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"Every day during the school year we invite teenagers to share their opinions about questions like these - on topics from hip-hop to climate change - and hundreds do, posting arguments, reflections and anecdotes to our Student Opinion feature. With this, our first-ever Student Editorial Contest, we're asking you to channel that enthusiasm into something a little more formal: short, evidence-based persuasive essays like the editorials The New York Times publishes every day."

"In this lesson, students analyze the work of winners of the Learning Network's 2014 Student Editorial Contest as well as professional models from the Times editorial pages to learn how writers effectively introduce and respond to counterarguments. Then they write their own position pieces, incorporating counterarguments to strengthen their claims. Finally, they are invited to submit their finished essays to this year's Student Editorial Contest by March 9, 2015."

The challenge is pretty straightforward. Choose a topic you care about, gather evidence from both New York Times and non-New York Times sources, and write a concise editorial (450 words or fewer) to convince readers of your point of view. Because editorial writing at newspapers is a collaborative process, you can write your entry as a team effort, or by yourself. When you're done, post it in the contest form below by March 29, 2016, at 11:59 p.m. Eastern."

Doing an argument unit? This works well. There are three years of award winning student models, and it comes with a rubric you can adapt to your needs. Contest deadline is April 4. "The challenge is pretty straightforward. Choose a topic you care about, gather evidence from sources both within and outside of The New York Times, and write a concise editorial (450 words or less) to convince readers of your point of view.

How can writing change people's understanding of the world? How can it influence public opinion? How can it lead to meaningful action? In this post, which accompanies our Oct. 10 webinar, Write to Change the World: Crafting Persuasive Pieces With Help from Nicholas Kristof and the Times Op-Ed Page, we round up the best pieces we've published over the years about how to use the riches of The Times's Opinion section to teach and learn. We've sorted the ideas - many of them from teachers - into two sections. The first helps students do close-readings of editorials and Op-Eds, as well as Times Op-Docs, Op-Art and editorial cartoons. The second suggests ways for students to discover their own voices on the issues they care about. We believe they, too, can "write to change the world." Join our webinar (live on Oct. 10 or on-demand after) to learn more, and let us know in the comments how you teach these important skills."

"o teach students how to understand and apply these rhetorical principles in an academic context, I first familiarize writers with the definition of ethos, pathos and logos, using this short video from Read/Write/Think. Use the chart below to help novice writers apply the proofs to a variety of persuasive texts in their environment, such as magazine or newspaper advertisements and editorials:"

Op-Docs is The New York Times editorial department's forum for short, opinionated documentaries, produced with wide creative latitude and a range of artistic styles, covering current affairs, contemporary life and historical subjects.   Op-Docs videos are produced by both renowned and emerging filmmakers who express their views in the first person, through their subjects or more subtly through an artistic approach to a topic. Each is accompanied by a director's statement. In December 2012, we started a new Op-Docs feature: Scenes. This is a platform for very short work - snippets of street life, brief observations and interviews, clips from experimental and artistic nonfiction videos - that follow less traditional documentary narrative conventions.

Op-Docs is The New York Times editorial department's forum for short, opinionated documentaries, produced with wide creative latitude and a range of artistic styles, covering current affairs, contemporary life and historical subjects.   Op-Docs videos are produced by both renowned and emerging filmmakers who express their views in the first person, through their subjects or more subtly through an artistic approach to a topic. Each is accompanied by a director's statement. Are there applications for the classroom? Anyone can submit there own Op-Doc.

"Below we share an idea from Allison Marchetti, an English teacher at Trinity Episcopal School in Richmond, Va., who uses an Op-Doc video about the problem of Internet addiction among China's youth to teach argumentative writing to her ninth graders. This lesson is part of a larger unit of study on editorial and commentary writing."

"Analyzing the patterns of first paragraphs from 94 of the most compelling feature articles from The Atlantic, Fast Company, and NYT Opinion Editorials"

A criticism of Massachusetts' decision to adopt national standards that necessitates a move away from classic literature.