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Aug 03

Open to Advice Part II

Take what you did in Open To Advice Part I a step further. Have an editing conversation with your parents, and continue to practice being open and accepting. 

1. Give your piece to a parent or a guardian. Again, have a conversation with them. Really listen to what they have to say, even if you have never asked them for help before.


2. Be conscious of the conversations you just had and revise. Be open to change and help.



Once you have revised your piece with your feedback in mind, go back to either your friend or parents or guardians and have another conversation with them about feedback. Is there more you can improve upon? Keep an open mind -- and talk.

[Creative Commons Lisence: Randy Heinitz, non-commercial,

Aug 03

Physical Issues Part II

Expanding on Physical Issues Part I, use your photos to come up with solutions to the problems you saw. 

With activism, kindness, and volunteerism in mind, create one or two solutions/actions you and your class could take to help fix each of these problems. Ask your class to brainstorm solutions with you. Add your solutions to your slideshow. 

Talk to your class. Should you present your slideshow to an appropriate party? You could use this opportunity to make some real change in your community. 

[Photo Credit: YWP Photo Library, Katlyn Schmigel, 2013]
Aug 03

Polish Methods Part II

This is an extension to Polish Methods Part I. This section brings in a friend to help you edit. 

Now that you have done your editing in Polish Methods Part I, let your friends help you. Use your friends to help you edit, and analyze your editing method.

First, give your second, clean piece you printed off in Part I to a friend. Ask them to mark it up with a pen.


Second, look at your three copies. Which method caught the most typos and mistakes? In the future, is there a method you would use above the other methods, or two methods you would use in conjunction?

[Creative Commons Lisence: Magnus Hagdorn, non-commercial,

Aug 03

Who - Part II

An extension of Who Part I that gets into learning how to write to a target audience. 

Now that you have your information and your basic paragraph from Who Part I, practice writing to an audience. Push yourself to adjust your writing to a certain audience and learn how to analyze your target readers.

1. Rewrite your paragraph from Part I as if you were going to read it to a group of kids under the age of 7. Think about language, appropriate information, attention spans, etc.


2. Rewrite your paragraph as if you were going to read it to a group of knowledgeable adults over the age of 70 that know a lot about your town. What will you change? What information will you include?


3. Rewrite your paragraph again, but this time, try to write it so that a broad audience that doesn't live in, or know anything about, your hometown would understand it. Again, think about what needs to change to create understanding, but to also appeal to and teach all ages.

Comment on the works of your peers. Tell them how well they did adjusting their voice.


Read your paragraphs to each group. Get feedback about how well you communicated your message to each particular audience.

[Photo Credit: YWP Photo Library, photo by Nate Ertle]

Aug 03

Impressions Part II

This is an extension to Impressions Part I you can do with your class. 

After commenting on the works of your peers in Impressions Part I, it's time to think about what you read. By the end of this project, you will have two letters that will be sent to members of your community to thank them, and hopefully create change. 

  • Analyze what you saw in the letters of your peers after you commented in Part I. Was there a common love that people share for your community? Was there something everyone thought should change?
  • Come together as a class and create a list of these similar themes.
  • Now, write two more letters: a thank you letter to a person or organization doing great things in town, and a letter to the appropriate parties about the one thing you all agree should change.

[Photo Credit: YWP Photo Library, photo by Michele Trombley]

Aug 03

Op-ed Part II

You've written your fun Op-ed in Part I, now, take it a step further and write an op-ed worthy of a newspaper. Become active in your community by making an educated opinion about what is happening in your town politics. 

First, do some research about what was voted on and what happened at your last town meeting. Your parents, teachers, and community leaders may be able to send you in the right direction to find this information. Find a decision that was made that you don't like.

Second, write an op-ed persuading your town to listen to your opinion about why you think this vote was the wrong choice. Use facts and your own persuasive voice. Keep your piece to 500 words or less. 

[Creative Commons Liscense: Theresa Thompson, non-commercial, https://www.flickr.com/photos/theresasthompson/] 

Aug 03

Debate Part II

This is an extension of the question discussed in Debate Part I. 

The question discussed in Debate Part I is a question you may not be able to answer on your own. Your class is the community that will have to ask themselves the same question when the time comes. Get them involved, and expand your debating skills by learning how to express your opinions and come to conclusions with a community. 

First, poll your classmates. Do more want to stay, or do more want to go?

Second, have a respectful discussion/debate with your class about the topic. What are the reasons to stay? What are the reasons to move on? 

Third, reflect on all the opinions you have gathered. Really think about whether or not you have an answer. 

[Photo Credit: YWP Photo Library, Karma Lama Sherpa]

Aug 03

Soapbox Part II

Here's an idea of a positive change you could make through your Soapbox activity. 

This is an idea, an extension, of what you could do after discussing community issues in Soapbox Part I. Be prepared to write a speech that will be presented to a member of your community in order to spark change. 

  • Once everyone has given their speech, listen to all of the soapbox speeches again. As a class, pick one of these issues and speeches and expand on what was said. Write a five minute speech about the issue.
  • As a class, pick a student to give this new speech to an appropriate party involved with the issue. Words have the power to make a difference in your community. Make a difference as a class community. 

[Photo Credit: YWP Photo Library, photo by Beverly Gartland] 

Aug 02


Photograph the heart of each of your communities. 

Flex your photography skills, and analyze your communities and where their common meeting ground is. Use your photos to understand the behaviors of communities. 

1. Create a list of all of the communities you belong to. Really dig deep. 

2. Look at each of these communities and think: where do each of these communities converge? Where is the physical heart/common meeting place of each of these communities? (See also the Heart challenge.)

3. Take one photo of each heart of each of your communities. Don't stage the photos, but try to catch a moment when people are interacting with this place. 

Create a slideshow of each place. Ask yourself this question: why do these communities meet where they do? Try to write your answer; have your written answer end your slideshow. 

Comment on the slideshows of your peers. 

[Photo Credit: YWP Photo Library, photo by Carla Gentner]

Aug 02

Correct This

Here's some practice with polishing for grammar. 

Edit this story for grammar mistakes as a polish practice. You will find at least one mistake from each rule listed in the resource posts "Basic Grammar: Words" and "Basic Grammar: Punctuation."  (Teachers: Answer key is a resource that can be found here: https://mycommunity.ywpvt.org/node/301 )

The Murder of David Duke


     “Who was the culprit? Who murdered the man?” the officer asked.

“She did, the woman in the car,” the detective said, throwing a small look over his shoulder to the cruiser.

The woman in question was sitting, calmly, causally in the back of the cruiser — as if she was waiting for it to take off so she could do some light grocery shopping before the weekend.  The blood staining her hair was steadily dripping onto the carpet of the car.

“Who were her intentions directed at?” the officer asked, keeping his voice low, and his eyes off the woman.

“Him. David Duke,” the detective said, nudging the black bag by their feet with the toe of his loafers. “I can uncover him, if you’d like.”

“God no.” The officer shuddered. “Show me the weapon.”

The detective reached over the body bag. He rustled around for a moment only to pull up the bag containing the man’s severed ring finger.

“Oh god, please, lie that down on the examination table. Show me the weapon!”

“There’s three: a knife, a rock, and a hammer,” the detective said, his arm still shoved behind the body bag.

“Then show me already! You and me will have to stay late if you don't hurry,” the officer said. He glanced at the woman. She had started to casually braid the tips of her hair; the officer blinked. He couldn’t help but wonder whether or not she was a red head, or whether all of the blood had started to dye her hair.

The detective finally hauled clear bags in front of the two men.

“Are these all hers’?” the officer asked, leaning down to get a better look at the crimson tools.

“We think they belong to him. His girlfriend said she saw things missing from the garage.”

The officer grunted. “Is that what’s effected her? She’s mad that he’s got a new girlfriend?”

The detective looked at his notes. “According to the girlfriend, a photo the couple with a cross over it was hanged outside of their bedroom window.”

The officer chanced one more look at the woman in the cruiser. She had moved on from her hair to her nails. She was painting them — completely — red.

“So we definitely have enough evidence to bring her to court?”

    The detective nudged the body bag that contained David Duke once more. “Because of this? I’d say so.”

[Photo Credit: YWP Photo Library, photo by Olivia Ville Marie]