James Bury, Anthony Sellick

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A voluntary English writing contest was introduced in a junior and senior high school. The number of entrants into the contest was more than double the initial target. The students’ perceptions of, and attitudes towards, the contest were assessed. Analysis of the data shows a high level of satisfaction with students identifying various perceived benefits gained from entering and indicating different reasons for participating. Suggestions on ways the contest could be improved are provided and other teachers are encouraged to consider introducing writing contests of their own.


writing, students’ perceptions, students’ attitudes

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