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Class 9 Essay Topics | Interesting Essay Writing Topics & Ideas for 9th Grade

May 2, 2023 by Veerendra

Get inspired with great narratives and Class 9 Essay Topics. Avail the Grade Specific Essay Writing Topics curated belonging to different categories. Bring up the Creative Mind and Imagination in you by referring to the 9th Standard Essay Topics. Enhance your Vocabulary with the Grade 9 Essay Writing Topics & Ideas and express your thoughts into essays on your own. 9th Std Essays are beneficial to win prizes in your competitions or speeches.

Essay Topics List for Grade 9 Students & Children

Not everyone can express their views in the form of Essays.  Try to read the Class 9th Essays belonging to diverse categories. All of them are given in an efficient manner and you can access the Grade 9 Essay Topics of different subjects via quick links available. The 9th Standard Essay Topics prevailing encourages self-study among kids and gives a fair idea on what to write on several topics.

• Essay on School’s Surroundings and Examinations
• Essay on Festivals
• Essay on Persons We Come Across
• Essay on About Myself
• Essay on Relationships
• Essay on Visits
• Essay on Scenes, Sights, and Journeys
• Essay on Health and Fitness
• Essay on Personalities/People
• Essay on Events
• Essay on Monuments
• Essay on Vacation/Holidays
• Nature Essay
• Essay on Sports
• Essay on Cities
• Essay on Life
• Essay on Animals
• General Essays
• Global Warming
• Essay on Environmental Issues & Awareness
• Essay Topics Based on Proverbs
• Essay on Moral Values
• Education Essay
• Essay on India
• Essay on Science & Technology
• Essay on Social Issues & Social Awareness
• Argumentative Essay Topics

FAQs on 9th Class Essay Writing Topics & Ideas

1. Where do I get Subject Specific 9th Standard Essay Topics?

You can get Subject Specific 9th Standard Essay Topics on our page.

2. How to access Grade 9 Essay Writing Topics & Ideas?

All you need to do is simply tap on the quick links available to access Class 9th Essay Writing Topics & Ideas.

3. Is there any website that provides the 9th Class Essay Suggestions free of cost?

Aplustopper.com is a trusted portal that provides the 9th Class Essay Suggestions free of cost on our page.

Hoping the knowledge shared regarding the 9th Std Essay Topics has helped you a lot. Do leave us your suggestions via the comment section and we will look into them and add them at the earliest. Stay in touch with our site to avail latest updates on Essays of Different Classes.

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by Michelle Boyd Waters, M.Ed.  

Essays Every High School Student Should Read

December 4, 2016 in  Pedagogy

One of the most important goals of any English class should be to help students learn how to express themselves to an audience — how to tell their own stories, how to provide much-needed information, and how to convince others to see things from a different perspective.

Below are some essays students can read, not only to help them see how such writing is done in the real world, but also to learn more about the world around them.

[bctt tweet=”Need a #mentortext for student essays? Check out these exemplars for personal narrative, argumentative, and expository essay writing.”]

Note : This is a living list. I will continue adding to it as I find important essays and articles, and as my readers make suggestions.

If You Think Racism Doesn’t Exist by Jordan Womack | Lesson Plan

A 17-year-old Oklahoma author details incidents of discrimination he has faced within his own community. Brief, yet impactful, the author’s authenticity strikes readers at their core and naturally leads the audience to consider other perspectives.

Facebook hack ‘worse than when my house burned down’ says teacher by Michelle Boyd Waters, M.Ed.

When a hacker destroyed my Facebook account and I couldn’t find a way to reach out to Facebook, I decided to use my story, voice, and platform to shed light on a situation faced by people around the world. This can serve as a mentor text for students writing personal narratives on shared experiences in the context of current events.

Letter from a Vietnamese to an Iraqi Refugee by Andrew Lam

Vietnamese lecturer, journalist, and author Andrew Lam offers advice in this letter to a young Iraqi refugee he sees in a photograph on the Internet.

Allowing Teenage Boys to Love Their Friends by Jan Hoffman

Learn why early and lifelong friendships are as vital for boys as they are for girls and what happens when those friendships are fractured.

Chris Cecil: Plagiarism Gets You Fired by Leonard Pitts Jr

The Miami Herald columnist and 2004 Pulitzer Prize for Commentary winner castigates a Georgia newspaper editor for plagiarizing his work. This column would go great with this followup article from The Boston Globe: Ga. Editor is Fired for Lifting Columns .

Class Dismissed by Walter Kirn

The author of Lost in the Meritocracy postulates that getting rid of the high school senior year might be good for students.

Complaint Box | Packaging by Dylan Quinn

A high school junior complains about the impossible-to-open packaging faced by consumers of everything “from action figures to zip drives.”

Drowning in Dishes, but Finding a Home  by Danial Adkison

In this 2014 essay, a teenager learns important lessons from his boss at Pizza Hut.

How to Tame a Wild Tongue by Gloria Anzaldua

An American scholar of Chicana cultural theory discusses how she maintained her identity by refusing to submit to linguistic terrorism.

Humble Beast: Samaje Perine by John Rohde

The five-time Oklahoma Sportswriter of the Year features the University of Oklahoma’s running back.

In Praise of the F Word by Mary Sherry

An adult literacy program teacher argues that allowing students to fail will actually help them.

The Joy of Reading and Writing: Superman and Me by Sherman Alexie

A Native American novelist recounts his experience loving reading and finally writing in spite of a culture that expected him to fail in the “non-Indian world” in order to be accepted.

Lane’s Legacy: One Final Ride by Keith Ryan Cartwright

A heartbreaking look back at the hours before and the circumstances surrounding Lane Frost’s untimely death, followed by reflections on his rise to fame — before and after death.

Learning to Read by Malcolm X

The 1960s Civil Rights leader writes about how educating himself in prison opened his mind and lead him to become one of the leading spokesmen for black separatism.

Learning to Read and Write by Frederick Douglass

A former slave born in 1818 discusses how he learned to read in spite of laws against teaching slaves and how reading opened his eyes to his “wretched condition, without remedy.”

Learning From Animal Friendships by Erica Goode

Scientists consider studying the phenomenon of cross-species animal friendships like the ones you see on YouTube.

Losing Everything, Except What Really Matters by Dan Barry

After a 2011 tornado destroys a house, but spares the family, a reporter writes about what’s important.

The Marked Woman by David Grann

How an Osage Indian family in Oklahoma became the prime target of one of the most sinister crimes in American history.

Meet Mikey, 8: U.S. Has Him on Watch List by Lizette Alvarez

Read about what happens if you happen to share a name of a “suspicious person” on the U.S. No-Fly List.

Newly Homeless in Japan Re-Establish Order Amid Chaos by Michael Wines

After the tsunami that resulted in nuclear disaster in 2011, a reporter writes about the “quiet bravery in the face of tragedy” of the Japanese people.

No Ordinary Joe by Rick Reilly

Why in creation did American Football Conference’s 1981 best young running back Joe Delaney jump into that pit full of water that day, even though he couldn’t swim?

Politics and the English Language By George Orwell

Animal Farm and 1984 author, Orwell correlates the degradation of the English language into multi-syllabic drivel and the corruption of the American political process.

Serving in Florida by Barbara Ehrenreich

The Nickel and Dimed: On (Not) Getting By in America author tells about her experiences attempting to survive on income of low-paying jobs.

Starvation Under the Orange Trees by John Steinbeck

John Steinbeck, who later authored the fictionalized account of Okies in California, The Grapes of Wrath, first wrote this essay documenting the starvation of migrant workers in California during the Great Depression.

To Fall in Love With Anyone, Do This by Mandy Len Catron

Is falling in love really a random event, or can two people “love smarter?”

We’ll Go Forward from this Moment by Leonard Pitts

The 2004 Pulitzer Prize for Commentary winner pens a column chronicling the toughness of the American family’s spirit in the face of the September 11, 2001 World Trade Center attacks. He wrote the column one day after the attacks.

What’s Wrong with Black English? by Rachel L. Jones

Jones, a student at Southern Illinois University in the 1980s, wrote this piece for Newsweek. In her essay, Jones adds her story and perspective to the debate over Black English.

Related topics: Mentor Texts , Teaching Writing

About the author 

Michelle Boyd Waters, M.Ed.

I am a secondary English Language Arts teacher, a University of Oklahoma student working on my doctorate in Instructional Leadership and Academic Curriculum with an concentration in English Education and co-Editor of the Oklahoma English Journal. I am constantly seeking ways to amplify students' voices and choices.

A wonderful list of essays! I have neglected to teach essays as literature (only as student writing samples before we began work on an essay, after a novel). I’m looking forward to using these!

Thank you very much! I’d love to hear (or read) your feedback on the selections. Your input can help other teachers decide which essays to teach their students.

This list looks really great. Unfortunately, the first two links I chose were not working. One took me to a professors homepage and the other never opened.

Thank you for letting us know. I checked the “If you think racism doesn’t exist” went to the WordPress.com site where the author wrote his article and “Letter from a Vietnamese to an Iraqi Refugee” went to the Huffington Post article. Is it possible that your school web filter is blocking WordPress and Huffington Post?

Thank you for this. I am teaching a summer class that prepares 8th graders for high school essay writing. Trying to find a way to make it more creative and interesting, even interactive. I like the essays. If you have ideas about specific ways to use them, beyond reading and discussion, I would love to hear them.

You’re welcome! I think additional activities would depend on who your students are, their interests, and which essay(s) you plan to use. Perhaps if you join our RTE Facebook group and tell us about your kids and the essay you want to use, we can devise some activities to help them engage. Check us out here .

Comments are closed.

30 Writing Prompts For 9th Grade Students

What’s up, 9th graders?

Writing’s a big deal, but forget grades for a second.

It’s more like figuring out who you are and how to totally rock your thoughts.

That’s where our writing prompts come in – like training wheels for your writing brain.

We’ve got a bunch of awesome prompts here to get you thinking, writing all sorts of stuff (stories, arguments, even deep thoughts!), and maybe even have a blast doing it.

So, grab a pen, open your laptop, and unleash your inner writing superstar!

Writing Prompts for 9th Graders

Imagine a world where AI has evolved to a point that machines have become sentient and have emotions, desires, and their own society. However, not all is peaceful. The machines have started an invasion against the human race. Write a short story about a day in the life of a teenager during this invasion. Describe this world in your own unique way. How have things changed for the humans and machines?

Picture yourself as a stray cat navigating through an urban city. Your life is filled with adventure, close encounters, and fleeting friendships. Your perception of the world is starkly different from that of humans. Write a journal entry as this stray cat, capturing your experiences, challenges, and observations of the human world around you.

Aliens have made contact with Earth and they’ve sent an ambassador to discuss their intentions and establish relations. Unexpectedly, they choose you, a 9th-grade student, to be their human counterpart due to your unique ability to understand their language. Write a letter to the UN Secretary-General explaining your new role, what you’ve learned from the aliens, and your recommendations for next steps.

Your school’s most beloved cookie recipe has mysteriously vanished. Rumors are swirling about a secret society of teachers being responsible. You decide to investigate. Write a detective-style story detailing your investigation and uncovering of the great cookie conspiracy. Don’t forget to include surprising twists!

You’ve found an old snow globe in your attic. But this isn’t a regular snow globe; whatever you draw and place in the globe becomes part of the miniature world inside. One day, you accidentally drop in a sketch of a terrifying creature. Write a suspenseful short story about how you handle the situation and the unexpected adventures that follow.

You discover that your best friend has been a time traveler all along. They’ve been trying to alter events to prevent a future catastrophe, but things aren’t going as planned since someone is trying to act as a villain. Write a narrative story detailing your adventures in time travel with your friend and the moral dilemmas you face when deciding whether or not to alter history.

A dollar bill goes through many hands and sees many places. Imagine what stories it could tell if it had consciousness. Write a story from the perspective of a dollar bill, narrating its journey from the moment it was printed. Make sure to incorporate a variety of scenarios and environments.

Your ordinary, somewhat boring town suddenly becomes exciting when a masked superhero starts appearing. This hero doesn’t have any superpowers, but they use their resources and wits to help people. Write a newspaper article detailing the superhero’s latest daring rescue, the mystery surrounding their identity, and the town’s reaction.

Choose your favorite fairy tale and reimagine it. Set it in the gothic world and replace the magical elements with modern technology or social media. How would Cinderella’s story change if she had an appearance of fear? What if Rapunzel lived in a high-rise apartment building that is floating on a river? Write a modern version of your chosen fairy tale, showcasing how this scenario would affect the story.

Jules Verne took us on an imaginative journey to the center of the Earth. Now it’s your turn. You and a group of scientists embark on a journey to the Earth’s core. However, the world you find beneath our feet is unlike anything ever discovered. Write a detailed adventure log of your journey, describing the fantastic sights and dangers you encounter along the way.

Imagine you have the power to create a new society from scratch. A utopia, where every citizen is content, fulfilled and their mental health being apt at all times. What would this place look like? How would it function? Write an essay detailing your vision for your utopia, including its government structure, education system, healthcare, and social norms.

You stumble upon a time machine and decide to visit your future self ten years from now. The person you meet, however, isn’t quite what you expected. Write a conversation between your current and future self, exploring the surprises and the wisdom your future self imparts.

Suppose you have the ability to switch bodies with your pet for a day. What adventures would you embark on? What might you learn about your pet and yourself? Write a narrative essay recounting your day as your pet, detailing your adventures and new perspective on life.

You receive a large, unexpected package in the mail. It’s not your birthday or any special occasion, and the package is not labeled. Curiosity piqued, you open it to find something extraordinary. Write a story describing the unboxing of this mystery gift and how its contents change your life.

Imagine you decide to run for Student Body President. Your platform is unconventional, focusing on changes never proposed before, and your campaign tactics are even more out-of-the-box. Write a campaign speech that outlines your unique platform and explains why you’re the right candidate for the presidency.

You find yourself stranded on a desert island with only three items of your choosing. Survival is your top priority, but you also need to find a way to signal for help. Write a survival guide that details how you’d use the three items to stay alive and get rescued.

Your local library is believed to be haunted. Late at night, strange sounds can be heard and books mysteriously fly off the shelves. You and a group of friends decide to investigate. Write a thrilling short story documenting your spooky adventures and the secrets you uncover.

You’ve always been fascinated by mythology and its creatures. One day, during a hike in the woods, you encounter one of these mythical beasts. Write a story about your encounter, the creature you meet, and the impact this experience has on you.

Think about a major historical event and reimagine it with a significant twist. What if the outcome had been different? What if a key figure had made a different decision? Write an alternate history story based on this event, showing how this new version could have changed the course of history.

Imagine waking up one day and all forms of technology have stopped working. No cell phones, no internet, no cars – nothing. Write a 24 hour timeline story on how it impacts your daily routine and society in general.

One day, gravity simply stops working. People and objects start to float uncontrollably. How do you and others cope with this new reality? Write a detailed narrative exploring the immediate and long-term effects of this phenomenon on daily life and human society.

You suddenly find yourself in a fantasy world filled with magical creatures and enchanted forests. However, you’re not a warrior, wizard, or rogue, but a simple cook. Write a story about how you use your unique skills and wit to become an unlikely hero and save the day.

You’re part of an interstellar exploration team sent to investigate a long-abandoned space station. Upon arrival, you find eerie signs that suggest you might not be alone. Write a thrilling short story about your team’s exploration of the space station, the mysteries you uncover, and the harrowing situations you encounter.

While on a deep-sea dive, you stumble upon a lost city submerged beneath the ocean. The city is in remarkably good condition and filled with clues about a previously unknown civilization. Write an adventure log detailing your exploration of this underwater city, the artifacts you discover, and the implications of your findings.

One day, an invisible barrier appears around your town, trapping everyone inside. No one can see it, but they can feel it, and nothing can pass through it. Write a story about how the people in your town adapt to their new circumstances and how they work together to understand and overcome the barrier.

You’ve discovered a portal to another dimension where the laws of physics don’t apply, and everything is topsy-turvy. What’s more, you can’t find your way back! Write a descriptive narrative detailing your adventures in this strange dimension and how you finally manage to return home.

In a small corner of your town, there is an old antique shop filled with curiosities. One day, you discover that the items sold there have a magical or supernatural element. Write a series of diary entries about your experiences with these unusual antiques and the enigmatic shop owner.

You’ve been accepted to a prestigious school, but instead of traditional subjects, students are taught unusual skills like time manipulation, lucid dreaming, or telepathy. Write a letter to your old friends detailing your experiences at your new school, including your favorite classes, classmates, and unexpected challenges.

Every night at exactly midnight, hauntingly beautiful music can be heard echoing throughout your neighborhood. No one knows where it’s coming from. One night, you decide to find out. Write a story about your nocturnal adventure to uncover the source of the music and what you discover in the process.

You come across an old, dusty video game in a thrift store. The game is fun but you soon realize it has a mind of its own – it’s haunted! Write a gripping short story about your eerie encounters with this haunted video game and how you confront the digital ghost.

Loved these prompts? 

Here are some other options you can explore. 

Creative Writing Prompts for Middle School 

Spark the imaginations of your middle schoolers with these captivating creative writing prompts! From thrilling adventures to heartfelt reflections, this post offers prompts designed to inspire creativity, improve writing skills, and ignite a passion for storytelling. Unleash their literary genius today!

Writing Prompts for Romeo and Juliet

Discover a treasure trove of writing prompts inspired by Shakespeare’s timeless tragedy, Romeo and Juliet. Unleash your creativity as you explore forbidden love, feuding families, and tragic destiny. Dive into the world of Verona and let your imagination soar with these captivating prompts.

Harry Potter Writing Prompts

Discover a magical world of creativity with these captivating writing prompts from the pen of J.K. Rowling! Dive into the enchanting universe, conjure your own spells, and embark on thrilling adventures. Are you ready to cast your writing spell?

Fall Writing Prompts for Middle School

Get your creative juices flowing this fall with our collection of captivating writing prompts for middle schoolers! From spooky tales to introspective musings, these prompts will inspire students to unleash their imaginations and craft captivating stories. Don’t miss out on this autumn adventure!

Opinion Writing Prompts for 4th Grade

Unlock your 4th grader’s inner wordsmith with these captivating opinion writing prompts! From defending favorite superheroes to arguing for the best ice cream flavor, this blog post is packed with engaging ideas to ignite their creativity and critical thinking skills. Let the persuasive penmanship begin!

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100 Thought-Provoking Argumentative Writing Prompts for Kids and Teens

Practice making well-reasoned arguments using research and facts.

Writing a strong argumentative essay teaches students to make a case for their own point of view without relying on emotion or passion. These argumentative essay topics provide options for kids of all ages, including controversial subjects and some that are just for fun.

School and Education Argumentative Essay Topics

Science and history argumentative essay topics, life and ethics argumentative essay topics, social justice and civics argumentative essay topics, more argumentative essay topics, what’s the difference between argumentative and persuasive essays.

These two types of essays are similar, but there are some subtle and important differences .

• Author’s purpose: In an argumentative essay, your job is to simply convince the reader that the point of view you’re presenting is valid, even if it doesn’t change their mind. Persuasive essays seek to sway the reader to adopt your point of view over any others.
• Method: Argumentative essays rely heavily on well-researched facts and logical assertions. In a persuasive essay, the writer may use a blend of emotion and facts to win over the reader.
• Audience: Persuasive essays require a specific audience, since the writer must acknowledge and attempt to overcome their potential objections. The writer of an argumentative essay is simply making a statement, so knowing their audience is less important.
• Viewpoint: A persuasive essay writer should believe their point of view is the only correct one, and try to persuade the reader to agree. Argumentative essays acknowledge other points of view, but use reason and logic to argue that the writer’s point of view is best.

Persuasive and argumentative essay topics often overlap. The difference is in how the writer approaches the topic. When you assign one of the topics below as an argumentative essay, remind students to use research, reason, and logic to make a strong but dispassionate argument.

• Should physical education be part of the standard high school curriculum?
• Schools should require recommended vaccines for all students, with very limited exceptions.
• Should all students have the ability to attend college for free?
• What one class should all high schools students be required to take and pass in order to graduate?

• Do you think homework should be required, optional, or not given at all?
• Students should/should not be able to use their phones during the school day.
• Should schools have dress codes?
• If I could change one school rule, it would be …
• Is year-round school a good idea?
• Which is better, private schools or public schools?
• Should every student have to participate in athletics?
• Do you think schools should ban junk food from their cafeterias?
• Should students be required to volunteer in their communities?
• What is the most important school subject?
• Are letter grades helpful, or should we replace them with something else?

• Should schools be allowed to ban some books from their libraries?
• Which is better, book smarts or street smarts?
• Are single-gender schools better or worse for students?
• Are computers making teachers obsolete?
• Students who fail a test should be given a chance to take it again.
• Is it acceptable to use animals for experiments and research?
• Vaping is less harmful than smoking tobacco.
• Do we really learn anything from history, or does it just repeat itself over and over?
• Is it OK to keep animals in zoos?
• Should we ban plastic bags and bottles?
• Should we still consider Pluto a planet?

• It’s important to spend tax dollars exploring space, instead of on other things.
• Is there life on other planets?
• Who was the best/worst American president?
• Should vaccines be mandatory?
• Are GMOs more helpful than harmful?
• Is animal cloning ethical?
• Should human cloning be legal?
• Should we use stem cells from human embryos for scientific research?
• Is it better to provide drug addicts with treatment instead of punishment?

• Should we ban the use of fossil fuels?
• Can we truly do anything about human-caused global warming?
• Are electric vehicles better than gas-powered ones?
• Was life really better “back in the day”?
• Choose a foreign conflict (e.g., Vietnam or Afghanistan) and argue whether or not the United States was justified in getting involved.
• The most important challenge our country is currently facing is … (e.g., immigration, gun control, economy)
• Does social media do more harm than good?
• The best country in the world is …
• Are men and women treated equally?
• Is it better to be vegetarian/vegan than to eat meat?
• Should little kids be allowed to play competitive sports?
• Who faces more peer pressure, girls or boys?
• Should kids have set bedtimes or just go to bed whenever they’re sleepy?

• Which is better, artificial Christmas trees or real ones?
• Playing violent video games is bad for kids and teens.
• Parents should track their kids using their cell phones.
• Are paper books better than e-books?
• All kids should play on the same sports teams, regardless of gender.
• All paper documents should be replaced with electronic versions.
• Is conflict necessary for change?
• Is war ever justified?
• A strong middle class is vital to the economy.

• Is the local minimum wage truly a living wage?
• Should we do away with gender-specific public bathrooms?
• Is a progressive income tax better than a flat tax?
• Capital punishment does/does not deter crime.
• Would it be better to legalize, tax, and regulate all drugs (including alcohol and cigarettes) instead of banning them?
• Parents should be punished for their minor children’s crimes.

• The government should provide free internet access for every citizen.
• Is democracy the best form of government?
• Is capitalism the best form of economy?
• Should all Americans be required to vote?
• Should we change the minimum driving age in the United States?
• Do you think the government should find a way to provide free health care for everyone?
• School-age children should be allowed to vote.
• We should/should not abolish the electoral college.
• Are “Stand Your Ground” laws effective?
• Supreme Court judges should be appointed for fixed terms.

• Does segregation still exist in the United States?
• We should/should not continue building a wall between the United States and Mexico.
• Will stricter gun control laws help control mass shootings?
• Should we make the path to American citizenship easier?
• Is the American justice system inherently racist?
• Should we redirect some or all police force funding to social services?
• Should the United States implement a universal basic income?
• Choose a fictional character and explain why they should be the next president.
• What animal makes the best pet?
• Who is the world’s best athlete, present or past?
• Which is better, reading books or watching TV?
• Is a taco a sandwich?
• Should kids be allowed to stay up as late as they want?

• What’s the best video game system?
• Kids shouldn’t have to go to school on their birthdays.
• Is video gaming a sport?
• Are beauty pageants sexist?
• Should kids get participation trophies for sports?
• Are stereotypes ever right?
• Is there any benefit to teaching proper grammar and spelling, or should we allow language to be descriptive instead of prescriptive?
• All teenagers should have part-time jobs.
• Should kids have limits on screen time?
• Is it better to read fiction or nonfiction?
• Should kids have to eat everything on their plate, even if they really don’t like something?

• Is it better to spend an hour a day reading or exercising?
• Is graffiti an act of vandalism or an art form?
• Should society hold celebrities to a high moral standard?

What are your favorite argumentative writing prompts? Come share your thoughts in the WeAreTeachers HELPLINE group on Facebook .

Also check out 100 intriguing cause and effect essay topics for students ..

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205 Essay Topics for Grade 8, 9, 10, 12 + Writing Tips [2024]

We came up with this guide to make school essay writing easy for you. Need some creative writing topics for grade 8? Or recommendations for the 11th-grade expository paper? We’ve got you!

Helpful tips and essay topics for grades 8, 9, 10, 11, and 12— our Custom-writing.org team has advice for everyone. Here, you’ll find:

• 205 great essay ideas;
• tips on how to write argumentative and persuasive papers.

In fact, our recommendations will be perfectly suitable for both middle and high school students. Still, there will be some grade-specific information. So, start with the 8th-grade essay topics and tips and read till the end!

• ✏️ 8th Grade Essay
• 📜 9th Grade Essay
• 📚 10th Grade Essay
• 🧑‍🎓 11th Grade Essay
• 🎓 12th Grade Essay

🔗 References

✏️ essay or class 8: topics & tips, top 10 essay topics for grade 8  .

• The future of print books
• Aliens in science fiction
• Why do people need art?
• What’s the point of fashion?
• Why homework is useless
• A book that changed the world
• Should all education be free?
• Should people learn foreign languages?
• The world’s biggest secret
• The next scientific breakthrough

8th Grade Essay: How to Write

You already know how to write short, simple essays. In an 8th grade, however, you need to make a point , collect evidence , and present it in your paper. This is when learners start experiencing difficulties with their essay writing.

We want to present to you some helpful tips that will help you write excellent papers. Check them out:

• Do your research. It’s especially important with argumentative, persuasive, and analytical papers. So, before you start writing, you should go to a library or at least search for information online.
• Make outlines. 8th grade is the right time to start making outlines for your essays if you haven’t made them before. It’s best to write an outline after researching the topic since you need to organize all the information.
• Be positive. Thinking of your essay as a burden won’t do you any good. You can make things easier by being more positive. Try to pretend your essay is a story you want to tell your friends. It has a main storyline ( thesis statement ), plot twists (arguments), and you wrap everything up in the end.
• Make it interesting for yourself. Find the things that excite you the most about your topic. For example, you can try to think of surprising facts you’ve learned while researching it.
• Start with 5 sentences.  Feeling overwhelmed is another factor that makes it hard to write an excellent essay. The thing to remember is that at the core of any essay there are just 5 sentences. The rest is just additional information to back them up. So, what are these sentences? 
• Thesis statement.  This is where you describe the whole idea of your paper.
• Topic sentence 1.  The first sentence develops your thesis a bit more.
• Topic sentence 2.  You add a counterargument here.
• Topic sentence 3.  Here, you explain how that counterargument helps the case and introduce ways to solve the issue.
• Conclusion.  Summarize and wrap everything up.
• Write the body paragraphs first. After they’re done, it will be easier for you to write the conclusion and introduction since they both basically summarize your whole paper.
• Always proofread and edit your essays. 8th-grade teachers are strict when it comes to mistakes and inaccuracies.

Essay Topics for Class 8 in Various Subjects

The deadline is approaching, and you’re out of ideas? This section is for you. Topics provided below can prompt you to write an excellent paper:

• Noise pollution, or Let me hear nature. Noise pollution refers to exposure to high sound levels. In your paper, examine the level of noise pollution in modern cities. Alternatively, you may concentrate on the impact it has on people or domestic animals.
• Can robots replace people? Robots perform many tasks faster and better than people do. You can think of professions that may disappear in the near future because of it. You may also think about the spheres that robots can never dominate.
• Do children need handwriting skills? Many children (and adults) hate writing by hand. Some even say that people don’t need such skills anymore. Messages are mainly typed now. What do you think about the value of handwriting skills? Should students still be taught them?
• Can people live in isolation? The COVID-19 pandemic made countries launch strict lockdowns. People had to be isolated for many weeks. Such isolation leads to health problems, such as depression and anxiety. What does it tell us about the importance of communication?
• Age-based film ratings. Do you agree that age restrictions should exist? Can some movies be excessively violent and inappropriate for some age groups? Is it a kind of discrimination? What aspects should be considered to impose age restrictions?  
• Should people go to Mars or the Moon? Why or why not?
• What can make a person truly happy?
• Who is the mightiest hero among fictional characters?
• Write about the bad habits you have and how you can get rid of them
• What is the most essential discipline at school?
• Describe humanity’s best and worst qualities
• Explain how society benefits from using the Internet
• If you could change one part of your life , what would you change, and why?
• Is it possible to fall in love with someone you’ve never met?
• If you had a time machine, what time would you travel to?
• Can you judge people without knowing them and how they live their lives?
• How would humanity change if we knew the world would end in 10 years?
• What would it be like if you couldn’t use your smartphone for a month?
• What consequences may occur if artificial intelligence keeps developing?

📜 Essay for Class 9: Topics & Tips

Top 10 essay topics for grade 9.

• What is the right age to start dating?
• Choosing your future occupation.
• Solving urgent environmental issues.
• Should animal testing be banned?
• The difference between knowledge and wisdom.
• What is the greatest invention in history?
• How important is trust in a friendship?
• What misunderstandings do you have with your parents?
• Should students discuss controversial topics in classes?
• Why do some teenagers flee from their homes?

9th-Grade Essay: How to Write

Writing grade 9 essays amounts to improving your skills, gaining more knowledge, and developing your position on various issues. If you need more details about grade 9 essays, keep reading!

First, we want to talk about different types of written assignments that you may receive:

Essays are the most common academic paper assignment that you can master with our free tips:

• Use quotes. Sometimes, when researching for your essay, you may stumble across a source that perfectly describes your thesis or some other thought you wanted to use in your paper. Why not quote it, then? Just make sure to include your own ideas as well.
• Use Wikipedia the right way. If you’ve got a topic you know nothing about, Wikipedia will quickly help you familiarize yourself with it. Another way to use it is for finding sources. Read an article on your topic and then check its reference section to select some trustworthy ones.
• You’re not the only one writing a paper. Your teacher will probably read several more works like yours. This fact makes it even more important to make your text unique and exciting.
• Your teacher won’t have enough time to reread if something’s unclear. The clarity of information will definitely influence the result, so make sure that your writing is flawless.

Essay Topics for Class 9 in Various Subjects

Below you will find unique topics for argumentative or persuasive essays:

• What is the future of music? Many people don’t like modern pop music and believe that it was better back in the day. What’s your opinion on it? Discuss what’s in store for pop music. What directions of music development can you predict?
• What makes people come up with conspiracy theories? Some people believe in the secret world government or Americas’ fake Moon mission. You can describe a particularly interesting conspiracy theory. You may also explore the reasons for the existence of such ideas.
• Can humans prevent or at least slow down global warming? Scientists are sure that human negative impact on the environment is significant. What do they think of our ability to address the problem? To what extent can we affect life on the planet?
• How much should parents control their children? Rearing children is difficult, and it’s hard to set the balance between restrictions and freedom. Should children and adolescents be allowed to behave the way they want? How can it affect children’s self-esteem in the future?
• Do best friends exist? This essay can start with the definition or description of a good friend. Can two people really be best friends ? In what situations is it impossible? Are all people able to be good friends? How can you detect fake friends?
• What extracurricular activities should be available in all schools (a specific kind of sport or art)?
• Is it a threat to people’s privacy to use cameras as a security measure?
• When is the right time to allow children to make their own life decisions?
• How does a feeling of importance influence a person’s ego?

📚 10th-Grade Essay Topics & Tips

Top 10 essay topics for grade 10.

• What makes a good parent?
• Fantasy: origins and future
• Friendships in the Information Age
• Marriage vs. cohabitation
• Your most memorable trip
• What defines a hero?
• Millennials vs. Gen Z
• Is urbanization a positive trend?
• Communism: a dream that failed
• Things to do before graduating

Grade 10 Essay: How to Write

Like any typical sophomore, you want to get good grades and write excellent essays. But what if your written assignments never grade higher than a B? Don’t give up! We can help you with it.

What follows next are the necessary attributes of an A+ essay. Pay attention to them while writing and you will surely succeed:

Read the tips below and learn about the essentials of writing excellent essays.

• Resort to advanced storytelling. Even if you’re not working on a narrative essay, you can try applying the following 3-act structure to your writing. According to Indiana University, the structure consists of 3 parts: setup, confrontation, and resolution . The acts set an uninterrupted narrative flow. As a result, the reader doesn’t even notice the transition from one part of the work to another. Here’s how to use this technique:

• Don’t let go of your ideas . The thing is always to be prepared for writing, just in case you suddenly find inspiration or a brilliant idea pops into your head. Don’t risk trying to remember it and write it down later—you’ll likely end up forgetting it. To avoid such regrettable situations, make sure to always have a notebook with you.
• Check out other people’s essays. Apart from getting ideas for the content of your essay, you’ll also be able to consider the writing style and format of the paper. The more samples you can look through, the better. You’ll see all the possible options and variations of how this type of assignment can be done.

10th-Grade Essay Topics in Various Subjects

Need creative essay ideas? Check out this list:

• Censorship and social media. Answer these questions: What is censorship related to social media content? Should any topics be considered taboo? What are the adverse outcomes of such a practice? Where is the line between censorship and fundamental rights violation?
• Music and student productivity. The essay can examine the latest findings regarding the effects of different music genres on people’s cognitive abilities. What have neuroscientists discovered? Why does music influence people in such a way? You can describe your personal attitudes and anecdotes.
• Why do people have holidays? All nations have their unique holidays. Why is that so? Do people just need more days to rest from work? Do Americans need more national holidays? You may explore the role different holidays play in the development of a nation.
• Should individuals, nations, or international bodies interfere in other people’s affairs? Thousands of messages regarding people’s suffering appear every minute. Individuals, charities, governments, and international institutions try to help people across the globe. Is this involvement always justified? Can such interference be regarded as a form of cultural expansion?
• What can national cuisine tell about a nation? Compare the national food of several countries in your essay. Think about whether the environment plays a role in developing cuisines.
• Would societies develop without the use of fossil fuels ?
• Does science fiction influence the development of technology or vice versa?
• How has school life changed throughout the last 20 years?
• What’s the best way to choose which school to go to?
• How vital is a personal understanding of people’s lives ?
• What are the consequences of having too much money?
• Do teens need to follow all of their parents’ guidelines?
• Does doing less homework make you a better student?
• How do celebrities influence the way teenagers look and behave?

Grade 10 English Essay Topics

If you’re a 10-grader, you probably write many essays for your English classes. Can’t choose a topic? Have a look at these ideas:

• The role fairy tales play in people’s lives. This essay can be concerned with the way fairy tales contribute to the norms as well as prejudice. Why do people create fairy tales? What is their place in world literature? Can children develop properly without reading them?
• The history and significance of comic books. Some people think comic books are inferior to literary works. Do you agree with this viewpoint? What role do comic books play in American society? Why did this art form appear?
• The role the setting plays in literary works. You can analyze a specific genre or a text. For example, explore how the setting reflects Emily’s character in A Rose for Emily by William Faulkner.
• Should all plastic be banned? Writing an argumentative essay is always a good idea. Students may try to decide whether plastic should be prohibited. Can people (especially in developing countries) live without plastic? What can be a cost-effective replacement?
• Oscar Wilde: a master of epigrams. Focus on his plays or The Picture of Dorian Gray . What characteristic features can be found in Wilde’s epigrams? What is the purpose of their use?
• What makes Macbeth one of the greatest literary works in English (and world) literature?
• Should students read ancient literature, such as The Epic of Gilgamesh ?
• What can we learn from books written by politicians?
• What distinguishes the epistolary genre?
• How the image of the vampire evolved: from folklore to pop culture
• Female writers in antiquity and Middle Ages
• What is the future of world literature ?

Grade 10 Essay Topics for Creative Writing

The following list of topics will inspire an outstanding composition or even a short story:

• A detective story of a failed assignment/meeting/ exam. Students become genuinely creative when they try to explain the reasons for not doing their homework . Why not make it an essay topic? Describe a force majeure that made doing something impossible.
• A dystopia or a utopia. You can create your own world based on an optimistic or pessimistic view. How perfect can a society be? What atrocities can become accepted in the future? What hierarchies, political orders, or economic models can emerge?
• A letter from a historical leader. Imagine you are a ruler of Medieval France or any other monarch. You can write a letter to your royal relative or enemy. A letter from Elizabeth I to future generations can make an excellent essay!
• Creative description. Come up with a detailed description of an interesting thing, person, or event. For example, describe a charm on your bracelet and its meaning. Describing someone’s personality traits can be another option.
• Writing memoirs . Create a biography of a historical person, fictional character, or modern celebrity. Or, imagine you became famous and write about your way to glory.
• A narrative about the most remarkable or tiresome waiting experience
• A poem about first love
• A parody of A Song of Ice and Fire
• Pretend to be a future historian analyzing a current popular song or movie (or any other artifact)
• Ponder on the nature and relevance of creativity
• Your stream of consciousness (the road to school, a minute in a class, enjoying the sunrise, and so on)
• Elaborate on the theory regarding the nature of Agent Smith of The Matrix
• Write down the associations connected with your favorite song
• Description of the dream you had last night

🧑‍🎓 Grade 11 Essay Topics & Tips

Top 10 essay topics for grade 11.

• Can positive discrimination be beneficial?
• Is violence a human invention?
• Should we give scientists more funding?
• Should science interfere with natural processes?
• Reasons for keeping a journal.
• Which country is the most difficult to live in?
• Can online education replace other forms of schooling?
• Should all countries give up their nuclear arsenals?
• Reasons why Donald Trump lost the 2020 elections.
• The role of successful athletes in popularizing sports.

11th Grade Essay: How to Write

You can consider 11th-grade essay writing to be a combination of everything you’ve learned in the previous 3 years. One of its main goals is to demonstrate that you have a clear understanding of all essential writing elements.

You’re going to have the chance to practice various forms of writing. The following tips will help you excel at it.

• Try practicing ACT Writing. ACT Writing is a test that requires you to create an essay in just 40 minutes. There are several limitations and requirements associated with it (if you want to learn more, you can check out this article by Southern Utah University on ACT tests and their characteristics ). Practicing this kind of writing with a timer can be highly beneficial for developing your skills. Here’s what you need to keep in mind:
• Ideas and analysis.  Answer the question given in the prompt as clearly as possible. You also need to demonstrate your perspective and analyze how it relates to other aspects under discussion.
• Development and support.  Explain all the points you make. The trick here is to make each explanation fit into 2 or 3 sentences—not because of word count requirements, but due to the time limit.
• Language use.  While writing your essay, make your sentences clear and easy to understand. You should also avoid repetition. You may use some terms or fancy words, but if you do, make sure you know what they mean.
• Organization.  Even though there are no strict rules for formatting your paper, it doesn’t mean you can turn it into a chaotic mess. The easiest thing to do is to separate each of your ideas into a paragraph. Make sure that the overall structure is logical, and take care of smooth transitions.
• Try the Elevator Pitch. It’s a technique salespeople use when developing a short, catchy product summary. When using this technique to write an essay for high school, you boil your ideas down to the essentials. Even though it’s a challenging task, it leaves you with a perfect summary . And you can use it to write an introduction that will undoubtedly grab your reader’s attention.
• Know the limits. It’s important to know when to stop. This statement is especially true when you’re selecting a position to take or choosing the main point you want to prove in your essay. Your argument needs to be compelling enough to capture your reader’s attention. But at the same time, you don’t want to overdo it.

Here are some other things that are better to avoid:

• An overly broad or poorly written thesis statement.
• Topic sentences without a proper focus.
• Off-topic writing.
• Inadequate conclusion.
• Inability to foresee and refute objections.
• Talking about things that are too obvious to discuss.

Essay Topics for Grade 11 in Various Subjects

Senior students are required to write about serious subjects. Here we’ve compiled a list of great thought-provoking topics to kickstart your writing:

• Pros and cons of criminalizing the sales of alcohol. Alternatively, you can think about the consequences of banning cigarettes.
• Nature vs. nurture. Researchers are still unsure whether the environment or inborn traits play a key role in people’s personal development . You may try to provide an answer to this challenging question. You can concentrate on the notorious case of Three Identical Strangers . The examination of the ethical issues related to this kind of research is also a good idea.
• Career path plans. Naturally, eleventh-graders need to consider their future careers. It can be a good idea to write a professional development plan. What kind of higher education or skills do you need? How can you acquire them?
• Autocratic and democratic regimes in the times of pandemics. You may try to compare the effectiveness of authoritarian or democratic countries when addressing the COVID-19 crisis. How do different regimes address the problem? What role does access to information play in the process? Compare the outcomes of the measures undertaken in the US and China.
• Identity in the cyber world. Adolescence is the period of paying considerable attention to one’s identity. The Internet has changed our lives, including the process of identity-making. Why do young people create fake identities in the digital environment? Do these identities affect their authentic selves?
• Can English be replaced as an international communication language any time soon?
• Is it necessary to punish those who download content from the Internet illegally?
• What digital devices can be used to improve education?
• Should everyone switch to electric or environmentally friendly vehicles?
• Do the world’s wealthiest countries help poor ones enough?
• Is it appropriate for students and teachers to interact on social media?

Grade 11 Essay Topics for Narrative Writing

Choosing the most exciting and potentially successful topic can be challenging. Here are some ideas for the best narrative papers.

• The hardest goodbye you’ve ever said. A common approach to this topic is to write about saying goodbye to a friend or loved one. Creative students may describe the moment when they said goodbye to their childhood.
• A disaster that led to good outcomes. Write about an event or action that seemed like a mistake but turned out to be beneficial. It can be connected to extracurricular activities, going to a party, taking up responsibility, etc.
• Science in our daily lives. It may seem that science is just a school subject. However, every person has conducted at least one experiment or observation in their lifetime. The narrative composition of this essay can deal with such an observation.
• The evolution of your professional inclinations. Children often dream of being athletes or movie stars. Some want to be teachers or writers. You may describe the way your idea of a dream job changed throughout your life. What factors affected this evolution?
• Conflict management. Describe a situation when you used conflict management skills. These cases can include working on a project, debating with other students, or distributing chores. What skills are needed to manage conflicts effectively?
• The most challenging aspects of being an adolescent
• Describing the first time doing something ( first day at college , first driving experience, etc.)
• The most significant event in a specific year or century
• The first considerable success in your life
• Growing up in the 21st century
• When did Murphy’s Law work in your life?
• A day in the life of the world’s happiest person
• The most important piece of advice someone gave you

11th Grade Writing Prompts & Topics for Argumentative Essays

Select a topic from the the list below and impress your teacher with a stunning essay:

• Should the system of American presidential elections be changed? During the past few years, Americans have started criticizing the existing presidential election system. The Electoral College seems outdated to many. In this essay, you may share your views on the strengths and weaknesses of the voting system.
• Should female students be encouraged to study science rather than humanities? Many researchers point out that the scientific world is highly disproportioned when it comes to gender. Women often choose to study humanities rather than sciences due to bias or lack of confidence. How can we encourage talented girls to pursue scientific careers?
• Restrictions and totalitarianism. Can governments impose restrictions related to certain areas of people’s lives? Is it a pathway to dictatorship? Can people be responsible enough to have personal limits? You can focus on such aspects as marriage age and access to information.
• Student loans: an opportunity or a burden? Student loans have become a serious issue leading to substantial economic constraints for individuals and the educational system. Older generations stress that they managed to work and pay their tuition fees . Should young people use student loans? Can they receive higher education without this financial burden?
• Is conservation a proper approach to treating endangered species? Many species are on the brink of extinction due to various reasons. Governments and non-governmental organizations try to preserve natural diversity. Conservation is one of the employed methods. Is it effective? Do people have the right to interfere with the natural evolution of species?

• Autocratic leaders and technological breakthroughs: the cases of Steve Jobs and Elon Musk
• Should physical punishment make a comeback in the American educational system?
• Should humans consume products containing GMOs?
• Should the US government invest in the exploration of outer space ?

Essay Topics for Grade 11: Persuasive Writing

When writing persuasive essays, students need to find the right words to convince their opponents or the reader. Here are some ideas for such a paper:

• Nudging is manipulation, so it should be banned. Companies and even governments often influence people’s choices. Using a coffee smell to boost the sales of food is one such technique. Is it ethical?
• Cigarettes should be banned altogether. Everybody knows of the long-term effects of smoking. The negative impact of cigarettes is severe and compatible with substance abuse. Is it necessary to make smoking cigarettes illegal?
• Blogging for young people. Many adolescents find blogging a sphere where they can excel. For some, blogging becomes a profession. However, to be a successful blogger , a person should have experience, knowledge, and skills. Do you agree that young people should study hard instead of blogging?
• Zoos cannot exist in the modern world. Animal rights gained momentum decades ago, but zoos are still popular places visited by millions. In modern zoos, animals live in cages that can be pretty spacious. However, this does not make them an appropriate place for wild animals. Is it possible to stick to wildlife parks as an alternative?
• Birth control. Birth control is a common area of concern for many countries. The Chinese government even had a policy regarding the number of children in a family. Should such policies exist? Are they effective?
• Should the age of presidential candidates be changed?
• Silent praying time at public schools: is it necessary?
• Standardized tests in schools should be banned
• Teachers should pass qualification testing regularly
• Toy manufacturers shouldn’t advertise their products on kids’ channels
• Children committing violent crimes require appropriate punishment
• Sex education is necessary for public schools

🎓 Grade 12 Essay Topics & Tips

Top 10 essay topics for grade 12.

• How do you survive isolation?
• What makes politicians lie?
• Causes of obesity in low-income groups
• Taxation as a way to address the income gap
• Outsourcing as a viable business model
• The geography of your hometown
• The end of Sumer civilization
• Low-performing schools should be closed
• Teachers should follow a dress code
• The role of economics in our everyday lives.

Grade 12 Essay: How to Write

Grade 12 essays are very similar to those you have completed before. They’re just a bit longer and require more effort and knowledge from you. Here are our tips that will help you write such essays:

• Organize your essays adequately and write strong thesis statements.
• Make your arguments well-grounded and support them with evidence.
• Use terms and various sentence structures.
• Make sure your text is grammatically correct.

Bonus: College Essay Tips

When it comes to grade 12, the trickiest writing assignment you’re likely to receive is a college application essay. Don’t worry, though: the tips below will help you ace it! Have a look:

• Keep the right amount of detail. To make your college essay memorable, choose the most exciting event from your life. Describe it in great detail, without wasting space on boring trivia. This way, you’ll paint a clear picture of what happened and how it influenced you.
• Avoid clichés. Clichés are words and phrases that are often overused and don’t add any value to our writing. Thinking outside the box and using a couple of witty phrases is a good thing. But using age-old clichés defeats the purpose.
• Make yourself memorable. Your story needs to stay in the minds of those who are going to read it. Make a strong personal statement so that even sometime later, they can pick your essay up and say, “Yes, I know this one…it’s about that student.”
• Check your essay yourself after writing the first draft. Does the story leave a powerful impression? If not, what can you do to make it better? The committee will appreciate that you’ve put some serious work into writing a personal essay.
• Don’t settle for an average result. You can do much better than that. To understand the task better, look through some college essay examples and make your work far superior to those.

For more helpful tips and topics, check out our article on writing successful college essays .

Essay Topics for Grade 12 in Various Subjects

Here are some of the current topics that can inspire an outstanding essay:

• The future of space exploration . Elon Musk has revolutionized space exploration, giving it a new life. What countries will be leaders in this sphere in the nearest future? Will people colonize Mars any time soon?
• What is the background of the Black Lives Matter movement? Discuss what connects BLM and the Civil Rights movements. What factors led to its rise in the late 2010s? What about other ethnic groups and minorities?
• Living in a post-COVID era. Will communication become more digitalized? Can we transform healthcare systems accordingly? How did the pandemic affect people’s personal lives?
• The future of movie theaters. Can they recover completely from pandemic-related restrictions? Is watching blockbusters at home a more comfortable option?
• Body positivity . Can the body-positive approach lead to unhealthy behaviors? The focus on being too slim or too fat is harmful. Is it better to focus on health and wellness? Should we establish a new health-positive trend instead of the existing appearance-based movements?
• The background of the gender pay gap in the scientific world
• To what extent can communities interfere with people’s family lives?
• The limits of the First Amendment in the contemporary USA
• How can we make political debates more civil and focused on solving problems?
• If you were a senior mentor, what wisdom would you pass on to a first-year student?
• What are effective ways of convincing people to exercise more?
• What skills should students have to convince a school that they deserve a scholarship?
• What might be the cause of World War III? What would be the consequences?
• Are books still relevant, or should we all switch to computers, iPhones, and tablets?
• How do the obstacles we encounter in life make us better?
• What sparks your desire for personal growth and self-development ?
• Without which fact, quality, or story would your life be incomplete?

Essay Topics for Grade 12: Creative Writing

Creative writing can be challenging for some students. However, an essay’s success often depends on the chosen topic. The following ideas will boost your creative potential.

• When Hulk met Mr. Hyde. It can be interesting to imagine a meeting or a battle between Mr. Hyde and his later version, Hulk. Which one is stronger? Who is more malicious?
• Happy new holiday! Come up with a brand-new holiday for the US. What can it be based on? Why do Americans need this celebration?
• Being a book on a shelf. It can be exciting to write from the perspective of a mundane object found in any home. What could books on the shelves think of? What are the biggest fears of a fridge?
• The best robot ever! Imagine that you live in a future where all people can own robots. What qualities will such robots have? What kinds of chores can they do? Can they complete school assignments for students? What ethical concerns could exist in the society of the future regarding robots?
• Home alone. The story of the eight-year-old Kevin is well-known. What would you do in his place? How challenging or relaxing can such an experience be? How soon would you feel lonely?
• Should evil be romanticized in literature and cinema?
• Being in a 14 th -century classroom
• The class in the fantasy world with fictional characters
• Imagine a global government of the future
• Being a President of the US and proclaiming an inaugural speech
• If God were one of us
• Lessons from creative people of the past
• How to find true love: a guide

Grade 12 Essay Topics for Narrative Writing

Tell your own unique story with one of our imaginative topic ideas:

• Being an activist. Youth activism is now on the rise. You can write about your personal contribution or analyze existing movements. What activities are appropriate for students of your age? Where is the line between activism and delinquency?
• Talk about your family’s values. Are they culture-based? How did religious beliefs affect these values ? Why should families have such values?
• People are responsible for those they have tamed. What did Antoine de Saint-Exupéry mean by this? What kind of responsibility is it? Does it refer to pets or people? You can write your own story of being responsible for someone.
• What to do with a billion dollars. Imagine you received an enormous sum of money. What would be the first thing to do? Think of any purchases or orders such as a house, a journey around the world, or even your own island . With this topic, it’s easy to be creative!
• The most embarrassing moment of your life . Write from experience or imagination. You can focus on a fictional or famous person. What awkward moments can politicians and movie stars go through?
• Things to say to your future self
• Becoming a true leader for peers and family
• Self-improvement plan to follow after the graduation
• Who is the role model for modern children?
• Is being a teenager as bad as people say?
• The most profound moment in your life
• The most striking news of the past year

If you need more ideas, you can try using our topic generator .

Have you found what you were looking for? We hope our guide helped you with your school essay writing. Make sure to share your experience in the comments below!

This might be interesting for you:

• Primary School Essay: Simple Writing Guide
• What Does an Excellent Essay Look Like?
• 1000-Word Essays: Quick Answers
• Breaking Down the Types of Essays
• A Complete Guide to Essay Writing
• How to Write a Good 5 Paragraph Essay
• 140 Excellent Analysis Essay Topics & Questions
• 200 Interesting Cause and Effect Essay Topics & Ideas
• 260 Good Descriptive Essay Topics and Writing Tips
• 150+ Excellent Narrative Essay Topics
• 420 Good Compare and Contrast Essay Topics
• 180 Process Essay Topics

❓ School Essay FAQ

Students write essays on every educational level. Naturally, middle school essays are different from that of a high school. But the general principle is to choose a good topic, research it, make an outline, write the essay, and proofread it.

On that level, the best choice would be to write an argumentative, informative, or narrative essay. Pick a topic that is familiar, interesting, or not too difficult for you. Then, research it, make an outline, and write your essay.

To write a 9th-grade essay, you need to:

1. Choose a suitable topic; 2. Do your research in a library or online; 3. Outline your essay; 4. Write the body paragraphs; 5. Write the introduction and the conclusion.

It’s better not to pick overly narrow college-level topics for an 8th-grade essay. It is better to write about the environment, career choice, nature, or yourself. Choose something broad enough to identify several pros and cons, causes and effects, and other essay components.

• How to Do Research: A Step-By-Step Guide, Get Started: LibGuides at Elmira College
• Overview of the Academic Essay: Harvard College Writing Center
• A Comprehensive Guide for Writing Research Papers, Humanities Edition: Southwestern University
• Student Guide to Academic Writing & Research: Accredited Online Schools
• Generate Topic Ideas Quickly and Easily: Online Research Library, Questia
• Thesis Statements: KU Writing Center
• Narrative Essays: Literacy Education Online
• Writing Topics: Thoughtful Learning K-12
• 50 Writing Prompts for All Grade Levels: Edutopia, George Lucas Educational Foundation
• 100 Persuasive Essay Topics: Grace Fleming, ThoughtCo
• Essay Tips: 7 Tips on Writing an Effective Essay: The Fastweb Team
• Essay Topics: Oral Roberts University
• Essay Topics and Tips: College of Arts and Sciences, Lewis & Clark
• UChicago Supplemental Essay Questions: The University of Chicago
• 50 Narrative Essay Topics: Reading and Writing Resource
• High School Essay Writing Course: Time4Writing
• Creative Writing Prompts: The Write Practice
• 81 Creative Writing Prompts for Writers: Writer’s Digest
• Short Story Ideas: Creative Writing Now
• 25 Controversial Topics: The Best Schools
• Research Topic Ideas: University Michigan-Flint
• Climate Change: ProCon
• Prompts for Narrative and Personal Writing: The New York Times
• Interesting Debate Topics: Udemy
• 10 Creative Writing Prompts for Story Ideas: MasterClass
• Research Topics: Frontiers
• Research Topics: National Archives
• Essay Topic Suggestions: Gallaudet University
• Past Essay Topics: University of Warwick
• Literature Topics and Research: Purdue University
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Throughout history, people have dreamed of a world without violence, where harmony and justice reign. This dream of world peace has inspired poets, philosophers, and politicians for centuries. But is it possible to achieve peace globally? Writing a world peace essay will help you find the answer to this question...

So, there are a few days left before Halloween, one of the favorite American holidays both for kids and adults. Most probably, your teacher will ask to prepare a Halloween essay. And most probably, it is not the first Halloween essay that you need to prepare. We are sure that...

An investigative essay is a piece of writing based on the information you gather by investigating the topic. Unlike regular research or term paper, this assignment requires you to conduct interviews, study archival records, or visit relevant locations—in a word, inspect things personally.  If you’re a fan of detective stories,...

A nationalism essay is focused on the idea of devotion and loyalty to one’s country and its sovereignty. In your paper, you can elaborate on its various aspects. For example, you might want to describe the phenomenon’s meaning or compare the types of nationalism. You might also be interested in...

“People for sale” is a phrase that describes exactly what human trafficking is. It also makes for an attention-grabbing title for an essay on this subject. You are going to talk about a severe problem, so it’s crucial to hook the reader from the get-go. A human trafficking essay is...

Is globalization a beneficial process? What are the pros and cons of a religious upbringing? Do the drawbacks of immigration outweigh the benefits? These questions can become a foundation for your advantages and disadvantages essay. And we have even more ideas to offer! There is nothing complicated about writing this...

This time you have to write a World War II essay, paper, or thesis. It means that you have a perfect chance to refresh those memories about the war that some of us might forget. So many words can be said about the war in that it seems you will...

Would you always go for Bill Nye the Science Guy instead of Power Rangers as a child? Were you ready to spend sleepless nights perfecting your science fair project? Or maybe you dream of a career in science? Then this guide by Custom-Writing.org is perfect for you. Here, you’ll find...

A satire essay is a creative writing assignment where you use irony and humor to criticize people’s vices or follies. It’s especially prevalent in the context of current political and social events. A satirical essay contains facts on a particular topic but presents it in a comical way. This task...

we need conversation questions for the same paragraph writing would be super.

Okay, so I’m in extension English (highest English), and we’ve just written our first essay on To Kill A Mockingbird. Last year I was getting high C’s, mostly B’s and the odd A. But this year, I have a different teacher, and he is not so satisfied with my writing. I got a C- for my first essay this year. He said my ideas were great, logical, and enthusiastic, but the way I’m writing it is not as appealing, motivating and persuasive. How can I improve my writing, so that I can easily get my ideas on the page without making them less effective?

Hi, It’s cool that you want to improve your writing. These are a few suggestions from our experts: 1) use strong thesis statements in your papers (examples are here: https://custom-writing.org/blog/thesis-statement-examples) or download our guide on how to write a thesis statement (you can see it on a pop-up when you come to our blog); 2) use examples to illustrate your position; 3) avoid using too long sentences, so that readers could follow your train of thoughts; 4) subscribe to our bi-monthly newsletter (in the upper right sidebar of the blog) and receive our expert tips directly to your e-mail. Good luck! We are sure that you will learn how to write only A+ papers pretty soon. See you!

I came to college as a mature student. Now I need to write a 4-page essay. I need help.

Hi Sarah, Thank you very much for stopping by. We would be happy to help you with your paper. You are welcome to visit other posts on our blog, or even contact our Live Chat so that our experienced writers could help you. See you, and good luck!

Thank you so much! It’s a big help. I hope I get an A* for my O/L exams this year May. Wish me luck!

Katherine, we aren’t going to wish you luck! You don’t need it:) You will get A+, that’s for sure! 🙂

But if you’re that superstitious – GOOD LUCK! 🙂

13 Must-Read Short Stories for 9th Graders

Jul 16, 2022

Making the shift from middle school to high school can be a challenge for 9th graders and for the teachers of those 9th graders! But stacking your short stories for 9th graders with selections from Edgar Allan Poe, Ray Bradbury, Langston Hughes, Roald Dahl, etc. is an easy decision. With such short stories for 9th graders in your short story unit, students will experience amazing literature that sparks their interest, makes them gasp in surprise, rolls their eyes with what really is delight, and ultimately gives them an experience of literature that sets them up for success as they continue through high school.

This post aims to make your life easier with 13 suggested short stories for 9th graders that are brimming with opportunities for learning throughout this entire year!

Need help with Test Prep? Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

What makes a good short story?

Much like beauty, the definition of a good short story is in the eye of the beholder. The beholders, in this case, are you and your students! But taking into account the following six criteria will help you, as the teacher, to make decisions about short stories for 9th graders.

• Plot – The inclusion of some plot twists is engagement gold! They will push students to read a bit more deeply, challenge their preconceptions, and develop their current skill set with comprehension and fundamental literacy skills. 
• Theme – Choosing stories with a relatable theme – an overall message – is good but not required. However, the theme can make or break a story. In 9th grade, choosing stories with a strong theme will help to establish a solid foundation of understanding for this concept.
• Characters – Characters can also make or break a story for students. A character with little dimension is less than ideal for interest and analysis. Choosing stories that students have something to dive into for the protagonist and even an antagonist is optimal. 
• Connections to Audience – A good short story will engage the reader, and nothing speaks more to a student than something they can connect with in fiction. These connections are often personal, but some can be universal such as the experiences of friendship, growing up, or even family dynamics. A good short story becomes one where students might see themselves or their experiences but even more than that will allow them to consider their experiences in a different way.
• Connections to World – Beyond making personal connections, being able to connect stories to explain our lives is also important. And, more and more, we rely on stories to help to explain our world. Finding a story that resonates with students and with the big ideas of the world provides a chance for important thinking and discussion.
• Writer’s Craft – There is something to be said for appreciating the creative art and style of a short story. Looking at plot structure, word choice, character development, and more provides students with mentor texts for their own work. This doesn’t just mean their creative writing; rather, students can use lessons about sentence types, verb conjugation, and more to aid with their paragraphs, reports, or essays.

Need back-to-school ideas? Click below for help with making the start of the year stress-free!

Selecting good short stories for 9th graders can be a mix of these six criteria, but in the end, it’s a matter of finding what will meet the needs, wants, and interests of your students. 

This list of 13 short stories for 9th graders is sure to help you find what you need for your students this year. We want good literature because it offers options for analysis and skills development too!

• The Tell-Tale Heart – Edgar Allan Poe’s classic of a character being haunted by his actions through a metaphorical heartbeat will hook students. Adding in the analysis of character and imagery is the reason this is a must-teach! Check out the bundle of activities to go with this story!
• Thank you, Ma’am – Langston Hughes’ story is one where the greater good wins out to change the course of a young man’s life. With its two-character focus, this story is ideal for character analysis and comparison. Get your copy of the full lessons here in digital and print .
• The Pedestrian – Ray Bradbury’s dystopian story set in 2131 features a man who walks the city while everyone else watches television. This seems like a simple premise, but when the man encounters the police and declares he’s a writer, the values of society are revealed. With its social commentary that remains poignant in our times, this story is a good one to explore theme. It also provides opportunities for text-to-world connections and discussion. Check out the full lessons done for you !
• The Veldt – Another of Bradbury’s science fiction short stories, this one defies all expectations with a virtual reality simulation gone quite wrong… or right depending on the point of view! To teach this story with an added focus on character and the symbolism of the title and setting, check out this bundle .
• The Gift of the Magi – O. Henry’s heartwarming story focuses on a young couple’s sacrifices to give each other meaningful holiday gifts. This story is a good choice for theme and big ideas as well as close reading and literary analysis with repetition, allusion, and irony. Check out all of the lessons for this story . 
• The Necklace – Guy de Maupassant’s story of riches to rags and letting go of one’s pride provides such a marvelous twist at the end that this is a must-teach! For lessons with close reading and textual analysis with a focus on character, setting, and theme grab this bundle that’s all ready for you!
• The Most Dangerous Game – This story by Richard Connell is about a hunter of humans rather than animals. This story will ensure students understand unexpected plotlines with comprehension quizzes, tracking story elements, and writing about the effectiveness of one key aspect. You can find complete lessons with teacher answers here . 
• The Scarlet Ibis – James Hurst tells the tragic story of a young boy nicknamed Doodle from the point of view of Doodle’s unnamed brother. This heart-wrenching story with a focus on flashbacks and foreshadowing will encourage students to examine the structure and infer the order of the story. Check out this easy-to-use bundle .
• Lamb to the Slaughter – A horror story with a side of comedy, Roald Dahl’s classic is a great option for close reading and character analysis. Get your copy of the lessons here .
• After Twenty Years – Two friends follow different life paths but plan to meet up in 20 years; however, their meeting goes awry with a delightful twist! This story by O. Henry can help students to break down the plot into chunks so they better understand character and action. Get the bundle of lessons here .
• The Monkey’s Paw – This story is best summarized as be careful what you wish for! The protagonist of W. W. Jacobs’ horror story is granted three wishes, but when he messes with fate, things go very, very wrong. Use this story to focus on summaries, particularly 1-sentence summaries, before diving into characterization. Get started with this lesson bundle .
• To Build a Fire – A classic Jack London man versus nature story in the Yukon Territories’ extremely cold setting. Explore the setting and its strong imagery with this full bundle of activities . 
• The Cask of Amontillado – This horror story, also by Poe, told from the point of view of the murderer is a tale of revenge for a wrong seemingly committed long ago. The story is brimming with character details to track and analyze. Grab your copy of the full lessons for this Poe story here . 

Want some ideas for the first days of school? Check out the post below!

Why Choose These Short Stories for 9th Graders?

Any and all of these 13 short stories for 9th graders will contribute to students’ understanding of good literature and the development of their literacy skills. Whether it’s close reading or finding and using textual evidence or even developing their thinking about character and theme, each of these short stories can help your 9th graders as they start their journey through high school. 

You can get your ultimate bundle of all 13 short stories for 9th graders plus 5 more along with tons of activities to engage your students and support their literacy skills by clicking here . Additionally, each story is aligned to the Common Core standards and integrates standardized test preparation with full teacher answers for each and every activity!  

And remember just because a story has been done once in class doesn’t mean that students can’t revisit it. Developing literacy skills is key! It’s all about making it fresh. 

While the twists of some of the stories might not be new to students, exploring more about character, writing style, and even theme can remain ‘new’ for a lesson twist! Plus, when the story’s plot and its vocabulary are familiar to students, it can mean a shift to focus on something else such as inference, prediction, making connections, and more! This means these 13 short stories for 9th graders can be equally great for 10th-graders, too!

So in the first few days of school, help students (and yourself!) with that first single step on a thousand-mile journey by including short stories for 9th graders in your back-to-school plan!

Need more fun lessons and activities that incorporate good literature? Check out my store Kristin Menke-Integrated ELA Test Prep !

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Essay Topics for Class 9 | Essay Topics for Grade 9

Essay Topics for Class 9 : Practicing essay writing, embellish the knowledge and creativity of students. To write a good essay, students need to think about and explore the connected points of the subject to make the essay sensible and impressive. Here, we have compiled a list of top essay topics for class 9 students.  You can read these essays by opening it in new tab.

Essay topics for Class 9

• Essay on ICC Men's World Cup 2023     (Click on the Topic to Read Essays)
• Essay on Ram Mandir Pran Pratishtha: A Resolution to Ramrajya
• Essay on Mission Chandrayaan 3
• Essay on Beat Plastic Pollution
• Essay on Spring Season  
• Essay on Rainy Season

Essay on Har Ghar Tiranga

• Essay on My Vision for India @ 2047
• Essay on Online Shopping
• Essay on Summer Vacation
• Essay on My School
• Essay on My Family
• Essay on My Mother
• Essay on My Father
• My Favourite Teacher
• Time Waste is Life Waste
• Essay on Bad Journalism
• Importance of Time Management
• Essay on Politics
• My Aim in Life
• Importance of Reading Books
• My Visit to Taj Mahal
• Importance of Trees
• Essay on Computer  
• Advantages and Disadvantages of Internet
• Essay on Mobile Phones
• My Best Friend

You can read these essays by clicking on the essay topic which will redirect you to the essay page. These are most important essay topics for class 9 Students. 

Essay Topics for Grade 9

• Essay on Mahatma Gandhi   (Click on the Topic to Read Essays)
• Missile Man of India
• Essay on Republic Day
• Essay on Independence Day
• Essay on Constitution Day
• Essay on Mother's Day
• Essay on Father's Day
• Essay on Teachers Day
• Essay on Holi
• Essay on Krishna Janmashtami
• Essay on Raksha Bandhan  
• Essay on Diwali
• Essay on Christmas Festival
• Essay on Pollution
• Essay on Environmental Pollution
• Essay on Noise Pollution
• Essay on Water Pollution

The above essay topics are based on important personality, important national and international days and popular festivals celebrated in India and across the world. Hope you like these essay topics for grade 9 students and it help you in your exam.

Essay Topics for Class 9 Students

• Essay on International Day of Yoga  (Click on the Topic to Read Essays)
• Essay on Water Day
• Essay on World Environment Day
• Essay on Earth Day
• Essay on Population Day
• Essay on Sports Day
• Essay on Christmas Day
• Essay on Human Rights Day
• Essay on Hindi Diwas
• Essay on Benefits of Yoga

These above essay topics for Class 9 Students is based on important national and international days . These days are celebrated world wide on different dates during the calendar year to highlight the importance of the subject of the date. Therefore, these essay topics are very important essay topics for class 9 students . Hope you liked this article on essay topics for class 9  students and it helped you in your exam preparation.

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Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

9th - 10th Grade Writing

For ninth and tenth graders, this Common Core area helps students gain mastery of writing skills by working collaboratively and producing written texts, understanding syntax and vocabulary, and organizing their ideas. Among the complete standards for this grade, ninth and tenth graders will be asked to: support the claims of their arguments with evidence, valid reasoning, and credible sources and support it with an understand of relationships between claims and an understanding of the audience, use a formal style when writing within the norms and claims of the discipline, be able to develop the topic of a work with details, facts, definitions, and quotations, employ formatting, graphics, and multimedia to present information in the written medium, develop a writing topic with relevant facts, definitions, and concrete details, go through the process of writing, editing and revision for their written work with attention to purpose and audience, use appropriate technology to publish writing and to collaborate on written projects with use of linking technology to demonstrate correlations between sources or related material, demonstrate keyboarding skill, go through the process of writing, editing and revision for their written work, conduct short research projects to answer a question, begin to understand the relationship of material to their source work such as the way that Shakespeare might draw on themes from Ovid, quote or paraphrase the data and conclusions of supporting texts while avoiding plagiarism and using proper citation, use evidence from literary or informational texts to support analysis, reflection, and research.

How to Write a Thesis Statement

This activity helps students develop a strong thesis statement for their essays by providing practice writing sample statements.

How to Write an Introduction: Bridge Building Activity

This activity is designed to help students learn about writing introductions through a fun bridge building activity to join the lead noun card and thesis statement card.

How to Write an Introduction: Different Leads

This is a fun, creative activity where students explore ways to include factoids, stories, metaphors and more to create “hooks”. A great activity to help students develop strong introductions.

How to Write an Introduction: Lead Types

Creating an attention-grabbing lead isn’t always easy but it’s very rewarding to students when they are able to create engaging introductions. This activity provides great practice to build better introductions!

How to Write an Introduction: Lead, Bridge, and Thesis

Let’s combine it all! This activity helps students use thesis statements, bridges and leads to write strong essay introductions.

How to Write an Introduction: Write a Complete Introduction

This activity helps students bring together what they’ve learned to write a complete introduction, including the lead, bridge, and thesis statement.

Main Idea Graphic Organizer

Staying organized can be difficult, especially when you are trying to keep your writing and ideas well organized. With this printable Main Idea Graphic Organizer, students can keep their thoughts and ideas organized and separated based on their order of importance.

Organize the Main Idea

Help your students learn how to better organize their ideas with this Main Idea Organizer. Students will be asked to come up with a title, write a main idea, and support the main idea with three written details. In order to excel at writing, it is important to learn how to construct paragraphs in a way that is easy for the reader to understand the argument.

Paragraph: Proofing and Editing

Use this “Printable Writing Worksheet” to help get in the routine of proofing and editing.

Write a Conclusion: Voting

A strongly written conclusion can sway a reader one way or another. When writing persuasive articles it is important that you restate your thesis and give strong supporting ideas. The conclusion is the last chance you will have to sway your readers. This free printable worksheet is perfect for students to practice writing conclusions.

Essay Writing For Class 9 Format, Examples, Topics, Exercises

Essay writing is an essential skill for students to develop as they progress through their academic journey. Class 9 is an important stage in a student’s education, where they learn various subjects and skills that prepare them for higher education. Essay writing in class 9 plays a crucial role in developing critical thinking, researching, and analytical skills. In this article, we will discuss the format, examples, topics, and exercises for essay writing for class 9.

Format Of Essay Writing For Class 9:

The format of essay writing for class 9 is similar to other essay formats, with some slight variations. The following is the standard format for essay writing:

Introduction: The introduction should be a brief paragraph that provides an overview of the topic, its relevance, and the thesis statement. The thesis statement should be a clear statement that presents the central idea of the essay.

Body: The body of the essay is where the arguments and evidence are presented to support the thesis statement. The body should be divided into paragraphs, each addressing a specific point related to the thesis statement. Each paragraph should start with a topic sentence that introduces the point of discussion.

Conclusion: The conclusion should summarize the main points of the essay and restate the thesis statement in a different way. The conclusion should also provide a final thought on the topic.

Also Read: Essay Writing Topics For Class 5

Examples Of Essay Writing For Class 9:

1. Importance of Education: Education is the foundation of human development and progress. It plays a vital role in shaping the future of individuals, communities, and nations. Education provides individuals with the necessary skills, knowledge, and values to succeed in life. In this essay, the importance of education will be discussed in detail. 2. Impact of Social Media: Social media has become an integral part of our lives, connecting us with people from all over the world. However, social media has negative effects on individuals and society, such as cyberbullying, addiction, and misinformation. In this essay, the impact of social media on individuals and society will be explored. 3. Climate Change: Climate change is a global phenomenon that poses a threat to the environment, economy, and social well-being. The causes and consequences of climate change are complex and require urgent action to mitigate the impact. In this essay, the causes and effects of climate change will be discussed, along with possible solutions.

Topics For Essay Writing For Class 9:

1. My Favorite Season 2. Advantages and Disadvantages of Technology 3. The Importance of Sports and Games 4. My Role Model 5. Environmental Pollution 6. Impact of COVID-19 on Education 7. Importance of Time Management 8. My Future Career 9. Women’s Empowerment 10. The Importance of Reading Books

Exercises For Essay Writing For Class 9:

1. Brainstorming: Choose a topic and brainstorm ideas using a mind map or a list. This exercise helps to organize thoughts and ideas before writing. 2. Outlining: Create an outline for the essay, with the introduction, body, and conclusion. This exercise helps to structure the essay and ensure that all the important points are covered. 3. Researching: Conduct research on the topic using reliable sources such as books, academic journals, and websites. This exercise helps to gather information and support the arguments presented in the essay. 4. Writing Practice: Practice writing essays on different topics, focusing on improving grammar, sentence structure, and vocabulary. 5. Peer Review: Ask a classmate or teacher to review the essay and provide feedback on areas for improvement. This exercise helps to identify mistakes and improve the quality of the essay.

Conclusion On Essay Writing For Class 9:

Essay writing is a crucial aspect of academic learning, especially in class 9. It helps students develop critical thinking, analytical, and research skills that are necessary for higher education and future careers. By following the standard essay format, students can effectively present their ideas and arguments in a clear and concise manner. Additionally, practicing essay writing through exercises such as brainstorming, outlining, research and peer review can help students improve their writing skills and produce high-quality essays. Therefore, it is essential for students to take essay writing seriously and make efforts to improve their skills.

IEW® in High School

The high school years can be daunting, but writing does not have to be. IEW teaches students how to navigate the essays, research papers, and literary analysis that they will need to succeed in high school and beyond. IEW’s pathway for high school is designed to help beginning students gain confidence while continuing to bring new insights and challenges to those who have many years of IEW experience.

Structure and Style ® for Students: Year 1 Level C

In this course, join Andrew Pudewa as he leads students on a 24-week writing journey using IEW’s Structure and Style approach. Students reading at a 9th grade level or higher will take delight in Mr. Pudewa’s humorous, incremental, and effective writing lessons. The curriculum provides clear daily assignments and includes vocabulary words, literature suggestions, and lesson plans for teachers. Easy to use and affordable, Structure and Style for Students brings a successful solution to your writing lessons—guaranteed! Try three weeks free !

Structure and Style ® for Students: Year 2 Level C

Take students to the next level in their Structure and Style writing journey! Twenty-four more weeks of incredible writing instruction await with the humorous and engaging Andrew Pudewa. Students who have completed Year 1 Level C and are ready for their second year of the Structure and Style for Students video course will enjoy reviewing and refining the nine previously learned IEW units and response to literature, then pressing on into full literary analysis. The curriculum provides clear daily assignments and includes vocabulary words, literature suggestions, and lesson plans for teachers. Easy to use and affordable, the second year of Structure and Style for Students builds on the skills learned in the previous video course and brings a successful solution to your writing lessons—guaranteed!

University-Ready Writing

In this twelve-week video course, high school and college students learn effective note-taking strategies as they write précis (summaries) and essays, tackling assignments of varying lengths from one paragraph to several pages. With tips and tools for writing an abstract, creating and arranging content, citing sources, applying various style guides, using literary devices, and writing on-demand essays, this curriculum will prepare your students for university writing assignments. Try two weeks free !

Introduction to Public Speaking

In this twelve-week course, middle- and high-school students learn memory and delivery techniques as they write and present five speeches: self-introductory, narrative, expository, persuasive, and impromptu. Students evaluate recorded speeches in preparation for self-evaluation. This self-explanatory program empowers teachers to help students become competent and confident public speakers. Try two weeks free !

Advanced U.S. History-Based Writing Lessons†

Follow the course of U.S. history from Explorers to Modern Times while learning to write with structure and style.

Bible-Based Writing Lessons†

Delve into Bible stories and themes while learning to write with structure and style.

Phonetic Zoo Spelling Level C

Looking for a new approach to spelling? This phonics-based program uses auditory input to ensure that the correct spelling of each word is absorbed by the brain. The audio allows students to work independently much of the time while allowing for the repetition needed for mastery.  

† Contains distinctly Christian content

What might a pathway look like for a student starting out with IEW in ninth grade?

If your student is reading at grade level, we recommend starting with the Structure and Style for Students: Year 1 Level C Premier package for you and your student in ninth grade. Tenth grade would be a good time to use Windows to the World taught in conjunction with Teaching the Classics or taught as a one-semester class paired with Introduction to Public Speaking. For eleventh grade, use Structure and Style for Students: Year 2 Level C.  Andrew Pudewa discusses additional options for your high school student in his conference talk Hacking High School: Rethinking the Teen Years . Grammar, spelling, public speaking, and entrepreneurship can be added as well. Call, chat, or email us for additional support with making decisions!  

I have a high school senior. Where should I start with IEW to make sure he gets as much writing instruction as possible before graduation?

Structure and Style for Students: Year 1 Level C provides a solid foundation in writing while also expanding into more advanced essay models such as research papers and persuasive essays. Take it one step further and hone your student’s grammar expertise before he enters college or the workforce. Fix It!™ Grammar will provide you with a full-year grammar course. In the Fix It! Grammar language arts and grammar curriculum, students internalize the rules instead of just memorizing them. That’s because Fix It! Grammar encourages students to critically analyze an ongoing story by searching for and fixing embedded errors, and in the process, students incorporate accurate punctuation and correct grammar more easily into their own compositions. To ensure you start the program at your student’s level of ability, we recommend reviewing the skills listed for each level on the Fix It! Grammar landing page. 

Does IEW count as a full high school English credit?

High school credits vary depending on where you live. Please check with your state homeschool organization for the best way to calculate credits for your particular student. English encompasses communication skills: composition (writing), literature, public speaking, grammar, and may also include vocabulary and spelling. You will need to make sure you are covering all of the requirements for your state .  Lee Binz with www.homehighschoolhelp.com understands the difficulty in creating high school transcripts and is dedicated to providing parents with specific beneficial answers to transcript questions. If you have questions about high school credits and transcripts, we encourage you to contact her . She will be happy to help.

Is IEW for High School? webinar

De-Confusing Essays article

Six Calming Answers to Six Panicky Questions about High School English for Homeschoolers article

Hacking High School: Rethinking the Teen Years – presentation by Andrew Pudewa

Most of us have presuppositions about what high school is based on our own experience. Times are changing, and the opportunities for home educating high schoolers have grown rapidly. Many of these opportunities will save time, help your family avoid higher education debt, and give your teens a head start on their next decade of life. Watch or listen at IEW.com/HHS

Dual Enrollment through CHI – College Credit Using IEW Materials 

IEW high school students can receive college credit for English Composition I and II from a fully accredited university through Christian Halls International. Learn more at IEW.com/CHI

Classic Learning Test – Standardized Test

Classic Learning Test (CLT) exams serve as an alternative to Common Core-based assessments and help to highlight the unique strengths of homeschool, private school, or charter school students. CLT exams are accepted at over two hundred colleges! Find out more by visiting IEW.com/CLT and get a CLT discount code!

Elementary School

Middle school, high school, ets criterion sm library, grade 9 prompts, ws freshman survival (expository).

The principal has asked for student essays for next year’s “Freshman Survival Guide.” Write an article that compares and contrasts eighth grade with ninth grade. Focus on providing information and particular details to help new freshmen adjust to ninth grade.

• Scoring Guide 4PT Scale
• Scoring Guide 6PT Scale

WS What is a Friend? (Expository)

“That’s what friends are for.” Most people know the word “friend,” but everyone has a different idea of what makes a friend. Write an essay that defines the word “friend” and include clear examples and anecdotes to explain your definition.

WS Heroes (Expository)

Your school newspaper is printing a series of articles about heroes and heroines. Write about someone who is a hero or heroine to you. That person may be someone you know or someone you have read about or seen on television. Explain in particular detail why you believe this person is heroic.

WS Best Activity (Expository)

Everyone is good at some activity in school. Where do you shine? Write an essay that explains why it is good for a person to play a competitive sport, participate in musical performances, belong to a school organization, or otherwise excel at something in school. Include specific examples and details in your explanation.

WS Experience (Narrative)

“Experience is the best teacher.” In a personal narrative, share a specific time in your life that illustrates this quotation. Make sure to tell what you learned from the experience.

WS Helping Others (Narrative)

“Help yourself by helping others.” Share a personal experience that illustrates this quotation. Develop your narrative by using sensory details and events from your own life.

WS Today in School . . . (Narrative)

In an article for your school newspaper, share your most meaningful school-related experience from the past year. Make the experience come alive with vivid details and dialogue.

WS Save Art (Persuasive)

The school board has decided to eliminate the school art program because of budget constraints. Write a letter arguing for or against the school board’s decision. Use particular examples to support your argument.

WS Movie Choice (Persuasive)

As a class project, your English teacher wants to view and analyze a current movie. In preparation for this unit, she would like students to recommend a movie to study. Using specific reasons and details, write an e-mail that convinces your teacher to use the movie of your choice.

WS Assemblies (Persuasive)

Your principal has reduced the number of school assemblies for the year. The school newspaper editor wants you to write about the decision. Write an editorial either defending the decision or urging the principal to reconsider. Use specific reasons and examples in your argument.

© 2006 Write Source 35115 West State Street • Burlington, Wisconsin 53105 • Ph: 262-763-8258

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Extracurriculars.

Why Your 9th Grader Should Practice Essay Writing Now

Whether or not your high schooler enjoys writing, it’s a skill she’ll need to master. As you probably know, writing is something your student will be doing throughout high school—and the rest of her life. So, how can you help her practice and master the art of essay writing now—and why does she need to start early? Read on to find out.

Writing is an essential skill your student will need throughout high school and college.

In college, your student will be doing a lot of writing. While she may not be writing at a college level now, it’s not too early to start developing the skills she will need then, since her instructor will expect her to have mastered at least the basics.

Read How to Prepare for College-Level Writing in High School for advice.

But writing isn’t just something your student will need to do in college. She’ll also need to do it in high school. She should start getting into the habit of working on crafting formal essays now so she won’t have to learn as many new skills later.

It will gear your teen up for the SAT.

The SAT has a Writing and Language section. Plus, if your child chooses to complete the SAT Essay (or ACT Writing) , she’ll need to learn how to compose a structured essay and make a solid argument for the test.

Gaining practice with essay writing prepares your high schooler for standardized test writing since she’ll have experience developing ideas and brainstorming quickly.

It will get your high schooler’s ideas flowing for the college essay.

How your student says it is more important than what she says. Practicing now will allow her to learn how to develop ideas, use rhetorical devices, and learn language nuances. Check out How to Write an Impressive College Essay: A Step-by-Step Guide for tips on crafting a stellar essay.

Your student will also learn how to “speak” to her audience , avoid cliches, and write according to her audience’s needs.

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It will build and provide an outlet for creativity.

Writing is an important tool for self-expression. It’s probably not news to you that teens have angst, and it can be helpful to let out their feelings on paper. Your student doesn’t need to limit her writing to formal essays, either; journaling, creative writing, and blogging can also serve as outlets. Read 10 Easy Ways to Help Your Teen Become a Better Writer for more ideas.

If your high schooler is passionate about writing as an art, check out Creative Writing Opportunities for High School Students to find out about activities and programs to help her hone her talent.

It will prepare your student for the real world.

Writing is necessary for nearly every career . Even if your student isn’t planning on going into a humanities field, she’ll still need strong writing skills for tasks like emails, reports, and general daily communication.

If your student does want to pursue a career in the humanities, she will need writing even more. (Be sure to check out 15 Surprising Career Opportunities for Potential Humanities Majors for career-path ideas.)

Why Writing Matters

Writing is one of the most important skills your child will need throughout her life—from high school into her career. That’s why it’s imperative for her to start mastering it now. Encourage your student to write both inside and outside of school. There are plenty of outlets beyond formal essay writing to help her hone her craft. Who knows? She may even find that it’s her calling.

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

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ELA  /  9th Grade  /  Unit 1: Me, Myself, and I: Examining Personal Identity in Short Texts

Me, Myself, and I: Examining Personal Identity in Short Texts

Students explore the factors that contribute to and impact one’s personal identity through their reading of short stories, poems, and nonfiction.

• Text and Materials

Key Knowledge

Unit summary.

This is the new 2023 edition of our 9th Grade unit, Me, Myself, and I: Examining Personal Identity in Short Texts. Visit our ELA archives to view the 2021 edition of the unit .

Adolescents, especially ninth graders transitioning into high school, are at a pivotal time in their lives when they are thinking about who they are and who they want to be. Unit 1 focuses on that very question, Who am I? , considering both visible and invisible facets of one’s identity—from our hobbies and core beliefs to our gender identity and sexual orientation. Students will examine shorter texts from a variety of genres—nonfiction, poetry, spoken word, and short stories—in which diverse characters explore their identities. While thinking critically about the identity of characters, students will also reflect on their own.

In the first arc of the unit, students will learn first about personal identity versus social identity. Students will consider temperament as part of their personal identity, reading an excerpt from Susan Cain’s Quiet in which she explores the introvert-extrovert spectrum, considering where on that spectrum is the speaker of Emily Dickinson’s poem, "I’m Nobody! Who Are You? (260)." After listening to and analyzing Rudy Francisco’s spoken word poem "My Honest Poem," in which he shares both factual and deeply personal aspects of his identity, students will create their own free verse narrative poem that uses facts and figurative language to share who they are.

In the next arc of the unit, students will consider what happens when our social identities come into conflict with our personal identities. The poems and short stories from this arc investigate the tension that exists when how we define ourselves is different from how others perceive and/or define us.  Students will engage in a small-group hexagonal discussion, making connections between texts as they build their academic discourse skills. Students will round out this arc of the unit by analyzing additional short texts, including a TED Talk by disabled rights activist Judy Heumann, seeing how people navigate their identities differently—questioning, denying, or fully embracing who they are.

The unit concludes with the students’ first Socratic seminar of the year in which they discuss what these texts reveal about the factors that influence someone’s identity. Finally, students will turn inward, crafting a personal reflection in which they analyze how the texts from the unit served as windows and/or mirrors to their own identities. By the end of this unit, students will have established the thematic foundation for the entire year: Personal Identity.

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Texts and Materials

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Core Materials

Excerpt:  Quiet: The Power of Introverts in a World That Can't Stop Talking by Susan Cain   —  1170L

Excerpt:  Counting Descent by Clint Smith

Excerpt:  Fresh Ink: An Anthology

Excerpt:  How Beautiful the Ordinary: Twelve Stories of Identity

Excerpt:  The Paper Menagerie and Other Stories by Ken Liu   —  950L

Excerpt:  One Good Story, That One by Thomas King

Poem:  “I'm Nobody! Who are you? (260)” by Emily Dickinson (The Poetry Foundation)

Poem:  “(citizen)(illegal)” by José Olivarez (Poet's House)

Poem:  “Hair” by Elizabeth Acevedo (The George Washington University, YouTube)

Written Text:  “Hair” by Elizabeth Acevedo (Medium)

Video:  “My Honest Poem” by Rudy Francisco (Button Poetry, YouTube)

Video:  “Our Fight for Disability Rights and Why We're Not Done Yet” by Judith Heumann (TED Talk)

Video:  “Judy Heumann Reads an Excerpt from Her Memoir Being Heumann ” by Judith Heumann (RespectAbility, YouTube)

Supporting Materials

Resource:  Identity Charts (Facing History & Ourselves)

Rubric:  Narrative Writing: My Honest Poem Rubric (G9)

Rubric:  Unit 1: Personal Reflection Essay Rubric (G9)

Article:  “In 'Turning Red' I Finally Saw Myself Reflected in a Main Character” by Evelyn Kwong (The Toronto Star)

• Resource: Recommended Texts for Independent Reading

This assessment accompanies Unit 1 and should be given on the suggested assessment day or after completing the unit.

Download Performance Task

Download Socratic Seminar

Intellectual Prep

Suggestions for how to prepare to teach this unit

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

Essential Questions

The central thematic questions addressed in the unit or across units

• What is identity, both personal and social? How are those identities sometimes in conflict with each other?
• What factors impact how and when we can fully be our authentic selves?
• How can shorter texts from different voices, cultures, and experiences help us examine our own identities?

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

abstraction abate brittle counterfactual concede confer defiant deride dissipate existential formidable freight frivolous gravitas inherent inalienable inane litany menagerie misanthrope mundane paradox pensive pundit reclamation temperament tinny translucent wallow

Literary Terms

diction ethos figurative language first person flashback imagery logos metaphor mood motif narrative point of view pathos personification rhetoric rhyme scheme second person simile structure stanza symbol third person limited third person omniscient third person theme tone

To see all the vocabulary for Unit 1, view our 9th Grade Vocabulary Glossary .

Notes for Teachers

Notes to help teachers prepare for this specific unit

The texts in this unit integrate the following lenses: race, class, gender identity, immigrant status, and sexual orientation. Along with that, the unit discusses issues of racism, implicit bias, stereotypes, transphobia, and homophobia. Be sure to review all content before teaching the unit. No matter the identities of your students, this unit will undoubtedly spark difficult—and important—conversations. As always, it is important to consider the knowledge and diverse experiences your students bring with them to your classroom.  

Some resources are listed below that provide information and guidance about how to have conversations about these important topics with your students:

• "Creating an Anti-Bias Learning Environment" (ADL)
• "A Framework for Leading Classroom Conversations About Race" by Stephanie Creary (Harvard Business Publishing Education)
• "Gender and Sexual Identity" (Learning for Justice)
• "Sex? Sexual Orientation? Gender Identity? Gender Expression?" by Joel Baum and Kim Westheimer (Learning for Justice)

Understand the definition of personal identity and social identity, and use that understanding to create an Identity Chart.

RI.9-10.1 RI.9-10.2 SL.9-10.1 W.9-10.10

Analyze how Susan Cain's structure and tone relate to her argument and purpose.

RI.9-10.4 RI.9-10.5 RI.9-10.6

• “I'm Nobody! Who are you?”
• Quiet: The Power of Introverts in a World That Can't Stop Talking pp. 1 – 15 — "Introduction"

Analyze how the speaker's word choice reveals her perspective on being a "nobody."

RI.9-10.2 RL.9-10.2 RL.9-10.4

Analyze how Rudy Francisco uses specific details and figurative language to develop his central idea.

L.9-10.5 RL.9-10.2 RL.9-10.3 RL.9-10.4

Narrative Writing

• “My Honest Poem”
• Narrative Writing: My Honest Poem Rubric (G9)

Plan and write a free verse poem that explores your personal identity.

W.9-10.3 W.9-10.4 W.9-10.5

• Counting Descent p. 13 — Poem: "Soles"
• Counting Descent p. 25 — Poem: "Counterfactual"

Analyze how diction establishes and shifts the mood in a poem to convey meaning.

RL.9-10.2 RL.9-10.3 RL.9-10.4

Analyze how narrative perspective, structure, and characterization shape the reader's understanding of a story's ending.

RL.9-10.2 RL.9-10.3 RL.9-10.5 W.9-10.10 W.9-10.3 W.9-10.9

Analyze how the author uses literary devices to convey the boy's complex experience as a child of immigrant parents.

L.9-10.5 RL.9-10.2 RL.9-10.4 RL.9-10.5

Analyze how the motif of dreams communicates an important theme from the story.

• “(citizen)(illegal)”
• Quiet: The Power of Introverts in a World That Can't Stop Talking — "Introduction"
• Fresh Ink: An Anthology pp. 194 – 209 — Short Story: "Super Human" by Nicola Yoon
• How Beautiful the Ordinary: Twelve Stories of Identity pp. 63 – 72 — Short Story: “Trev” by Jacqueline Woodson

Engage in a small-group hexagonal discussion to make connections between texts read so far in the unit. 

RI.9-10.1 RL.9-10.1 SL.9-10.1.a SL.9-10.1.b SL.9-10.1.c SL.9-10.1.d SL.9-10.6 W.9-10.1 W.9-10.10 W.9-10.9

Analyze how the author uses symbolism and structure to reveal the story's meaning.

RL.9-10.3 RL.9-10.4 RL.9-10.5

Analyze how an author's choice of narrative perspective, structure, and tone contribute to overall meaning in a story.

RL.9-10.4 RL.9-10.5

Analyze how the mother's character reveals an important message from the story.

RL.9-10.2 RL.9-10.3 RL.9-10.5 RL.9-10.6

• “Hair”

Analyze how the author uses diction and figurative language to show contrasting perspectives on the speaker's hair.

• “Our Fight for Disability Rights and Why We're Not Done Yet”
• “Judy Heumann Reads an Excerpt from Her Memoir Being Heumann ”

Identify a speaker's purpose in two digital texts, analyzing the rhetorical choices the speaker makes to achieve that purpose.

RI.9-10.6 RI.9-10.7 SL.9-10.3

Socratic Seminar

Prepare for a Socratic Seminar on overarching questions about Unit 1.

RI.9-10.1 RI.9-10.2 RL.9-10.1 RL.9-10.2 RL.9-10.3 W.9-10.1 W.9-10.10 W.9-10.9

Assessment: Socratic Seminar

Formulate and share unique arguments about meaning in and across all texts from Unit 1. Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.

RI.9-10.1 RI.9-10.2 RL.9-10.1 RL.9-10.2 RL.9-10.3 SL.9-10.1.a SL.9-10.1.b SL.9-10.1.c SL.9-10.1.d SL.9-10.6

Performance Task: Narrative Writing

• All unit texts
• “In 'Turning Red' I Finally Saw Myself Reflected in a Main Character”

Brainstorm and outline a personal reflection essay in which students consider how the texts in Unit 1 have been a window into another's identity and/or mirror of their own identity.

RI.9-10.4 RI.9-10.5 W.9-10.2 W.9-10.4

Performance Task

• Unit 1: Personal Reflection Essay Rubric (G9)

Outline and begin to write a personal reflection essay in which students consider how the texts in Unit 1 have been a window into another's identity and/or mirror of their own identity.

W.9-10.2 W.9-10.4

Write a personal reflection essay in which students consider how the texts in Unit 1 have been a window into another's identity and/or mirror of their own identity.

L.9-10.1 L.9-10.2 W.9-10.2 W.9-10.2.d W.9-10.4

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Common Core Standards

Core standards.

The content standards covered in this unit

Language Standards

L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Reading Standards for Informational Text

RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.2 — Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3 — Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.9-10.5 — Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.9-10.6 — Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RI.9-10.7 — Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Reading Standards for Literature

RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6 — Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Speaking and Listening Standards

SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.1.a — Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL.9-10.1.b — Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SL.9-10.1.c — Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL.9-10.1.d — Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-10.3 — Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Writing Standards

W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2 — Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.2.d — Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.9-10.3 — Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5 — Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.9-10.9 — Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

RI.9-10.10 — By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.

RL.9-10.10 — By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

SL.9-10.4 — Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

You Laugh But It’s True: Humor and Institutional Racism in Born a Crime

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• Personal Finance

Sam's Club Can Revoke Your Membership for These 4 Reasons

Published on Aug. 24, 2024

By: Robin Hartill, CFP

• Club memberships cost $50 per year, while Plus memberships are $110.
• Sam's Club can revoke your membership without cause.
• Questionable returns, abusive behavior, and writing bad checks can get your membership rescinded.

A Sam's Club membership comes with lots of perks, like home improvement discounts, travel and entertainment deals, and affordable health insurance for small-business owners. A Club membership costs $50 per year, while a Plus membership will set your budget back $110 annually.

Most people who shell out for a membership will get to take advantage of these perks without any issue. But there are a few circumstances in which Sam's Club could revoke your membership. (Note: Sam's Club also says on its website that it reserves the right to revoke your membership for any reason without cause.)

1. Writing bad checks

Writing bad checks is considered a crime in many states, and it's also grounds for Sam's Club to cancel your membership. But as long as you have enough money in your checking account to cover the amount of your check, you can avoid running afoul of this rule.

2. Shoplifting

Retailers generally have the right to ban people accused of shoplifting from the premises, and Sam's Club is no different. Fortunately, this is another rule that's easy to avoid breaking as long as you follow the law. Ensure you're paying for all your Sam's Club purchases and you can keep your membership.

3. Making questionable returns

Sam's Club can cancel your membership for making questionable returns. Though it doesn't specify what that constitutes, you might raise red flags if you attempt to return goods long after purchasing them, if you buy and return large quantities of products, or if you frequently return items that have clearly been worn or used.

Overall, Sam's Club has a pretty generous return policy, though. You can return most items at any time if you're not satisfied, though there are a few exceptions:

• Cellphones: Within 14 days
• Commercial motor and heavy equipment: Within 30 days
• Electronics and major appliances: Within 90 days

4. Violent, threatening, or abusive behavior

It should go without saying, but you should treat associates and fellow shoppers with respect. Sam's Club will revoke your membership if you display violent behavior, use profanity toward an associate, or engage in abusive, disrespective, or threatening behavior with an associate.

Is a Sam's Club membership worth it?

A Sam's Club membership may be worth it if you frequently buy in bulk, you're feeding a household with multiple people, you have sufficient storage space in your home, you live near a warehouse club, and you'd take advantage of other discounts, like travel and entertainment deals.

Just be sure to compare Sam's Club against alternatives like Costco and BJ's, as well, if there are multiple warehouse clubs near you.

Our Research Expert

Robin Hartill, CFP®, is The Ascent’s Head of Product Ratings and has worked for The Motley Fool since 2020. Her work has appeared in various national publications, including Yahoo! Finance, NerdWallet, Investopedia, CNN Underscored, MSNBC, USA Today, and CNET Money. She previously wrote The Penny Hoarder’s syndicated “Dear Penny” personal finance advice column. She is based in St. Petersburg, Florida.

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Department of Economics

• Undergraduate

18 Résumé Writing Tips to Help You Stand Out

By  Allison Pohle

Updated May 11, 2021 2:15 pm ET

• A résumé isn’t just a list of every job you’ve ever had. It should demonstrate your accomplishments.
• Mirror language used in the job posting so your résumé isn’t discarded by an applicant tracking system.
• Use a clean and simple format. 

Companies increasingly  rely on software  to sort through applicants, which is why it is essential to tailor your résumé to ensure it makes the cut. Applicant tracking systems sort, scan and rank applicants by looking for keywords in applications. Although these programs can save time and money for employers, about 60% said such tools cause them to miss some qualified candidates, according to a 2016 survey of 1,200 job seekers and managers by CareerArc, a human-resources technology company, and Future Workplace, a research firm. Here’s how to make your résumé stand out to robots and humans alike. 

1. Highlight your achievements in your résumé. 

A common mistake job seekers make is believing a résumé is a recap of your career, when in reality, it should convey what you have accomplished, says Christy Noel, a career expert and author of “Your Personal Career Coach.” 

“I always say, spend less of your real estate describing your job, and more time describing your results,” says Ms. Noel.  

2. Customize your résumé.

Read over the job posting, and think about the work experience you have had that is most directly relevant to the position you are pursuing. You can leave out some past jobs and internships if the experience you had wasn’t related. Whatever you do: Don’t submit a generic résumé to dozens of postings. “Even if you have the best experience, if your résumé isn’t speaking directly to the position in which you are applying, there is a strong chance you’ll never even get an interview,” says Demisha Jennings, a certified professional résumé writer and founder and owner of She Assists LLC.  

The same applies to your cover letter. It is your chance to provide more detail on how your experience will help you succeed in the job.  Read our cover letter guide  for how to write one that makes you stand out.

3. Decide how to format your résumé.

Most of the time, a chronological résumé will work well for communicating your past experience. But, in some cases, a functional or hybrid résumé might be more appropriate.  Read more about résumé formats here.

4. Make your contact information easy to find.

Include your name, phone number, email address, city and state. It may also be appropriate to include the URL to your LinkedIn profile. You want it to be easy for hiring managers to reach out.

In addition to making it easy to connect with you, it is important to your job search that you grow your network.  Read our networking guide  for tips on how to do so.

5. Consider adding a summary. 

Many résumé templates leave space for an objective statement, outlining career goals, but that approach is outdated, says Ms. Jennings. Instead, consider a carefully worded summary. The summary is often the first place a hiring manager will look, and gives you an opportunity to introduce your skills high up on the page. You can also work in relevant keywords from the job description. “Recruiters are looking for what you can bring to the table and what you’ve done, rather than you saying, ‘I’m seeking a position,’” Ms. Jennings says. 

6. Great résumés should stand out to skim readers.

Most recruiters spend just a few seconds skimming through a résumé—with an average in one study of  7.4 seconds.  

To have the best chance of making an impression, ensure your job titles, company names and dates of employment are easy to read. The sections of your résumé should be adequately spaced, too, says Dana Leavy-Detrick, founder and director of Brooklyn Resume Studio. 

For additional ways to make a good impression on recruiters and headhunters, read  our guide on how to work with headhunters .

7. Make your résumé robot-friendly. 

Structure your résumé to meet the requirements of an applicant tracking system to give yourself the best chance of having it reach an actual human. Ms. Leavy-Detrick suggests the following:

• Optimize keywords.  Use the same words and language that are in the job description. For example, three different companies might describe the same role as “programmer,” “developer” or “software engineer.” 
• Use a straightforward format.  Avoid tables and text-based graphics, which might not get picked up by a scan of the résumé. Sans-serif fonts such as Arial or Helvetica are also best to ensure readability.
• Think about order.  When formatting each line item of work experience, list the company name first, followed by the job location (city, state), your job title, and your start and end dates. Some résumés can get lost if the dates are listed before the job title. 

8. Prioritize relevant keywords. 

Tailoring your skills to include language from the job posting is an important way to let both the applicant tracking system and, eventually, a hiring manager, see how your prior qualifications tie into the job requirements. But just because you have a résumé full of keywords doesn’t mean you’ll automatically get an interview. “The ATS isn’t there to help the job seeker, it is there to help the employer review your skills against their most important qualifications,” says Ashley Watkins, a career coach and résumé writer with Write Step Résumés LLC. 

9. Craft compelling and concise bullet points.

The goal of a résumé is to list your accomplishments, rather than every duty you performed in the role. Résumé-writing experts recommend including no more than five bullet points per prior job listed. 

• Don’t focus on tasks.  Many job seekers describe what they did every day, such as answering phones or creating marketing materials, Ms. Watkins says. “Simply copying and pasting the job description doesn’t account for the things you did great, that you did above and beyond your peers,” she says.
• Instead, explain what those tasks achieved.  Emphasize your results. Ms. Watkins suggests asking yourself “Did I save [the employer] money? Did I save time? Did I improve a process? Did I build a relationship?” These will help you format your bullet points.
• Use metrics.  Say what you achieved, then contextualize it—with figures if possible. You might not be able to put a monetary value on every accomplishment, but you can frame it by sharing details like the time it took or how many people were involved. “If you raised sales 50% in two months, that means a whole lot more than ‘I’m in charge of sales,’” Ms. Watkins says. 
• Don’t omit accomplishments that aren’t quantifiable.  Not every achievement will have metrics to show success. If there are figures, you might not always have access to them. But that shouldn’t stop you from including them, says Ms. Leavy-Detrick. Perhaps you had a positive impact on the culture of an organization, or improved a struggling relationship with a client. These efforts could help to demonstrate your  soft skills.

10. Focus on transferable skills if you lack experience.

If you are applying for a job in a new field or you are an entry-level applicant and don’t have much direct experience, don’t worry. Highlight transferable skills you have developed in the past that will serve you well in the position, says Ms. Leavy-Detrick. For example, you could play up leadership skills you developed participating in an extracurricular activity or time-management skills you learned in a prior job.

11. Go beyond your work history, and include all relevant experience.

If you are new to the workforce, or are job-hunting after being laid off, you could also include related experience that was outside of a traditional full-time job, says Ms. Watkins. For example, you can highlight volunteer work, consulting projects or educational training, all as part of making the case for your unique value, she says.

12. Don’t worry too much about gaps in your résumé.

The Covid-19 pandemic economy resulted in many people being laid off or furloughed. Ms. Watkins says the 2020 job market reminds her of 2008, when she worked as a recruiter. The expectation at that time, she says, was that candidates would have  gaps  on their résumés or list more short-term positions. While it isn’t necessary to directly address the gaps in your résumé, you should be  prepared to talk about them in an interview . “The focus should not be centered on the fact that you were furloughed or laid off, it should be focused on you and your skills and what you do that impacts the company’s bottom line in a positive way,” Ms. Watkins says.

While it is common to list the months and years you started and ended positions in the job history section, you could just use years. This will draw less attention to a six- or eight-month gap, says Ms. Leavy-Detrick. 

13. Highlight relevant skills.

It is common to  add a skills section to your résumé , outlining expertise relevant to the position. You can include languages you speak, technical skills or courses you have done. If you lack experience, you can also complete some trainings, which you can find on LinkedIn and elsewhere, related to the job you are applying for and add the courses in this section, says Ms. Jennings.

14. Prioritize work experience over education.

The professional experience you have had is often more relevant to the position than your education history, which is why the work experience should be listed first. In the “Education” section, you should list where you attended college, if applicable, or the highest level of education you have attained. If you graduated with honors, you can flag that, but it isn’t necessary to list your GPA.

15. If you are early on in your career, a key résumé tip is to limit it to one page. 

If you are early on in your career, you should limit your résumé to one page. It is OK to start spilling onto a second page after you have eight to 10 years of experience, says Ms. Leavy-Detrick. 

16. Add some color for a stylish résumé that sets you apart. 

Your résumé should look clean and professional and you should keep applicant tracking systems in mind when formatting the document. But, if it is appropriate, you can add subtle accents of color in the section headings or in bars that separate sections as a way to differentiate your résumé. Ms. Leavy-Detrick doesn’t overstress the need for good design with her clients. “But it can definitely help,” she says. “When I say design, I don’t mean crazy graphic design. I mean having a polished application,” she says. “Think of it the same way you would coming dressed to an interview, it is part of your presentation, and so many people overlook this on the résumé.”

It may be appropriate to incorporate a more creative and graphic-based layout depending on the field in which you work and where you are applying. If you are applying for a position in a creative field, and you are emailing your résumé directly to a hiring manager, then it can be appropriate to use more designs, says Ms. Jennings. But if you are applying to a large company that uses an applicant tracking system or job portal, she says it is best to avoid using graphics unless you are working with a résumé writer who can help you get your resume through the system.

17. Proofread and double-check the formatting.

You may be eager to send your résumé or submit your application, but you should take the time to first check for typos and grammatical errors. You could also have a friend or family member look over it. When you are checking for errors, be sure to double-check the formatting. Sometimes the spacing can get thrown off when you save the file, so check how it looks as a saved document and, if you can, save it as a PDF before sending. 

18. Make sure the saved file name includes your name. 

Make less work for the hiring manager by including your full name in the file name of the résumé document.

What to read next

• How to Prepare for a Job Interview
• What Questions to Ask During a Job Interview
• Common Job Interview Questions and How to Answer Them
• How to Dress for a Job Interview
• How to Write a Thank-You Email After a Job Interview  
• How to Negotiate and Counter a Job Offer
• How to Negotiate Salary for a New Job: The Do’s and Don’ts
• Severance Pay: What It Is and Why You Should Negotiate a Package Before Accepting a Job

Corrections & Amplifications Ashley Watkins is a résumé writer with Write Step Résumés LLC. An earlier version of this article incorrectly said Write Steps LLC. (Corrected on Nov. 20)

Copyright ©2024 Dow Jones & Company, Inc. All Rights Reserved. 87990cbe856818d5eddac44c7b1cdeb8

Appeared in the November 23, 2020, print edition as '11 Résumé Tips to Help You Get Noticed

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Cory booker defends incumbent vp kamala harris for casting herself as change candidate after cnn calls her out.

New Jersey Sen. Cory Booker on Sunday tried to defend Veep Kamala Harris for portraying herself as the candidate of change despite coming from the incumbent administration.

CNN “State of the Union” host Jake Tapper told Booker (D-NJ) on Sunday, “She’s the incumbent vice president.

“Democrats have controlled the White House for 12 of the last 16 years. How can Democrats talk about a new chapter, turning the page? You guys are the ones writing the book,” Tapper said.

Booker shot back, “Right now, we see the MAGA Republicans in Congress killing all kind of pragmatic policies that we need to get done.”

The Garden State Democrat claimed the doomed Senate border security deal was an example of GOP failure and highlighted the influence that former President Donald Trump still enjoys in the nation’s politics.

“[Trump’s] influence is egregious and incredible, from his appointment of three people to the Supreme Court that are now rolling back the most fundamental of our rights and freedoms, like bodily autonomy and reproductive rights,” Booker argued.

During last week’s Democratic National Convention, Harris sought to bill herself as the candidate who would help Americans vexed by the growing cost of living, the border crisis and more.

Her nomination acceptance speech marked the latest in her effort to redefine herself before the general electorate with less than three months to go before election night, when she faces off against Trump for the White House.

She told the crowd that the “election has a precious, fleeting opportunity, a chance to chart a new way forward.”

Trump fired back afterward, asking, “Why didn’t she do the things she’s complaining about?

“She didn’t do any of it. She could have done it three and a half years ago. She could do it tonight by leaving the auditorium and going to Washington, DC, and closing the border. She doesn’t need a bill. I didn’t have a bill. I closed the border,” he told Fox News after her speech in regards to the border.

Since ascending to the top of the Democratic ticket, Harris has been engaged in a delicate balancing act of trying not to abandon President Biden on policy while also trying to make stylistic deviations to freshen up her appeal to voters.

Perhaps her loudest applause line at the convention was when she told the crowd how she and Biden have been “working around the clock” to end the war raging in the Gaza Strip.

The Israel-Hamas war has been an issue that has splintered the party’s progressive base and has long dogged Biden, who conveyed a similar sentiment earlier in the week during his speech.

“She’s been anguished over this conflict from the first reports of the Hamas attacks,” Booker explained to Tapper. “I’m very encouraged, as Kamala Harris is running for president right now, she is still part of an administration that is doing an extraordinary job trying to end this nightmare and stop it from expanding into the region.”

Harris assured DNC attendees that she and Biden are scrambling to ensure “Israel is secure, the hostages are released, the suffering in Gaza ends and the Palestinian people can realize their right to dignity.”

Booker sidestepped a question about whether he felt it was a mistake for Democrats not to have a Palestinian speaker at the convention, something that triggered protests.

Despite polling looking much more optimistic for Democrats in the presidential election, Booker contended that Harris is correct to view herself as the underdog.

“We are in a neck-and-neck race, the underdogs. It still is a Goliath out there that we’re fighting,” he said. “It is like they’re up by a field goal. But yet this is a winnable election. We still have the momentum and the energy.”

The New Jersey senator also praised Democrats for seeking to inject joyfulness into their convention.

“I think we’re just tired of negative cynicism about America in general,” Booker stressed, noting his travels around the world. “There is not a place I go where people don’t envy our nation. We have so much to be proud of.”

“That doesn’t mean that we don’t have real challenges and real problems. But energy begets energy. And negativity and darkness and doomsaying only creates more of that energy. It’s time that we take pride,” he said.

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GCSE AQA English Literature - A Christmas Carol, (full marks) Grade 9 example essays

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3 example essays for GCSE AQA English Literature - A Christmas Carol. The example essays are on: poverty, social responsibility and redemption. These essays are only for example purposes - for you to be able to look and see the type of style and content necessary for a grade 9, and are not intended for people to copy into their exams, for which I am not to be held accountable. For authenticity purposes, I have achieved a grade 9 and full marks in all of my GCSE English Literature examinations 2022, and all 3 of these essays were written by me for practise (not used in my final exam!!). I am not to be held accountable for any small errors.

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• Published: 24 August 2024

Effect of nutrition education on the nutritional status of pregnant women in Robe and Goba Towns, Southeast Ethiopia, using a cluster randomized controlled trial

• Girma Beressa 1 , 2 ,
• Susan J. Whiting 3 &
• Tefera Belachew 2  

Scientific Reports volume  14 , Article number:  19706 ( 2024 ) Cite this article

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Maternal malnutrition is pervasive throughout the world, notably in sub-Saharan Africa (SSA), including Ethiopia. This study aimed to assess the effect of nutrition education on the nutritional status of pregnant women in urban settings in Southeast Ethiopia. A community-based two-arm parallel cluster randomized controlled trial was conducted among 447 randomly selected pregnant women attending antenatal care (224 intervention and 223 control). We used a multistage cluster sampling technique followed by systematic sampling to select the pregnant women. Pregnant women who participated in the intervention arm received six nutrition education sessions. Women in the control group received standard care. A nonstretchable mid-upper arm circumference (MUAC) tape was used to measure the MUAC. A linear mixed effects model (LMM) was used to evaluate the effect of the intervention on MUAC, accounting for the clustering. The net mean ± standard error of MUAC between the intervention and control groups was 0.59 ± 0.05 (P < 0.0001) . The multivariable LMM indicated that having received nutrition education interventions (β = 0.85, 95% CI 0.60, 1.12, P < 0.0001) improved the MUAC measurement of pregnant women. Thus, nutrition education during pregnancy will combat undernutrition among pregnant women.

Trial Registration : Clinicaltrials.gov (PACTR202201731802989), retrospectively registered on 24/01/2022.

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Effect of nutrition counseling on nutritional status and gestational weight gain of pregnant adolescents in West Arsi, Central Ethiopia: a cluster randomized controlled trial

Introduction.

Maternal nutrition during pregnancy influences fetal growth, development, and intrauterine programming 1 , 2 . It impacts child survival, chronic illness risk, and future human capital development 3 . Poor maternal nutrition prior to and throughout pregnancy is also significantly connected to an increased risk of maternal anemia, mortality, and unfavorable birth outcomes such as low birth weight and preterm birth, although the mechanism for this link is complex 4 . Despite substantial achievements and hints of progress over the last decade, maternal under nutrition continues to be a major public health concern in Ethiopia 5 , 6 . Maternal and child mortality rates in Ethiopia remain high, being in the order of 412 maternal deaths per 100,000 live births and 67 child deaths per 1000 live births 5 . This could be associated with the high prevalence of under nutrition among pregnant women in Ethiopia, ranging from 14.4 to 47.9% 7 , 8 . Maternal undernutrition contributes significantly to maternal mortality and morbidity, unfavourable birth outcomes, and intergenerational transmission of undernutrition 9 . In Ethiopia, maternal undernutrition accounts for more than half of newborn and child fatalities 10 .

Fruit and vegetable (FV) consumption is recommended as part of a nutrient-dense diet; however, intakes are frequently lower than recommended levels, including during pregnancy globally 11 . Furthermore, the most common public health issues in Ethiopia are macronutrient and micronutrient deficiencies in pregnant women, and FV is a food group that is often low. The consumption of vitamin-A-rich FV among women in the Oromia region and Addis Ababa was only 3.9% and 2.8%, respectively. However, the consumption of other FVs among women in the Oromia region and Addis Ababa was 8.4% and 10.4%, respectively 12 .

Nutrition education and counselling are often utilized strategies to enhance women's nutritional status during pregnancy 13 . Nutrition education is critical in nutrition behavior change attempts because it improves participants' nutrition and food literacy. Food literacy encompasses both nutrition literacy and the capacity to apply that knowledge to make sound decisions, whereas nutritional literacy is the set of skills required to comprehend and analyze information about food and its nutrients 14 . In addition, nutrition education interventions that enhance maternal nutritional status are among the most successful mother and child health promotion techniques 15 .

The first step in promoting nutrition education to produce favorable effects is to choose an acceptable model for counselling pregnant women. The Health Belief Model (HBM) includes themes such as perceived vulnerability, severity, advantages, obstacles to behaviour, signals to action, and self-efficacy that influence people's motivation to prevent sickness 16 . The theory of planned behavior (TPB) considers intention to be the primary factor determining behaviour. Intention is influenced by a person's attitude towards a behaviour, social influences from influential persons, and perceived control over the behavior 17 . Nutrition education based on an integrated HBM and the TPB increases women’s diet knowledge during pregnancy, dietary diversity, nutritional status, and pregnancy outcomes 18 . The study found that guided counselling using the HBM and TPB was effective in improving the nutritional status of pregnant women. It is a low-cost intervention that can improve knowledge, dietary practices, and nutritional status 19 . As a result, the HBM and TPB were employed in this study during the nutrition education intervention. The HBM comprises a number of key principles that predict why people take precautionary measures to avoid sickness. The TPB considers intention to be a direct driver of behavior. In turn, a person's attitude towards a given behavior, an individual's perception of social pressures caused by important people in practicing or not practicing a specific behavior, and perceived behavioral control all influence intention 16 . There is a variation in Ethiopian pregnant women's socio-cultural, economic, educational status, and geographic, which affects Ethiopian pregnant women 20 , 21 , 22 .

Previous observational studies on maternal nutritional status have been undertaken in Ethiopia, and nutrition interventions are advocated 20 , 23 , such as counselling on the consumption of nutrient-rich, locally available foods, food and nutrient supplementation (for example, iron-folic acid (IFA), calcium, and multiple micronutrients), as well as on weight to ensure a healthy weight gain 24 . However, evidence on the effect of theory-based nutrition education on the undernutrition of pregnant women is lacking in the context of low-income countries. Therefore, we aimed to assess the effect of nutrition education on the nutritional status (measured by the mid-upper arm circumference, MUAC) of pregnant women in urban settings in Southeast Ethiopia.

Study design, setting, and participants

A community-based, two-arm, parallel cluster randomized controlled trial was conducted among pregnant women receiving prenatal care at health facilities in Robe and Goba towns, Bale Zone, Southeast Ethiopia, from February to December 2021. Details of this study have been published 25 . In brief, cluster randomization was used over individual-level randomization to decrease information contamination and for pragmatic reasons, as urban health extension workers (UHEWs) operate in clusters 26 . Robe and Goba towns, located 430 and 444 km from Addis Ababa city, respectively, were the chosen sites. In the municipalities of Goba and Robe, there were 1832 and 2048 pregnant women, respectively. The source population was all pregnant women attending antenatal care (ANC) in the Robe and Goba towns. The study population included all first- and early-second-trimester (the time between 12 and 16 weeks of gestation) pregnant women attending ANC in the Robe and Goba Towns. First- and early-second-trimester (the time between 12 and 16 weeks of gestation) pregnant women who were permanently residents of the study area were included in the study. Pregnant women with gestational diabetes mellitus or pregnancy –induced hypertension were not included in the study.

Sample size estimation and techniques

Using G-Power software version 3.1, the sample size was calculated by making the following assumptions: an effect size of 0.25, a 95% confidence level (CI), a precision of 0.05, and a power (1 − β) of 80% 27 . The calculated sample size was 120. The ultimate sample size was 264 after taking the largest sample size into account, along with a design effect of 2 and a 10% non-response rate. Nonetheless, 454 were drawn (intervention group = 227, control group = 227) since the computed sample size for one of the broader study's other objectives was higher 25 . Data on births compiled by UHEWs were used to estimate the number of pregnant women in each cluster. Robe and Goba towns have 36 and 24 clusters, respectively. Using a probability proportional to size allocation, the sample size was assigned to each cluster. The systematic sampling technique was used to select pregnant women. In the event that a woman missed her interview due to being out of home, the next eligible pregnant woman in the serial number was contacted. The pregnant woman who had been absent from the interview was contacted the next day (Supplementary Fig.  1 ).

Randomization, intervention allocation, and blinding

The gestational age was calculated by asking about the beginning day of the last menstrual period, and the pregnancy was confirmed using a urine human chorionic gonadotropin test. Robe and Goba towns were chosen at random. Clusters were randomly allocated to the intervention and control groups. Pregnant women residing in Robe Town received the intervention, whereas those residing in Goba Town did not receive the nutrition education interventions. After pregnant women were evaluated for eligibility, the primary author randomly assigned clusters to the intervention and control groups in a 1:1 ratio to make a balance of clusters. The allocation sequence was produced using simple randomization techniques, including coin tossing.

Nutrition education interventions

Nutrition education was delivered in Afan Oromo and Amharic. An organized work schedule, counselling cards, and nutrition education were provided to the intervention group. The core messages for the lessons were generated utilizing the health belief model (HBM) and theory of planned behavior (TPB) theoretical principles 16 , 28 . These messages were taken from those recommended by the Ministry of Health (MOH), Ethiopia 29 .

Following the gathering of baseline data, pregnant participants in the intervention group received nutrition education for six sessions. Not all women received all 6 sessions; however, nearly 96 out of 100 received 5 of 6. Recruitment was done during the period when animal-source foods were allowed (i.e., during the non-fasting period). Following recruitment at their homes in each cluster, respondents received nutrition education for 30–45 min per session. Six nurses with Bachelor of Science (BSc) degrees delivered nutrition education, while two Master of Public Health (MPH) specialists supervised the nutrition education sessions. The core contents of the session were: increasing knowledge about iron-rich food sources, IFA, iodized salt, meal frequency, and portion size with increasing gestational age; food groups; taking day rest; reducing heavy workloads; enhancers and inhibitors of iron absorption; increasing utilization of health services; and interrupting the intergenerational life cycle of malnutrition; increasing pregnant women’s perceptions of under nutrition and factors leading to it; poor eating practices causing inadequate dietary intake and disease; a diet adjustment; a food-based strategy; diversifying, enriching, and standardizing knowledge regarding FV intake; identifying obstacles and finding solutions to them. By engaging pregnant women in the assessment and analysis of their own FV difficulties using participatory approaches, learning by doing encourages pregnant women to devise their own solutions. Customize the strategy to address barriers such as cost, accessibility, preparation, time, and taste preferences. For example, consider inexpensive FV choices; lowering the perceived obstacles to creating an FV; motivating participants to find solutions to the obstacles; specific food taboos (meat and eggs); enhancing participants' perceptions of control and intention; enhancing participants' hand washing proficiency; and enhancing participants' knowledge and attitudes on the capacity of pregnant women to adjust feeding patterns (Supplementary Table 1 ).

Nutrition education sessions included presentations, discussions, demonstrations, and picture-based exercises. Key messages, realistic activities, and the GALIDRAA (greet, ask, listen, identify, discuss, recommend, agree, and make follow-up appointments) processes were all identified by the trainers as crucial counselling abilities. However, no concealment was adopted in the trial due to the distinctive features of the cluster RCT and the nature of the intervention being studied. Because the two towns were so far apart, the study was not blinded. Pregnant women were made aware of the intervention yet were blinded to the research hypothesis. After the pregnant women were enrolled, reasonable attempts were made to encourage their retention and full follow-up for the duration of the trial by providing them with incentives to reduce missing data. Periodic conversations about compliance with the intervention during routine meetings and home visits by trainers served to retain interest in the study. After two weeks of nutrition education sessions, post-intervention measurements were assessed at 36–38 weeks. Moreover, home visits were planned to lessen the strain of follow-up visits among pregnant women.

No set schedule was given to the control groups. They did, however, receive standard health care. At the end of the trial, a brief intervention was given to the control group to ensure fairness and achieve a high level of postrecruitment satisfaction. Family health (family planning, nutrition, and vaccination services), disease prevention and control (human immunodeficiency virus/acquired immune deficiency syndrome, sexually transmitted infections, tuberculosis, malaria, and first aid care), hygiene and sanitation, waste disposal management, water supply, food hygiene and safety, control of insects and rodents, personal hygiene, and health education are among the 16 components of Ethiopia's routine health extension programme packages 30 .

Data collection

An interviewer-administered, structured questionnaire was used to collect data. The data collection was paper-based. The data collection instruments were modified from the Ethiopian Demographic and Health Survey (EDHS) and previous studies 5 , 31 , 32 , 33 . For the two groups, baseline and final assessments were performed. Prior to the intervention, information on sociodemographic, economic, substance abuse (alcohol, smoking, tea, or coffee), and reproductive history was gathered. Before and after the intervention, data on nutritional issues, intimate partner violence, physical exercise, healthcare delivery systems, knowledge, practice, HBM, and TPB tools were gathered.

The dietary diversity score (DDS) was computed using a qualitative 24-h dietary recall, as previously described 25 . The DDS score was determined using nine food categories to reflect the sufficiency of the diet’s micronutrients. All food and beverages consumed the previous day, both inside and outside of participants' houses, were asked to be recalled. Food groups that were consumed during the reference period were given a score of "1", and those that were not consumed were given a score of "0" for the nine groups: (1) starchy foods; (2) dark green leafy vegetables; (3) vitamin-A-rich fruits and vegetables; (4) other fruits and vegetables; (5) beans, nuts, and seeds; (6) meat and fish; (7) fats and oils; (8) milk and milk products; and (9) eggs. The food groups ingested during the reference period were added together and ranked into tertiles, with the highest tertile denoting a high DDS and the two lower tertiles denoting a low DDS 34 .

Principal component analysis (PCA) was used to generate a wealth index. Twenty-one variables entered into PCA included the availability of a water source, a latrine, a bank account, different types of living houses, livestock, agricultural ownership, and items of household property 5 , 35 . Details are published elsewhere 25 .

Twenty-seven previously approved questions were used to assess the state of food security. Families with fewer than the first two, two to ten, eleven to seventeen, and more than seventeen food insecurity indicators, respectively, were classified as food secure, mildly, moderately, and severely food insecure, respectively 36 , 37 .

Perceived susceptibility (3 questions), perceived severity and perceived benefits (4 items each), perceived barriers (5 items), cues to action and self-efficacy (4 items each) were individually evaluated using the sums of a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree) 28 and TPB constructs: attitude and subjective norms (3 items each), perceived behavioral control (2 items), and behavioral intention (7 items) 18 . The factor scores were summed and divided into tertiles. Perceived susceptibility, severity, benefit, barriers, cues to action, self-efficacy, positive attitude, subjective norm, perceived behavioral control, and behavioral intention were all labelled "yes" in the highest tertile but "no" in the two lower tertiles.

The importance of fruits and vegetables was also assessed using a ten-item knowledge test 38 . A respondent received a 1 if they responded correctly; otherwise, they received a 0. The scores were then calculated and ordered in tertile order. Last, a high degree of nutrition knowledge was assigned to the top tertile, while a low level of nutrition knowledge was assigned to the two lower tertiles. After the data collectors were trained, they measured the MUAC of pregnant women. After 36 weeks and up to the time of birth, end-line data were obtained.

Outcome assessment

Mid-upper arm circumference (MUAC) was measured in this study to estimate the nutritional status of the women 39 , 40 . Because MUAC changes minimally during pregnancy, it is considered a better indicator of pregnant women's nutritional status than body mass index (BMI), because pregnancy-related weight gain affects the reliability of using BMI to assess pregnant women's nutritional status. MUAC measurements were taken on the left arm of subjects to the nearest 0.1 cm using flexible and nonstretchable measuring tape, using standard procedures 40 . Pregnant women with MUAC ≥ 23 cm were considered well-nourished, while those with MUAC < 23 cm were classified as undernourished 40 , 41 . Details have been described (Supplementary Table 2 ).

Data quality control

The questionnaire was initially created in English, translated into the local languages, "Afan Oromo" and "Amharic," and then back-translated into English by language specialists to guarantee the consistency of the results. The questionnaire was pretested on 5% of the total sample size of study participants, and the questionnaire's face and content validity were examined by an epidemiologist and a biostatistician 25 . Eight BSc data collectors and two MPH professionals each received training on the study's goals, data collection tools, and ethical considerations to minimize interviewer bias. Supervisors rigorously monitored the data collectors every day to ensure that the questionnaire was successfully completed, and they promptly intervened if it was not. To increase the response rate, the study participants were questioned at their residences.

Data processing and analysis

The data were checked for completeness, consistency, and accuracy and entered into, cleaned, and analyzed using SPSS for Windows version 20 and STATA version 14. Descriptive statistics, including frequencies, percentages, means, standard deviations, and standard errors, were generated for the selected predictors and covariates. Details of model assumptions have been described (Supplementary Table 3 ). The baseline characteristics of the intervention and control groups were assessed using the chi-square test. The independent sample t test and paired t test were used to compare MUAC between and within the intervention and control groups, respectively. The difference in difference (DID) estimated the difference in the change in the mean value of the end-line and baseline of MUAC 42 .

We employed a linear mixed effect model (LMM) to evaluate the intervention effect on MUAC, accounting for the clustering effect. The identification of clusters and respondents was analyzed as a random effect in the analytic model. The intervention's effectiveness was evaluated using time and intervention interaction.

Four models were fitted. The null model (model without predictors), model I (MUAC + group), model II (MUAC + group, time, group × time), and model III (MUAC + groups + predictors and covariates) were all fitted. The intraclass correlation coefficient (ICC) for MUAC in the null model was 0.795, indicating the variability of the conditions attributed to the clustering effect. The Deviance (− 2 LL), Akaike’s information criterion (AIC), and Bayesian information criterion (BIC) values were used for model comparison. The deviance value for Model III was the lowest, indicating that the full model for MUAC was a best-fit model. As a result, Model III was used to make interpretations. The effect size was expressed as an estimate (β), along with the SE and 95% CI. Sensitivity analysis using per protocol analysis was conducted. However, there was no difference in the effect size. Initially, randomly assigned pregnant women were examined in the groups to which they were assigned (intention-to-treat analysis principle). Pregnant women who discontinued due to adherence failure or relocation were included in the intention to treat analysis. The statistical significance of the association was declared at a p value of less than 0.05, and tests were two-sided.

Ethical approval

The current study was ethically approved by Jimma University's Institutional Review Board before it began (Protocol #: IRB000296/2012). The health offices provided an authorization letter. All methods were carried out in according with the relevant tenets of Helsinki Declaration and good clinical practice 43 . Each respondent provided informed written consent. The respondents' privacy and confidentiality were ensured throughout the data collection and administration procedures. The trial for the study was retrospectively registered on Pan African Clinical Trials.gov with a registration number of PACTR202201731802989 on 24/01/2022. The study was reported following the Consolidated Standards of Reporting Trials (CONSORT) 2010 statement 44 (Related manuscript Table 1 ).

Sociodemographic and economic factors of the participants

A total of 224 (98.7%) and 223 (98.2%) pregnant women were successfully interviewed and had MUAC measured in the intervention and control groups, respectively (Fig.  1 ). This was due to the inability to provide end-line data as the study subjects changed locations. The mean (± SD) age of the respondents was 25.93 (± 5.52) years for the intervention group and 24.24 (± 4.24) years for the control group. There was no substantial difference in baseline characteristics between the intervention and control groups (P value > 0.05) (Table 1 ).

Flow diagram of study subjects.

Health belief model and the theory of planned behavior scores

There was a significant improvement in the score of the HBM and TPB constructs except for perceived benefit and cues to actions among the intervention group before and after the intervention (P-value < 0.0001). Furthermore, with the exception of perceived severity and cues to action, there was a significant difference in the dimensions of the HBM and TPB in the end-line data (Table 2 ). Moreover, the HBM and TPB constructs revealed a strong correlation with MUAC (Supplementary Table 4 ).

Mid-upper arm circumference

There was no difference between the control and intervention groups at baseline in terms of MUAC (P-value < 0.056). The end-line results did, nevertheless, reveal a significant difference between the control group and intervention group (P < 0.0001). The net mean MUAC difference (difference in differences) between the intervention and control groups was 0.59 ± 0.05 cm, which was statistically significant (P < 0.0001) (Table 3 ).

The variance of the residual errors at the individual level of the average MUAC was determined to be 0.41. This difference was statistically significant (P < 0.0001). The intraindividual correlation coefficient was 0.795, revealing the relevance of accounting when fitting four-level models. The multivariable linear mixed model revealed that having received nutrition education intervention was positively associated with MUAC (β = 0.85, 95% CI 0.60, 1.12, P < 0.0001) (Table 4 ).

We aimed to assess the effect of nutrition education interventions on nutritional status among pregnant women in Robe and Goba Towns, Southeast Ethiopia. The study’s findings revealed that nutrition education interventions were positively associated with MUAC among pregnant women. The net mean MUAC difference between the intervention and control groups was 0.59 cm. The MUAC of the pregnant women in the intervention group significantly improved compared to that of control group. This study’s findings supported those of other studies conducted in rural Ethiopia 19 , 45 . The possible explanation might be that nutrition education leads to favorable attitudes and, thus, changes in nutrition behavior.

Nutritional education interventions increased MUAC by 0.85 cm in urban pregnant women. The results agreed with those of studies conducted in rural Ethiopia 19 , 45 , 46 , 47 , 48 and Rwanda 49 , in which there was a substantial improvement in MUAC among pregnant women after the intervention. This might be because nutrition education provided by public health specialists was effective in improving the MUAC of pregnant women. Our study's findings would add to a body of knowledge as it was conducted in urban settings.

This study used nutrition education strategies. Nutrition educators employed education guides, the health belief model (HBM), and the theory of planned behavior (TPB), and trimester-based education. In contrast, the healthcare system's current education does not include counselling guides, a health behavior model, or a theory. Similarly, this study’s finding agreed with a study conducted in Iran 50 . This could be because nutrition education interventions increase the awareness of nutrition intake of pregnant women.

Nutrition education interventions in our study were based on the HBM and TPB, two of the most commonly used health behavior models and theories 16 . Nutrition interventions based on an integrated HBM and the TPB increase pregnant women's diet knowledge, dietary diversity, and nutritional status 18 .

A previous study found a significant favorable effect of using HBM and TPB constructs during prenatal counselling to encourage healthy eating behavior 51 . This could be because women who attend nutrition education using the HBM believe that the repercussions of malnutrition are severe, and they also believe that they are perceived to suffer the consequences of malnutrition. In addition, the pregnant women perceived that the benefits of consuming enough and diverse food outweighed the hurdles to obtaining it. Their perspective can then influence their attitude and actions. These components also have an important role in raising women's intentions to eat a balanced diet, which directly contributes to increasing MUAC among pregnant women 19 .

Nutrition education can increase nutrition knowledge, but its effectiveness in changing actual eating behaviors and practices is often limited. This highlights the complex nature of nutrition interventions and the need for multifaceted approaches 52 . Education alone may be ineffectual if the environment does not encourage healthy behaviours. Nutrition education attempts frequently result in only modest or short-term improvements, with long-term behaviour change being more difficult to achieve with education alone. While education can help with knowledge and some behaviours, it may not be as effective as direct supplementation in treating critical nutrients deficits. Seasonality, distance to markets, family poverty, gender inequities, and cultural or religious traditions that influence food consumption can all have an impact on nutrition education's efficacy 53 , 54 , 55 , 56 , 57 . It's worth noting that a mix of education and supplementing strategies may be most effective in treating complicated nutritional concerns 58 . Furthermore, building an enabling atmosphere in which individuals can apply what they've learned is critical to the success of nutrition education programmes 52 .

Interventions to combat undernutrition during pregnancy can improve the mother’s and child’s health, as optimal nutrition decreases short-term impacts on mothers (adverse pregnancy outcomes, such as pre-eclampsia, gestational diabetes, anemia, and adverse birth outcomes, such as low birth weight, preterm birth, and stillbirth) and long-term impacts (stunting, micronutrient deficiencies, and chronic diseases) later in life 59 .

The findings have significant practical ramifications. The results indicated that tailoring current nutrition policies, strategies, and initiatives is justified to integrate the health behavior model and theory into nutrition education within Ethiopia's current health system. Moreover, enhancing maternal dietary diversity in Ethiopia urgently needs interdisciplinary cooperation and a comprehensive strategy.

The main advantage of our study was that it was a community-based, cluster-randomized, controlled trial in which encouraging the consumption of fruits and vegetables was integrated with the HBM and TPB, both of which are applicable to relevant and conventional ANC. Cluster randomized controlled trials need to have both internal and external validity to be generalizable 60 . The cluster character of the study was taken into consideration during both the selection of the sample size and the data analysis. Evaluation of program execution and adoption, or the degree to which the setting is representative of the general population, could similarly be used to measure external validity 60 . However, recall bias and social desirability bias could have influenced the findings of our study. Despite this, efforts were made to probe pregnant women numerous times over the course of 24 h to improve dietary recall. Self-reporting, on the other hand, is frequently used in nutrition assessments and has been shown to have more predictive ability than objective assessments 61 . The nutrition education intervention was trimester-based, promoting improved dietary diversity, including increased fruit and vegetable intake during pregnancy.

The results showed that nutrition education interventions substantially improved mid-upper arm circumference (MUAC) among pregnant women. Integrating health belief model (HBM) and theory of planned behavior (TPB) are effective in improving MUAC among pregnant women. Moreover, it could be an important nutrition education intervention initiative in urban settings.

Data availability

All relevant data for this work are available upon reasonable request from the corresponding author.

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Acknowledgements

We express our gratitude to Jimma University and local administrative officials for their support. Our thanks also go to the supervisors, data collectors, and pregnant women for their participation.

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Girma Beressa

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GB participated in the conceptualization, formal analysis, investigation, methodology, resource acquisition, software, supervision, validation, writing the original draft, writing a review, and substantial editing. SJW and TB participated in the conceptualization, formal analysis, investigation, methodology, resource acquisition, software, supervision, validation, substantial review, and editing. All the authors have read and approved the manuscript.

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Beressa, G., Whiting, S.J. & Belachew, T. Effect of nutrition education on the nutritional status of pregnant women in Robe and Goba Towns, Southeast Ethiopia, using a cluster randomized controlled trial. Sci Rep 14 , 19706 (2024). https://doi.org/10.1038/s41598-024-70861-1

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Received : 03 January 2024

Accepted : 21 August 2024

Published : 24 August 2024

DOI : https://doi.org/10.1038/s41598-024-70861-1

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Washington Memo

Talk of a Trump Dictatorship Charges the American Political Debate

Former President Donald J. Trump and his allies are not doing much to reassure those worried about his autocratic instincts. If anything, they seem to be leaning into the predictions.

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By Peter Baker

Reporting from Washington

When a historian wrote an essay the other day warning that the election of former President Donald J. Trump next year could lead to dictatorship, one of Mr. Trump’s allies quickly responded by calling for the historian to be sent to prison.

It almost sounds like a parody: The response to concerns about dictatorship is to prosecute the author. But Mr. Trump and his allies are not going out of their way to reassure those worried about what a new term would bring by firmly rejecting the dictatorship charge. If anything, they seem to be leaning into it.

If Mr. Trump is returned to office, people close to him have vowed to “come after” the news media, open criminal investigations into onetime aides who broke with the former president and purge the government of civil servants deemed disloyal. When critics said Mr. Trump’s language about ridding Washington of “vermin” echoed that of Adolf Hitler, the former president’s spokesman said the critics’ “sad, miserable existence will be crushed” under a new Trump administration.

Mr. Trump himself did little to assuage Americans when his friend Sean Hannity tried to help him out on Fox News this past week. During a town hall-style meeting, Mr. Hannity tossed a seeming softball by asking Mr. Trump to reaffirm that of course he did not intend to abuse his power and use the government to punish enemies. Instead of simply agreeing, Mr. Trump said he would only be a dictator on “Day 1” of a new term.

“Trump has made it crystal clear through all his actions and rhetoric that he admires leaders who have forms of authoritarian power, from Putin to Orban to Xi, and that he wants to exercise that kind of power at home,” said Ruth Ben-Ghiat, author of “Strongmen: Mussolini to the Present,” referring to Vladimir V. Putin of Russia, Viktor Orban of Hungary and Xi Jinping of China. “History shows that autocrats always tell you who they are and what they are going to do,” she added. “We just don’t listen until it is too late.”

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