English III (11th grade) Assignments 3/30-4/3 Good Morning, students!

Welcome to our virtual classroom! One of the best things you can do at home is READ. Fortunately, most of us chose novels before the Corona-cation started. If you have yours, GREAT! Use that. Those of you without novels have options. Check this out:

Delaware County Library System:

Stuck at home? Wish you had a library card so you could check out an eBook? No problem! Just email your name, address, phone number, and birthday to [email protected] and we'll email you back a barcode that you can use to access eBooks, audiobooks, magazines, newspapers, and all of our other online resources!

Comcast also has a program for some free (temporary) WiFi.

Families without internet access can call this number (1-855-846-8376) to see if they are eligible for 60 days of free internet service through the Comcast Internet Essentials program.

So we are encouraging you to do the following:

1. Read! Every day, for 20-30 minutes. Get comfy, grab a snack, and just read. No headphones or TV while you do it, OK?

2. Start and keep a Reading Journal. Entries should be about the front of one page, each. We have included a “Reader’s Response: Talk About Books” sheet in case you can’t think of anything to write. Please don’t reuse topics! Select a new topic for each entry. If you’d like, you can post your Journal in the thread below as a class comment, rather than writing on paper.

None of this is mandatory and it will not be counted for a grade.

READERS RESPONSE: Talk Ab Bk Suggested topics:

Describe the setting for your novel. How much do the time period and/or the environment impact the characters or conflict? Ask questions about things that confuse you or that you wonder about. Describe your feelings about the characters, setting, or the events. Copy down a short quote from a character and tell why you think its meaningful. Describe your favorite part. Why did this passage appeal to you? Make a prediction about what will happen next. Explain why you feel this way. Tell how you would react if you were one of the characters in the story. Agree or disagree with an action taken by a character. Describe a part that surprised you. Does the author use any strong imagery in the story (similes, metaphors, etc.)? Give examples and tell why you like them. Write a letter from one character to another character, explaining how “you feel about something. Make connections! Tell about a time that you had an experience similar to one of the characters. If you were turning this book into a movie, who would you cast for the parts? Be specific and explain why you chose particular actors/actresses. (Go beyond physical appearance) Discuss some of the authors use of literary devices: foreshadowing, flashbacks, irony, symbolism, etc. What effect do they have on the reader or story? Explain what made you choose this novel. Have you read other novels by this author? Compare/contrast the stories. Is this book a sequel? Does it maintain, get worse, or get better than the preceding novel? What lesson do you think the author is trying to teach? Describe ways that characters are changing in the book. What is causing these changes? List three personality traits of a character (i.e., stubborn, brave, loyal, pessimistic, etc) Explain where/how the story reveals these attributes. Describe three songs that a character might have in their favorite playlist: how do these songs relate to the characters personality or situation? Describe three things that this character needs to “throw away. What things could s/he do without in his/her life? Analyze a relationship between two characters. Is it positive or negative? Are there MUTUAL feelings? Is there a connection between the conflict and setting?

Remember, Readers Response entries should be 1 page EACH. You should always refer directly to the text, and show your knowledge of the story by referring to characters by name. You may combine topics!

Anne Bradstreet Biography

First American poet

Anne Dudley Bradstreet (1612 – 1672) was the first writer to be published in ’s North American colonies. Her book, The Tenth Muse Lately Sprung Up in America, was also published in in 1650, making Anne the first female poet ever published in both England and the New World. She is the first Puritan writer in and notable for her large body of poetry and personal writings.

As the daughter of , a steward of the Earl of Lincoln, and Dorothy Yorke Dudley, a wealthy Puritan family from Northampton, England, Bradstreet was a well- educated woman for her time, being tutored in history, several languages and literature.Both Anne’s father and husband would later serve as governors of the .

At 16, she became the wife of , a public official in Massachusetts. Anne and Simon, along with Anne’s parents, emigrated to America as part of the , a major migration of that took place in 1630. Anne became the mother of eight children.

Bradstreet wrote poetry in addition to her extensive duties as a wife and mother. Over the course of her life, she developed a uniquely personal style of poetry centered on her role as a mother, the sufferings of life, and her Puritan faith. Anne’s excellent education equipped her to write with authority about politics, history, medicine, and theology. Her personal library of books was said to have numbered over 9000, although many were destroyed when her home burned in 1666.

BY JANICE CAMPBELL · PUBLISHED APRIL 10, 2017 · UPDATED MAY 12, 2017 https://excellence-in-literature.com/anne-bradstreet-bio/

Biography by Ann Woodlief

Painting by Ladonna Gulley Warrick Anne Bradstreet was born in 1612 to a nonconformist former soldier of Queen Elizabeth, Thomas Dudley, who managed the affairs of the Earl of Lincoln. In 1630 he sailed with his family for America with the Massachusetts Bay Company. Also sailing was his associate and son-in-law, Simon Bradstreet. At 25, he had married Anne Dudley, 16, his childhood sweetheart. Anne had been well tutored in literature and history in Greek, Latin, French, Hebrew, as well as English.

The voyage on the "" with took three months and was quite difficult, with several people dying from the experience. Life was rough and cold, quite a change from the beautiful estate with its well-stocked library where Anne spent many hours. As Anne tells her children in her memoirs, "I found a new world and new manners at which my heart rose [up in protest.]"a. However, she did decide to join the church at . As White writes, "instead of looking outward and writing her observations on this unfamiliar scene with its rough and fearsome aspects, she let her homesick imagination turn inward, marshalled the images from her store of learning and dressed them in careful homespun garments."

Historically, Anne's identity is primarily linked to her prominent father and husband, both governors of Massachusetts who left portraits and numerous records. Though she appreciated their love and protection, "any woman who sought to use her wit, charm, or intelligence in the community at large found herself ridiculed, banished, or executed by the Colony's powerful group of male leaders."Her domain was to be domestic, separated from the linked affairs of church and state, even "deriving her ideas of God from the contemplations of her husband's excellencies," according to one document.

This situation was surely made painfully clear to her in the fate of her friend , also intelligent, educated, of a prosperous family and deeply religious. The mother of 14 children and a dynamic speaker, Hutchinson held prayer meetings where women debated religious and ethical ideas. Her belief that the Holy Spirit dwells within a justified person and so is not based on the good works necessary for admission to the church was considered heretical; she was labelled a Jezebel and banished, eventually slain in an Indian attack in New York. No wonder Bradstreet was not anxious to publish her poetry and especially kept her more personal works private.

Bradstreet wrote epitaphs for both her mother and father which not only show her love for them but shows them as models of male and female behavior in the Puritan culture.

An Epitaph on my dear and ever honoured mother, Mrs. Dorothy Dudley, Who deceased December 27, 1643, and of her age, 61

Here lies/ A worthy matron of unspotted life,/ A loving mother and obedient wife,/ A friendly neighbor, pitiful to poor,/ Whom oft she fed, and clothed with her store;/ To servants wisely aweful, but yet kind,/ And as they did, so they reward did find:/ A true instructor of her family,/ The which she ordered with dexterity,/ The public meetings ever did frequent,/ And in her closest constant hours she spent;/ Religious in all her words and ways,/ Preparing still for death, till end of days:/ Of all her children, children lived to see,/ Then dying, left a blessed memory.

Compare this with the epitaph she wrote for her father:

Within this tomb a patriot lies/ That was both pious, just and wise,/ To truth a shield, to right a wall,/ To sectaries a whip and maul,/ A magazine of history,/ A prizer of good company/ In manners pleasant and severe/ The good him loved, the bad did fear,/ And when his time with years was spent/ In some rejoiced, more did lament./ 1653, age 77

There is little evidence about Anne's life in Massachusetts beyond that given in her poetry--no portrait, no grave marker (though there is a house in Ipswich, MA). She and her family moved several times, always to more remote frontier areas where Simon could accumulate more property and political power. They would have been quite vulnerable to Indian attack there; families of powerful Puritans were often singled out for kidnapping and ransom. Her poems tell us that she loved her husband deeply and missed him greatly when he left frequently on colony business to England and other settlements (he was a competent administrator and eventually governor). However, her feelings about him, as well as about her Puritan faith and her position as a woman in the Puritan community, seem complex and perhaps mixed. They had 8 children within about 10 years, all of whom survived childhood. She was frequently ill and anticipated dying, especially in childbirth, but she lived to be 60 years old.

Anne seems to have written poetry primarily for herself, her family, and her friends, many of whom were very well educated. Her early, more imitative poetry, taken to England by her brother-in-law (possibly without her permission), appeared as The Tenth Muse Lately Sprung Up in America in 1650 when she was 38 and sold well in England. Her later works, not published in her lifetime although shared with friends and family, were more private and personal--and far more original-- than those published in The Tenth Muse. Her love poetry, of course, falls in this group which in style and subject matter was unique for her time, strikingly different from the poetry written by male contemporaries, even those in Massachusetts such as and Michael Wigglesworth.

Although she may have seemed to some a strange aberration of womanhood at the time, she evidently took herself very seriously as an intellectual and a poet. She read widely in history, science, and literature, especially the works of Guillame du Bartas, studying her craft and gradually developing a confident poetic voice. Her "apologies" were very likely more a ironic than sincere, responding to those Puritans who felt women should be silent, modest, living in the private rather than the public sphere. She could be humorous with her "feminist" views, as in a poem on Queen Elizabeth I:

Now say, have women worth, or have they none Or had they some, but with our Queen is't gone? Nay, masculines, you have taxed us long; But she, though dead, will vindicate our wrong. Let such as say our sex is void of reason, Know 'tis a slander now, but once was treason.

One must remember that she was a Puritan, although she often doubted, questioning the power of the male hierarchy, even questioning God (or the harsh Puritan concept of a judgmental God). Her love of nature and the physical world, as well as the spiritual, often caused creative conflict in her poetry. Though she finds great hope in the future promises of religion, she also finds great pleasures in the realities of the present, especially of her family, her home and nature (though she realized that perhaps she should not, according to the Puritan perspective).

Although few other American women were to publish poetry for the next 200 years, her poetry was generally ignored until "rediscovered" by feminists in the 20th century. These critics have found many significant artistic qualities in her work.

"To My Dear and Loving Husband," "A Letter to Her Husband, Absent Upon Public Employment" and "The Prologue"and "The Author to Her Book"(with study materials) Selected Poems by Bradstreet (University of Toronto)

Related Web sites: Context of Puritanism, from Paul Reuben's Perspectives on American Literature--A Research and Reference Guide "Puritan Woman, A Tribute to Anne Bradstreet," poem written by Rose Shade Bibliography of Criticism about Bradstreet Name: Class:

To My Dear and Loving Husband By Anne Bradstreet 1678

Anne Bradstreet (née Dudley; 1612-1672) was the most famous of early English poets in her time and the 5rst published female writer in the British-North American colonies. Addressed to Bradstreet’s husband, the poem depicts the intimacy of a couple deeply in love. As you read, take notes on the structure and themes of the piece—how does the narrator describe their relationship?

[1] If ever two were one, then surely we. If ever man were loved by wife, then thee; If ever wife was happy in a man, Compare with me ye women if you can. [5] I prize thy love more than whole mines of gold, Or all the riches that the East1 doth hold. My love is such that rivers cannot quench, Nor ought but love from thee give recompense.2 Thy love is such I can no way repay; [10] The heavens reward thee manifold, I pray. Then while we live, in love let’s so persever,3 That when we live no more we may live ever. "we are the world" by Leo Grübler is licensed under CC BY-ND 2.0

To My Dear and Loving Husband by Anne Bradstreet is in the public domain.

1. i.e. the Eastern world, a term which refers to a wide variety of cultures, socio-political systems, economies, and so on belonging to countries east of Europe (though this geographic de@nition is not exact, for certain places like Australia are considered more part of the Western world). In Bradstreet’s time, the “East” was considered a source of riches as well as exoticism. 2. compensate, make amends 3. An alternative spelling of “persevere” that forces an accent over the 2nd “e,” so as to maintain the rhyme scheme. 1 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. Consider the structural similarities of the @rst 3 lines. What do these similarities contribute to the piece? A. The repetition of “If ever… then…” emphasizes the narrator’s stern tone, as the speaker tries to get her argument across. B. The repetition of “If ever… then…” creates a humorous and light tone, as the narrator Airts with an unknown acquaintance. C. The repetition of “If ever… then…” creates a serious and solemn tone, as the narrator confesses to her emotional confusion. D. The repetition of “If ever… then…” emphasizes the narrator’s message of love as a commitment, similar to the repetition found in wedding vows.

2. PART A: What does the term “recompense” most likely mean, as used in line 8? A. to substitute for B. to satisfy C. to make up for D. to swap for

3. PART B: Which line from the poem best supports the answer to Part A? A. “I prize thy love more than whole mines of gold” B. “My love is such that rivers cannot quench” C. “Thy love is such I can no way repay” D. “Then while we live, in love let’s so persever”

4. Which of the following statements best summarizes the imagery used in the poem? A. The poet compares her love to grand parts of nature, such as rivers and gold mines. B. The poet compares her love to being of more worth than all of the material wealth found in parts of the world, such as the East and in gold mines. C. The poet describes her love as transcending death and bringing their souls together as one. D. The poet uses a combination of natural, material, and spiritual imagery when describing her love, making her feelings seem larger than all three.

5. Which of the following best describes the poet’s purpose? A. To profess the depths of her love to her husband and the unity she feels with him. B. To explain how lost she would be without him in her life. C. To extol the virtues and joys of love within the institution of marriage. D. To describe and praise her husband’s many attractive qualities and virtues.

2 6. How does the rhyme scheme of the poem contribute to the tone?

3 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. How do we measure the value of love? What comparisons can we draw in how we view or depict love? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

2. In the context of this poem, how are we changed by love? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

4 Name: Class:

I Am Oering This Poem By Jimmy Santiago Baca 1990

Jimmy Santiago Baca (b. 1952) is an award-winning American poet and writer, of Apache and Chicano descent. Following his di6cult childhood, Baca was incarcerated as a young man. In prison, he taught himself to read and write. As you read, take notes on the meaning of the 5gurative language in the poem.

[1] I am oCering this poem to you, since I have nothing else to give. Keep it like a warm coat when winter comes to cover you, [5] or like a pair of thick socks the cold cannot bite through,

I love you,

I have nothing else to give you, so it is a pot full of yellow corn "Warming Hands" by Ricky Romero is licensed under CC BY-NC 2.0. [10] to warm your belly in winter, it is a scarf for your head, to wear over your hair, to tie up around your face,

I love you,

Keep it, treasure this as you would [15] if you were lost, needing direction, in the wilderness life becomes when mature; and in the corner of your drawer, tucked away like a cabin or hogan1 in dense2 trees, come knocking, [20] and I will answer, give you directions, and let you warm yourself by this Bre, rest by this Bre, and make you feel safe

I love you,

It’s all I have to give, [25] and all anyone needs to live, and to go on living inside, when the world outside no longer cares if you live or die; remember,

1. A hogan is a Navajo hut built with logs and earth, with its door traditionally facing east. 2. Dense (adjective): thickly crowded 1 [30] I love you.

“I Am O7ering This Poem”, © 1990, New Directions Publishing Corp.. Reprinted with permission, all rights reserved.

2 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. Which of the following statements best describes a theme of the poem? [RL.2] A. Sometimes people must sacriBce their own well-being for love. B. Love is better shown through gifts than expression and devotion. C. Love is a gift that can support people, particularly in hard times. D. People need their loved ones to provide them physical shelter during harsh times.

2. How does the speaker’s use of Bgurative language contribute to the meaning of the [RL.4] poem? Use evidence from the text in your answer.

3. How does the repetition of the line “I love you” contribute to the overall meaning of [RL.5] the poem? A. It reminds the reader that love is the cheapest and easiest gift to give away, decreasing its value. B. It shows how oCering this poem represents the speaker oCering love, creating a sincere tone. C. It suggests that love is separate and superior to material gifts, which should not be valued. D. It reveals that the speaker’s love is a hidden message only discovered by closely reading the poem.

4. PART A: Which of the following best summarizes the speaker’s purpose in the piece? [RL.6] A. to physically provide for their loved one B. to explain how they lost the ability to physically provide for their loved one C. to proclaim why they feel strongly about their loved one D. to explain what they can provide for their loved one

3 5. PART B: Which evidence from the text best supports the answer to Part A? [RL.1] A. “I have nothing else to give you” (Line 8) B. “I will answer, give you directions, / and let you warm yourself by this Bre” (Lines 20-21) C. “I love you, / It’s all I have to give, / and all anyone needs to live” (Lines 23-25) D. “the world outside / no longer cares if you live or die” (Lines 27-28)

4 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the context of this poem, can money buy happiness? How does having nothing impact one’s ability to love and be happy, if at all?

2. Consider the poet’s background. In the context of this poem, how are people changed by love? What actions or behaviors can love provoke in us? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

5 Packet for Figurative Language Review Activities

Simile and Metaphor Decide heher each senence conains a simile or a meaphor. If i is a simile, nderline he simile in one color and rie simile afer i. If i is a meaphor, nderline he meaphor in anoher color, and rie meaphor afer i. Finall, nder each senence, rie ha he simile or meaphor means.

1. The gians seps ere hnder as he ran oard Jack.

1. The pillo as a clod hen I p m head pon i.

1. The bar of soap as a slipper eel dring he dogs bah.

1. I fel like a cheeah hen I ran he race.

1. Those bos are like o peas in a pod.

Wrie or on simile.

Wrie or on meaphor.

Personification The delicios smell of cookies plled me ino he kichen. "Follo Me"

For each senence, circle he objec being personified and rie he meaning nder i.

1. The ind sang her mornfl song hrogh he falling leaes.

1. The microae imer old me i as ime o ea m TV dinner.

1. The china danced on he sheles dring he earhqake.

1. The rain kissed m cheeks as i fell.

1. The daffodils nodded heir ello heads a he alkers.

1. The sno hispered as i fell o he grond dring he earl morning hors.

Personif he folloing senences. Change he ords in parenheses o ords ha old describe a hmans acions.

1. The ppp (barked) hen I lef for school. 2. The leaf (fell) from he ree. 3. The CD plaer (made a noise). 4. The arro (moes) across he screen. 5. The ne (moes) hen he baskeball goes hrogh.

Wrie 3 of or on senences ha demonsrae personificaion.

Personification Activit

Use he liss belo o rie a poem abo nare. Choose a ord from Lis A (or a differen ord ha names somehing in nare.)

Ne, choose a ord from Lis B (or anoher ord ha names a hman acion). Wrie i ne o colmn A.

Lis A Lis B 1. Eample: floer lisens Sn dances Moon cries Sars sings 2. Then epand i ino a senence. Yo Sk eaches can rie i as a saemen (a) or as if o Sea lisens ere speaking o he objec in nare (b). Sone leaps (a) The floer lisens o he ind blo. Nigh remembers (b) Sn, lisen o he messages of he Monain hispers clods. Dan dreams Morning akes Floer rns

Wrie on ONE sbjec, or describe oher objecs in nare. Selec faorie lines o p ogeher. Yo ma se oher forms of he erbs, i.e. rn, ran, rns, rnning. Yo ms hae 5 lines.

Figurative Language

Idenif he folloing senences as similes, meaphors, or personificaions

1. He is like a monser hen he plas spors. _____

2. He is a monser hen he plas spors. _____

3. Paing bills is like haing or eeh plled. _____

4. The moon as a siler ship sailing hrogh he sea. _____

5. She sims like a fish. _____

6. The aer opened is arms and inied hem in. _____

7. M broher is a clon. _____

8. The rain kissed m face as i fell. _____

9. The sraberries ere elling, Ea me firs! _____

10. He is a rabbi los in he oods. _____

11. Her glasses look like small bole caps. _____

12. His ees are shining sars in he middle of he nigh. _____

13. The car engine coghed and cried hen i sared dring he cold iner morning.

_____

Alliteration Eamples

Berha Barholome bies big bbbles. Cleer Clifford clmsil closed he close clasps. Dre Driscol dre a draing of dreaded Dracla. Flod Flingle flipped fla flapjacks. Grea Grber grabbed a grop of green grapes. Haie Henderson haed happ healh hippos. Jlie Jackson jggled he jic, jiggl jello. Karl Kessler Kep he kechp in he kichen. Lila Ledbeer lgged a lo of lile lemons lail. Milon Mallard mailed a mangled mango o Monana. Norris Neon neer needed ne noodles. Pas planed and plcked plain, plmp plms. Rand Rahmore rapped a raher rare red rabbi. Shelle Sherman shiered in a sheer, shor shir. Tina Talbo alked o o, all, alened enors. Waler Whippl aril arned he ear arrior. Yolanda Yonne Yarger odeled p onder eserda. Zigmnd Zane ig-agged hrogh he an oo o find ebras.

Yor ask: Make fie isers of or on belo:

Onomatopoeia

Onomaopoeia is he formaion or se of ords, sch as b, ha imiae he sonds associaed ih he objecs of acion o hich he refer.

Acii one: In grops, brainsorm for approimael 3 mines. Lis all of he onomaopoeia ords ha o can. Don share liss ih ohers! Do his qiel! Then, les see ho man ords or grop has ha he oher does no.

Acii o: Wrie 3 descripie senences ha conain a leas one eample of onomaopoeia in each.

Symbolism

Smbolism is sing one hing (a smbol) o sand for or represen somehing else.

A smbol can be anhing ha sands for somehing else. Smbols are eerhere!!! Smbols can represen feelings, mah, conries, religions, people, spors, or ords. Ahors se smbols o represen ideas in heir riing.

Dra 5 smbols inclding ha he smbols represen.

Smbols in riing

She neer spoke as she slid across he room. Her ees narroed as she sepped pass he dinner able. No one dared o look her in he ees no. The croded room pared o allo he oman in red o pass b. The hole room gre qie. The onl sond as her red dress sishing as a arning o hose in her pah.

Wha migh he color red smbolie in his eample:______

The air gre cold as he black nigh se in. The ong man began o panic. He ms sa arm some ho. As he looked hrogh he sno coered hills he began o ndersand here as no escape. As his hogh became clear he shado of nigh srronded him ino a deep sleep.

Wha migh he shado of nigh mean? ______

Hyperbole (hi per bol eee)

Hperbole is inenionall eaggeraed figres of speech. The are sed o emphasie a poin or add eciemen or hmor. Eamples of hperbole can occr in similes and meaphors.

Eamples: 1. He as so ired ha he cold hae slep for a monh. 2. The aer as a million fee deep. 3. Im so hngr I cold ea a horse. 4. She as as slo as a sloh on a ho da.

Wrie 1 hperbole senences of or on for each iem lised.

(sn)

(school)

(car)

(cheeah)

(Make one of or on)

Imagery

Imager is riing ha appeals o he 5 senses (sigh, och, ase, smell, sond) o help creae menal picres.

Eamples:

(From The Nigh before Chrismas) The children ere nesled, all sng in heir beds, While isions of sgar-plms danced in heir heads.

The reader can feel he armh and ae and ee he cand.

In he ne eample, look for nd and mell.

The sal, hick air as filled ih siniser, rmbling clods as he sorm approached.

Wrie 3-5 senences ha se he 5 senses o creae a menal picre. Wrie he sense aboe he ords o se.

Idioms To stick our neck out is o sa or do somehing ha is bold and a bi dangeros. A similar idiom ha is sed for slighl more dangeros siaions is o "go o on a limb." In boh idioms, he idea is ha o p orself in a lnerable posiion. To break the ice is o be he firs one o sa or do somehing, ih he epecaion ha ohers ill hen follo. Anoher idiom ha means somehing similar is "ge he ball rolling." To get long in the tooth means o ge old. The epression as originall sed hen referring o horses since gms recede ih age. So he longer he eeh a horse has, he older i is said o be. To have a chip on one's shoulder is sall an epression o describe a person ho acs, as o sa, rdel or aggressiel, b also in a manner ha cold be described as "aggressiel defensie." The person seems alas read for a figh. Direcions: Wrie he meanings of hese freqenl sed idioms: 1. going bananas______2. see ee o ee______3. nder he eaher______4. sffed o he gills______5. js ha he docor ordered ______6. born eserda ______7. ca has or onge ______8. sells like hocakes______9. back o he all______10. breahaking ie______

Name as man oher idioms as o can belo:

Youth Speaks Online Writing Workshop Registration

Workshop Description: In order to keep each other safe during the ongoing pandemic, Youth Speaks is moving its writing workshops online! Each writing workshop is an opportunity to put pen to page and learn how to speak from your heart, however your voice manifests, whether as poem, bars, speech, song, rant, curse, or IG post. Just bring you, a device you can tune in with, your writing utensils of choice, and we’ve got the rest. We hope to see you and your favorite background soon. All experience levels are welcome and it is never too late to join!

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