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DOCUMENT RESUME
ED 412 548 CS 216 029
TITLE Pen Friends across the Nation: An Intergenerational LetterWriting Project.
INSTITUTION National Postal Museum, Washington, DC. Education Dept.SPONS AGENCY Postal Service, Washington, DC.PUB DATE 1997-00-00NOTE 39p.PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Intergenerational Programs; *Letters (Correspondence);
*Older Adults; Program Descriptions; Secondary Education;*Secondary School Students; Writing (Composition)
IDENTIFIERS *Pen Pals
ABSTRACT
This booklet contains information on how to set up a PenFriends project, a nationwide, intergenerational writing project that pairs aclass of junior of senior high school students with a group of older adultsin the same community. The booklet notes that participants establish arelationship through letter writing based on visits to a local culturalresource. It describes how to choose a local cultural site and containsmotivational writing activities, activity sheets, forms for scheduling andrecording, and a program evaluation. The booklet is organized around the 10steps of the project: (1) finding a group of writing partners; (2) selectinga cultural site to visit; (3) planning the calendar and keeping records; (4)letter writing warm-up activities; (5) writing a letter of introduction; (6)and (7) visiting a cultural site and writing letters (first visit); (8)introducing the writing partners face-to-face; (9) evaluating the project;and (10) sharing the project with others. An appendix presents fiveadditional creative letter writing activities; a four-item annotatedbibliography is attached.) (RS)
**************************************** ***** ***********************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
****************************************************************** ******* *******
2
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O 0 0
V
Nat
iona
l Pos
tal M
useu
m
Sm
ithso
nian
Inst
itutio
n
g0B
ES
CO
PY A
VA
ILA
BL
E
U S
DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
j CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
N
gIC
EN
TE
R (
ER
IC)
Thi
s do
cum
ent h
as b
een
repr
oduc
ed a
sre
ceiv
ed fr
om th
e pe
rson
or
orga
niza
tion
orig
inat
ing
it.
Min
or c
hang
es h
ave
been
mad
e to
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy.
2
Pen
-Frie
nds
Acr
oss
the
Nat
ion
is a
nat
ionw
ide,
inte
rgen
erat
iona
l writ
ing
proj
ect.
It pa
irs a
cla
ss o
f jun
ior
or s
enio
r hi
gh s
choo
l stu
dent
s w
itha
grou
p
of o
lder
adu
lts in
the
sam
e co
mm
unity
. Par
ticip
ants
est
ablis
ha
rela
tions
hip
thro
ugh
lette
r w
ritin
g ba
sed
on v
isits
to a
loca
l cul
tura
lre
sour
ce. T
he
corr
espo
nden
ce b
etw
een
the
olde
r ad
ults
and
stu
dent
s de
scrib
es a
nd
inte
rpre
ts th
eir
resp
ectiv
e ex
perie
nces
. The
pro
ject
invo
lves
an e
xcha
nge
of
thre
e le
tters
whi
ch c
oncl
udes
in a
mee
ting,
if p
ossi
ble.
The
cur
ricul
um k
it
An
Ove
rvie
wco
ntai
ns in
form
atio
n on
how
to s
et u
p an
inte
rgen
erat
iona
l pro
ject
,
incl
udin
g ho
w to
cho
ose
a lo
cal c
ultu
ral s
ite.
It co
ntai
ns m
otiv
atio
nal
writ
ing
activ
ities
, act
ivity
she
ets,
form
s fo
r sc
hedu
ling
and
reco
rdin
g, a
nda
prog
ram
eva
luat
ion.
To
obta
in in
form
atio
n or
a c
urric
ulum
pac
ket c
all (
202)
357-
2991
. The
se m
ater
ials
are
als
o av
aila
ble
on A
mer
ica
Onl
ine
(key
wor
d
Sm
ithso
nian
, onc
e in
side
Sm
ithso
nian
Onl
ine,
mat
eria
ls a
re a
vaila
ble
unde
r
Sm
ithso
nian
Edu
catio
n), o
r th
e In
tern
et a
ddre
ss is
: ftp
to e
duca
te.s
i.edu
.
4
con
PR
E
DO
PR
EP
AR
ING
pare
a-fo
r th
e P
en-F
riend
Pro
ject
Ste
p 1
Fin
ding
a g
roup
of
writ
ing
part
ners
Ste
p 2
Sel
ectin
g a
cultu
ral s
ite(s
',
to v
isit
Ste
p 3
Pla
nnin
g th
e ca
lend
aran
d ke
epin
g re
cord
s
DO
ING
the
Pen
-Frie
nd P
roje
ct
Ste
p 4
Ste
p 5
Ste
p 6
Ste
p 7
lette
r w
ritin
g w
arm
-up
activ
ities
, inc
ludi
ngre
adin
g hi
stor
ic le
tters
Writ
ing
a le
tter
ofin
trod
uctio
n
Vis
iting
a c
ultu
ral s
itean
d w
ritin
g le
tters
first
vis
it
Vis
iting
a c
ultu
ral s
itean
d w
ritin
g le
tters
seco
nd v
isit
CO
NC
LUD
ING
the
Pen
-Frie
nd P
roje
ct
Ste
p 8
Ste
p 9
Ste
p 10
Intr
oduc
ing
the
writ
ing
part
ners
face
-to-
face
Eva
luat
ing
the
proj
ect
Sha
ring
the
proj
ect
with
oth
ers
Con
tent
sP
RE
pare
Ste
p1
Fin
ding
a g
roup
of
writ
ing
part
ners
5G
uidi
ng p
rinci
ples
for
inte
rgen
erat
iona
lpr
ogra
mm
ing
5F
indi
ng P
en-F
riend
part
ners
in y
our
com
mun
ity
Ste
p 2
Sel
ectin
g a
cultu
ral
site
to v
isit
6D
isco
verin
g yo
urco
mm
unity
's c
ultu
ral
inst
itutio
ns
6S
ome
crite
ria fo
r ch
oosi
nga
cultu
ral i
nstit
utio
n
6C
olla
bora
ting
with
the
inst
itutio
n's
educ
ator
s
DO Ste
p 4
Lette
r w
ritin
g w
arm
-up
activ
ities
9Le
tter-
rela
ted
disc
ussi
onto
pics
9A
ctiv
ities
to m
otiv
ate
lette
r w
riter
s
10 R
eadi
ng H
isto
ricLe
tters
leut
12Le
tter
Ana
lysi
stt
Ste
p 5
Writ
ing
a le
tter
ofin
trod
uctio
n
13Le
tter
Idea
She
etIp
ut
Ste
ps 6
, 7V
isiti
ng a
cul
tura
l site
and
writ
ing
lette
rs
con
Ste
p 3
Pla
nnin
g th
e ca
lend
aran
d ke
epin
g re
cord
s
7P
lann
ing
the
cale
ndar
8K
eepi
ng r
ecor
ds
8C
orre
spon
denc
e F
orm
14 A
bas
ic a
ppro
ach
topl
anni
ng
14 F
our
step
s to
pla
nnin
g a
visi
t to
a cu
ltura
l ins
titut
ion
15 Id
ea S
aver
Jet
16 G
raph
ic O
rgan
izer
for
Rec
ordi
ng R
eact
ions
Dur
ing
a V
isit
kout
6
Ste
ps 8
, 9, 1
0C
oncl
udin
g th
e P
roje
ct
17 In
trod
ucin
g w
ritin
gpa
rtne
rs fa
ce-t
o-fa
ce
17 E
valu
atin
g th
e pr
ojec
t
17 S
harin
g th
e pr
ojec
t with
othe
rs
18P
roje
ct E
valu
atio
n
App
endi
x A
19 Bib
liogr
aphy
19
9 0 0 a rt
7
i&ec
,
3
C 0 .e 0 Z
For
stu
dent
s, th
is p
rogr
am w
ill:
Giv
e th
em a
cha
nce
to le
arn
how
to w
rite
inte
rest
ing
lette
rs fr
om e
xper
ienc
ed le
tter
writ
ers
w xP
rovi
de e
xpos
ure
to a
loca
l cul
tura
l res
ourc
e.. ui In 0 1. V 4 In '0 C - L LI. c a) a. 4
Offe
r th
e op
port
unity
to d
iscu
ss th
e co
mm
unity
cultu
ral s
ite w
ith p
eopl
e w
ho m
ay h
ave
expe
rienc
ed it
at a
noth
er ti
me
in h
isto
ry
Giv
e th
em th
e un
divi
ded
atte
ntio
n, a
nd o
ften
the
affe
ctio
n, o
f an
olde
r pe
rson
8
For
adu
lts, t
he p
rogr
am w
ill:
Enc
oura
ge in
terg
ener
atio
nal c
omm
unic
atio
n
Giv
e th
em a
cha
nce
to m
odel
lette
r w
ritin
g sk
ills
for
a ge
nera
tion
larg
ely
unus
ed to
lette
r w
ritin
g
Pro
mot
e m
enta
l hea
lth b
y in
trod
ucin
g or
reac
quai
ntin
g ol
der
adul
ts w
ith a
com
mun
ity
cultu
ral r
esou
rce
Fos
ter
feel
ings
of s
elf-
wor
th a
s ol
der
adul
ts s
hare
thei
r in
sigh
ts w
ith a
dole
scen
ts
Edu
catio
nal
obje
ctiv
es fo
r al
lP
en-F
riend
part
icip
ants
:
Writ
e fo
r an
aut
hent
ic
purp
ose
and
audi
ence
Pra
ctic
e le
tter
writ
ing
skill
s
Rev
ise
thei
r w
ritin
g fo
r
appr
opria
tene
ss to
audi
ence
as
wel
l as
mec
hani
cal c
orre
ctne
ss
Dis
cuss
and
writ
e
abou
t cul
tura
l art
ifact
s
Ste
p 1
Gui
ding
prin
cipl
es fo
rin
terg
ener
atio
nal
prog
ram
min
g
Dis
cuss
the
assu
mp-
tions
you
r gr
oup
mig
htha
ve a
bout
the
othe
rgr
oup.
Giv
e pa
rtic
ipan
ts ti
me
todi
scus
s th
e as
sum
ptio
ns th
ey
mig
ht h
ave
abou
t mem
bers
of th
e ol
der
or y
oung
ergr
oup,
then
dis
cuss
whe
ther
thos
e as
sum
ptio
ns a
re v
alid
.H
elp
each
gro
up c
onsi
der
the
kind
s of
life
eve
nts
olde
rad
ults
and
stu
dent
s ex
peri-
ence
, the
bio
logi
cal c
hang
esdu
ring
thes
e tw
o ph
ases
of
life,
and
eac
h gr
oup'
sim
pres
sion
s of
the
othe
rgr
oup'
s w
orld
. Dis
cuss
eac
h
0
PR
Epa
re
grou
p's
expe
ctat
ions
of
resp
ect a
nd th
e di
ffere
ntfo
rms
that
res
pect
will
take
durin
g th
e pr
ojec
t.
Enc
oura
ge p
erso
nal
rela
tions
hips
.T
he P
en-F
riend
pro
ject
is
desi
gned
to e
ncou
rage
one
-to
-one
rel
atio
nshi
ps, a
nd to
rein
forc
e th
e id
ea th
at p
artic
i-pa
nts
are
com
mun
icat
ing
with
indi
vidu
als,
not
just
mem
bers
of a
gro
up.
Ref
lect
on
early
assu
mpt
ions
.A
t the
end
of t
he p
roje
ct, b
esu
re to
ask
par
ticip
ants
how
the
Pen
-Frie
nd e
xper
ienc
e
has
mad
e th
em r
eeva
luat
eth
e as
sum
ptio
ns th
ey m
ade
at th
e st
art.
Invi
te th
em to
cons
ider
how
thei
r w
ritin
gpa
rtne
r in
fluen
ced
the
way
they
saw
the
cultu
ral s
ite.
Ask
them
if th
eir
Pen
-Frie
nd
expe
rienc
e di
ffere
d fr
omw
hat t
hey
expe
cted
. Am
ple
time
for
refle
ctio
n du
ring
the
proj
ect w
ill a
lso
impr
ove
the
qual
ity o
f the
lette
rspe
n fr
iend
s w
rite.
Fin
ding
Pen
-Frie
ndpa
rtne
rs in
you
rco
mm
unity
For
gro
ups
in th
eW
ashi
ngto
n, D
.C. a
rea,
call
the
Nat
iona
l Pos
tal
Mus
eum
at 1
2021
357
-29
91to
obt
ain
mor
e in
form
atio
n.If
you
do n
ot li
ve n
ear
Was
hing
ton,
D.C
., he
rear
e so
me
way
s yo
u m
ight
loca
te o
lder
adu
lts o
rst
uden
ts to
join
you
in th
eP
en-F
riend
pro
ject
.
To
find
olde
r ad
ults
inyo
ur a
rea,
con
side
r:S
enio
r ce
nter
scon
tact
the
prog
ram
dire
ctor
Chu
rch
grou
psLo
cal c
hapt
ers
of n
atio
nal
grou
ps fo
r se
nior
citi
zens
,su
ch a
s th
e A
mer
ican
Ass
ocia
tion
of R
etire
dP
erso
ns
Clu
bs th
at b
ring
toge
ther
grou
ps o
f peo
ple
from
the
sam
e cu
lture
, suc
h as
the
Sw
edis
h-A
mer
ican
Clu
b
To
find
stud
ents
inyo
ur a
rea,
con
side
r:P
ublic
and
priv
ate
scho
olsc
onta
ct th
epr
inci
pal o
r E
nglis
hde
part
men
t cha
irper
son
Chu
rch
grou
psco
ntac
t the
you
thpr
ogra
ms
dire
ctor
Boy
and
Girl
Sco
uts
or4-
H c
lubs
Com
mun
ity c
ente
r or
par
kdi
stric
t pro
gram
scon
tact
the
yout
h pr
ogra
ms
dire
ctor
BE
ST
CO
PY
AV
AIL
AB
LEI
CD
911
CD CL
X0' 1 0 CD rt 0 5
PR
E
C 0 . a us 0 0 L 0 6
pare
5le
c-+
:PN
c. Step
2D
isco
verin
gyo
ur c
omm
unity
'scu
ltura
l ins
titut
ions
Mos
t peo
ple
thin
k of
mus
eum
s w
hen
they
thin
k of
cultu
ral i
nstit
utio
ns o
r cu
ltura
l
reso
urce
s. H
owev
er, y
our
com
mun
ity h
as m
any
othe
rcu
ltura
l res
ourc
es th
at c
ould
serv
e as
the
cent
erpi
ece
of
your
Pen
-Frie
nd p
roje
ct.
To
find
the
cultu
ral
reso
urce
s in
you
rco
mm
unity
, con
sult:
The
pho
ne b
ook
The
cha
mbe
r of
com
mer
ceT
he li
brar
ian
Tra
vel a
ssoc
iatio
ns
AC
A4/
vr-a
4ci
-he,
fiP
lann
ing
this
pro
ject
will
be
easi
er if
you
use
a b
road
erco
ncep
t of c
ultu
ral i
nstit
utio
n.
You
may
con
side
r th
e fo
llow
-
ing
cultu
ral r
esou
rces
as
you
plan
lette
r w
ritin
g ex
perie
nces
:N
atur
e ce
nter
Sta
te p
ark
Bal
lpar
kLa
ndm
arkb
oth
natu
ral
and
man
-mad
eU
nusu
al a
rchi
tect
ure
in
your
com
mun
ityC
emet
ery
Arc
hite
ctur
ally
or
ethn
ical
lysi
gnifi
cant
nei
ghbo
rhoo
dR
ailro
ad s
tatio
n
Libr
ary
Ret
ail b
usin
ess
or r
esta
uran
tLo
cal
new
spap
erLo
cal i
ndus
try
Uni
vers
ity, w
hich
may
cont
ain
a m
useu
m,
arch
ive,
labo
rato
ry, o
rot
her
scho
larly
res
ourc
eS
cien
ce c
ente
r
Gov
ernm
ent a
genc
y w
hich
may
hou
se a
rchi
ves
or
plan
edu
catio
nal p
rogr
ams
Cou
nty
fair
Par
ade
Eth
nic
fest
ival
Spo
rtin
g ev
ent
Som
e cr
iteria
for
choo
sing
acu
ltura
l ins
titut
ion
1.W
ill p
artic
ipan
ts b
eab
le to
writ
e ea
ch o
ther
lette
rs a
bout
thei
r pe
rson
al
expe
rienc
es th
at r
elat
e to
the
cultu
ral i
nstit
utio
n?
2.D
id th
e ol
der
gene
ratio
nex
perie
nce
this
site
or
asi
mila
r on
e du
ring
thei
r
teen
age
year
s?3.
How
doe
s th
e cu
ltura
lre
sour
ce r
elat
e to
sch
ool
curr
icul
a? C
onsi
der
both
subj
ect m
atte
r an
d sk
ills.
For
exa
mpl
e, w
ill P
en-F
riend
stud
ents
hav
e th
e op
port
unity
to im
prov
e th
eir
writ
ing
orcr
itica
l thi
nkin
g sk
ills?
Col
labo
ratin
gw
ith th
e in
stitu
-tio
n's
educ
ator
s
Bef
ore
you
begi
n pl
anni
ngyo
ur P
en-F
riend
pro
ject
,fin
d ou
t whe
ther
the
cultu
ral
inst
itutio
n ha
s an
edu
catio
n
V f
dire
ctor
or
educ
atio
n de
part
-m
ent.
Ifit
does
hav
e an
avai
labl
e ed
ucat
or o
r vo
lun-
teer
, he
or s
he w
ill b
e ab
le
to h
elp
you
a gr
eat d
eal.
The
y m
ight
pro
vide
edu
ca-
tiona
l mat
eria
ls a
s a
foun
da-
tion
for
the
inte
rgen
erat
iona
l
lette
r w
ritin
gpr
ogra
m. A
skth
e ed
ucat
ors
to s
hare
the
curr
icul
um m
ater
ials
and
activ
ities
they
cur
rent
ly u
sew
ith v
isito
rs. T
his
way
, you
may
tailo
r ac
tiviti
es to
the
need
s of
the
olde
r ad
ults
and
stud
ents
, ins
tead
of g
ener
at-
ing
orig
inal
act
iviti
es y
ours
elf.
Per
haps
the
educ
ator
s co
uld
supp
ly y
ou w
ith h
isto
rical
lette
rs fr
omyo
ur o
wn
com
mun
ity to
use
dur
ing
your
Pen
-Frie
nd p
roje
ct.
The
cul
tura
l ins
titut
ion
may
wan
t to
wor
k w
ith y
ou to
prom
ote
your
pro
ject
with
a sm
all e
xhib
it or
a n
ews
pres
s re
leas
e ab
out y
our
lette
r
exch
ange
bas
ed o
n th
eir
site
.
Step
3P
lann
ing
the
cale
ndar
Thi
s ca
lend
ar p
rovi
des
anov
ervi
ew o
f the
Pen
-Frie
nd
proj
ect a
ctiv
ities
. Rem
embe
rth
at P
en-F
riend
s A
cros
s th
eN
atio
n is
not
a fi
fteen
-wee
kcu
rric
ulum
; rat
her,
it w
ill h
ap-
pen
over
a p
erio
d of
at l
east
a fif
teen
wee
ks. N
otic
e th
atth
e se
nior
citi
zens
vis
it th
ecu
ltura
l site
firs
t. T
his
orde
ral
low
s th
e se
nior
s, w
ith th
eir
grea
ter
expe
rienc
e, to
mod
elle
tter
writ
ing
for
the
stud
ents
.H
owev
er, i
tis
impo
rtan
t tha
t
each
gro
up g
et th
e ch
ance
to in
trod
uce
the
expe
rienc
eto
the
othe
r; th
e ca
lend
aris
set
up
so th
at s
tude
nts
intr
oduc
e th
e se
cond
vis
it to
thei
r w
ritin
g pa
rtne
rs.
eqr
Wee
k 1
Wee
k 2
PR
Epa
re
re C
e rIn
trod
uce
the
Pen
-Frie
nds
proj
ect.
Par
ticip
ants
(ol
der
adul
ts a
nd s
tude
nts)
do
the
war
m-u
p ex
erci
ses
in S
tep
4
Lette
r w
ritin
g w
arm
-up
activ
ities
. Not
e: y
ou m
ay ta
ke m
ore
than
one
wee
k fo
r th
is p
erio
d of
pre
para
tion.
Stu
dent
s w
rite
and
send
lette
rs in
trod
ucin
g th
emse
lves
to th
eir
seni
or w
ritin
g pa
rtne
rs. (
stud
ent l
ette
r #1
)
Wee
k 4
Old
er a
dults
rec
eive
stu
dent
s' le
tters
of i
ntro
duct
ion,
then
writ
e a
lette
r in
trod
ucin
g th
emse
lves
to th
e st
uden
ts.
(sen
ior
lette
r #1
)
Wee
k 6
Old
er a
dults
mak
e th
eir
first
vis
it to
the
cultu
ral i
nstit
utio
n. T
hey
writ
e an
d se
nd le
tters
to th
e st
uden
ts a
bout
thei
r
visi
t. (s
enio
r le
tter
#2)
Wee
k 8
Wee
k 9
Stu
dent
s re
ceiv
e ol
der
adul
ts' l
ette
rs a
bout
thei
r fir
st v
isit
to th
e cu
ltura
l ins
titut
ion.
Stu
dent
s' m
ake
thei
r fir
st v
isit
to th
e cu
ltura
l ins
titut
ion.
The
y w
rite
and
send
lette
rs a
bout
thei
r vi
sit t
o th
ecu
ltura
l ins
titut
ion
(stu
dent
lette
r #2
)
Wee
k 11
Stu
dent
s' m
ake
thei
r se
cond
vis
it to
the
cultu
ral i
nstit
utio
n T
hey
writ
e an
d se
nd le
tters
abo
ut th
eir
visi
t to
the
cultu
ral i
nstit
utio
n. (
stud
ent l
ette
r #3
)
Wee
k 13
Old
er a
dults
mak
e th
eir
seco
nd v
isit
to th
e cu
ltura
l ins
titut
ion,
then
they
ans
wer
stu
dent
s' le
tters
.
(sen
ior
lette
r #3
)
Wee
k 15
14
A m
eetin
g, if
pos
sibl
e. B
oth
grou
ps g
athe
r at
the
cultu
ral i
nstit
utio
n, s
choo
l, or
sen
ior
cent
er:fo
r a
face
-to-
face
mee
ting.
15
m 9 0 0 0 0 3
7
rH,
PR
EII
#V
PI
tep
3K
*ng
reco
rds
One
ess
entia
l ele
men
t in
the
succ
ess
of th
is p
roje
ct is
desi
gnat
ing
som
eone
to s
erve
as R
ecor
der.
The
Rec
orde
r's
resp
onsi
bilit
ies
incl
ude
ensu
r-in
g th
at e
ach
part
icip
ant h
asa
writ
ing
part
ner
and
that
part
icip
ants
writ
e an
d re
ceiv
eea
ch o
f the
thre
e le
tters
.
The
Rec
orde
r gu
aran
tees
that
the
Pen
-Frie
nds
rece
ive
each
othe
r's le
tters
on
time,
per
-
haps
eve
n by
del
iver
ing
the
lette
rs to
the
scho
ol o
r se
nior
cent
er. (
The
lette
rs s
houl
d
trav
el in
a g
roup
; the
y sh
ould
not b
e m
aile
d in
divi
dual
ly.)
Cho
ose
a pe
rson
to b
eR
ecor
der
who
is n
ot th
ecl
assr
oom
teac
her,
sen
ior
cent
er d
irect
or, o
r on
e of
the
Pen
-Frie
nds.
Ask
a p
aren
t, a
mus
eum
vol
unte
er, o
r no
n-
part
icip
atin
g ol
der
adul
t to
be R
ecor
der.
8
Step
4Le
tter-
rela
ted
disc
ussi
on to
pics
Cho
ose
as m
any
ofth
ese
war
m-u
ps a
syo
u th
ink
will
hel
ppa
rtic
ipan
ts g
et r
eady
to b
ecom
e pe
n fr
iend
s.T
here
are
add
ition
alch
oice
s in
App
endi
x A
on p
age
23.
Are
You
a L
ette
rW
riter
?O
pen
a ge
nera
l dis
cuss
ion
of p
artic
ipan
ts' l
ette
r w
ritin
gha
bits
. Ask
them
whe
ther
they
cur
rent
ly w
rite
lette
rs o
rif
they
wro
te m
ore
lette
rs in
the
past
. Ask
"W
hat r
ole,
if
any,
has
lette
r w
ritin
g pl
ayed
in y
our
life?
"
An
App
ropr
iate
Let
ter
Dis
cuss
the
idea
of a
udie
nce
in le
tter
writ
ing.
How
doe
s a
writ
er w
rite
an "
appr
opria
tele
tter"
to a
pen
frie
nd in
this
pro
ject
?
Typ
es o
f Let
ters
Ask
par
ticip
ants
to b
ring
inal
l diff
eren
t kin
ds o
f let
ters
,
such
as
pers
onal
lette
rs,
busi
ness
lette
rs, l
ette
rs o
f
com
plai
nt, o
r so
licita
tion
lette
rs. L
abel
and
pos
t eac
hdi
ffere
nt k
ind.
Use
the
disp
lay
to d
iscu
ss h
ow le
tters
are
alik
e or
diff
eren
t, an
dw
hat m
akes
ale
tter.
Act
iviti
es to
mot
ivat
e le
tter
writ
ers
Cho
ose
from
the
follo
win
g ac
tiviti
es o
rre
fer
to A
ppen
dix
Afo
r m
ore
activ
ities
for
lette
r w
riter
s.
DO
A L
ette
r F
rom
Hom
eA
sk p
artic
ipan
ts to
brin
g in
a ph
otoc
opy
of a
sig
nific
ant
lette
r th
ey, t
heir
pare
nts,
or
thei
r ch
ildre
n ha
ve s
aved
.(D
on't
let t
hose
val
uabl
e
orig
inal
s le
ave
hom
e.)
Ask
volu
ntee
rs to
rea
d th
e le
tters
,or
exc
erpt
s, a
loud
to th
egr
oup,
and
to d
escr
ibe
the
lette
r w
riter
and
exp
lain
the
circ
umst
ance
s th
at le
d to
the
lette
r. A
fter
hear
ing
and
disc
ussi
ng in
divi
dual
lette
rs,
invi
te th
e gr
oup
to d
iscu
ss
the
follo
win
g qu
estio
ns:
1.W
hat r
ole
has
lette
r
writ
ing
play
ed in
you
rfa
mily
's h
isto
ry?
2. W
ho is
the
best
, or
mos
t fre
quen
t, le
tter
writ
er
in y
our
fam
ily?
3. W
ould
rel
atio
nshi
ps in
your
fam
ily c
hang
e if
the
mem
bers
wro
te m
ore
lette
rs?
Lette
rs to
You
rsel
fT
o en
cour
age
cand
or in
lette
r
writ
ing,
par
ticip
ants
writ
e le
t-te
rs to
them
selv
es. T
hey
coul
d
writ
e to
them
selv
es in
the
pres
ent,
past
, or
futu
re. T
hey
coul
d ch
oose
a s
peci
fic r
ea-
son
for
writ
ing.
For
exa
mpl
e,th
ey c
ould
use
the
lette
r to
tell
them
selv
es th
e tr
uth
abou
t
som
ethi
ng, o
r to
"di
scus
s"so
met
hing
with
them
selv
es.
A W
eek
in M
y Li
feA
sk p
artic
ipan
ts to
cho
ose
a re
al p
erso
n to
writ
e to
a fr
iend
or
rela
tive.
The
n as
kth
em to
writ
e a
"wee
k in
the
life
of m
e" le
tter.
Hav
e th
emus
e a
note
book
to g
athe
ra
wee
k's
wor
th o
f eve
nts,
aid
eas,
and
imag
es, t
hen
cond
ense
thei
r w
eek'
sga
ther
ings
into
one
lette
r.
-n 1 .. 3 0- 0
119
rt 0 3 9
C 0 0 -C 0 ict C I. u. C 0. 11 0
DO
[Apr
il 19
67)
Rea
ding
His
toric
Let
ters
Dea
r M
a,H
ow a
re th
ings
bac
k in
the
Wor
ld?
I hop
e al
l is
wel
l!T
hing
s ar
e pr
etty
muc
h th
e sa
me.
Vie
tnam
has
my
feel
-in
gs o
n a
sees
aw.
Thi
s co
untr
y is
so
beau
tiful
, whe
n th
e su
n is
shi
ning
on
the
mou
ntai
ns, f
arm
ers
in th
eir
rice
padd
ies,
with
thei
rw
ater
buf
falo
, pal
m tr
ees,
mon
keys
, bird
s an
d ev
en th
est
rang
e in
sect
s. F
or a
flee
ting
mom
ent I
was
n't i
n a
war
zone
at a
ll, ju
st o
n va
catio
n, b
ut s
till m
issi
ng y
ou a
nd th
efa
mily
.T
here
are
a fe
w k
ids
who
han
g ar
ound
, som
e w
ith n
opa
rent
s. I
feel
so
sorr
y fo
r th
em. I
do
thin
gs to
mak
e th
emla
ugh.
And
they
cal
l me
"din
ky d
ow"
(cra
zy).
But
itm
akes
me
feel
goo
d. I
hope
that
' is
one
reas
on w
hyw
e're
her
e, to
sec
ure
a fu
ture
for
them
. It s
eem
s to
be
the
only
just
ifica
tion
I can
thin
k of
for
the
thin
gs th
at I
have
done
!
Love
to a
ll.
You
r so
n,G
eorg
e
BE
ST
CO
PY
AV
AIL
AB
LE
PF
C G
eorg
e W
illia
ms
serv
ed w
ith C
ompa
nyB
, 1st
Bat
talio
n, 1
6th
Infa
ntry
(R
ange
rs),
1st I
nfan
try
Div
isio
n,op
erat
ing
in 1
11 C
orps
,fr
om F
ebru
ary
1967
to
--
- --
- -IV
'
Feb
ruar
y 19
68. H
e is
-
now
a r
etire
d fir
efig
hter
--
livin
g in
Bro
okly
n,N
ew Y
ork.
--
Lette
r co
urte
sy o
fG
eorg
e W
illia
ms
-
Mar
y S
teph
enso
n w
rote
to h
er fa
mily
in S
wed
enfr
om h
er A
mer
ican
hom
e in
New
Sw
eden
,Io
wa
on J
une
15, 1
865.
Cou
rtes
y of
the
Min
neso
ta H
isto
rical
Soc
iety
. Han
dwrit
ten
tran
scrip
tion.
2
Rea
ding
His
toric
Let
ters
New
Sw
eden
, Iow
a, J
une
15, 1
865
Dea
r pa
rent
s, s
iste
rs, a
nd b
roth
ers:
I will
aga
in w
rite
to y
ou a
nd th
ank
you
for
the
wel
-co
me
lette
r w
hich
we
read
so
eage
rly. T
he w
eek
your
lette
r ca
me
we
wer
e in
anx
ious
exp
ecta
tion,
as
Idr
eam
ed m
any
times
abo
ut S
wed
en a
nd a
bout
you
. Ial
way
s dr
eam
abo
ut y
ou b
efor
e yo
ur le
tters
arr
ive.
You
may
res
t ass
ured
that
you
r le
tters
are
rea
d w
ith e
ager
-ne
ss, a
nd it
is w
ith jo
y th
at w
e le
arn
that
you
are
ingo
od h
ealth
and
are
pro
sper
ing.
I am
a li
ttle
disa
ppoi
nt-
ed th
at s
iste
r S
ophi
a do
es n
ot c
omew
e w
ould
hav
eha
ppy
times
toge
ther
. But
this
pro
spec
t has
fade
d si
nce
her
fianc
e do
esn'
t wan
t to
leav
e. N
ow I
am in
hop
esth
at J
ohan
na w
ill g
et th
e "A
mer
ican
feve
r."
Oliv
er s
peak
s a
grea
t dea
l of m
ovin
g to
Sw
eden
, but
I don
't fa
vor
it, a
s I h
ave
thin
gs a
s go
od a
s I c
ould
wis
h.T
he o
nly
thin
g th
at c
ould
indu
ce m
e to
go
to S
wed
en is
the
plea
sure
of b
eing
with
you
. Unc
le a
nd A
unt s
ay th
atw
e m
ay e
xpec
t you
, but
we
do n
ot w
ant t
o in
sist
. We
will
soo
n m
ake
our
deci
sion
, and
we
wis
h yo
u w
ould
writ
e as
soo
n as
pos
sibl
e w
heth
er y
ou h
ave
any
thou
ghts
of c
omin
g to
Am
eric
a. In
our
nex
t let
ter
we
will
info
rm y
ou o
f our
pla
ns, b
ut I
do n
ot b
elie
ve th
at I
can
leav
e th
is p
lace
unt
il de
ath
take
s m
e aw
ay. W
e liv
e be
t-te
r th
an th
e pe
ople
in S
wed
en, a
nd w
e ar
e no
t wan
ting
in s
pirit
ual f
ood.
Whe
n I c
ompa
re c
ondi
tions
her
e w
ithth
ose
in S
wed
en, w
e ar
e fo
rtun
ate.
We
have
goo
dbr
ead
and
whe
at fl
our
and
as m
uch
beef
and
por
k as
we
desi
re fo
r ea
ch m
eal.
We
have
all
the
butte
r, e
ggs,
and
milk
we
need
. Las
t sum
mer
I so
ld tw
enty
doz
en e
ggs
ever
y tw
o w
eeks
. Las
t fal
l we
mad
e a
barr
el a
nd a
half
DO
of g
ood
suga
r sy
rup
for
cook
ing
frui
t. La
st s
umm
er I
cook
ed c
herr
ies
in s
yrup
...W
e ha
ve a
n ab
unda
nce
ofva
rious
kin
ds o
f app
les.
In fa
ct, w
e ha
ve s
o m
any
thin
gsth
at m
ake
for
com
fort
and
hap
pine
ss th
at, w
hen
I com
-pa
re S
wed
en to
this
cou
ntry
, I h
ave
no d
esire
to r
etur
n.B
ut, o
n th
e ot
her
hand
, whe
n I t
hink
abo
ut S
wed
en's
heal
thfu
l clim
ate
and
how
ple
asan
t it w
ould
be
for
us to
be to
geth
er, I
con
fess
that
I am
a li
ttle
diss
atis
fied,
esp
e-ci
ally
sin
ce G
usta
f pas
sed
away
. It i
s a
joy
to s
ee m
ybr
othe
r-in
-law
and
sis
ter-
in-la
w, b
ut th
ey h
ave
sold
thei
rfa
rm, a
nd it
is h
ard
to s
ay w
here
they
will
mov
e.O
liver
's y
oung
er s
iste
r C
hris
tine
mar
ried
an A
mer
ican
last
fall,
and
they
mov
ed to
a to
wn
calle
d P
ella
.I w
ill w
rite
wha
t we
are
doin
g. O
liver
is p
low
ing
corn
, and
I am
bus
y se
win
g dr
esse
s. I
inte
nd to
spi
nso
on. W
e ha
ve a
bout
thirt
y po
unds
of w
ool,
half
ofw
hich
I am
goi
ng to
hav
e sp
un b
y m
achi
ne a
nd th
ere
mai
nder
I am
goi
ng to
spi
n by
han
d. I
am g
oing
tow
eave
clo
thes
for
Oliv
er, a
nd I
inte
nd to
sel
l som
e cl
oth.
Last
fall
I sol
d cl
oth
to m
y ne
ares
t nei
ghbo
r fo
r tw
o do
l-la
rs p
er y
ard.
She
exp
ecte
d he
r da
ught
er a
nd s
on-in
-la
w la
st s
umm
er, b
ut th
e da
ught
er a
nd h
er tw
o ch
ildre
ndi
ed o
n th
e jo
urne
y...
The
ear
ly p
art o
f the
win
ter
was
sev
ere,
but
afte
rC
hris
tmas
the
wea
ther
was
fine
. We
have
just
had
ago
od r
ain,
and
eve
ryth
ing
look
s fin
e.I w
ill c
lose
this
lette
r w
ith c
ordi
al g
reet
ings
to m
yfa
ther
and
mot
her,
bro
ther
s an
d si
ster
s, a
nd r
elat
ives
.
Mar
y S
teph
enso
n
BE
ST
CO
PY
AV
AII
AR
I r03
t a -e. 0 11
DO
Lette
r A
naly
sis
1. W
hat m
otiv
ated
thes
e co
rres
pond
ents
to w
rite
to e
ach
othe
r? (
Try
to a
nsw
er th
is q
uest
ion
in s
ever
al w
ays.
)0 a Z
2. D
oes
the
lette
r co
ntai
n a
ques
tion?
. c
3. D
oes
the
lette
r in
clud
e an
ane
cdot
e, (
a sh
ort d
escr
iptio
n of
an in
tere
stin
g ex
perie
nce)
?
0
4. D
oes
the
lette
r of
fer
a re
spon
se to
idea
s or
que
stio
ns in
the
othe
r pe
rson
's le
tter?
4
5. W
hat f
eelin
gs d
oes
the
lette
r co
nvey
?
6. W
hat m
ight
the
writ
er h
ave
felt
whi
le w
ritin
g th
is le
tter?
Wha
t mig
ht th
ere
ader
hav
e fe
lt w
hile
rea
ding
it?
0
7. W
hat a
ttitu
des
abou
t old
er o
r yo
unge
r pe
ople
are
impl
ied
(or
expl
icit)
in th
ese
lette
rs?
8. W
hat i
nfor
mat
ion
do y
ou g
athe
r w
hen
you
"rea
d be
twee
n th
e lin
es"?
12
0,5
Thi
s Le
tter
Ana
lysi
s ha
s se
vera
l
purp
oses
. It c
an b
e us
ed to
stud
y th
e hi
stor
ical
lette
rs a
sw
ell a
s ot
her
lette
rs, s
uch
as
the
ones
bro
ught
from
hom
ein
the
activ
ities
. Pen
-Frie
nds
may
als
o us
e th
is h
ando
ut to
inve
ntor
y th
eir
part
ner's
lette
rs
and
thei
r ow
n.
Step
5W
ritin
g a
lette
rof
intr
oduc
tion
Bef
ore
stud
ents
(or
old
er a
dults
)
begi
n w
ritin
g th
eir
lette
rs o
f
intr
oduc
tion,
ask
them
wha
t
kind
of i
nfor
mat
ion
they
wou
ldlik
e to
kno
w a
bout
thei
r w
ritin
gpa
rtne
r. B
rain
stor
m a
list
of a
ll
the
thin
gs th
ey m
ight
incl
ude
in
the
first
lette
r th
ey w
rite
to
som
eone
they
hav
e ne
ver
met
.
Enc
oura
ge th
em to
thin
k of
way
s to
mak
e th
e le
tter
inte
rest
ing
and
enga
ging
as
wel
l as
info
rmat
ive,
Dis
trib
ute
copi
es o
f the
cla
ss
list o
f firs
t-le
tter
idea
s to
stu
dent
s,
or d
istr
ibut
e co
pies
of t
he L
ette
r
Idea
She
et. R
emin
d st
uden
ts
that
they
nee
d no
t ans
wer
ever
y qu
estio
n on
the
list.
.
Her
e ar
e so
me
stat
emen
ts to
hel
p
you
begi
n yo
ur in
trod
ucto
ry le
tter
You
may
res
pond
on
this
she
et o
r
lust
use
them
to g
ive
you
som
e
idea
s fo
r th
e co
nten
t of y
our
first
lette
r to
you
r P
en-F
riend
Rem
embe
ryou
can
turn
any
of th
e st
atem
ents
into
a q
ues-
tion
to a
sk th
e ot
her
pers
on
.
DO
AN
I
0
.10 UI 0 V 4 w a. 0 a. 14
Step
s6&
7A
bas
ic a
ppro
ach
to p
lann
ing
Onc
e yo
u ha
ve c
hose
n a
cultu
ral i
nstit
utio
n to
vis
it,yo
u w
ill b
egin
pla
nnin
g pa
r-tic
ipan
ts' e
xper
ienc
es d
urin
gth
eir
visi
ts. O
ne o
f the
mos
tpo
wer
ful a
spec
ts o
f the
Pen
-F
riend
pro
ject
is th
at p
artic
i-pa
nts
writ
e an
d re
ceiv
e le
t-te
rs a
bout
a s
igni
fican
t exp
e-rie
nce
they
hav
e sh
ared
.
Whe
ther
you
pla
n to
vis
it th
e
sam
e lo
catio
n tw
ice
or v
isit
two
diffe
rent
site
s, fo
llow
this
basi
c ap
proa
ch to
pla
nnin
g
part
icip
ants
' exp
erie
nces
at
the
cultu
ral i
nstit
utio
n: g
ive
them
som
ethi
ng to
thin
k ab
out,
som
ethi
ng to
see
, som
ethi
ng
to d
o, a
nd a
way
of w
ritin
gab
out t
heir
expe
rienc
e.
DO
eA.A
pAL
,,Lyt
ua,v
teu
wh;
itt;A
.or
sVge
troo
--/
Four
ste
ps to
plan
ning
a v
isit
to a
cul
tura
lin
stitu
tion
The
se fo
ur s
teps
are
bro
aden
ough
to b
e us
eful
for
plan
ning
vis
its to
nea
rly a
nycu
ltura
l ins
titut
ion
in a
ny
com
mun
ity. A
fter
each
ste
p(in
ital
ics)
is a
n ex
ampl
e of
wha
t par
ticip
ants
in th
eN
atio
nal P
osta
l Mus
eum
'spi
lot p
roje
ct d
id d
urin
g th
eir
first
vis
it to
the
mus
eum
.
1.
Bef
ore
goin
g to
the
site
, ask
part
icip
ants
a th
ough
t-pr
ovok
-in
g qu
estio
n th
at th
eir
visi
tw
ill e
nabl
e th
em to
ans
wer
.P
artic
ipan
ts w
ere
aske
d:
Hav
e yo
u ev
er m
oved
from
apl
ace
you
knew
to o
ne y
oudi
dn't?
Sup
pose
som
eone
offe
red
you
the
oppo
rtun
ityto
go
to a
pla
ce w
here
life
mig
ht b
e m
uch
bette
r th
an it
curr
ently
is. W
ould
you
leav
eyo
ur h
ome
fore
ver
for
apl
ace
that
is s
uppo
sed
to b
em
uch
bette
r?
2. Sha
pe p
artic
ipan
ts' v
isit
toth
e si
te s
o w
hat t
hey
see
and
do d
urin
g th
eir
visi
t hel
psth
em a
nsw
er th
e qu
estio
n
they
wer
e as
ked
in S
tep
1.S
elec
t spe
cific
gal
lerie
s, d
is-
play
s or
pla
ces
to v
isit,
one
sth
at w
ill h
elp
part
icip
ants
focu
s on
the
ques
tion.
Dur
ing
thei
r vi
sit t
o th
eN
atio
nal P
osta
l Mus
eum
,pa
rtic
ipan
ts m
et fi
rst t
o di
s-cu
ss th
e qu
estio
n ab
out a
new
pla
ce. T
hey
wer
e gu
id-
ed to
thos
e pa
rts
of th
e m
use-
um w
hich
wou
ld h
elp
them
answ
er th
e qu
estio
n. T
hey
read
cop
ies
of h
isto
rical
lette
rs w
ritte
n by
imm
igra
nts
and
peop
le w
ho m
oved
from
the
east
coa
st to
the
wes
t.
3. Pro
vide
them
with
a w
ayto
rec
ord
thei
r ob
serv
atio
nsdu
ring
the
visi
t. G
ive
part
icip
ants
a c
opy
of th
eId
ea S
aver
han
dout
to ta
kew
ith th
em. T
he Id
ea S
aver
will
hel
p th
em s
tret
ch th
eir
imag
inat
ions
and
art
icul
ate
and
orga
nize
thei
r th
ough
ts.
(Als
o se
e th
e G
raph
icO
rgan
izer
han
dout
.)P
artic
ipan
ts u
sed
a gr
aphi
cor
gani
zer
to r
ecor
d th
eir
impr
essi
ons
and
answ
ers
toth
e qu
estio
n. T
hey
paus
edfr
eque
ntly
dur
ing
the
guid
edto
ur to
take
not
es.
4. Hel
p pa
rtic
ipan
ts c
onve
rtth
eir
note
s an
d re
actio
nsin
to a
lette
r. D
istr
ibut
e co
pies
of th
e Le
tter
Ana
lysi
s S
heet
to h
elp
the
Pen
-Frie
nds
com
pose
thei
r le
tters
.
Par
ticip
ants
con
side
red
the
follo
win
g qu
estio
ns b
efor
ew
ritin
g:
Whi
ch th
ough
ts a
nd fe
elin
gsw
ill y
ou s
hare
with
you
rP
en-F
riend
?
Wha
t mig
ht y
our
Pen
-Frie
ndw
ant t
o kn
ow a
bout
bef
ore
visi
ting
the
mus
eum
?
How
can
you
r le
tter
help
your
Pen
-Frie
nd g
et to
kno
wyo
u be
tter?
29
'""` -
-^
-""
10
0
"'*5
""-
"IV
'"'
"
"NO
g.'
-
""
""
--
- "0
'`'"
"-
"'-
The
Idea
Sav
er
Cul
tura
l Ins
titut
ion
DO
Des
crib
e th
e pl
ace.
Con
side
r ar
chite
ctur
e, li
ght,
spac
e, e
nviro
nmen
t. In
clud
e at
leas
t thr
ee d
etai
lsth
at y
ou n
otic
ed b
ut o
ther
s m
ight
hav
e m
isse
d.
Des
crib
e on
e ob
ject
or
artif
act y
ou s
aw w
hile
visi
ting
this
pla
ce. W
rite
why
you
cho
se to
des
crib
eth
is a
rtifa
ct.
Who
cre
ated
this
pla
ce?
Wha
t wer
e th
eir
goal
s in
crea
ting
it? (
If yo
u do
n't k
now
the
actu
al a
nsw
ers
toth
ese
ques
tions
, try
to c
oncl
ude
from
wha
t you
see
.)
Wha
t fee
ling
does
this
pla
ce g
ive
you?
Wha
t is
the
impo
rtan
ce o
f thi
s pl
ace
to it
sco
mm
unity
?
Wha
t sou
nds
or s
cent
s or
sm
ells
did
you
not
ice?
Wha
t is
one
hum
orou
s as
pect
of t
his
site
?
Wha
t sur
pris
ed y
ou m
ost a
bout
this
pla
ce o
r ab
out
one
obje
ct o
r ite
m y
ou e
ncou
nter
ed in
this
pla
ce?
Wha
t was
you
r m
ost m
emor
able
exp
erie
nce
atth
is s
ite?
3 0
BE
ST
CO
PY
AV
AIL
AB
LE3i
t 15
DO
.:-4
Use
this
han
dout
to h
elp
part
icip
ants
rec
ord
thei
rth
ough
ts d
urin
g th
eir
visi
t to
the
cultu
ral i
nstit
utio
n. In
the
cent
er c
ircle
, writ
e th
e th
eme
of th
e vi
sit,
the
mai
n ac
tivity
,or
the
nam
e of
the
cultu
ral
inst
itutio
n. In
the
oute
r ci
rcle
s,w
rite
wor
ds th
at w
ill p
rom
ptre
actio
ns a
nd n
ote-
taki
ng,
such
as:
thou
ghts
, fee
lings
,
pict
ures
, im
ages
, wor
ds.
You
mig
ht s
elec
t som
e of
the
ques
tions
in th
e id
ea s
aver
and
use
them
in th
is g
raph
ic
orga
nize
r.
Step
8In
trod
ucin
gw
ritin
g pa
rtne
rsfa
ce-io
-fac
e
If po
ssib
le, t
ry to
org
aniz
e a
mee
ting
in w
hich
the
writ
ing
part
ners
hav
e an
opp
ortu
nity
to m
eet e
ach
othe
r. T
his
mee
ting
will
be
very
exc
iting
and
pow
erfu
l for
the'
part
-ne
rs. I
t will
giv
e th
em a
chan
ce to
dis
cuss
wha
t the
irco
rres
pond
ence
has
mea
ntpe
rson
ally
and
as
a gr
oup.
If th
e pa
rtne
rs in
tend
to c
on-
tinue
writ
ing
to e
ach
othe
r,th
is fi
nal m
eetin
g w
ill g
ive
plan
ners
a c
hanc
e to
find
out h
ow th
ey c
an s
uppo
rt th
eon
goin
g co
rres
pond
ence
.
The
fina
l mee
ting
prov
ides
ach
ance
to ta
ke p
hoto
grap
hs,
or p
lan
an e
xhib
it of
lette
rs
34
or a
n an
thol
ogy.
Dur
ing
the
final
mee
ting,
par
tner
s sh
ould
be g
iven
tim
e to
wal
kar
ound
and
talk
indi
vidu
ally
.If
the
mee
ting
take
s pl
ace
atth
e cu
ltura
l ins
titut
ion
invo
lved
in th
e pr
ojec
t, w
ritin
g pa
rt-
ners
mig
ht w
ant t
o vi
sit
favo
rite
part
s to
geth
er. 9
Eva
luat
ing
the
prol
ect
Whi
le e
very
one
is g
athe
red,
invo
lve
them
in fi
lling
out
the
eval
uatio
n fo
rm (
on th
e ne
xt
page
.) E
xpla
in th
at th
e ev
alu-
atio
n w
ill h
elp
the
Nat
iona
lP
osta
l Mus
eum
doc
umen
t the
succ
ess
of th
e pr
ojec
t and
supp
ort o
ther
gro
ups
of w
rit-
ing
part
ners
in th
e fu
ture
. Mai
lth
e fo
rm b
ack
to: P
en-F
riend
s,
Edu
catio
n D
epar
tmen
t
Nat
iona
l Pos
tal M
useu
m
2 M
assa
chus
etts
Ave
nue,
NE
Was
hing
ton,
D.C
. 205
60
(})
con
Step
10
Sha
ring
the
proj
ect w
ithot
hers
Let o
ther
s kn
ow a
bout
you
rP
en-F
riend
pro
ject
. Som
e"g
ood
pres
s" m
ay h
elp
you
attr
act a
ttent
ion
and
reso
urce
s to
sus
tain
the
corr
e-
spon
denc
e or
to r
epea
t the
proj
ect i
n ye
ars
to c
ome.
Con
tact
you
r lo
cal n
ewsp
a-pe
r, r
adio
sta
tion,
or
publ
icac
cess
cab
le te
levi
sion
stat
ion
with
info
rmat
ion
abou
tth
e pr
ojec
t. In
vite
them
toat
tend
the
final
mee
ting.
Cre
ate
a bu
lletin
boa
rddi
spla
ying
exc
erpt
s of
par
tici-
pant
s' le
tters
and
pho
togr
aphs
take
n du
ring
the
proj
ect.
(You
will
nee
d to
get
par
ticip
ants
'w
ritte
n pe
rmis
sion
bef
ore
you
use
thei
r le
tters
.)
Cre
ate
an a
ntho
logy
of
exce
rpts
from
par
ticip
ants
'
lette
rs. D
ispl
ay a
lette
r an
d
the
answ
er it
rec
eive
d on
fac-
ing
page
s. C
onsi
der
incl
ud-
ing
part
icip
ants
' com
men
ts
abou
t wha
t the
pro
ject
mea
ntto
them
in th
e an
thol
ogy.
5
0 0 17
con
c1.
Wha
t did
you
enj
oy a
bout
writ
ing
to a
nd r
ecei
ving
lette
rs fr
om y
our
Pen
Frie
nd?
0 °2.
Wha
t did
you
enj
oy a
bout
you
r vi
sits
to th
e cu
ltura
l ins
titut
ion?
Pro
ject
Eva
luat
ion
3. D
id y
our
writ
ing
part
ner's
lette
rs a
ffect
how
you
saw
the
cultu
ral i
nstit
utio
n? H
ow d
id th
e le
tters
broa
den
or c
hang
e yo
ur p
oint
of v
iew
?
04.
Did
the
lette
rs h
elp
you
"mee
t" y
our
writ
ing
part
ner
in a
way
that
con
vers
atio
n w
ould
not
hav
ea. $.
1ac
com
plis
hed?
4 "o5.
Will
you
con
tinue
to w
rite
to y
our
pen
frie
nd?
yes
no
6. W
hat s
ugge
stio
ns c
an y
ou m
ake
to im
prov
e th
e pr
ogra
m?
W=
1
Ili7.
Are
you
mot
ivat
ed to
writ
e m
ore
lette
rs to
frie
nds,
fam
ily, o
r ot
her
peop
le a
s a
resu
lt of
this
pro
gram
?
yes
8. C
heck
one
:
noP
leas
e ex
plai
n yo
ur a
nsw
er.
I am
a s
tude
nt fr
om
I am
a s
enio
r fr
om
618
(SC
HO
OL,
CO
MM
UN
ITY
, CLU
B)
(CO
MM
UN
ITY
, CLU
B)
BE
ST
CO
PY
AV
AIL
AB
LE
--
---
--
--
-
-II-
App
endi
x A
List
ed b
elow
are
addi
tiona
l cre
ativ
ele
tter
writ
ing
activ
ities
The
se le
tter
writ
ing
activ
ities
can
be
used
befo
re o
r du
ring
the
Pen
-Frie
nds
proj
ect:
Cre
ate
You
r O
wn
Sta
tione
ryIn
vite
stu
dent
s to
des
ign
thei
r ow
n st
atio
nery
and
use
it in
thei
r P
en-F
riend
s
corr
espo
nden
ce.
Sim
iles
and
Met
apho
rsA
fter
disc
ussi
ng le
tter
writ
ing
and
lette
r-re
ceiv
ing,
the
grou
pge
nera
tes
met
apho
rs a
nd
sim
iles
for
a le
tter:
"A
lette
r is
a ...
" or
"A
lette
r is
like
a ..
."T
hese
cou
ld b
e po
sted
on
abu
lletin
boa
rd d
urin
g th
e P
enF
riend
s pr
ojec
t.
Lette
r M
enu
The
cla
ss c
reat
es a
"Le
tter
Men
u" w
ith s
ever
al c
hoic
es
38
in th
e fo
llow
ing
cate
gorie
s:
salu
tatio
n, c
losi
ng, n
ewsy
stat
emen
ts, a
nd q
uest
ions
.
Stu
dent
s w
rite
imag
inar
y le
tters
by c
hoos
ing
item
s fr
om e
ach
cate
gory
in th
e Le
tter
Men
u.
Pie
ces
of th
e W
hole
Giv
e st
uden
ts s
ome
piec
esof
a le
ttera
few
sen
tenc
es,
a gr
eetin
g an
d cl
osin
gan
d as
k th
em to
writ
e th
ew
hole
lette
r.
Wor
king
Let
ters
Cre
ate
a ha
ndou
t con
tain
ing
lette
r w
ritin
g ad
vice
from
busi
ness
and
tech
nica
l writ
ing
hand
book
s. D
iscu
ss w
hat s
tu-
dent
s ca
n le
arn
abou
t per
sona
l
lette
r w
ritin
g fr
om th
ese
book
s.
Bib
liogr
aphy
Levi
ne, M
icha
el. T
he K
id's
Add
ress
Boo
k. N
ew Y
ork:
Per
igee
Boo
ks, 1
992.
Add
ress
es fo
r ki
ds to
writ
eto
thei
r fa
vorit
e pe
ople
and
plac
es.
Mis
chel
, Flo
renc
e D
. How
toW
rite
a Le
tter.
New
Yor
k:F
rank
lin W
atts
, 198
8.A
det
aile
d gu
ide
to le
tter
writ
ing
and
its im
port
ance
.
Rile
y, J
ulia
Ann
e. M
akin
gM
ailb
ox M
emor
ies:
Glo
bal
Pen
Frie
nds
for
Gro
wnu
psan
d K
ids.
Uta
h: K
indr
edS
pirit
Pre
ss, 1
994.
A c
ompr
ehen
sive
res
ourc
e
guid
e to
ove
r 10
0 w
orld
wid
epe
n pa
l clu
bs a
nd r
elat
edac
tiviti
es. S
peci
al te
ache
r of
fer
of $
15: K
indr
ed S
pirit
Pre
ss,
P.O
. Box
682
560,
Par
k C
ity,
Uta
h 84
068-
2560
.
Rub
in, R
.J. O
lder
Adu
lts a
ndS
choo
l Age
Chi
ldre
n T
oget
her
in th
e Li
brar
y: A
Tex
as
Inte
rgen
erat
iona
l Lib
rary
Pro
gram
s M
anua
l. 19
92.
ER
IC n
umbe
r E
D35
7745
.A
use
ful g
uide
to in
terg
ener
a-tio
nal p
rogr
amm
ing.
Cre
dits
Pen
-Frie
nds
Acr
oss
the
Nat
ion
was
cre
ated
by
the
Edu
catio
n D
epar
tmen
t of t
he N
atio
nal P
osta
lM
useu
m, S
mith
soni
an In
stitu
tion
Wen
dy A
ibel
-wei
ss H
ead
of E
duca
tion
Est
her
Was
hing
ton
Pro
gram
Man
ager
Lesl
ie O
'Fla
hava
n C
urric
ulum
Dev
elop
er
Kar
lic D
esig
n A
ssoc
iate
s D
esig
n
Spe
cial
Tha
nks
to: S
andr
a M
itche
ll, C
reat
ive
Writ
ing
Inst
ruct
or, W
ashi
ngto
n S
enio
rs W
elln
ess
Cen
ter,
and
Stu
art
Hob
son
Mid
dle
Sch
ool f
or p
ilotin
g th
is p
roje
ct.
Thi
s pr
ojec
t was
fund
ed b
y th
e S
mith
soni
anIn
stitu
tion
Edu
catio
nal O
utre
ach
Fun
d an
dT
he U
nite
d S
tate
s P
osta
l Ser
vice
, Mar
ketin
gC
omm
unic
atio
ns a
nd S
peci
al E
vent
s
-PO
STA
L
39
(1) 3 9-n =II
(1:0 a. 9 0 N CD 0 -6. 0 3 19
(9/92)
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