“Imagine you are born with autism and paralyzed from the waist down at birth. You have to use a wheelchair wherever you go. You feel invisible because ‘everyone is taught not to stare.’ Then you receive Service Dog Nelson from Assistance Dogs North West, and it changes everything.”

So began an essay in eighth grade English to compete for grant money raised from tickets sold to school dances. Knowing that they had $250 to donate, students were motivated to get that money sent to the nonprofits they chose and researched during the advocacy journalism unit earlier this year. To form persuasive arguments about why their chosen nonprofit should receive the grant, students conducted further research, interviewed employees, and learned about nonprofit fundraising methods. With gathered information in hand, students then worked to integrate the information into a compelling story to engage and motivate others. Beyond information sharing, the grant competition requires students to formulate language for a specific purpose: to provoke action.

Next the eighth graders brought their cases before the sixth grade where their persuasive writing became persuasive public speaking. Each student presented their case and then the sixth grade voted, taking into account the technical merits of the argument, not just the value of the cause. The vote is in and the winner is Assistance Dogs Northwest, an organization on Bainbridge dedicated to serving children and adults with disabilities by pairing service dogs with those in need at no cost. Grant money from Hyla will go towards medicine, treats, beds, and maybe even a new service dog.

Knowing that there was actual money at stake, students were motivated to make sure that money went to the causes they care about and are already invested in from previous research. By shifting this writing assignment from something hypothetical to a project with real-world impact, Emelio linked student passion to outcome, a critical connection in developing advocacy and agency in students.