Three annotated essays — “Pants on Fire,” “Speechless” and “Cracks in the Pavement” — and video interviews with past student winners that illuminate the narrative writing process.

A short video with advice from three or our past winners (embedded above).

Our collection of 550 Writing Prompts for Narrative and Personal Writing .

Our contest rubric .

Below are answers to your questions about writing, judging, the rules and teaching with this contest. Please read these thoroughly and, if you still can’t find what you’re looking for, post your query in the comments or write to us at [email protected].

Questions About Writing

What is a personal narrative?

For this contest, we’re defining a personal narrative as a short, powerful, true story about a specific experience, event or incident from your real life.

Because you’re telling a story about a particular moment rather than, say, summarizing your whole life or reflecting on your feelings about a topic, there should be a clear narrative arc — a beginning, middle and end — that is driven by a conflict of some kind that is eventually resolved or spurs an attempt at an ongoing life change.

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

And a good personal narrative not only tells a story but supplies a reason for telling it , so that readers come away with a sense of some larger meaning or a universal message they can relate to. The best essays often do this subtly and leave room for the reader’s own interpretation.

How can I make my essay stand out?

We are primarily looking for good storytelling, as explained above. But we’re also looking for writing that is vivid and engrossing. A few tips:

Hook your readers right from the start by dropping them into the scene .

Write from your own point of view in your real voice . We want to see your personality come through on the page.

Follow the adage “ show, don’t tell. ” For example, don’t simply say: “my brother was angry.” Instead, describe his clenched fists or flared nostrils. Such imagery elicits a more powerful response because readers can imagine the scenes you describe, and feel what the narrator is feeling. But be careful to avoid overly ornate or complicated wording that could detract from your story.

Try to avoid sweeping conclusions, clichés and platitudes (like “it’s always darkest before the dawn”). A strong story will clue us onto its themes without having to state them overtly.

I have no idea what to write about. Where should I start?

Everyone has a story to tell. Read essays from the Times’s personal narrative columns (linked below) or look at winning essays from 2019 and 2020 .

You might also scroll through our list of “ 550 Prompts for Narrative and Personal Writing ” that includes questions about childhood memories, friendship, travel, social media, food, sports, school and more. Try responding to a few that interest you. You might choose one that you enjoyed writing about to turn into your piece.

Can I submit my college application essay?

As long as it suits the requirements of this contest and our definition of a personal narrative above, your entry will be considered.

However, please keep in mind that we are not looking for a résumé of your accomplishments or a reflection on the themes or patterns from your life thus far, which many college applications ask for. Instead, we want a concise, compelling story about a life experience that transformed you, whether it was in a small or profound way.

Can I have someone else check my work?

You are welcome to get suggestions for revising and editing your narrative, of course, but the work you submit should be fundamentally your own.

Where can I find examples of personal narratives in The Times?

Start with the Lives column, the inspiration for this contest. It ran from 1996 to 2017 and invited writers to tell short, powerful stories about meaningful life experiences in 800 words.

Here are several more personal narrative columns from around The Times:

Modern Love , a weekly column about relationships, feelings, betrayals and revelations.

Rites of Passage , essays that explore notable life transitions and events, big, small and absurd.

Metropolitan Diary , reader tales from New York City.

On Campus , dispatches from college students, professors and administrators on higher education and university life.

Disability , essays, art and opinion exploring the lives of people living with disabilities.

Menagerie , essays that explore the strange and diverse ways the human and animal worlds intersect.

QUESTIONS ABOUT JUDGING

How will my narrative be judged?

Your work will be read by New York Times journalists as well as by Learning Network staff members and educators from around the United States. We will use this rubric to judge entries.

What’s the prize?

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

When will the winners be announced?

About two months after the contest has closed.

My essay wasn’t selected as a winner. Can you tell me why?

We receive thousands of entries for this contest, so, unfortunately, our team does not have the capacity to provide individual feedback on each student’s essay.

Questions About the Rules

Who is eligible to participate in this contest?

For this contest, we invite students ages 11 to 19 in middle school or high school to write a personal narrative. For students in the United States, we consider middle school to begin in 6th grade; students outside of the United States must be at least 11 years old to enter.

The children and stepchildren of New York Times employees are not eligible to enter this contest. Nor are students who live in the same household as those employees.

If you are not sure if you are eligible for this contest (for example, if you’re taking a gap year), please see our more detailed eligibility rules .

My personal narrative was published in my school newspaper. Can I submit it to this contest?

No. We ask that your narrative be original for this contest. Please don’t submit anything you have already published at the time of submission, whether in a school newspaper, for another contest or anywhere else.

Who can I contact if I have questions about this contest or am having issues submitting my entry?

Leave a comment on this post or write to us at [email protected].

QUESTIONS ABOUT TEACHING WITH THIS CONTEST

I’m a teacher. What resources do you have to help me teach with this contest?

Start with our unit plan for personal narrative writing . It includes writing prompts, mentor texts and lesson plans that can support this contest. To learn more about how to teach with this unit, watch our on-demand webinar .

You can also use winning essays from 2019 and 2020 as student examples.

Do my students need a New York Times subscription to access these resources?

Students can get free access to Times pieces through The Learning Network . All the activities for students on our site, including mentor texts and writing prompts, plus the Times articles they link to, are free. Students can search for articles using the search tool on our home page.

However, if you are interested in learning more about school subscriptions, visit this page .

How do my students prove to me that they entered this contest?

After they submit their essays, students should receive an email from The New York Times with the subject heading “Thank you for your submission to our Personal Narrative Contest,” which they can forward to you to show their entry has been accepted.

Bell Ringers

Middle school narrative writing made simple.

For the first few years that I taught, I hated teaching narrative writing to my middle schoolers. Writing days meant endless stress. Students were constantly calling my name. There were nonstop problems. Students hardly made progress with their narrative essays because they didn’t know what to do or were waiting on me to help them. It was terrible!

Fast forward to the present day, I look forward to narrative writing in my classroom. Writing days often mean a lot of productivity and a rather calm classroom. So, what has changed to transform my opinion on writing days?

I began using reference sheets! Throughout this blog, I’ll share how reference sheets for narrative writing are the way to a simple, productive middle school writing unit.

What is narrative writing?

Before I dive too deep into reference sheets, I want to make sure we are on the same page with narrative essays. A narrative essay can be fiction or nonfiction . Sometimes narratives are called short stories or personal narratives. Essentially, narratives are stories.

What makes narrative writing so exciting for students is the opportunity to create a detailed story. Whether the story is fiction or nonfiction, the space to add imagery, details, and imagination are huge perks for more creative students.

The downside is that many students can get lost in narratives. For some, the ability for your creativity to run wild can leave them with option paralysis. For others, they are so excited to tell their story that they leave every grammar and language rule behind. 

What are reference sheets?

As I spoke about, writing used to be a chaotic experience for me (and my students). I decided I either had to clone myself to help more kids or find a way for the kids to help themselves (and since cloning wasn’t an option…). Enter the reference sheets.

A reference sheet is probably what it sounds like. They are pages of notes that students can reference for information . You can actually snag ALL my narrative writing reference pages in a cute booklet FOR FREE by clicking HERE .

The goal is that students use these reference pages when they are stuck or have questions during writing. Instead of you being the first person they get information from, the reference sheet becomes their guide. Kinda like that three before me rule.

These reference guides can have anything you want in them, but you want to stick to key, need-to-know information. For narrative essays, this might look like dialogue, writing an introduction / body / conclusion, editing, and so forth. The reference page should be easy to find and read through. It can even contain examples for students to reference and model their essay after.

How Reference Sheets Saved my Writing Unit

Before reference sheets, I could easily earn 10,000 steps walking circles around my classroom. I never actually sat down with a student for long to dig deep into their writing. Instead, I was just trying to keep students motivated to write or answer questions like, “Do I put a comma here?”

With reference sheets, my writing routine changed. Here’s what my class now looks like during narrative writing.

• Mini-lesson : I introduce the skill I want students to work on today with their writing. For example, if I want students to add dialogue or edit dialogue in their narrative today, I will provide a mini-lesson on punctuation and placement of dialogue. During the mini-lesson, students will have a reference sheet I made, and we will use it to move through the mini-lesson.
• Example : Next, I will provide some sort of example to my students to model the skill. This example may also be on the reference page I gave them, or it might not. I’ll engage students in the example, and ask them to apply the skill.
• Independent Work : Students are now familiar with their specific skill and task of the day, and they have a go-to guide if they need it. Students are then challenged with working diligently to apply the new skill to their own writing. If they get stuck, they will consult the reference sheet before me.
• Conferences : While independent workers use their reference sheets to edit their writing, certain students will meet with me. Having the majority of the class work independently and not depend on me to answer so many questions frees up time to reteach, clarify, or simply talk to students about their writing. Often I do these in small groups to make use of time.
• Exit Ticket: Lastly, I try to engage students in some type of sharing. They can share something they are proud of, something they wrote, or a question they have.

This type of structure on a writing day would not be possible without my students being able to help themselves and have quick access to information. It’s all thanks to a reference page. Wanna learn more about how I plan my narrative writing units? Check out my other blog post!

If you want to try out reference pages in your own classroom, I have a narrative writing reference booklet ready with all the essential information your students will need. . It will save you time and sanity on your writing days. You can check out that resource here. It includes skills such as plot, details, transitions, dialogue, and much more.

I hope you try out reference pages of your own to see the magic happen in your classroom! If you aren’t sure where to start, try the writing day schedule I wrote about above. You can tweak it for your own students.

• Read more about: Middle School Writing

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My Middle School Life Experience - Essay Example

• Subject: English
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Home — Essay Samples — Life — Life Experiences — Personal Experience

Personal Experience Essays

Personal experiences are the threads that weave the fabric of our lives. Writing a personal experience essay isn't just about storytelling; it's about finding meaning, connecting with others, and leaving your mark on the world. So, why should you write an essay about your personal experiences? Let's explore the importance together! 🌟

Personal Experience Essay Topics 📝

Selecting the right essay topic is key to crafting a compelling narrative. Here's how to pick one:

Personal Experience Argumentative Essay 🤨

Argumentative essays based on personal experiences require you to defend a viewpoint or argument. Here are ten intriguing topics:

• 1. Argue for or against the idea that personal experiences are the most influential factors shaping an individual's personality.
• 2. Defend your perspective on whether overcoming adversity through personal experiences builds stronger character.
• 3. Debate the impact of personal experiences on shaping one's political beliefs and values.
• 4. Argue for the significance of sharing personal experiences in order to promote empathy and understanding among diverse communities.
• 5. Defend the idea that personal experiences play a crucial role in career development and decision-making.
• 6. Debate the ethical implications of sharing deeply personal experiences in the era of social media and oversharing.
• 7. Argue for the therapeutic benefits of writing about and reflecting on personal experiences.
• 8. Defend your perspective on whether personal experiences should be a central part of school curricula.
• 9. Debate the influence of personal experiences on an individual's approach to health and wellness.
• 10. Argue for or against the notion that personal experiences can serve as catalysts for social change and activism.

Personal Experience Cause and Effect Essay 🤯

Cause and effect essays based on personal experiences explore the reasons behind events and their consequences. Here are ten topics to consider:

• 1. Analyze the causes and effects of a life-changing personal experience on your academic or career choices.
• 2. Examine how personal experiences can lead to personal growth, increased self-awareness, and improved well-being.
• 3. Investigate the effects of travel experiences on personal perspectives and cultural understanding.
• 4. Analyze the causes and consequences of sharing personal experiences with others, including its impact on relationships.
• 5. Examine how personal experiences can influence one's hobbies, interests, and leisure activities.
• 6. Investigate the impact of a significant personal experience on your family dynamics and relationships.
• 7. Analyze the causes of personal transformation through exposure to diverse cultures and environments.
• 8. Examine how personal experiences can shape one's attitude toward risk-taking and adventure.
• 9. Investigate the effects of sharing personal experiences through writing, art, or storytelling on your personal well-being.
• 10. Analyze the causes and consequences of personal experiences that challenge societal norms and expectations.

Personal Experience Opinion Essay 😌

Opinion essays based on personal experiences allow you to express your subjective viewpoints. Here are ten topics to consider:

• 1. Share your opinion on the importance of documenting personal experiences for future generations.
• 2. Discuss your perspective on whether personal experiences should be kept private or shared openly.
• 3. Express your thoughts on how personal experiences have shaped your sense of identity and self-worth.
• 4. Debate the significance of personal experiences in fostering empathy and compassion among individuals and communities.
• 5. Share your views on the role of personal experiences in building resilience and coping with life's challenges.
• 6. Discuss the impact of personal experiences on your approach to decision-making and problem-solving.
• 7. Express your opinion on the therapeutic benefits of writing or talking about personal experiences.
• 8. Debate the influence of personal experiences on your sense of purpose and life goals.
• 9. Share your perspective on how personal experiences can inspire creativity and artistic expression.
• 10. Discuss your favorite personal experience and the lessons or insights it has provided.

Personal Experience Informative Essay 🧐

Informative essays based on personal experiences aim to educate readers. Here are ten informative topics to explore:

• 1. Provide an in-depth analysis of the impact of a specific personal experience on your career choices and aspirations.
• 2. Explore the therapeutic benefits of journaling and writing about personal experiences for mental health and well-being.
• 3. Investigate the history and significance of storytelling as a means of preserving personal experiences and cultural heritage.
• 4. Analyze the connection between personal experiences and the development of emotional intelligence.
• 5. Examine the influence of personal experiences on decision-making processes and risk assessment.
• 6. Investigate the role of personal experiences in shaping cultural perceptions and worldviews.
• 7. Provide insights into the art of crafting compelling narratives based on personal experiences.
• 8. Analyze the impact of personal experiences on an individual's resilience and ability to adapt to change.
• 9. Examine how personal experiences can serve as valuable life lessons and sources of wisdom.
• 10. Investigate the therapeutic benefits of group discussions and support networks for individuals sharing similar personal experiences.

Personal Experience Essay Example 📄

Personal experience thesis statement examples 📜.

Here are five examples of strong thesis statements for your personal experience essay:

• 1. "Through the lens of personal experiences, we uncover the profound impact that seemingly ordinary moments can have on our lives, reshaping our perspectives and guiding our journeys."
• 2. "Personal experiences serve as powerful mirrors reflecting our growth, resilience, and capacity to navigate life's challenges, ultimately shaping the narratives of our existence."
• 3. "The sharing of personal experiences is an act of vulnerability and courage, fostering connections, empathy, and a deeper understanding of the human condition."
• 4. "Our personal experiences are the brushstrokes on the canvas of our identity, influencing our choices, values, and the stories we tell ourselves and others."
• 5. "In exploring personal experiences, we embark on a journey of self-discovery, unlocking the untold stories that shape our uniqueness and enrich our shared human tapestry."

Personal Experience Essay Introduction Examples 🚀

Here are three captivating introduction paragraphs to kickstart your essay:

• 1. "Amid the chaos of everyday life, our personal experiences are the constellations that guide us, the moments that define us. As we embark on this essay journey into the depths of our own stories, we unravel the threads of our existence, each tale a testament to the power of the personal."
• 2. "Picture a canvas where the brushstrokes are the chapters of your life—a canvas waiting for you to paint your experiences, thoughts, and emotions. The personal experience essay is your opportunity to create a masterpiece that reflects the colors of your journey."
• 3. "In a world of noise and distractions, our personal experiences are the melodies that resonate within us. As we venture into the heart of this essay, we uncover the symphony of our lives—a composition of highs, lows, and the beauty in between."

Personal Experience Conclusion Examples 🌟

Conclude your essay with impact using these examples:

• 1. "As we close the chapter on this exploration of personal experiences, we are reminded that our stories are the threads that connect us all. The journey continues, and each experience, no matter how small, contributes to the tapestry of our shared humanity."
• 2. "In the final brushstroke of our personal experience essay, we recognize that our stories are not finite; they are ever-evolving, ever-inspiring. The canvas of life awaits, ready for us to create new narratives and continue shaping our destinies."
• 3. "As the echoes of our personal experiences linger, we stand at the intersection of past, present, and future. The essay's conclusion is but a pause in the symphony of our lives, with countless more notes to be played and stories to be written."

How My Life Experiences Have Shaped My Personal and Academic Growth

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Memories of happiness and accomplishments in my life, life experience that made me who i am, how i have learnt to appreciate people, the importance of positive people around you, a narrative about regrets in life, the influence of grandmother on my life, mistakes made and lessons learned, my experience in learning to read and write, personal writing: my childhood story, personal writing: experience at the mall, basketball court – my second home, the lessons i have learnt from my life experience, the best travel experience of my life - burma, changing my view of life, the beginning of my nightmare: first day of high school, a personal experience of a course of multicultural education, the lessons i’ve learned in middle school, shyness is not always a curse, relevant topics.

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• Childhood Memories
• Law of Life
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Should I mention middle school in one of my short essays? Answered

The question is asking how I learned from failure and I talked about i didn't get on the cheer team so I cofounded the sprit squad instead

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If the essay mentions something from middle school briefly, it's fine, but if the whole essay is on something that happened back then, it's not ideal. Colleges want to know what kind of person you were in high school, as that gives them the best idea of who you'll be in college.

So in your situation, if you didn't make the cheer team in middle school, but started the spirit team in high school, that would probably be fine, as long as the middle school part is not the focus of the essay. But if everything happened in middle school, then you might want to reflect on a high school experience that demonstrates the same traits.

Hope this helps, and let me know if you have more questions!

Why not) It's a really good story that tells a lot about your personality. If it's not written to talk only about your high school experience, I think you should feel free to add it.

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