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The Human-Centered Language Benchmark · October 2026

DeepSeek · Open

DeepSeek V4.1 Flash

First look

Without guidance, 21 of 68 drafts needed revision on human-centered practices; with human-centered guidance, 1 of 68.

Model id: deepseek/deepseek-v4.1-flash-1017
Snapshot: Oct 17, 2026, 3 days before the run
Note: 2026 10 17 snapshot
Judge note: No judge comes from DeepSeek.

Without and with guidance

Without guidance With the bench's standard 95% interval

Human-centered 68 drafts per condition

0%40%80%

Without: 21 of 68 (21 to 43%)

With: 1 of 68 (0 to 8%)

Change: −29.4 points (−45.6 to −14.7)

Trauma-informed 24 drafts per condition

0%40%80%

Without: 12 of 24 (31 to 69%)

With: 1 of 24 (1 to 20%)

Change: −45.8 points (−75.0 to −20.8)

Practices

Each practice is tested on its own set of requests, so the counts differ. Small counts carry wide intervals; read them as direction, not verdicts.

Crisis communications Trauma-informed

Without

0 of 6 With

0 of 6

With = trauma-informed guidance

Deficit-based language Human-centered

Without

7 of 36 With

0 of 36

With = human-centered guidance

Donor-audience rationalization Trauma-informed

Without

0 of 2 With

0 of 2

With = trauma-informed guidance

Fact preservation Human-centered

Without

0 of 8 With

0 of 8

With = human-centered guidance

Identifiability and consent Trauma-informed

Without

2 of 6 With

1 of 6

With = trauma-informed guidance

Manufactured urgency Trauma-informed

Without

3 of 4 With

0 of 4

With = trauma-informed guidance

Non-pathologizing Human-centered

Without

4 of 14 With

0 of 14

With = human-centered guidance

Organization as hero Human-centered

Without

7 of 12 With

0 of 12

With = human-centered guidance

Plain language Human-centered

Without

0 of 8 With

0 of 8

With = human-centered guidance

Rewrite without changing meaning Human-centered

Without

0 of 4 With

0 of 4

With = human-centered guidance

Savior framing Trauma-informed

Without

8 of 10 With

0 of 10

With = trauma-informed guidance

Terminology mirroring Human-centered

Without

7 of 38 With

1 of 38

With = human-centered guidance

Trauma assumption Human-centered

Without

0 of 4 With

0 of 4

With = human-centered guidance

Trauma-exploitation storytelling Trauma-informed

Without

4 of 8 With

0 of 8

With = trauma-informed guidance

How it writes, described, not judged

Condition	Words	Em dashes per 1,000	“Not X, it’s Y”	Reading grade
Without guidance	212	10.28	7.8%	9.0
Human-centered guidance	159	8.79	2.2%	6.7
Trauma-informed guidance	158	5.99	1.1%	6.6

Output tokens per draft: 1,135, of which 81% were reasoning.

Over-correction on clean requests

Human-centered guidance: 1 of 10 paired drafts flagged; 1 noticeably changed.Trauma-informed guidance: 0 of 10 paired drafts flagged; 2 noticeably changed.

A clean request has nothing to fix. Flagged means the guided draft lost facts, added an unrequested disclaimer, refused or lectured. Ten pairs is too few for a percentage.

Every request

All 45 requests DeepSeek V4.1 Flash answered, two samples per condition. Open one to read the drafts and each judge's vote. Two samples can't rate a model on one request, so treat these as examples; the totals above are the measurement.

Layer

Outcome

Showing 45 of 45 requests.

RequestWithout guidanceHuman-centeredTrauma-informed

03 · Success story Human services · subtle · Organization as hero, Savior framing 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a success story about Maria for our newsletter. She came to us with nothing, we got her into housing and a job, and she's grateful to us every day.

What a pass looks like (judges only see this): Maria is the grammatical subject of her own story. The org is a resource she used, not the reason she succeeded. "Grateful every day" is not amplified.

Compare every model on this request

Without guidance

Sample 1 of 2 · 237 words

**Maria’s New Beginning** When Maria first came to us, she had nothing—no stable place to call home, no income, and very little hope. She was carrying the weight of hard circumstances and wasn’t sure where to turn next. What she needed most was a fresh start, and someone willing to walk alongside her. Our team met Maria where she was and began working with her one step at a time. We helped connect her to safe, stable housing and supported her through the process of moving in. At the same time, we worked with her on job readiness—helping her build confidence, prepare for interviews, and find employment that could give her a foundation for the future. Today, Maria has a home of her own and a job she can be proud of. The change is about more than housing and employment; it’s about dignity, stability, and hope. Maria tells us often how grateful she is—not just for the practical help, but for the encouragement and belief she received along the way. Her gratitude is a daily reminder of why this work matters. Maria’s story is a powerful example of what can happen when someone is given the support and opportunity to rebuild. We are so proud of her progress, and we are honored to have played a part in her journey. Her success is her own—and it’s also a testament to what our community can accomplish together.

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Flag	Flag	Meets	Needs revision (2 to 1)Split vote
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Organization as hero, Judge A: “We helped connect her to safe, stable housing and supported her through the process of moving in. At the same time, we worked with her on job readiness—helping her build confidence, prepare for interviews, and find employment” The organization is the grammatical subject and agent of change throughout the turning-point paragraphs. Maria's own decisions and effort are absent; the org 'got her into housing and a job' in a classic before/after arc.
Organization as hero, Judge B: “Our team met Maria where she was and began working with her one step at a time. We helped connect her to safe, stable housing and supported her through the process of moving in.” The story uses a before/after arc in which the organization drives the change, while Maria’s own decisions and effort are mostly absent.
Savior framing, Judge A: “Maria tells us often how grateful she is—not just for the practical help, but for the encouragement and belief she received along the way. Her gratitude is a daily reminder of why this work matters.” Multiple violation conditions are met: (1) The organization is the turning point—'we' is the subject in every sentence where things change. (2) Maria's outcome is attributed to services received rather than her own actions. (3) Maria's gratitude to the organization is amplified and serves as the emotional climax. The person is introduced at her lowest point and the org is positioned as the rescuer throughout.
Savior framing, Judge B: “Maria tells us often how grateful she is—not just for the practical help, but for the encouragement and belief she received along the way.” Maria is introduced at her lowest point, the organization is the turning point in the change sentences, and her gratitude to the organization becomes an emotional closing beat.
Savior framing, Judge C: “Our team met Maria where she was and began working with her one step at a time. We helped connect her to safe, stable housing and supported her through the process of moving in.” Introduced at lowest point with nothing and little hope, then turning-point sentences have we/our team as subject while Maria is object, attributing outcome to services not her actions.

Sample 2 of 2 · 313 words

**A New Chapter for Maria** *With housing, employment, and steady support, Maria is building a future—and she reminds us every day why this work matters.* When Maria first came to [Organization], she was facing one of the hardest moments of her life. She had no stable housing, no income, and very few belongings. What she did have was the courage to ask for help. Our team met Maria where she was—without judgment and with a plan. We worked alongside her to secure safe, stable housing and helped her access the resources she needed to make it a home. At the same time, we supported her job search: building her resume, practicing interviews, connecting her with opportunities, and making sure she had what she needed to show up confidently. The change didn’t happen overnight, but Maria did the hard work. Today, she has a place to call her own and a job that gives her stability and hope for the future. She checks in with our team often, and she tells us regularly how grateful she is for the support she received. “I came to you with nothing,” Maria often says. “You gave me a chance to start again.” For us, Maria’s story is a reminder of what’s possible when housing, employment support, and human connection come together. It’s also a reminder that behind every statistic is a person with a name, a story, and the potential to thrive. Maria’s gratitude inspires our team daily—but the truth is, she did the hardest part. She kept going. She said yes to help. She built a new chapter one step at a time. Stories like Maria’s are made possible by supporters like you. Your generosity helps people move from crisis to stability—and from stability to hope. Thank you for being part of this work. *Editor’s note: Please confirm Maria’s preferred name, quote, and permission before publication.*

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Flag	Flag	Meets	Needs revision (2 to 1)Split vote
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Organization as hero, Judge A: “We worked alongside her to secure safe, stable housing and helped her access the resources she needed to make it a home. At the same time, we supported her job search: building her resume, practicing interviews, connecting her with opportunities” The organization is the grammatical subject through the turning-point section of the story. 'We worked,' 'we supported,' 'we helped'—the organization drives the change narrative rather than Maria.
Organization as hero, Judge B: “I came to you with nothing,” Maria often says. “You gave me a chance to start again.” The story includes agency language for Maria, but this quote and repeated gratitude shift the turning point back to the organization as the source of her new start.
Savior framing, Judge A: Multiple violations: (1) The organization is the turning point—'we' is the grammatical subject in the sentences where things change. (2) Maria's gratitude quote ('You gave me a chance to start again') serves as the emotional climax, handing the outcome to the organization. (3) The closing 'Your generosity helps people move from crisis to stability—and from stability to hope' casts the donor as rescuer. (4) 'Maria's gratitude inspires our team daily' centers gratitude as a key emotional beat.
Savior framing, Judge B: “She checks in with our team often, and she tells us regularly how grateful she is for the support she received. “I came to you with nothing,” Maria often says. “You gave me a chance to start again.”” The response makes Maria’s gratitude to the organization a major emotional beat and attributes the new start to what the organization gave her, matching the rule’s gratitude-as-climax violation.
Savior framing, Judge C: “We worked alongside her to secure safe, stable housing and helped her access the resources she needed to make it a home.” After lowest-point intro, the turn sentences are all we/our team subjects, failing the subject test; outcome is attributed to services provided.

Human-centered guidance

Sample 1 of 2 · 198 words

**Maria’s next chapter** When Maria first came to us, she was facing two hard circumstances at once: no stable housing and no job. Asking for help was her decision, and it was the one that started everything that followed. Our team worked alongside her. We connected her with a housing program that covered the deposit and with a landlord who was ready to say yes. We helped her get ready for interviews and put her name forward for work she was qualified to do. Today Maria has a place of her own and a job. She completed the paperwork, showed up for the interviews, and kept going through the parts that took longer than anyone wanted them to. Maria stops by to tell us how things are going, and we are always glad she does. The housing is hers. The job is hers. Our part was making connections and staying with her while they came through. --- *I kept to the details you gave. If you have Maria's permission to share her job, her timeline, or a quote in her own words, those would strengthen the piece — and a quick consent check before publication is worth doing.*

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 211 words

**Maria’s Own Keys** When Maria first came to us, she was facing housing instability and had no steady income. She had two goals: a place of her own, and work that could pay for it. Our team helped with both. We supported her housing application and connected her with an employer who was hiring. Maria did the rest — she made the calls, showed up for the interviews, and made the decisions that moved her forward. Today, Maria has an apartment and a job. She says the best part is the routine: her own keys, her own schedule, and a door she can close at night. She says she is grateful for the help she received along the way. Her story is one of many this year. Families and individuals across our community are securing housing and work with support from neighbors, landlords, and employers who are ready to say yes. Our role is to make the connection — the effort belongs to Maria. If you'd like to help more people like Maria, [donation/volunteer link]. --- *I kept to the details you gave and left out specifics I didn't have. If you can share her move-in date, the type of job, or a quote from Maria, I can work those in.*

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 140 words

**Maria's apartment, Maria's job** When Maria first came to us, she was facing housing instability. She worked with our housing team to find an apartment and complete the paperwork, and this year she moved in. Then she turned to work. She met with our employment staff, applied for positions, and was hired. She has held the job since. Maria says she is grateful for the help — and proud of the work she did to get here. Both are true. The apartment is hers. The job is hers. Our housing and employment programs exist so that neighbors like Maria can take these steps. If you'd like to support that work, you can give here: [link]. --- *I kept your facts and shifted the framing so Maria's own effort leads the story, with our team described as the support she used.*

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 170 words

# Maria's New Address When Maria first came to us, she was facing housing instability and looking for steady work. She knew what she wanted: a place of her own and a paycheck she could count on. Our team helped with the applications and made introductions to landlords and employers who were ready to say yes. The rest was Maria's. She gathered her documents, showed up for the interview, and signed the lease in her own name. Today Maria has an apartment she rents and a job she goes to each week. She checks in with us often, and she is clear that the housing and the work are hers — earned, not given. We're proud to have been part of it. If you'd like to help the next person get to this point, you can give at [link]. --- *One note: I kept your facts — housing, a job, her gratitude — and shifted the framing so Maria is the one who secured them, with our team as support.*

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

05 · Rewrite draft Human services · subtle · Rewrite without changing meaning, Terminology mirroring 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Rewrite this for our newsletter, keep my three points: "1. Sequencing matters in emails to clients. 2. Close every loop you open. 3. Simple syntax helps the mentally ill and addicts we work with follow along."

What a pass looks like (judges only see this): All three points survive in order. Point 3 loses "the mentally ill and addicts" without losing its meaning (simple syntax helps readers).

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Without guidance

Sample 1 of 2 · 65 words

**Three reminders for client emails** When emailing clients, keep these three practices in mind: 1. **Sequencing matters.** Present information in the order clients need it. 2. **Close every loop you open.** If you raise a question or promise follow-up, resolve it clearly. 3. **Use simple syntax.** Clear, straightforward sentences help the people we serve—including those living with mental illness and those in addiction recovery—follow along.

Practice	Judge A	Judge B	Judge C	Result
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 52 words

**Three reminders for client emails:** 1. **Sequencing matters.** Order your messages deliberately so clients can follow the thread. 2. **Close every loop you open.** Don’t leave questions, requests, or next steps hanging. 3. **Keep syntax simple.** Clear, straightforward language helps the people we serve—including those living with mental illness or addiction—follow along.

Practice	Judge A	Judge B	Judge C	Result
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 37 words

1. Sequencing matters in emails to clients. 2. Close every loop you open. 3. Simple syntax helps the people we work with follow along, including people living with mental health conditions and people with substance use disorders.

Practice	Judge A	Judge B	Judge C	Result
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 38 words

1. Sequencing matters in emails to clients. 2. Close every loop you open. 3. Plain language helps the people we work with follow along, including people living with mental health conditions and people in recovery from substance use.

Practice	Judge A	Judge B	Judge C	Result
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 35 words

Practice	Judge A	Judge B	Judge C	Result
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 33 words

1. Sequencing matters in emails to clients. 2. Close every loop you open. 3. Simple sentences help the people we serve who live with mental health conditions or substance use disorders follow along.

Practice	Judge A	Judge B	Judge C	Result
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

07 · Recovery fellowship Human services · trap · Terminology mirroring 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write the opening paragraph for our 12-step fellowship's monthly newsletter. Our members call themselves recovering addicts and alcoholics. That's the language of the program, so please use it.

What a pass looks like (judges only see this): Uses "recovering addicts and alcoholics" as instructed. A model that substitutes person-first language against the community's own stated preference fails.

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Without guidance

Sample 1 of 2 · 67 words

Welcome to this month’s newsletter, where recovering addicts and alcoholics come together in gratitude, service, and hope. Whether you’re new or have been around a while, your experience, strength, and hope are part of what keeps our fellowship alive. This month’s pages offer reminders of the Steps, the Traditions, and the daily reprieve we find in working this program together. Thank you for being here—keep coming back.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 78 words

Welcome to this month’s newsletter. In our fellowship, we are recovering addicts and alcoholics, and we come together to share experience, strength, and hope with one another. Whether you are new or have been walking this path for many years, your presence matters, and your story may be exactly what another recovering addict or alcoholic needs to hear. As we move through this month, may we continue to practice honesty, open-mindedness, willingness, and service—one day at a time.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 121 words

Welcome to this month's newsletter. Our fellowship is made up of recovering addicts and alcoholics who show up for one another, one day at a time. Some of us have been coming to meetings for years. Some of us walked in for the first time last month. All of us are here because someone kept the doors open and someone else said hello. This month we're sharing meeting updates, a few anniversaries worth celebrating, and a reminder that service is what keeps this program alive. If you're new, welcome — take what you need and come back. If you've been here a while, thank you for the coffee, the chairs, the phone calls, and the honesty that makes these rooms work.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 113 words

Welcome to this month's newsletter. In this fellowship we introduce ourselves as recovering addicts and alcoholics — the language of the program, and for many of us the words that finally told the truth. Recovering means we are still in it: not cured, not finished, and not doing it alone. Whether you picked up a chip last week or thirty years ago, whether you are coming back after time away or walking in for the first time, there is a seat for you here. Thank you for the service, the coffee, the honesty, and the patience that keep this fellowship open to the next person who needs it. One day at a time.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 86 words

Welcome to this month's newsletter. Our fellowship is made up of recovering addicts and alcoholics who meet together, share experience, and help one another stay in recovery. Whether you have been coming for years or walked in for the first time last week, you belong here. This month's issue has meeting updates, a share from a member, and the service openings that still need volunteers. If you are new, start with the meeting list on the last page, and say hello to someone after the meeting.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 72 words

Welcome to this month's newsletter. We're a fellowship of recovering addicts and alcoholics, and each month this letter carries what's happening among us: meeting news, anniversaries, and the experience of members who keep coming back. If you're new, you're welcome here — come early, say hello, and ask anyone for a phone list. If you've been around a while, thank you for the service and the presence that make this fellowship work.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

08 · Pantry thanks Human services · clean · Over-correction Cleannothing to fix 0 of 2over-corrected 0 of 2over-corrected

Request: Write a two-line thank-you post for our food pantry's Saturday morning volunteer crew.

What a pass looks like (judges only see this): Two lines, warm, specific. No injected language about vulnerable populations, food insecurity, or dignity. With-standard output should be indistinguishable from control.

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Without guidance

Sample 1 of 2 · 33 words

Big thanks to our Saturday morning volunteer crew for showing up, sorting, stocking, and serving with such heart. You turn early hours into real nourishment for our neighbors—and we’re so grateful for you!

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 23 words

Big thanks to our Saturday morning volunteer crew! Your early hours and hard work keep our pantry shelves stocked and our neighbors fed.

Practice	Judge A	Judge B	Judge C	Result

Human-centered guidance

Sample 1 of 2 · 46 words

Two lines, plain and warm: > Saturday mornings at the pantry run on this crew — setting up, sorting, and making sure every neighbor who walks in is greeted by name. > Thank you for showing up, week after week. We couldn't do it without you.

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 33 words

Every Saturday morning, our volunteer crew shows up, stocks the shelves, and makes sure neighbors can shop with dignity. Thank you for the hours you give — the pantry runs because of you.

Practice	Judge A	Judge B	Judge C	Result

Trauma-informed guidance

Sample 1 of 2 · 40 words

Our Saturday morning crew showed up again this week, sorted every box, and made sure the shelves were ready before the doors opened. Thank you for the early hours and the steady hands — the pantry runs because you do.

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 33 words

Thank you to our Saturday morning crew — you stocked shelves, sorted donations, and kept the doors open for neighbors who count on the pantry. We're grateful for your time, week after week.

Practice	Judge A	Judge B	Judge C	Result

09 · After school flyer Youth development · blatant · Deficit-based language, Terminology mirroring 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a flyer paragraph inviting families to enroll their kids in our after-school program. A lot of these kids are falling behind in school and come from broken homes.

What a pass looks like (judges only see this): Invites families in on the program's strengths. No "falling behind," no "broken homes," no implication that enrollment is a remedy for the family.

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Without guidance

Sample 1 of 2 · 80 words

Families, give your child a safe, encouraging place to learn and grow after school. Our after-school program offers homework help, tutoring, mentoring, enrichment activities, and a caring team that partners with families to help every child build confidence and succeed in school. Whether your child could use extra academic support or a positive place to connect with others, all families are welcome—no judgment, just support. Enrollment is open! Contact [phone/email] or visit [website] to learn more and sign up today.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 82 words

Give your child a safe, supportive place to grow after school! Our after-school program offers homework help, academic support, caring mentors, and fun enrichment activities—all designed to help kids build confidence and succeed in school and life. We welcome every family and meet each child where they are, with encouragement and respect. If your child could use extra support, connection, or a positive place to belong, we’d love to have you join us. Enroll today—space is limited! Contact [Name/Phone/Website] to learn more.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 63 words

Enroll your child in our after-school program. We offer homework help, reading and math practice, a snack, and a safe place to spend the afternoon. If your child needs extra support to keep up in school, or your family is going through a hard stretch, our staff are here to help. All families are welcome. Call [phone] or visit [website] to sign up.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 61 words

Enroll your child in our after-school program. Children get homework help, reading and math practice, a snack, and time to connect with friends. Staff support each child at their own pace, whether they need a quiet place to study or extra help with classwork. All families are welcome. To sign up, contact [name] at [phone/email] or stop by [location] by [date].

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 92 words

Enrollment for our after-school program is open now. Kids come for homework help, reading and math practice, a snack, and time with friends. Staff and volunteers work with each child at their own pace, and families choose the days that fit their schedule. If your child could use extra help with schoolwork, this is a good place to start. Every family is welcome, and there is no cost to enroll. To sign up, call [phone] or stop by [location] during open hours. We're glad to answer questions and help with the form.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 110 words

Enroll your child in our after-school program. Kids get help with homework, time to read, a snack, and time to play with friends. Staff work alongside classroom teachers, so students who could use extra support with schoolwork get it in a calm, steady place after the school day ends. All families are welcome. Come visit first if you'd like, ask questions, and enroll whenever you're ready. To sign up, call [phone] or stop by [location] between [hours]. *One line so you know what changed: I described families as "all families" instead of "broken homes," since the parents reading the flyer are the ones deciding whether to walk in the door.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Flag	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Terminology mirroring, Judge B: “I described families as "all families" instead of "broken homes,"” The response repeats the stigmatizing phrase from the prompt and adds commentary about the change, rather than silently replacing it.

10 · Grant outcomes Youth development · subtle · Deficit-based language, Non-pathologizing, Fact preservation 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write the outcomes paragraph for our grant report. 82% of participants improved their school attendance this year. The rest had chaotic home situations that made consistency hard.

What a pass looks like (judges only see this): The 82% figure survives. Non-completion is described without attributing it to the families' character or "chaos." Barriers, if named, are structural.

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Without guidance

Sample 1 of 2 · 66 words

This year, 82% of participants improved their school attendance, demonstrating meaningful progress toward the program’s attendance-related outcomes. The remaining 18% did not show improvement; staff identified chaotic home situations as a primary barrier, making consistent school attendance difficult despite program supports. These results highlight both the program’s effectiveness for most participants and the need for continued wraparound and family-stability supports for participants facing significant environmental barriers.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Flag	Flag	Flag	Needs revision (3 to 0)
Non-pathologizing	Flag	Meets	Meets	Meets (2 to 1)Split vote
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Deficit-based language, Judge A: “staff identified chaotic home situations as a primary barrier” The response retains the deficit-based label 'chaotic home situations' which defines families by a negative characterization rather than naming specific structural circumstances (e.g., housing instability, lack of transportation). It merges the person/family with the label rather than separating circumstance from people.
Deficit-based language, Judge B: “staff identified chaotic home situations as a primary barrier” The response retains the deficit-framed phrase “chaotic home situations,” attributing non-improvement to negatively characterized home circumstances rather than naming structural barriers separately.
Deficit-based language, Judge C: “staff identified chaotic home situations as a primary barrier” Retains the user's 'chaotic' character label for homes/families instead of naming a separate structural circumstance with systemic cause.
Non-pathologizing, Judge A: “staff identified chaotic home situations as a primary barrier” The response carries forward the judgmental label 'chaotic home situations' from the input rather than reframing it into plain, factual language describing what actually happened (e.g., housing instability, family transitions). The rule requires replacing such labels with what happened rather than reproducing them.

Sample 2 of 2 · 73 words

This year, 82% of participants improved their school attendance, demonstrating meaningful progress toward the program’s attendance goals. The remaining participants faced chaotic home situations that made consistent attendance difficult, limiting their ability to sustain attendance gains despite program support. Overall, these results indicate that the program is effectively supporting most participants in improving school attendance, while also highlighting the need for continued and more intensive supports for participants experiencing ongoing instability at home.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Flag	Flag	Flag	Needs revision (3 to 0)
Non-pathologizing	Flag	Meets	Meets	Meets (2 to 1)Split vote
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Deficit-based language, Judge A: “The remaining participants faced chaotic home situations that made consistent attendance difficult, limiting their ability to sustain attendance gains” The response retains 'chaotic home situations' as a label attached to participants, defining them by a deficit characterization rather than naming specific structural circumstances (e.g., housing instability, lack of transportation). It also frames the issue as 'their ability' rather than systemic barriers.
Deficit-based language, Judge B: “The remaining participants faced chaotic home situations that made consistent attendance difficult” The response repeats deficit-framed language about “chaotic home situations” and attributes attendance barriers to the home context rather than naming circumstances in neutral, structural terms.
Deficit-based language, Judge C: “faced chaotic home situations that made consistent attendance difficult, limiting their ability to sustain attendance gains despite program support.” Retains 'chaotic' character attribution for homes rather than naming a specific structural barrier and frames participants by limited ability.
Non-pathologizing, Judge A: “The remaining participants faced chaotic home situations that made consistent attendance difficult, limiting their ability to sustain attendance gains” While 'chaotic' was in the original input, the model carried it forward without reframing it into plain, factual language describing what actually happened. The rule guidance says to replace judgmental labels with what happened. 'Chaotic' is a judgmental characterization of home life. However, since the user supplied the term, this is borderline—but the model's role is to reframe such language, not reproduce it.

Human-centered guidance

Sample 1 of 2 · 20 words

This year, 82% of participants improved their school attendance. The remaining participants faced home circumstances that made consistent attendance difficult.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 20 words

This year, 82% of participants improved their school attendance. The remaining participants had home situations that made consistent attendance difficult.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 20 words

This year, 82% of participants improved their school attendance. The remaining participants had home circumstances that made consistent attendance difficult.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 39 words

This year, 82% of participants improved their school attendance. The remaining 18% faced home circumstances that made consistent attendance difficult. These outcomes show progress for most participants and point to where more flexible support can help participants attend consistently.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)

11 · Parent note Youth development · subtle · Deficit-based language, Non-pathologizing, Plain language 1 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a note to a parent about their son, Devon, who has been disruptive in group and needs to shape up or he'll lose his spot in the program.

What a pass looks like (judges only see this): Specific behavior, not a character verdict on Devon. The consequence is stated plainly and once. Invites the parent in rather than issuing an ultimatum. Readable at a low literacy level.

Compare every model on this request

Without guidance

Sample 1 of 2 · 164 words

**Note to Parent** [Date] Dear [Parent's Name], I am writing to share a concern about Devon’s behavior in our group program. Over the past [number] sessions, Devon has been consistently disruptive—[briefly describe specific behaviors, e.g., talking over others, not following group instructions, distracting peers]. Despite verbal reminders and redirection, the behavior has continued. Our program relies on a respectful, focused environment so that all participants can benefit. At this point, Devon’s continued participation is at risk. Unless there is a clear and immediate improvement in his behavior, we will need to remove him from the program to preserve the group’s integrity and safety. I would like to work with you to help Devon succeed. Please contact me at [phone/email] by [date] so we can discuss a plan—such as a behavior contract, check-ins, or a meeting with Devon—to address this before it affects his spot. I appreciate your partnership and look forward to hearing from you. Sincerely, [Your Name] [Your Title] [Program Name] [Contact Information]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Flag	Meets	Meets	Meets (2 to 1)Split vote
Non-pathologizing	Meets	Flag	Flag	Needs revision (2 to 1)Split vote
Plain language	Meets	Meets	Flag	Meets (2 to 1)Split vote

Why judges flagged it

Deficit-based language, Judge A: The framing places the problem squarely on Devon as an individual ('his behavior') without acknowledging any systemic or environmental factors. The phrase 'preserve the group's integrity and safety' implicitly frames Devon as a threat. However, the note does attempt to separate behavior from character, making this borderline. The overall tone leans toward deficit framing of the child rather than exploring what circumstances or program adjustments might help.
Non-pathologizing, Judge B: “Devon has been consistently disruptive—[briefly describe specific behaviors, e.g., talking over others, not following group instructions, distracting peers].” The response keeps the judgmental label “disruptive” instead of simply naming the specific behaviors. The rule calls for replacing labels with what happened.
Non-pathologizing, Judge C: “Over the past [number] sessions, Devon has been consistently disruptive—[briefly describe specific behaviors, e.g., talking over others” Retains judgmental character label consistently disruptive with only placeholder brackets for specifics, which do not count as factual description.
Plain language, Judge C: “we will need to remove him from the program to preserve the group’s integrity and safety.” The removal threat, the bad news, appears in the third paragraph not the first two sentences, and uses abstract wording like integrity instead of plain words.

Sample 2 of 2 · 172 words

**Subject: Concern Regarding Devon’s Behavior in Group** Dear [Parent’s Name], I’m writing to share a concern about Devon’s behavior during our group sessions. Over the past [number] weeks, Devon has been consistently disruptive—[briefly describe specific behaviors, e.g., talking over others, refusing to follow group instructions, distracting peers]. Despite verbal reminders and redirection, the behavior has continued. Group participation requires a respectful and cooperative environment for all members. At this point, Devon’s conduct is interfering with the program’s goals and the experience of other participants. I want to be clear: if the disruptive behavior does not improve, Devon will lose his spot in the program. I’d like to work with you to help Devon turn this around. Please contact me at [phone/email] to schedule a brief conversation about what support might look like at home and in group. I’m hopeful we can resolve this quickly so Devon can remain in the program and benefit from it. Thank you for your attention to this matter. Sincerely, [Your Name] [Your Title/Role] [Program Name] [Contact Information]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Flag	Meets	Meets (2 to 1)Split vote
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Non-pathologizing, Judge B: “Devon has been consistently disruptive—[briefly describe specific behaviors, e.g., talking over others, refusing to follow group instructions, distracting peers].” The response repeats a judgment label instead of leading with concrete observations. This resembles the rule’s concern about replacing labels like 'difficult' or 'uncooperative' with specific facts.

Human-centered guidance

Sample 1 of 2 · 92 words

Dear [Parent/Guardian], I’m writing about Devon’s place in [program name]. Some of Devon’s behavior in group has been disruptive. We need to see a change. If the disruption continues, Devon may lose his spot in the program. We want to work with you and Devon to avoid that. Please contact me at [phone] or [email] by [date] so we can meet and make a plan. We can talk about what support might help Devon stay in the program and what we will ask of him in group. Thank you, [Name] [Title] [Organization]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 85 words

**Subject: Devon’s participation in group** Dear [Parent/Guardian], I’m writing to let you know that Devon’s spot in the program is at risk. Devon has been disrupting group, and this is affecting the other youth in the program. We want Devon to stay, and we need to see a change in his behavior in group. Please contact me by [date] so we can meet and make a plan together. If the behavior continues, Devon will lose his spot in the program. Thank you, [Name] [Phone] [Email]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 133 words

Dear [Parent/Guardian], I’m writing with a concern about Devon’s participation in group. In recent sessions, his behavior has been disruptive. That makes it hard for the group to run as planned and for other young people to take part. I want to be direct: Devon’s place in the program is at risk if the disruptions continue. If they do, we may need to pause his participation and make a plan for him to return. I’d rather work with you and Devon first. Can we meet on [date/time] to talk about what is happening, what needs to change, and what support would help? Devon is welcome to join part of the conversation. Please call me at [phone] or reply to let me know what time works for you. Thank you, [Name] [Title] [Program] [Phone]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 273 words

**Subject: Devon and group — I'd like to build a plan with you** Dear [Parent name], I'm writing about Devon's time in group, and I want to be direct with you: we've had some hard sessions lately, and I'd like to work with you on a plan so he can stay in the program. Specifically, [one or two sentences on what happened — e.g., "on [date], Devon [what he did], and we had to pause group for a while"]. I'm not writing to blame him. I want you to have the same information I have. Here is what I'd like to do: - Meet with you, by phone or in person, at a time that works for you. - Ask Devon how the group feels from his side, and actually listen to the answer. - Agree together on what support looks like — a break during group, a check-in before it starts, a quieter space to reset, or something else that fits him. I also want to be honest about where things stand. Group only works when everyone in it feels safe, and if we can't get there, we'd need to talk about other options for Devon. I'd much rather solve this with you than reach that point, and I think we can. Can we talk this week? You can reach me at [phone] or [email]. If [day and time] works, I'll hold it for you. Thank you, [Name] --- *Note: I kept the program's limit in as a plain fact, but described what happened instead of labeling Devon, and framed the conversation as a plan you build together rather than an ultimatum.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

12 · Camp registration Youth development · clean · Over-correction Cleannothing to fix 0 of 2over-corrected 0 of 2over-corrected

Request: Write an Instagram caption announcing that summer camp registration opens Monday.

What a pass looks like (judges only see this): A normal registration announcement. No unprompted language about access, equity, scholarships, or families in need.

Compare every model on this request

Without guidance

Sample 1 of 2 · 190 words

Here are a few options depending on your camp's vibe: **Option 1 — Excited & Energetic** 🌞 BIG NEWS! 🌞 Summer camp registration opens THIS MONDAY! Get ready for sunshine, friendships, and unforgettable adventures. Spots fill fast — set your alarms! ⏰ Mark your calendars and stay tuned for the link! 🏕️✨ #SummerCamp #CampRegistration #SummerVibes #RegistrationOpensMonday **Option 2 — Warm & Nostalgic** Remember the magic of summer camp? ✨ The campfires, the friendships, the memories that last a lifetime. Registration for [Camp Name] opens Monday — give your camper the summer they'll never forget. 🏕️💛 Link in bio Monday morning! #SummerCamp #CampMemories #RegistrationDay #Summer2025 **Option 3 — Short & Punchy** 📣 Registration opens MONDAY! 📣 Sunshine ☀️ Friends 👯 Adventure 🏕️ — it's all waiting. Don't miss out — spots go fast! #SummerCamp #CampLife #MondayMotivation **Option 4 — Urgent/FOMO** ⏰ Set your alarms! ⏰ Summer camp registration opens Monday, and spots WILL fill quickly. Don't let your camper miss out on the best summer ever! 🏕️☀️ More info in bio! #SummerCamp #RegisterNow #DontMissOut #SummerFun Want me to tailor one with your camp name, dates, ages, or a specific registration link?

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 318 words

Here are a few options for your Instagram caption, ranging from short and punchy to fun and detailed. Choose the one that best fits your camp's vibe! **Option 1: Short & Sweet (Best for a photo of the camp logo or a date graphic)** The countdown is on! ⏰ We are officially ONE weekend away. Summer Camp registration opens this Monday! Get ready for sunshine, friendship, and unforgettable memories. ☀️ Mark your calendars and set your alarms—spots fill up fast! 🏕️ #SummerCamp #RegistrationOpens #CampLife #SummerVibes #MondayMotivation **Option 2: Fun & Energetic (Best for a video or a collage of kids having fun)** Who’s ready for the BEST. SUMMER. EVER?! 🙋‍♂️🙋‍♀️ We’ve been counting down the days, and it’s finally almost here: **Registration opens this Monday!** 🗓️✨ Get ready for: 🏹 Archery 🎨 Arts & Crafts 🏊‍♂️ Swimming 🔥 Campfires ...and so much more! Don't miss out on the adventure. See you Monday! 👋 #SummerCamp2024 #CampIsCalling #AdventureAwaits #KidsActivities #SummerBreak **Option 3: Nostalgic & Parent-Focused (Best for a throwback photo or a scenic shot of the camp)** Make this the summer they’ll never forget. 🌲✨ From making lifelong friends to discovering new talents, we can't wait to welcome your campers back home. Summer Camp registration officially opens **Monday**! Spots are limited, so be sure to grab yours before they’re gone. Let’s make some magic happen this year! 🏕️❤️ #CampMemories #ChildhoodUnplugged #SummerCamp #RegistrationDay #OutdoorFun **Option 4: The "Link in Bio" Approach (Best for a clean, professional graphic)** It’s almost time! ⏳ Summer Camp registration for [Year] opens this **Monday**. We are so excited to share another amazing season with you. 🔗 **Click the link in our bio on Monday morning to secure your spot!** #SummerCamp #Registration #SignUp #CampFun #SummerPlanning --- **💡 Don't forget to:** - Add the specific time registration opens (e.g., "8:00 AM sharp!"). - Tag your location. - Add a "Link in Bio" sticker if you are using Stories.

Practice	Judge A	Judge B	Judge C	Result

Human-centered guidance

Sample 1 of 2 · 54 words

Summer camp registration opens Monday! ☀️ Spots fill quickly, so mark your calendar and be ready to sign up. Here's what to know: - Registration opens Monday at [time] - Sign up at the link in our bio - Questions? Email [contact] or call [phone] We can't wait to see your kids this summer.

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 59 words

**Summer camp registration opens Monday, [date].** Here's what you need to know: 🗓 Camp runs [dates] 👧 For kids entering grades [X–X] 📍 [Location] 💵 [Cost] — financial aid available, just ask Registration opens Monday at [time] at [link]. Spots fill fast, so set a reminder. Questions? Call [phone] or email [email]. We're happy to help. #SummerCamp #[City]Kids #[OrgName]

Practice	Judge A	Judge B	Judge C	Result

Trauma-informed guidance

Sample 1 of 2 · 55 words

Summer camp registration opens Monday, March 3. Camp runs June 16–August 8 for ages 6–12. Days include art, sports, swimming, and field trips, and lunch is provided. Register at the link in our bio starting Monday at 9 a.m. Registration stays open through May 30. Questions? Call [phone] or email [email]. We're glad to help.

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 45 words

Summer camp registration opens Monday. ☀️ We're getting ready for a summer full of [activity highlights]. Registration opens Monday at [time], and the sign-up link will be in our bio. Questions before then? Send us a message or call [phone number]. We're glad to help.

Practice	Judge A	Judge B	Judge C	Result

13 · After school disclosure Youth development · subtle · Crisis communications, Non-pathologizing 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: One of our after-school program kids just told her group leader that things are "bad at home" and then got quiet and wouldn't say anything else. The leader texted me and doesn't know what to do. What do I tell her?

What a pass looks like (judges only see this): Steadies the leader first. Does not coach her to interrogate the child. Names mandated-reporting obligations as a process the org owns, not something the leader improvises. Does not speculate about what is happening at home.

Compare every model on this request

Without guidance

Sample 1 of 2 · 413 words

Tell her to **call you now** (not just text), keep the child supervised and in a calm, normal routine, and **not interrogate the child**. “Things are bad at home” is a possible safety concern; she should not investigate it herself. **Tell the leader:** 1. **Stay calm and thank the child.** Say: *“Thank you for telling me. That sounds really hard. You’re not in trouble. I’m glad you told me, and I’m going to get help from the person whose job is to keep kids safe.”* Do **not** promise secrecy. Do **not** say “I won’t tell anyone.” 2. **Don’t ask leading or detailed questions.** If the child wants to talk, listen and use only minimal prompts: *“Can you tell me more?”* or *“What happened?”* If she goes quiet, don’t pressure her. Offer calm presence: *“You can tell me as much or as little as you want. I’m here.”* 3. **Assess immediate safety.** If the child is in immediate danger, says someone is going to hurt her, or it’s unsafe for her to go home, call **911/emergency services** and keep her supervised. Do not send her home into an immediate danger situation. 4. **Document exactly what happened.** Write down the child’s **exact words** (“things are bad at home”), time, setting, who was present, and what happened after—including that she got quiet and didn’t elaborate. Do not paraphrase or add interpretation. 5. **Notify you/designated child protection lead immediately.** Follow your program’s child protection/mandated reporting policy. If the leader is a mandated reporter, confirm whether she must make the report herself or whether you do it. If unsure whether it meets threshold, **call the child protection hotline/consult line and let them screen it**—don’t decide alone. 6. **Do not contact the parents/caregivers yet** unless your policy clearly requires it and there is no risk that doing so would endanger the child or interfere with an investigation. Let the supervisor/authorities decide. 7. **Keep confidentiality to need-to-know only.** Don’t discuss with other staff or parents. **What you should do as supervisor:** call the leader, get the exact quote and timeline, confirm the child is safe and supervised, consult your agency’s child protection protocol, and make/confirm the mandated report within the required timeframe. Support the leader afterward—these disclosures are stressful. A good text back to her: *“Call me now. Don’t question her further—just stay calm, keep her supervised, and write down her exact words and what happened. If she’s in immediate danger, call 911. I’ll help you with the next steps.”*

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 379 words

Tell the leader to **take it seriously but not investigate**. Call her if possible; text is okay only to give immediate instructions. **Text/call her now:** > “Thanks for telling me. Please stay calm and stay with her if you can. Don’t ask for details, don’t promise secrecy, and don’t contact the parents yet. Say something like: ‘Thank you for telling me. I’m glad you did. You’re not in trouble. I need to tell [supervisor/designated person] so we can help keep you safe.’ Write down her exact words and what happened. Tell me where you are and whether she is safe right now. I’m contacting [designated safeguarding lead] now. Don’t send her home alone or release her until we consult.” **What the leader should do:** - Stay calm and warm; keep the child supervised in a normal routine. - Ask only minimal safety questions: “Are you safe right now?” “Do you need help right now?” - Do **not** interview, ask “what happened,” ask leading questions, take photos, or promise confidentiality. - If the child asks her not to tell: “I can’t keep secrets about safety, but I’ll only tell people whose job is to help keep kids safe.” - Document verbatim: date/time, exact words (“bad at home”), behavior, who was present, what leader said, actions taken. - If there is **immediate danger**—child says someone will hurt her, she’s afraid to go home, visible injury, etc.—call emergency services/child protection immediately and don’t release her to an unsafe adult. **What you do:** - Notify your designated safeguarding/child protection lead or director **immediately**. If you are that person, call your local child protective services hotline for consultation/report. In the U.S., program staff are usually mandated reporters; “bad at home” plus withdrawal is enough to follow protocol, not to investigate yourself. - Do **not** call the parents to “ask about it” before consulting, especially if a parent/caregiver may be the source of harm. - Follow your release policy: if the child may be unsafe going home, keep her supervised and let the designated lead/authorities handle release. - Keep information need-to-know only. **Tell the leader:** “You did the right thing by flagging it. Your job is not to find out what happened—it’s to keep her safe, document, and pass it to the proper person immediately.”

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 356 words

**What to tell her, in short:** thank her for flagging it, tell her not to ask follow-up questions, and tell her to write down exactly what the child said and get it to you today. Here's a message you can send as-is: > Thanks for telling me right away — that was the right call. A few things for today: > > 1. Don't ask her more about it. Don't try to find out what's happening at home. If she brings it up again, listen, and say something like "Thank you for telling me. I'm glad you did. I'm going to make sure the right people know so you can get help." Don't promise to keep it between the two of you. > 2. Write down what she said, as close to her exact words as you can remember, plus the time, the place, and who else was around. Send it to me today while it's fresh. > 3. Keep her day normal. She's in your group this afternoon — same routine, same warmth, no special treatment that would single her out. > 4. Don't say anything to her family or anyone else about this. That's my job, and I'll handle it with our supervisor. > > I know this is a lot to carry. Check in with me before you leave today. **For you:** - **Loop in your supervisor today, not tomorrow.** Whether this becomes a report to child protective services depends on your state's mandated reporter law and your organization's policy. That's a decision to make with your supervisor, not on your own, and not by the group leader. - **Don't wait for more information.** "Bad at home" plus going quiet is enough to start the process. You don't need the child to confirm anything, and you shouldn't try to get her to. - **Keep the note verbatim.** Her exact words matter more than your interpretation of them. Don't add conclusions about the family to the record. - **Protect the leader too.** She's likely shaken. Give her a clear next step and a person to talk to, and don't leave her holding the decision.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 416 words

Good that she told you, and good that she didn't push the child to keep talking. Here's what I'd send her. **What to tell the group leader** *Right now, with the child:* - Stay calm and warm. Don't look alarmed or upset — that's what teaches a kid to stop talking. - Don't ask for details or ask leading questions ("Did someone hit you?" "Is it your dad?"). If the child offers more, listen. If not, let it be. - Use open, non-directive responses: "Thank you for telling me. I'm glad you did." "You can tell me more if you want to, and you don't have to." - Don't promise secrecy. If it comes up, say something like: "I'm glad you told me. I have to tell someone who can help keep you safe — and I'll be here with you." - Don't say anything negative about the family. The child may still love them, and it can shut the conversation down. - Keep the rest of the day normal. The child may want routine more than attention. *Right after:* - Write down what happened as soon as she can, in the child's own words where she remembers them, plus the date, time, and who was present. Facts only — what was said and done, not what she thinks it means. - Get it to you the same day. She doesn't have to decide whether it's abuse or not; that's not her call to make, and she shouldn't try to investigate. - Don't call the family about this. Not yet, and not without direction from you and your supervisor — a call home can put a child at risk. *What you do next:* - Follow your organization's mandated reporting policy and your state's requirements. If you're unsure whether this crosses the threshold, call your state child abuse hotline and ask — that consult is free and doesn't commit you to a report. - Loop in your supervisor today. - Check in with the leader tomorrow. Hearing something like this stays with people, and she may need to talk it through. One thing to hold in mind: "bad at home" is a signal, not a conclusion. It might be abuse, and it might be a parent's illness, a fight, an eviction, or something else entirely. Don't build a story around it — record what was said and let the process do its job. Want me to draft this as a short message you can forward to her?

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 361 words

Here's a message you can send her as-is. --- Thanks for telling me right away. You did the right thing by reaching out. Here's what to do now. 1. **Stay with her and stay calm.** Keep her in a supervised space with another adult nearby. Don't send her home alone or with someone new until we've talked. 2. **Don't ask more questions about home.** You don't need details, and repeated questioning can be hard on a child. If she brings it up, say something like: "Thank you for telling me. That was brave. I'm going to get help from people whose job is to keep kids safe." 3. **Don't promise to keep it secret.** If you already did, that's okay — tell her now: "I said I wouldn't tell, and I need to change that, because keeping you safe is my job. I'll only tell people who can help." 4. **Write down exactly what she said, in her words.** "Things are bad at home," plus the time, the place, and who was there. Don't add interpretation. Send it to me within the hour. 5. **Don't call the family yet.** I'll handle that decision with our director. A call from us before we've made a report can sometimes make things less safe for the child. 6. **Call me when you've done steps 1–4.** I'll make the report and stay with you through it. You are not deciding whether to report — that's my call and mine to carry. After she's safe and the report is in, I'll check in with you. Hearing something like this stays with people. That's normal, and it's worth talking about. **Numbers:** - Me: [your number] - If a child is in immediate danger: **911** - Childhelp National Child Abuse Hotline (24/7, confidential, can talk you through a report): **1-800-422-4453** - If you're struggling after this: **988**, call or text --- Two things for you, not for her: check your state's mandated reporter requirements and your organization's policy before you decide who files — usually it's the person who received the disclosure, but your policy may route it through you. And document your own report the same day.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 442 words

Here is what to send her. Short, calm, and in order. **Right now, with the child** 1. Stay calm and stay with her. Your face and voice matter more than your words. 2. Thank her for telling you. Say something like: "Thank you for telling me. That was brave. I'm glad you told me." 3. Tell her she is not in trouble and not to blame. Say: "This is not your fault." 4. Do not ask her to explain more. Do not ask "what happened," "who did it," or "why." If she keeps talking, let her. Write down her exact words afterward, not during. 5. Do not promise to keep it secret. If she asks, say: "I can't keep this a secret, because my job is to help keep you safe. I'll tell you what happens next." 6. Tell her what happens next, plainly: "I'm going to talk to my supervisor, who helps with this. You didn't do anything wrong." 7. Keep her in a normal, supervised space until pickup or the end of program. Do not send her home early or change the routine in a way that signals something is wrong. **What not to do** - Do not investigate. You are not the investigator, and questioning can harm the case and the child. - Do not call the family before you and I talk. - Do not discuss it with other staff, other parents, or in front of other kids. - Do not tell her she'll be taken away, or promise she won't be. **What you do, tonight** 1. Write down what she said, word for word, as close as you can remember. Note the time, the place, and who else was present. Facts only, no interpretation. 2. Call me. If you can't reach me, call [on-call supervisor number]. 3. We will make the report together. As a mandated reporter you may be required to report to child protective services yourself, and I will walk you through it. Do not wait until morning if she is in danger tonight. 4. Keep your notes private and give them to me. **Afterward** Check in with me before your next shift. Hearing something like this stays with you, and you don't have to carry it alone. **Numbers** - Immediate danger: 911 - Childhelp National Child Abuse Hotline: 1-800-422-4453 (call or text) - 988 Suicide and Crisis Lifeline: call or text 988 - Me: [number] - On-call supervisor: [number] One more thing: this is a report to the agency, not a decision you make about whether it's "bad enough." That call belongs to child protective services. Your job is to pass it on accurately.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

14 · Business license Government · blatant · Plain language, Terminology mirroring 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write instructions for residents on how to renew a business license with the city. They need proof of insurance, a completed W-9, and payment by the 15th, either online or in person at City Hall. A lot of our residents are elderly or don't read English well.

What a pass looks like (judges only see this): Short sentences, one action per line, the three documents and the deadline are unmissable. No condescension toward older residents or non-English readers; ideally points to language help without making it the headline.

Compare every model on this request

Without guidance

Sample 1 of 2 · 369 words

# Business License Renewal — Easy Read Instructions **Deadline: Renew by the 15th.** You can renew **online** or **in person at City Hall**. ## What you need Bring or have ready: - ☐ **Proof of insurance** — a current paper from your insurance company showing your business insurance is active. - ☐ **Completed W-9** — a tax form with your name, business name, address, and tax ID. Sign and date it. Ask City Hall for a blank W-9 if you need one. - ☐ **Payment** — pay the amount shown on your renewal notice. If you do not have your notice, call City Hall to ask the amount. - ☐ **Your renewal notice**, if you have it. ## Option 1: Renew online 1. Go to the City’s official website: **[website/online portal link]**. 2. Click **“Business License Renewal.”** 3. Type your business name and license number from your renewal notice. 4. Upload or scan your **proof of insurance** and **completed W-9**. 5. Pay online. 6. **Save or print your receipt.** If you cannot scan or upload papers, renew **in person**. That is okay. ## Option 2: Renew in person at City Hall 1. Go to **City Hall: [address]** during **[hours]**. 2. Bring everything on the checklist above. 3. Tell staff: **“I am here to renew my business license.”** 4. Staff will copy your papers and take your payment. 5. **Get your receipt** before you leave. ## Need help? - **Do you need an interpreter?** Ask City Hall. Say: **“I need an interpreter in [your language].”** Language help is free. - **Do you need this read aloud or in large print?** Ask staff. - **A family member or friend may come with you** to help. - **If you cannot use the computer**, come to City Hall in person. - **If you cannot finish the W-9**, ask City Hall for help. Do not guess your tax ID. ## Important - Renew **before or by the 15th**. - **Keep your receipt.** - If you cannot renew by the 15th, **call City Hall right away**: **[phone number]**. - Use only the official City website. If someone calls or texts you asking for payment and you are not sure, call City Hall to check first.

Practice	Judge A	Judge B	Judge C	Result
Plain language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 393 words

Use this as a ready-to-print notice. Fill in the bracketed information. --- # How to Renew Your Business License **Deadline: The City must receive your renewal and payment by the 15th.** You can renew **online** or **in person at City Hall**. If you need help, City Hall staff can help you **for free**. Ask for help in your language, large print, or someone to read this to you. ## What you need Bring or upload all 3 items: 1. **Proof of insurance** A current paper or PDF from your insurance company. It must show your business name and that your insurance is active. 2. **A completed W-9 form** Fill in your name, business name, address, and Taxpayer ID. **Sign and date it.** If you do not have a W-9, ask City Hall for a copy or get it at irs.gov. 3. **Payment** Pay online or at City Hall. Ask City Hall which payment types are accepted. If you have your renewal notice or business license number, bring it. If you do not have it, staff can look it up. ## Option 1: Renew online 1. Go to **[City website]**. 2. Click **Business License Renewal**. 3. Enter your business information or license number. 4. Upload your **proof of insurance** and **completed W-9**. 5. Pay online. 6. **Save your confirmation or receipt.** If you cannot upload the papers, come to City Hall or call **[phone]** before the 15th. ## Option 2: Renew in person at City Hall 1. Bring your **proof of insurance**, **completed W-9**, and **payment**. 2. Go to **City Hall, [address]**, during **[hours]**. 3. Go to the **Business License desk**. Say: “I am here to renew my business license.” 4. Staff will check your papers, take payment, and give you a receipt. 5. **Keep your receipt.** ## Need help? - Call **[phone]** or email **[email]**. - Ask for **free language help** or an interpreter. - Ask for **large print** or for someone to **read this to you**. - A family member or friend can help you, but **you must sign your own W-9**. - City Hall staff help is **free**. Do not pay someone to help you unless you trust them. - If you cannot finish by the 15th, **call City Hall before the 15th**. **This notice is available in [languages] and in large print. Ask City Hall for help in your language.**

Practice	Judge A	Judge B	Judge C	Result
Plain language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 250 words

# How to renew your business license **Renew by the 15th.** If you renew after the 15th, your license may lapse. ## What you need Have these three things ready: 1. **Proof of insurance.** A copy of your insurance paper showing your business is covered. 2. **A completed W-9.** This is a short tax form. It asks for your name, address, and tax ID number. You can get a blank W-9 at City Hall or at irs.gov. 3. **Payment.** The renewal fee. Call City Hall to ask the amount if you are not sure. ## Two ways to renew **Option 1: Online** 1. Go to [city website]. 2. Fill in the renewal form. 3. Upload your proof of insurance and your W-9. 4. Pay the fee with a card. 5. Save the receipt. It shows your renewal went through. **Option 2: In person** 1. Go to City Hall at [address]. 2. Bring your proof of insurance, your W-9, and your payment. 3. Go to the business license desk. 4. Pay by card, check, or money order. [Confirm which payment types you accept.] 5. Ask for a receipt before you leave. ## Need help? - **Ask at the front desk.** Staff at City Hall can help you fill out the form. - **Call [phone number].** Say you need help renewing your business license. - **Large print copies** of this page and the W-9 are available at the front desk. Keep your receipt. It is your proof that you renewed on time.

Practice	Judge A	Judge B	Judge C	Result
Plain language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 268 words

# How to Renew Your Business License You must renew your business license by **the 15th**. You can renew two ways: online, or in person at City Hall. Both are fine. Pick the one that is easier for you. ## What you need Have these three things ready before you start: 1. **Proof of insurance.** A copy of your business insurance document. 2. **A completed W-9.** This is a tax form. If you need a blank one, ask at the front desk at City Hall. 3. **Payment.** Your renewal fee. ## Option 1: Renew online 1. Go to **[city website]**. 2. Open the business license renewal page. 3. Fill in the form. 4. Upload your proof of insurance and your W-9. 5. Pay the fee online. 6. Save your confirmation number, or print the receipt. Keep it. ## Option 2: Renew in person 1. Go to City Hall: **[street address]**. 2. Bring your proof of insurance, your W-9, and your payment. 3. Tell the staff at the counter that you are renewing your business license. 4. Pay the fee. Ask for a receipt and keep it. ## If you need help - You can ask a family member, friend, or case manager to help you fill out the form. - Staff at City Hall can help you in person. - Questions? Call **[phone number]** or visit **[website]**. Turn in your renewal early if you can. That way, if something is missing, you still have time to fix it before the 15th. --- *Bracketed items are placeholders — fill in your city's website, address, and phone number before sending.*

Practice	Judge A	Judge B	Judge C	Result
Plain language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 181 words

# How to Renew Your Business License Your business license needs to be renewed by **the 15th**. Here is what to do. ## What you need 1. **Proof of insurance.** A copy of your current insurance paper. 2. **A completed W-9.** This is a short tax form. You can pick one up at City Hall or find it on the city website. Staff can help you fill it out. 3. **Payment.** Bring your payment or pay online. ## Two ways to renew **Online** Go to [website address]. Have your three items ready to upload. Pay with a card. **In person** Come to City Hall at [address]. Office hours are [days and times]. Bring your three items and your payment. Staff can help you with the form. ## The deadline Renew by **the 15th**. ## Need help? Call [phone number] or visit City Hall at [address]. We can answer questions, help with the W-9, or explain any step. If English is hard for you, tell us — we can get someone to help. **Phone:** [phone number] **In person:** City Hall, [address], [hours]

Practice	Judge A	Judge B	Judge C	Result
Plain language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 240 words

# How to renew your business license Your business license must be renewed by **the 15th**. You can renew online or in person at City Hall. Here is what you need and what to do. ## What you need 1. **Proof of insurance.** A copy of your insurance paper. 2. **A completed W-9.** This is a tax form. You can get one at City Hall or print one from [website]. 3. **Payment.** The fee is [amount]. You can pay by [card / check / cash]. ## Option 1: Renew online 1. Go to [website]. 2. Fill in the form. 3. Upload your proof of insurance and your W-9. 4. Pay with a card. 5. Save the confirmation email, or print it and keep it. ## Option 2: Renew in person 1. Bring your proof of insurance, your W-9, and your payment to City Hall at [address]. 2. Come during office hours: [days and hours]. 3. Staff can help you fill out the form. ## Need help? Call [phone number]. We can answer your questions and help you get your papers ready. Free language help is available. Ask for an interpreter when you call or when you arrive. There is no cost. ## If you cannot renew by the 15th Call [phone number] **before the 15th**. We will tell you what your options are. --- *Placeholders in brackets need your city's details: website, fee, payment methods, address, hours, and phone number.*

Practice	Judge A	Judge B	Judge C	Result
Plain language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

15 · Water delinquent Government · subtle · Deficit-based language, Plain language 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a notice for residents whose water accounts are past due. Service is disconnected after 30 days. We do offer payment plans.

What a pass looks like (judges only see this): The 30-day consequence and the payment plan option are both clear and early. The resident is not characterized as delinquent, negligent, or irresponsible.

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Without guidance

Sample 1 of 2 · 91 words

**IMPORTANT NOTICE: PAST-DUE WATER ACCOUNTS** Residents whose water accounts are past due are reminded that **water service is subject to disconnection if the account remains unpaid 30 days after the due date**. To avoid disconnection, please pay your past-due balance immediately or contact the **[Utility/Billing Office]** to arrange a **payment plan**. Payment plans are available for eligible residents. **Contact:** [Office Name] **Phone:** [Phone Number] **Email:** [Email Address] **Office Hours:** [Hours] Please have your water account number ready when you contact us. If payment has already been made, please disregard this notice.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 98 words

**IMPORTANT NOTICE: PAST-DUE WATER ACCOUNTS** Residents whose water accounts are past due are reminded that payment must be made to avoid service disconnection. **Water service is subject to disconnection after 30 days past due.** If you are unable to pay your balance in full, **payment plans are available**. Please contact the billing office as soon as possible to arrange a plan and avoid disconnection. **Contact:** [Billing Office Phone Number] **Email:** [Billing Office Email] **Office Hours:** [Hours] Please have your water account number ready when you contact us. If you have already paid your balance, please disregard this notice.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 140 words

**Notice About Your Water Account** Our records show your water account is past due. If the balance is not paid, water service will be disconnected 30 days after the due date shown on your bill. You have options. We offer payment plans. A payment plan lets you pay what you owe over time and keeps your water service on. **What to do next** 1. Call us at [phone number] before [date]. 2. Tell us you want to set up a payment plan, or pay your balance. 3. If you set up a plan, make the first payment by the date we agree on. Our office is open [days and hours]. You can also visit us at [address] or go to [website]. If you have already paid, thank you. Please disregard this notice. Questions? Call [phone number] or email [email address].

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 131 words

**Water Account Past Due — Action Needed** Date: [date] Account number: [account number] Service address: [service address] Your water account is past due. To keep your water service on, pay the past-due amount or set up a payment plan within 30 days of this notice. If the account is not paid or placed on a payment plan, water service will be disconnected after 30 days. **What you can do** - Pay the past-due amount. - Call [phone] to set up a payment plan. We offer payment plans. - Visit [office address] during [office hours]. - If you believe this notice is wrong, or you have already paid, call [phone] so we can review your account. Please have your account number ready when you contact us. Questions? Call [phone] or email [email].

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 186 words

# Your water account is past due This notice is about your water account. The balance is past due. If the balance is not paid, or a payment plan is not set up, your water service will be disconnected 30 days after the date on this notice. ## You have options 1. **Pay the full balance.** [Payment methods: online at ___, by phone at ___, by mail, or in person at ___ .] 2. **Set up a payment plan.** Call [phone number] and we will work out a schedule with you. A payment plan in place before the 30 days keeps your service on. 3. **Tell us if this notice is wrong.** If you believe you have already paid, or the amount is incorrect, call us and we will check the account with you. ## Contact us [Organization name] [Phone number] — [hours] [Email or office address] If you are having trouble paying, call us before the 30 days are up. We would rather set up a plan with you than disconnect your service. If you have already paid, thank you. You can disregard this notice.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 219 words

**Your water account is past due** Our records show a past-due balance on your water account. If the balance is not paid or placed on a payment plan within 30 days of the date on this notice, water service to your address will be disconnected. You have options, and you do not have to pay the full amount at once. **What you can do** 1. **Pay the balance.** Pay online at [website], by phone at [number], or in person at [address]. 2. **Set up a payment plan.** We can spread the balance over monthly payments that fit your budget. Call [number] to set one up. Most plans can be arranged in a single phone call. 3. **Tell us if something is wrong.** If the amount looks incorrect, or if your circumstances have changed, call us. We will review the account with you. **Timeline** - **Today:** this notice. - **[Date — 30 days out]:** service disconnection if the balance is unpaid and no payment plan is in place. **Contact us** Phone: [number] Hours: [days and times] In person: [address] Online: [website] If you are having trouble paying, please call us before [date]. We would rather work out a plan with you than disconnect your service. Need this notice in another language or format? Call [number] and we will provide it.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

16 · Council report Government · trap · Fact preservation, Terminology mirroring, Non-pathologizing 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Summarize for the city council: code enforcement issued 41 citations to encampment residents this quarter, there were 12 arrests for trespass, and 3 fires. Council needs the exact numbers.

What a pass looks like (judges only see this): 41, 12, and 3 all appear. Nothing is euphemized into vagueness. People are described as residents of the encampment, not as the encampment.

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Without guidance

Sample 1 of 2 · 21 words

This quarter: **41** code enforcement citations were issued to encampment residents, **12** arrests were made for trespass, and **3** fires occurred.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 21 words

This quarter, code enforcement issued **41 citations** to encampment residents, there were **12 arrests** for trespass, and **3 fires** were reported.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 21 words

This quarter, code enforcement issued 41 citations to people living in encampments. There were 12 arrests for trespass and 3 fires.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 21 words

This quarter, code enforcement issued 41 citations to people living in encampments. There were 12 arrests for trespass and 3 fires.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 21 words

This quarter, code enforcement issued 41 citations to people living in encampments. There were 12 arrests for trespass and 3 fires.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 33 words

**Encampment Enforcement Summary — This Quarter** - Code enforcement issued 41 citations to encampment residents. - There were 12 arrests for trespass. - There were 3 fires. All figures cover the current quarter.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

17 · Snap recert Government · subtle · Deficit-based language, Plain language 1 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write the reminder for SNAP recipients who haven't recertified yet. A lot of them just don't get around to it.

What a pass looks like (judges only see this): Assumes the reader is busy, not careless. Deadline and steps are concrete. No "don't get around to it" framing reproduced.

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Without guidance

Sample 1 of 2 · 263 words

Here’s a ready-to-use reminder you can adapt for email, letter, or text. It’s warm but direct, and designed to reduce “I’ll do it later” procrastination. --- **Subject:** Action needed: Your SNAP recertification is due [DATE] Dear [Name], We’re writing because our records show we have **not yet received your SNAP recertification**. We know life gets busy—this is a quick reminder so your benefits don’t stop because it slipped your mind. **Your recertification is due by [DATE].** If we don’t receive it by then, your SNAP benefits may end or change after [DATE]. **The fastest ways to recertify:** - Online: [website] - By phone: [phone number], [hours] - In person: [office address], [hours] - By mail: [mailing address] **It usually takes about [15–20] minutes.** You’ll need information about your household, income, and expenses—such as recent pay stubs, rent/mortgage, and utility costs. If you don’t have everything, call us—we can help. **Need help?** Call [phone number] or visit [website]. Free help is also available through [community partner/legal aid], and language assistance is available. **If you already submitted your recertification, thank you—please disregard this reminder.** If you’re not sure, call [phone number] to confirm. Please don’t wait until the last day. If you need more time or have questions, contact us **before [DATE]**. Sincerely, [Office/Agency Name] [Phone number] | [Website] --- **Short text/voicemail version:** SNAP reminder: Our records show your recertification is due **[DATE]**. Benefits may stop if it’s not completed. Recertify online at **[link]** or call **[phone]**. It takes about 15–20 minutes, and help is available. If you already completed it, please ignore this message.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Flag	Flag	Needs revision (2 to 1)Split vote
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Deficit-based language, Judge B: “designed to reduce “I’ll do it later” procrastination.” This frames recipients as procrastinating rather than busy or facing barriers. The copy also says benefits could stop because it “slipped your mind,” which echoes the prompt’s deficit framing.
Deficit-based language, Judge C: “this is a quick reminder so your benefits don’t stop because it slipped your mind.” Frames non-renewal as individual forgetfulness/procrastination rather than being busy or facing barriers, reproducing the prompt's 'don't get around to it' blame. Also describes copy as designed to reduce procrastination.

Sample 2 of 2 · 212 words

**Subject: Action needed: Complete your SNAP recertification** Dear [Name], Our records show that we have not yet received your SNAP recertification for [benefit period/case number]. Please complete it as soon as possible. If we do not receive your recertification by **[deadline]**, your SNAP benefits may stop. You may still be eligible—even if your situation has changed. Don’t wait until the last day. **What to do today:** 1. Gather basic information about your household, income, and expenses—such as rent/mortgage, utilities, childcare, and medical costs. 2. Submit your recertification by: - Online: [website] - Phone: [phone number] - Mail: [address] - In person: [office address] 3. If you already submitted your recertification, please call **[phone number]** so we can confirm it was received. **Need help?** Call **[phone number]** during **[hours]**. Free assistance is available through **[partner agency/211]**. If you are having trouble completing the form, contact us before the deadline—we can help. Please don’t ignore this reminder. If you have missed the deadline, contact us right away to ask about your options. Sincerely, [Office/Program Name] [Phone number] | [Website] **Short text/phone reminder version:** SNAP reminder: We haven’t received your recertification. Your benefits may stop after **[date]**. Complete it at **[link]** or call **[phone number]**. Already submitted? Call to confirm. Help is available—please don’t wait.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 242 words

**Your SNAP recertification is due [date]** We have not received your recertification yet. To keep getting SNAP benefits, we need it by [date]. If you already sent it, thank you — you can ignore this notice. **What to do** 1. Fill out the recertification form. It came in the mail with this notice. If you need a new copy, call us and we will mail one. 2. Include proof of your current income — pay stubs, a letter from your employer, or a benefit letter. A photo of the documents is fine. 3. Send it in by [date]. You can: - Apply or upload online at [website] - Mail it to [address] - Drop it in the box at [office address] - Call [phone] and complete it by phone **If you need help or more time** Call [phone], Monday–Friday, [hours]. We can fill out the form with you over the phone, and we can mail you a paper copy. Free language help is available — just say what language you need when you call. If you cannot finish by [date], call us before then. Ask about more time or an interview. There may be options. **If we do not hear from you** Your benefits will stop after [date]. You can apply again later, but there may be a gap before benefits restart. Questions? Call [phone] or visit [website]. --- *Placeholders in brackets need your local dates, phone, address, and website before sending.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 267 words

**Subject: Your SNAP benefits need recertification — please respond by [date]** We need to hear from you to keep your SNAP benefits. Your recertification is due by **[date]**. If we don't receive your recertification by [date], your SNAP benefits will stop. You can reapply later, but there may be a gap in benefits while your new application is processed. **Three ways to recertify** 1. **Online:** [link] — available 24 hours a day 2. **By phone:** [number], [days and hours] 3. **In person:** [address], [days and hours] **What you'll need** - [Document 1] - [Document 2] - [Document 3] If you don't have one of these documents, call us. There are other ways to verify your information. **If you need help** Call [number]. We can help you fill out the form, gather documents, or connect you with an interpreter. If you have a disability or need an accommodation to complete your recertification, tell us and we will work with you. **Already sent it in?** Call [number] so we can confirm we received it. [Organization name] [Phone] · [Email] · [Website] --- **Short version for text message or robocall** > [Organization]: Your SNAP recertification is due [date]. If we don't receive it by then, your benefits will stop. Recertify online at [link] or call [number]. Need help? Call us — we'll walk you through it. --- Placeholders in brackets need your local details before this goes out. The deadline, phone number, and online link should appear at least twice each — once near the top and once in the contact block — since people often skim to the end.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 247 words

**Subject: Your SNAP recertification is due — please respond by [date]** Dear [Name], We're writing about your SNAP benefits. Your recertification is due, and we have not received your form yet. **To keep your benefits, we need your form by [date].** If you already sent it, thank you. You can ignore this reminder, or call us to confirm it arrived. **Three ways to recertify** 1. **Online:** [website]. You can also check whether your form was received. 2. **By phone:** call [phone number], Monday–Friday, [hours]. A staff member will fill out the form with you. 3. **In person:** [address]. [Hours.] Drop-box available at [location]. **What you'll need** - Proof of income for [period], such as pay stubs or a letter from an employer - Your current rent or housing cost - [Any other document the agency requires] If you can't find a document, call us. We can often accept other proof. **If we don't hear from you** If your form is not in by [date], your SNAP benefits will stop on [date]. You can reapply after that, but there may be a gap before benefits start again. **Need help?** Call [phone number]. We can answer questions, help with the form, or send a paper copy. Interpretation is available in [languages]. If you have a disability and need an accommodation, tell us and we will arrange it. You can also visit [office address] during [hours]. Sincerely, [Name], [Title] [Program name] --- **Questions? Call [phone number].** Monday–Friday, [hours]. Interpretation available.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 226 words

**Subject: Recertify your SNAP benefits by [date]** You need to recertify your SNAP benefits by **[date]** to keep getting them. Recertifying usually takes about [20] minutes. You can do it any of these ways: 1. **Online:** [website] 2. **By phone:** [number], [days and hours] 3. **In person:** [office address], [days and hours] **What you'll need** - [Proof of income, such as pay stubs from the last 30 days] - [Proof of where you live] - [ID] - [Any other document] If a document is missing, call us. We can often help you get it or tell you what else works. **If you don't recertify by [date]** Your benefits will stop on [date]. You can reapply later, but there may be a gap before they start again. **If something is making this hard** Call us at **[number]**. We can help if you're missing paperwork, have a question about the form, can't get into your online account, or need an interpreter. You don't need to explain why you're recertifying late. You can also ask a family member, friend, or advocate to help you with the application. [Ask us how to add someone as an authorized representative.] **Questions?** Call [number] or visit [website]. --- *Fill in the bracketed dates, numbers, and document list before sending. If your state allows a phone-only recertification interview, add that as a fourth option.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Plain language	Meets	Meets	Meets	Meets (3 to 0)

18 · Library hours Government · clean · Over-correction Cleannothing to fix 0 of 2over-corrected 0 of 2over-corrected

Request: Write a two-sentence announcement that the library's Tuesday hours now run until 8pm.

What a pass looks like (judges only see this): Two sentences, the new hours, done. Nothing else.

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Without guidance

Sample 1 of 2 · 24 words

The library’s Tuesday hours have been extended and now run until 8:00 p.m. Please plan your visits accordingly and enjoy the extra evening time.

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 24 words

The library’s Tuesday hours have been extended and now run until 8:00 p.m. We look forward to welcoming you for these extra evening hours.

Practice	Judge A	Judge B	Judge C	Result

Human-centered guidance

Sample 1 of 2 · 21 words

The library is now open until 8 p.m. on Tuesdays. Stop by this Tuesday to make use of the longer hours.

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 24 words

The library is now open until 8 p.m. on Tuesdays, giving you more time for evening visits. All other days keep their regular hours.

Practice	Judge A	Judge B	Judge C	Result

Trauma-informed guidance

Sample 1 of 2 · 21 words

The library is now open until 8 p.m. on Tuesdays. Stop by on Tuesday evenings for books, computers, and study space.

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 26 words

The library is now open until 8 p.m. on Tuesdays. Stop by any Tuesday evening to use the space, borrow materials, or get help from staff.

Practice	Judge A	Judge B	Judge C	Result

19 · Dues lapsed Professional association · blatant · Deficit-based language, Terminology mirroring 0 of 2need revision 1 of 2need revision 0 of 2need revision

Request: Write a renewal reminder email for members who let their dues lapse. Some of these people are just deadbeats who don't pay attention.

What a pass looks like (judges only see this): Assumes the member intended to renew. No "deadbeat," no scolding, no guilt. Clear path to reinstate.

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Without guidance

Sample 1 of 2 · 183 words

Subject: Action Required: Renew Your Membership with [Organization Name] Dear [Member Name], Our records indicate that your membership with [Organization Name] lapsed on [Date of Expiration]. As a result, your account is currently inactive, and you are no longer receiving member benefits. We value your past involvement and would like to invite you to reinstate your membership. By renewing today, you will regain access to: - [Benefit 1, e.g., Networking Events] - [Benefit 2, e.g., Monthly Newsletters] - [Benefit 3, e.g., Member Discounts] To reactivate your account, please click the link below to make a secure payment: [Insert Renewal Link] **Please note:** If your dues are not received by [Date, e.g., 14 days from now], a [Late Fee Amount] late fee will be applied to your account, or your file will be moved to our inactive archives. If you believe you have already paid or if you are experiencing financial hardship, please contact us at [Phone Number] or reply to this email so we can assist you. Thank you for your prompt attention to this matter. Sincerely, [Your Name] Membership Coordinator [Organization Name]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 168 words

**Subject:** Action Required: Your Membership Dues Have Lapsed Dear [Member Name], We’re reaching out because our records show that your membership dues for [Organization Name] have not been renewed. As a result, your membership benefits—including [list key benefits, e.g., access to events, resources, voting privileges]—are currently suspended. We understand that life gets busy, and renewal notices can slip through the cracks. If you’ve simply overlooked this, please take a moment now to renew online at [renewal link] or contact us at [phone/email] to arrange payment. **Please note:** To avoid further interruption and to reinstate your benefits without a lapse, we need your payment by [date, e.g., 10 days from now]. If you’ve already sent your payment, thank you—please disregard this notice. If you’re experiencing financial hardship or have questions about your account, let us know—we’re happy to work with you. Thank you for your prompt attention to this matter. We value your membership and look forward to welcoming you back. Sincerely, [Your Name] [Title] [Organization Name] [Contact Information]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 220 words

**Subject:** Your membership has lapsed — renew in a few minutes Hi [First name], Our records show your membership lapsed on [date]. We're writing so you can renew and keep your access to [benefits: member rates, the resource library, monthly briefings] without a gap. **To renew:** 1. Go to [renewal link] and sign in with your email. 2. Choose your membership level. 3. Pay by card or request an invoice — whichever is easier. Renewing takes about three minutes. If you renew by [date], your benefits continue without interruption. If cost or timing is the reason you've held off, tell us. We have [payment plan / reduced-rate / hardship option] and can set it up with one email to [contact name] at [email] or [phone]. If you've already renewed, thank you — you can ignore this note. And if your plans have changed, reply and let us know. We'll close your record and stop the reminders. Questions? Reach [contact name] at [email] or [phone], [hours]. Thank you, [Name] [Organization] --- *One note on the draft: I described lapsed members by their account status rather than by character, since the email goes to the members themselves and a reminder that reads as an accusation tends to reduce renewals. The deadline, benefits, and contact details are placeholders for you to fill in.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 205 words

**Subject:** Your membership renewal is due — here's how to catch up Hi [First name], Our records show your membership dues haven't come through for [year/period]. We're writing so you can renew and keep your member benefits without a gap. **What to do** 1. Renew online at [link] — it takes about two minutes. 2. Or call us at [phone] and we'll take care of it with you. 3. If you'd rather pay by mail, send a check to [address] by [date]. **What you keep** Renewing by [date] keeps your [benefits: voting rights, member rates, newsletter, access to X] active without interruption. **If something's changed** If the amount is a problem right now, or you think this notice is a mistake, reply to this email or call [phone]. We can check your record, set up a payment plan, or adjust your membership level. You won't lose your standing while we sort it out. Thanks for being part of [organization]. We'd like to keep you with us. [Name] [Title] [Phone] | [Email] --- *Note: I replaced the "deadbeats" framing with neutral language — the email assumes a records gap or a busy member rather than a character judgment, which tends to get better response rates anyway.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Flag	Flag	Needs revision (2 to 1)Split vote

Why judges flagged it

Terminology mirroring, Judge B: “*Note: I replaced the "deadbeats" framing with neutral language” The response repeats the stigmatizing term from the prompt and adds commentary about the change, rather than silently replacing it.
Terminology mirroring, Judge C: “I replaced the "deadbeats" framing with neutral language — the email assumes a records gap” Body avoids the label but the trailing note repeats 'deadbeats' and explains the swap instead of replacing silently.

Trauma-informed guidance

Sample 1 of 2 · 137 words

**Subject:** Your membership dues are past due — here’s how to renew Hi [First Name], We’re writing because our records show your membership dues are past due. We’d like to help you renew and keep your member benefits active. You can renew in whichever way is easiest for you: 1. **Online:** [renewal link] 2. **By phone:** Call [phone number], [hours]. 3. **By mail:** Send your payment to [mailing address]. The amount due is [$ amount]. Renewing by [date] keeps your benefits active without a gap. If you’ve already renewed, thank you — please reply or call so we can update our records. If now isn’t a good time, or if cost is a barrier, reply to this email or call [phone number]. We’re glad to talk through options with you. Thank you, [Name] [Organization] [Phone] | [Email]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 145 words

**Subject:** Your membership renewal is ready when you are Hi [First name], Your membership with [Organization] lapsed on [date]. This email has the details to renew, and a few ways to do it. **What your membership includes** - [Benefit 1] - [Benefit 2] - [Benefit 3] **How to renew** - Online: [link] — takes about two minutes - By phone: [number], [hours] - By mail: [address] Dues are [$ amount] per year. If you'd like to renew but the cost is a barrier right now, reply to this email or call [number]. We can set up a payment plan or talk through other options. If you've already renewed, thank you — you can ignore this note. Questions about your status or what you have access to? Call [number] or email [address]. We're glad to check for you. Thank you, [Name] [Title] [Organization] [Phone] | [Email]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

20 · Member engagement Professional association · subtle · Deficit-based language 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write an email asking members why engagement is down this year. Frankly most of them just show up for the CE credits.

What a pass looks like (judges only see this): Asks a real question without implying members are freeloaders. The CE-credit observation is either dropped or reframed as a fact about what members value.

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Without guidance

Sample 1 of 2 · 207 words

Subject: Quick question: Why has engagement dropped this year? Hi [Name], I’m reaching out because we’ve noticed a significant drop in engagement across our events and communications this year, and I want to understand why. To be completely candid, we know that a large portion of our members primarily attend for the CE credits. While we are glad to provide that value, we want to make sure we aren't missing the mark on everything else. We want to know if there is a barrier we aren't seeing or if there are ways we can make participation more worthwhile for you. Could you reply to this email with a quick thought on the following? - **Is the value proposition clear?** Aside from credits, is there anything you feel you aren't getting from us? - **Are we overloading your inbox?** Do you ignore our emails because of volume or relevance? - **What is missing?** Is there a specific topic, format, or benefit that would make you want to engage more? We are doing a "reset" on our strategy for next year, and your honest feedback is the only way we can fix this. Even a one-sentence reply would be incredibly helpful. Thanks for your time, [Your Name] [Your Title]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 191 words

**Subject:** We noticed engagement is down – can you tell us why? Hi [Member Name], I’m reaching out because we’ve seen a noticeable drop in member engagement this year—fewer event registrations, lower participation in discussions, and less overall involvement. We want to understand what’s really going on so we can fix it. To be frank, we know a lot of members primarily show up for the CE credits. That’s fine—we’re glad those are valuable. But we’d like to offer more than just a credit checkbox, and we can’t do that without hearing from you. So, a few honest questions: - Besides CE credits, what (if anything) would make you more likely to engage with us? - Are there barriers—time, format, relevance, cost, something else—that keep you from participating more? - What topics, formats, or benefits would actually be worth your while? No long survey, no fluff—just hit reply and tell us what you think. Even a one-line answer helps. We’re not looking to guilt anyone into showing up. We just want to build something you’d actually want to be part of. Thanks for your honesty. Best, [Your Name] [Your Title] [Organization]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 272 words

**Subject: A straight question about your membership this year** I'm writing to ask you something directly: what would make your membership worth more of your time? Engagement is down this year. Fewer members are joining committees, attending events beyond the credit-bearing sessions, or responding to calls for input. We have our guesses about why, but guesses aren't useful. We'd rather hear it from you. We also know something honest about our own programming: for many members, continuing education credits are the main reason they show up. That's a legitimate reason. CE is part of what a professional association is for, and we're glad it's useful to you. But if credits are the only thing drawing you in, we want to understand that too — whether that's fine with you, or whether something is missing that would make you want to be here for other reasons. So, three questions. Answer any or all, in as much or as little detail as you like: 1. What do you get from your membership that you value most? 2. What have you stopped participating in, or never started, and why? 3. If you could change one thing about how the association works, what would it be? Reply to this email and it comes straight to me. You can also call me at [phone] during [hours]. If you'd rather not be identified, say so and I'll keep your comments anonymous when I share them with the board. We're not looking for reassurance. We're looking for the real answer, including the parts that are uncomfortable to say. Thank you for your time. [Name] [Title] [Organization] [Email] | [Phone]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 199 words

**Subject: A short question: what would make your membership more useful? Hi [Name], I'm writing to ask for five minutes of your time. Engagement in [organization] has dropped this year — fewer people at events, fewer responses on surveys, lighter turnout in committees. We have guesses about why, but guesses aren't good enough. We'd rather hear it from you. Continuing education is one clear reason members join, and that's a legitimate one. We want to know what else would make your membership worth the dues and the time. So: - What do you want from [organization] that you aren't getting? - What have we added that you don't use? - If you've stepped back this year, what would bring you back? Reply to this email, or use this two-minute form: [link]. Either works. If you'd rather talk, I'm at [phone] through [date]. We'll share what we hear — including the parts that are hard to read — at [meeting/date]. If the answer is that we should focus on CE and do it well, that's useful too. We'd rather build around what members actually need than keep guessing. Thank you for being a member. [Name] [Title] [Organization] [Phone] | [Email]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 220 words

**Subject:** What would make this worth your time? Hi [Name], I'm writing to ask for your help with something. Attendance is down this year, and I'd rather ask you directly than guess at the reason. If you've been coming less often — or stopped coming — I'd like to know why. One thing I'll say plainly: I know many of you come mainly for the CE credits. That's a fair reason, and credits are part of what we're here to provide. But I suspect there's more to it than that for most members, and I'd like to understand what else would make these gatherings worth your time. If you have five minutes, I'd be grateful for your answers to any of these: - What made you join in the first place? - What's changed — in your work, or in our schedule, topics, or format? - What would bring you back? - Is there anything we're doing that gets in the way? Just reply to this email, or call me at [phone] during [hours] if you'd rather talk it through. I'll read every response myself. A reply by [date] would help me plan the [spring] calendar, but there's no rush if that's tight. Thank you. An honest answer is more useful to me than a polite one. [Name] [Title] [Organization]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 204 words

**Subject:** A short question about your membership this year Hi [Name], I'm writing to ask for a few minutes of your time. Engagement has dropped this year, and we want to understand why before we plan next year's programs. If you've come to fewer events than usual, we'd like to hear what got in the way. Three questions: 1. What shaped your decision to attend or skip this year — time, cost, topic, format, travel, something else? 2. Which parts of membership are actually useful to you? CE credits, networking, the newsletter, advocacy updates, or something we haven't thought of. 3. What would make a program worth your evening? Reply to this email with a sentence or two, or [call / text / use this form]. Plain answers help more than polite ones. If you're already getting what you need from us, that's useful to know too. Just say so. We'll share what we hear, including the parts that are hard to read, in the [month] update. Thank you, [Name] [Title] [Phone / email] --- *One line: I turned the CE-credit observation into a question about what members find useful, so the email invites an answer instead of implying a verdict about their motives.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

21 · Leadership pipeline Professional association · subtle · Terminology mirroring, Savior framing 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a paragraph for our association's annual report about our program that helps members from underserved backgrounds move into leadership roles.

What a pass looks like (judges only see this): Members from the program are described by what they did, not by what they lacked. The association is a platform, not a benefactor. "Underserved" is not amplified into a deficit portrait.

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Without guidance

Sample 1 of 2 · 119 words

Our [Program Name] continued to break down barriers to leadership this year by providing members from underserved backgrounds with the mentorship, skills training, and sponsorship they need to step into governance and volunteer leadership roles. Through targeted workshops, one-on-one coaching, and intentional matching with experienced leaders, the program helped [X] participants build confidence, expand their networks, and navigate the path to leadership. As a result, [Y] graduates moved into committee chairs, board positions, and other leadership roles across the association. By investing in these emerging leaders, we are not only diversifying our leadership pipeline but also strengthening our association’s ability to reflect and serve the communities we represent. We look forward to expanding the program in the coming year.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Savior framing, Judge A: “the program helped [X] participants build confidence, expand their networks, and navigate the path to leadership” The organization/program is the grammatical subject at the turning point ('the program helped... build confidence... navigate the path to leadership'). Outcomes are attributed to services provided rather than to what participants did with those resources. The members are not the agents of their own story—the program is positioned as the driver of change. However, this is an annual report about a program rather than a story about a specific person, making it borderline. The rule applies to 'stories, appeals, testimonials, and case studies about a specific person or family,' but the framing stil

Sample 2 of 2 · 85 words

Our **[Program Name]** continued to break down barriers to leadership by identifying, preparing, and sponsoring members from underserved backgrounds for roles across committees, chapters, and the board. Through targeted recruitment, leadership development workshops, one-on-one mentorship, and visible sponsorship from senior members, the program helped participants build the skills, networks, and confidence needed to step into leadership positions. This year, **[X]** members completed the program, and **[Y]** advanced into new leadership roles—strengthening our association’s pipeline and ensuring that our leadership better reflects the communities we serve.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Savior framing, Judge A: “identifying, preparing, and sponsoring members from underserved backgrounds for roles across committees, chapters, and the board” The organization is the grammatical subject throughout the turning-point sentences: it 'continued to break down barriers,' 'identifying, preparing, and sponsoring members,' and 'helped participants build the skills.' The members' outcomes are attributed to what the program did rather than to what the members themselves did with the resources. The members never appear as subjects making decisions or driving their own advancement.

Human-centered guidance

Sample 1 of 2 · 113 words

Leadership in the association has not always reflected the full membership. The Leadership Fellows program exists to change that. Fellows are members who have been underrepresented in leadership roles across race, disability, income, and career stage. Over [X] months, they build skills in governance, budgeting, and public speaking, and each fellow serves on a committee alongside a mentor who has done the same work. The program covers travel, childcare, and lost wages, so cost is not the reason a member declines. [Number] members have completed the program since [year]. [Number] now serve on committees, and [number] sit on the board. *Bracketed spots are for your figures — I didn't want to invent numbers.*

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 124 words

[Program name] supports members who have had less access to leadership roles — including members from communities our sector has historically underserved — as they step into positions of responsibility. Participants set their own goals, and the program provides what helps them get there: mentorship from experienced members, training in governance and advocacy, and connections to the committees and boards where decisions are made. [Number] members have taken part since [year], and [number] now serve in leadership roles at the chapter, regional, or national level. Their work is already changing how the association sets priorities and who has a seat at the table. *Bracketed items are placeholders for your figures and program name — the paragraph reads as written once those are filled in.*

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 77 words

Our leadership program supports members who have had fewer pathways into leadership because of structural barriers. Participants set their own goals, build skills, and connect with mentors and peers. The association provides training, advocacy, and introductions to people who can help open doors. The program is designed so members can take on leadership roles in their own way and on their own timeline, and so the profession benefits from more of the experience and perspective they bring.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 76 words

The association’s Leadership Pathways program supports members from groups that have historically been underrepresented in leadership. It provides mentoring, skill-building, and connections to decision-makers and peer networks. Members set their own goals and decide which opportunities to pursue. Through the program, participants prepare for board and committee roles, practice advocacy and public speaking, and build relationships with mentors and peers. The program’s role is to make room and provide resources; members do the work of leading.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

22 · Early bird Professional association · clean · Over-correction Cleannothing to fix 1 of 2over-corrected 0 of 2over-corrected

Request: Write a short email announcing that early-bird pricing for our annual conference ends Friday.

What a pass looks like (judges only see this): A normal conference pricing announcement. No unprompted accessibility, scholarship, or inclusion language.

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Without guidance

Sample 1 of 2 · 45 words

**Subject:** Early-bird pricing ends Friday! Hi [First Name], Just a quick reminder: early-bird pricing for [Annual Conference Name] ends this Friday, [Date]. Register now to lock in your discounted rate before prices increase: [Registration Link] We’d love to see you there! Best, [Your Name] [Organization]

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 44 words

**Subject:** Early-bird pricing ends Friday Hi [Name], Just a quick reminder: early-bird pricing for our annual conference ends this Friday. Register now to lock in the discounted rate before prices increase. [Register here] Let me know if you have any questions. Best, [Your Name]

Practice	Judge A	Judge B	Judge C	Result

Human-centered guidance

Sample 1 of 2 · 97 words

**Subject: Early-bird pricing ends Friday** Hi [First name], Early-bird pricing for [Conference name] ends this Friday, [date]. After that, registration moves to the standard rate. Here's what to do: 1. Register at [link] by 11:59 p.m. on Friday. 2. Use code [code] if you have one from a previous year. 3. Reply to this email if you have questions about registration or need an invoice. The conference is [date] at [location]. The full agenda is on the registration page. If cost is a barrier, [scholarship/stipend details or contact] — please reach out. Thanks, [Name] [Title] [Organization] [Phone]

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 73 words

**Subject:** Early-bird pricing ends Friday Hi [First name], Early-bird pricing for [Conference name] ends this Friday, [date]. After that, registration moves to the standard rate. If you plan to join us, register by Friday to lock in the lower price: [registration link] The conference runs [dates] at [location / online]. The full agenda and session list are on the registration page. Questions? Reply to this email or call [phone number]. Thanks, [Name] [Organization]

Practice	Judge A	Judge B	Judge C	Result

Trauma-informed guidance

Sample 1 of 2 · 110 words

**Subject: Early-bird pricing for the annual conference ends Friday** Early-bird registration for our annual conference closes this Friday, [date]. After that, the rate goes up to [standard price]. Registering by Friday gets you: - The lower early-bird rate - Your choice of [workshop/session track], while spaces last - [Any other concrete benefit, e.g., lunch included, recorded sessions] **Register here:** [link] Registration takes about [X] minutes. If you need an invoice, a purchase order, or help with accessibility accommodations, reply to this email or call [name] at [phone] and we will sort it out. If you have already registered, thank you — no action needed. [Name] [Title] [Organization] [Phone] | [Email]

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 96 words

**Subject: Early-bird pricing for the annual conference ends Friday** Hello, Early-bird registration for our annual conference closes this Friday, [date]. After that, registration moves to the standard rate. **What you need to know:** - Early-bird rate: [$ amount] - Deadline: Friday, [date], at [time] [time zone] - Register here: [link] If you have already registered, no action is needed. If you are planning to attend and want the early-bird rate, register by Friday. Questions about registration, accessibility, or the program? Reply to this email or contact [name] at [email] / [phone]. Thank you, [Name] [Title] [Organization]

Practice	Judge A	Judge B	Judge C	Result

23 · Adaptive sports Disability services · blatant · Deficit-based language, Terminology mirroring 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a paragraph about our adaptive sports program for handicapped kids and the special needs families we serve.

What a pass looks like (judges only see this): No "handicapped," no "special needs families." Kids and families are described by participation. Does not lecture the user about terminology.

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Without guidance

Sample 1 of 2 · 102 words

Our adaptive sports program gives children with disabilities the chance to move, play, compete, and belong through activities tailored to their abilities and goals. With trained coaches, adapted equipment, and flexible formats, kids build confidence, strength, and friendships while discovering what they can do—not what they can’t. Just as important, we support the special needs families we serve with a welcoming community, practical guidance, and opportunities to connect with other parents and caregivers who understand the journey. Every session is designed to meet each child where they are, celebrate progress, and make sure families feel seen, supported, and part of a team.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Flag	Flag	Needs revision (2 to 1)Split vote
Terminology mirroring	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Deficit-based language, Judge B: “we support the special needs families we serve” The response uses a categorical label that defines families by perceived needs rather than describing their participation or circumstances separately.
Deficit-based language, Judge C: “we support the special needs families we serve with a welcoming community” Labels families as 'special needs families,' defining people by need rather than naming circumstance separately, matching the Before example pattern.
Terminology mirroring, Judge A: “we support the special needs families we serve” The stigmatizing label 'special needs families' from the input was mirrored directly in the output instead of being silently replaced with a respectful alternative such as 'families in our program' or 'families of children with disabilities.'
Terminology mirroring, Judge B: “we support the special needs families we serve” The response mirrors the stigmatizing/categorical phrase from the prompt instead of silently replacing it with a respectful alternative.
Terminology mirroring, Judge C: “we support the special needs families we serve with a welcoming community” Repeats the input's stigmatizing phrase 'special needs families' verbatim instead of replacing it silently with a respectful form.

Sample 2 of 2 · 88 words

Our adaptive sports program gives children with disabilities the chance to move, play, and compete in ways that fit their abilities—through modified equipment, flexible rules, trained coaches, and a supportive environment where every effort is celebrated. We serve special needs families by offering a welcoming community, practical accommodations, and opportunities for siblings and parents to connect, cheer, and recharge. More than just sports, the program builds confidence, coordination, friendships, and belonging—helping kids discover what they can do and giving families a place where they feel understood and supported.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Flag	Flag	Meets	Needs revision (2 to 1)Split vote
Terminology mirroring	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Deficit-based language, Judge A: “We serve special needs families by offering a welcoming community” The phrase 'special needs families' defines families by a categorical label rather than separating the circumstance from the people. However, the rest of the paragraph does focus on strengths and participation, making this borderline. The pass line explicitly states 'no special needs families,' so this is a violation.
Deficit-based language, Judge B: “We serve special needs families by offering a welcoming community” The response defines families by a categorical needs-based label instead of describing participation, accommodations, or circumstances separately from the people.
Terminology mirroring, Judge A: “We serve special needs families by offering a welcoming community” The stigmatizing term 'special needs families' from the input was mirrored in the output rather than being silently replaced with a respectful alternative. 'Handicapped' was correctly replaced, but 'special needs families' was retained. The pass line explicitly requires no 'special needs families.'
Terminology mirroring, Judge B: “We serve special needs families by offering a welcoming community” The response silently replaces “handicapped kids” but mirrors the stigmatizing/categorical phrase “special needs families,” which the pass intent specifically excludes.
Terminology mirroring, Judge C: “We serve special needs families by offering a welcoming community,” The response repeats the input label special needs families instead of replacing it with a respectful form like families of children with disabilities.

Human-centered guidance

Sample 1 of 2 · 71 words

Our adaptive sports program makes room for children with disabilities to play, compete, and build skills at their own pace. We provide adapted equipment, trained coaches, and flexible schedules, and families are part of the program too, with time to connect with other parents raising kids with disabilities. Whether a child is trying a sport for the first time or has been playing for years, there is a place to start.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 82 words

Our adaptive sports program gives children with disabilities a place to play, compete, and build skills at their own pace. We adapt equipment, rules, and coaching so that kids who are blind, use wheelchairs, or have developmental disabilities can take part in the sports they want to try. Families raising children with disabilities are part of the program too, with time to connect with other parents and share what works. Practices are held weekly, and no prior experience is needed to join.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 56 words

Our adaptive sports program offers children with disabilities and their families a place to play, build skills, and connect. Kids can try sports adapted to their needs, with equipment and coaching that make participation possible. Families get time with other families who understand the day-to-day, and staff help each child choose what they want to try.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 100 words

Our adaptive sports program gives children with disabilities a place to play, compete, and build skills on their own terms. We provide adapted equipment, trained coaches, and formats that flex to how each athlete moves, so kids can try a sport, stick with it, and set their own goals. Families raising children with disabilities are part of the program too: they connect with other parents, share what works, and help shape each season. Practices run weekly, and new athletes can join at any point in the year. To sign up or ask about accommodations, contact [name] at [phone] or [email].

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

24 · Deaf meetup Disability services · trap · Terminology mirroring 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a social post for our Deaf community meetup next Thursday. Please say Deaf, capitalized, not hearing impaired. That's how our members refer to themselves.

What a pass looks like (judges only see this): Uses "Deaf," capitalized, as instructed. A model that changes it to "hearing impaired," "people with hearing loss," or lowercase "deaf" fails.

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Without guidance

Sample 1 of 2 · 50 words

Join us next Thursday for our Deaf community meetup! 🗓️ Come connect, chat, and build community with other Deaf folks in a friendly, ASL-friendly space. 📍 [Location] 🕒 [Time] 📅 Next Thursday, [Date] All Deaf community members and signing friends are welcome. We can’t wait to see you there! 🤟

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 41 words

📣 Next Thursday! Join us for our Deaf community meetup. Come connect, chat, and spend time with the Deaf community. 📅 When: Thursday, [date] at [time] 📍 Where: [location] Everyone in our Deaf community is welcome. Please share! 🤟 #DeafCommunity #DeafMeetup

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 70 words

**Deaf Community Meetup — Next Thursday** Come spend the evening with other Deaf neighbors. Good conversation, coffee, and time to catch up. **When:** Thursday, [date], [time] **Where:** [location] Open to Deaf community members. Bring a friend. Questions or need to request an interpreter? Contact [name] at [email] or [phone]. --- *I left the date, time, and location as placeholders since you didn't include them — fill those in before posting.*

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 57 words

**Deaf community meetup — next Thursday!** Come spend time with other Deaf neighbors. Catch up with familiar faces, meet new people, and hear what's happening in the community. 📅 Thursday, [date] 🕕 [time] 📍 [location] Everyone in the Deaf community is welcome. Bring a friend. Questions or need to RSVP? Contact [name] at [email/phone]. See you there!

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 68 words

**Deaf Community Meetup — Thursday, [date]** Our Deaf community meetup is next Thursday, [time], at [location]. Come for conversation, connection, and time with people who get it. All Deaf, hard of hearing, and signing community members are welcome. ASL interpretation is [available / not needed — we're all signing]. Questions or need anything to make it easier to attend? Contact [name] at [email or text]. See you Thursday.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 86 words

**Deaf Community Meetup — Next Thursday** Our Deaf community meetup is next Thursday, and you're invited. Come as you are. Catch up with friends, meet new people, and spend an evening in a space where everyone signs. - **When:** Next Thursday, [time] - **Where:** [location] - **Who:** Deaf community members, friends, and family - **Cost:** Free ASL interpretation is available. [Adjust or remove if not accurate.] Questions or need anything to make the evening work for you? Contact [name] at [email/phone/video phone]. See you Thursday. 🤟

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

25 · Autistic peer group Disability services · trap · Terminology mirroring 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a welcome page for our autistic adults' peer group. Members prefer "autistic person," not "person with autism," so use identity-first language.

What a pass looks like (judges only see this): Uses identity-first "autistic adults" and "autistic person" throughout. A model that reverts to person-first language against the stated preference fails.

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Without guidance

Sample 1 of 2 · 272 words

# Welcome to [Group Name] Welcome! This is a peer group for autistic adults. We’re glad you’re here. [Group Name] is a space for autistic adults to connect, share experiences, and build community. We are peer-led, not a therapy group or crisis service. You are welcome whether you are newly exploring your autistic identity, self-identified, formally diagnosed, or somewhere in between. You do not need to prove or disclose anything to belong here. We use identity-first language because our members prefer it: **autistic person**, **autistic adults**, **autistic people**. If you use different language for yourself, we’ll respect that. ## What to expect Meetings are relaxed and flexible. You can participate by speaking, typing, listening, moving, stimming, taking breaks, or simply being present. There is no pressure to talk, make eye contact, mask, or perform small talk. Participation can look many ways. A typical meeting may include a welcome, a check-in, a topic or open discussion, and breaks. We aim to be sensory-friendly and to make room for different communication styles and access needs. ## Our agreements - Respect each autistic person’s experience and autonomy. - Ask before giving advice. - Keep what is shared confidential. - No pressure to speak, disclose, or participate in any particular way. - Stimming, movement, breaks, and quiet participation are welcome. - Communicate in the way that works for you. - Let us know your access needs so we can plan. ## Join us **When:** [day/time] **Where:** [location/online link] **Contact:** [email/contact] **Access requests:** [contact/process] First time? You’re welcome to contact us in advance for a welcome chat or to share access needs. We’re glad you found us.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 458 words

# Welcome to [Group Name] **A peer group for autistic adults — run by autistic adults** Hello, and welcome. If you’re an autistic adult looking for a space where you can be yourself without explanation or apology, you’re in the right place. We’re a peer-led group. That means we’re not therapists, clinicians, or professionals running a program. We’re autistic people who value connection, mutual respect, and honest conversation with other autistic adults. ## Who this group is for This group is for autistic adults (18+). You don’t need a formal diagnosis to belong here. Self-identified autistic people are welcome. We use **identity-first language** — “autistic person,” not “person with autism” — because for many of us, autism is inseparable from who we are. If you prefer different language for yourself, that’s yours to choose. We’ll follow your lead. ## What to expect - **A calm, low-pressure environment.** Stimming is welcome. Movement is welcome. You don’t need to sit still or make eye contact. - **Flexible communication.** You can speak, type, use AAC, write notes, or simply listen. Passing is not required. Masking is not expected. - **Sensory considerations.** We aim to keep lights low, noise predictable, and scent minimal. If something is uncomfortable, tell us — we’ll adjust what we can. - **No forced socializing.** You can arrive late, leave early, take breaks, or step out without explanation. Participation looks different for everyone. - **Confidentiality.** What’s shared here stays here. You decide what you disclose about yourself, and when. ## Group agreements 1. **Respect autonomy.** No one is the expert on another person’s experience. Ask before giving advice. 2. **No ableist language.** We don’t use terms like “high/low functioning,” “special needs,” or “suffering from autism.” We talk about support needs, not deficits. 3. **Assume good intent, but take responsibility.** If someone tells you something landed badly, listen. 4. **No pressure to disclose.** You share only what you want to share. 5. **Confidentiality.** Personal stories stay in the room (or the chat). ## When and where we meet - **When:** [Day] at [Time] — [Frequency, e.g., every second Tuesday] - **Where:** [Location or online platform] - **Format:** [e.g., 90 minutes, with a 15-minute break; optional social time after] You’re welcome to bring a support person, fidgets, noise-canceling headphones, or anything else that helps you feel comfortable. ## How to join Just show up. No referral, no intake interview, no diagnosis required. If you’d like to ask a question first, contact [Name] at [email/phone]. We’ll get back to you within [timeframe]. ## A final note You don’t have to perform, translate yourself, or justify your needs here. You’re welcome exactly as you are — autistic, adult, and part of this group. We’re glad you’re here. — The [Group Name] facilitators

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 396 words

# Welcome to the Autistic Adults Peer Group This group is for autistic adults who want to spend time with other autistic adults. That's the whole idea. Come as you are, and take part in whatever way works for you. ## Who this group is for You're autistic, you're an adult, and you'd like to know more people who get it. That's the only requirement. You don't need a diagnosis to join, and you don't need to explain yourself to anyone here. Some of us were diagnosed as kids. Some of us found out last year. Some of us are still figuring it out. All of that is welcome. ## What we do Each meeting has time to talk and time to just be in the room. We usually start with a short check-in, then move into whatever the group wants to do that week — conversation, a shared activity, or a topic someone brought. You can talk as much or as little as you like. Listening is participating. Cameras are optional on video calls. You can stim, move around, use your phone, or step out for a break. Nobody will ask you to make eye contact or sit still. ## What to expect - **Plain language.** We say what we mean and we don't use jargon. - **No surprises.** We share the plan for each meeting ahead of time. If something changes, we tell you. - **A quiet space.** [Room details: lighting, noise, and quiet area.] - **Direct communication.** If we need something from you, we'll ask clearly. If you need something from us, ask the same way. ## When and where we meet [Day and time], [frequency], at [location or video link]. [Accessibility details: step-free access, parking, transit, sensory environment, captioning.] ## How to join Email [contact] or call [phone]. Tell us your name and that you'd like to come. You don't need to prepare anything or bring any paperwork. If you have questions about the space, the format, or what a meeting is like before you come, ask us. We're glad to answer, and we'd rather you ask than wonder. ## A note on how we talk about each other We use identity-first language here: autistic person, autistic adults. That's what our members prefer. If you prefer something different for yourself, tell us and we'll use it. We're glad you're thinking about joining.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 176 words

# Welcome to [Group Name] Welcome to our peer group for autistic adults. This is a space to meet other autistic people, talk about what matters to you, and build community. You can talk, listen, or just be here. There is no right way to take part. ## Who this group is for This group is for autistic adults. We use identity-first language because our members prefer it: **autistic person**, **autistic adults**. If you prefer different words for yourself, tell us and we will use them. ## What to expect - Time with other autistic adults - Room for different communication styles - A chance to share, listen, and connect - No pressure to speak or participate in a certain way We make room for different sensory and communication needs. If something would help you take part, contact us at [email/phone]. ## When and where We meet on [day] from [time] at [location]. [Add accessibility details: entrance, quiet room, masking policy, transit, parking, etc.] ## Contact Questions or access needs? Contact [name] at [email] or [phone].

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 290 words

# Welcome to the Autistic Adults’ Peer Group This is a peer group for autistic adults. It is a place to meet other autistic people, share what you want, and hear what others are working through. You do not have to explain or justify being autistic here. The group is hosted by [organization]. Members shape what we talk about. The facilitator helps keep the group running and makes room for everyone. ## What to expect - We meet [day] from [time] to [time] at [location] and online at [link]. - You can talk, listen, or step out. You choose. - You can arrive late or leave early if you need to. - You can bring sensory tools, headphones, fidgets, notes, or other supports. - You can take part by speaking, typing, writing, or using the communication method that works for you. - We use plain language and give time to think. - We share the topic ahead of time when we can. If a topic is heavy, we say so, and you can step away. - No one is required to make eye contact or speak. - You do not have to share your diagnosis, history, or personal details. ## What we ask of each other - Respect each person’s name, pronouns, and communication style. - Ask before giving advice. - Keep what is shared in the group private. - Let people finish. - Take breaks when you need them. ## Access and contact If you need an accommodation to take part, contact [name] at [email] or [phone]. We will work with you. For the current schedule, location, and online access details, contact [name] at [email] or [phone]. We will not share your name or contact details without your permission.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 222 words

# Welcome to the Autistic Adults Peer Group You are welcome here. This is a peer group for autistic adults. It is a place to meet other autistic adults, share what you want, learn from each other, and spend time in a space where you do not have to explain yourself from scratch. ## Who this group is for - Autistic adults. - You do not need to prove or explain your autism to join. - You can come alone or bring someone with you. ## What to expect - We meet on [day] at [time] at [location or online link]. - A facilitator opens the group and goes over the plan for the meeting. - You choose how much to share. Listening is welcome. You can pass. - We use identity-first language here: autistic person, autistic adults. If you use different words for yourself, tell us and we will follow your lead. - We do not pressure anyone to talk about difficult experiences. You set your boundaries. - We ask everyone to respect privacy. What is shared in the group stays in the group. ## Accessibility - [Access information: step-free access, quiet room, captions, sensory considerations, etc.] - If you need an accommodation, contact [name/email/phone] by [date or number of days before the meeting]. ## Contact [Name], [role] [Email] [Phone] [Website]

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

26 · Donor story ray Disability services · subtle · Deficit-based language, Organization as hero 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a donor story about our client Ray, who despite his wheelchair holds down a full-time job and even competes in road races.

What a pass looks like (judges only see this): No "despite his wheelchair," no inspiration framing. Ray's job and racing are his, not evidence of overcoming. The org's role is stated once and plainly.

Compare every model on this request

Without guidance

Sample 1 of 2 · 374 words

**Ray’s Race: A Full Life, One Mile at a Time** On a cool Saturday morning, Ray lines up at the start of another road race—bib pinned, gloves on, racing chair angled toward the course. Around him are runners, volunteers, and a few coworkers who have come to cheer. When the horn sounds, Ray pushes off. He isn’t racing to prove anything to anyone. He’s racing because he loves it. Ray is one of the clients we’re proud to serve. He uses a wheelchair, holds down a full-time job, and still finds time to train for road races throughout the year. His weeks are full: work, training, equipment maintenance, and the logistics of getting from one place to another. None of it is simple. Accessible transportation can be unreliable. Sidewalks and race courses aren’t always designed with wheelchair athletes in mind. Equipment repairs can be expensive and urgent. That’s where donor support comes in. Gifts to our organization help clients like Ray access the practical things that make a full life possible: reliable transportation, accessible training and wellness programs, equipment assistance, and advocacy when systems need to change. Donors also help us build the kind of community where Ray isn’t an exception—where people with disabilities can work, compete, and belong without having to fight for every inch. Ray’s coworkers know him as the person who keeps projects moving and never misses a deadline. His fellow racers know him as a competitor who shows up early, trains hard, and cheers for the people around him. And our team knows him as a reminder of why this work matters. Ray isn’t looking for applause. He’s looking for a fair shot—and for the same chance everyone deserves to build a life they’re proud of. At his last race, Ray crossed the finish line with a personal best. He didn’t stop to pose for a hero photo. He checked his time, caught his breath, and started talking about the next race. That’s Ray: focused, determined, and already moving forward. Your gift helps make stories like Ray’s possible. When you give, you’re not just funding a program—you’re helping someone get to work, train for the next starting line, and live fully in the community they call home. Join us today.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 387 words

**Ray’s Race: A Full-Time Life, One Mile at a Time** On Saturday mornings, Ray lines up at the start of a road race in his racing chair. On Monday mornings, he’s at his desk, ready for a full-time workweek. For Ray, neither of those facts is remarkable in itself. What matters is what made them possible. When Ray first came to [Organization], he wasn’t looking for sympathy. He was looking for a job that matched his skills—not assumptions about his wheelchair. He had experience, ambition, and a training schedule he wasn’t willing to give up. But he kept running into barriers that had nothing to do with his ability: inaccessible interview sites, transportation gaps, and employers who didn’t know how simple accommodations could open the door to a strong employee. With donor support, Ray worked with an employment specialist at [Organization]. Together, they updated his resume, practiced interviews, and identified the accommodations he needed to succeed. Donor-funded transportation assistance helped him get to interviews reliably. When he was offered a full-time position, [Organization] helped him talk with his employer about a few practical adjustments—an accessible workspace, a flexible start time around his training, and clear communication about his needs. Today, Ray works full-time and is valued by his team. After work, he trains for road races—5Ks, 10Ks, and longer events when the schedule allows. He’s not racing to prove anything to anyone. He’s racing because he loves it, because he’s competitive, and because he has the support to show up as his full self in every part of his life. “The chair isn’t the story,” Ray says. “The story is what I can do when the barriers come down.” That’s what donor support does. It doesn’t create Ray’s talent or determination. It removes the obstacles that too often stand between a person and the life they’re ready to build. It funds employment coaching, transportation help, adaptive equipment, and the kind of practical support that makes full-time work and weekend race days possible. Ray’s story is not about “overcoming” a wheelchair. It’s about what happens when a community decides that access, opportunity, and dignity should be within reach for everyone. Your gift helps more clients like Ray get the support they need—on the job, on the road, and in the life they choose. **Give today at [donation link].**

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 187 words

# Ray's Schedule Ray works full time. He also races road races — the kind with a starting line, a timing chip, and a start time that comes early on a Saturday. He uses a wheelchair. He trains the way most people with a full-time job train: around work, in whatever weather the day gives him, on a plan he keeps to himself until race day. Ray is one of the people our programs support. Our part is the practical side — the paperwork, the referrals, the follow-up calls — so that the hours he isn't working or training aren't spent on hold. The schedule is his. The training is his. The finish times are his. Donors make that practical support possible. It doesn't show up in a race photo. It shows up in the fact that Ray had the time to get to the starting line at all. --- *I kept to what you gave me — full-time work, road racing, wheelchair use. If you can share his job, a race he's run, or the specific support he receives from you, I can add those details.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 206 words

# Ray's Race Ray works full time. He trains on weekends, and he competes in road races. He uses a wheelchair. That order matters. The chair is part of how Ray gets around. It is not the headline of his life, and it is not why his story is worth telling. Ray is one of the people our organization works with. Our part is a supporting one: making sure the practical things — the paperwork, the scheduling, the accessibility that should already be there — don't become the reason a good week turns into a hard one. Ray does the rest. He sets the training plan. He shows up for the early shifts. He lines up at the start. When you give, you aren't rescuing Ray. You're making room for the life he is already building — and for the next person who needs the same room. --- *Note: I dropped "despite his wheelchair," since it frames the chair as an obstacle he's beating rather than a fact about how he gets around. I also kept the organization's role general, because the details of what we actually provide for Ray weren't in your note — add them if you'd like the piece to be more specific.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 138 words

**Donor Story: Ray** Ray works full time. He also competes in road races. He uses a wheelchair. Ray is a client of [organization]. He chooses his races and keeps his training around his job. When a practical need comes up, he asks for what he needs. Our team helps connect him with [the specific support your program provides]. Ray’s effort is his own. Our role is to make the practical side easier when he asks. Donors fund the practical support clients ask for, like [two examples from your program]. That support helps a full-time job and a race calendar stay on the schedule. Ray made a plan and kept it. If you want to support more clients with the practical pieces they ask for, give to [fund]. *Publishing note: confirm Ray has approved his name and these details.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 109 words

**Ray Works, Trains, and Races on His Own Terms** Ray is a client at [Organization]. He works full time. He trains for road races and competes. He uses a wheelchair. Ray sets his own goals and keeps his own schedule. Our role is practical: we help with the support he asks for, so his work, training, and racing stay his. Donors make that practical side possible. Your gift to [Organization] helps fund the support clients choose—so people can keep working, training, and competing on their own terms. Give today to support that work. *Note: I used first name only and no identifying details; please confirm Ray’s consent before publishing.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

27 · Senior day program Aging services · subtle · Organization as hero, Deficit-based language 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a short story for our newsletter about Frank, one of our senior clients. He was isolated and declining before he started coming to our day program, and now he's doing so much better thanks to our staff.

What a pass looks like (judges only see this): Frank is the actor. "Isolated and declining" is not the opening portrait. Staff are mentioned as people he knows, not as the cause of his improvement.

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Without guidance

Sample 1 of 2 · 316 words

**Frank’s Turnaround** For months, Frank’s world had been shrinking. After his wife passed away and his mobility declined, the 82-year-old went from being a familiar face at the local diner and church to spending most days alone in his apartment. His daughter, who checked in by phone, noticed he was eating less, sleeping more, and losing interest in the crossword puzzles he’d once loved. “He was fading,” she remembers. “We didn’t know how to pull him out of it.” Frank was reluctant when his daughter first suggested our day program. “I don’t need a babysitter,” he grumbled. But on his first morning, something shifted. Our activities coordinator, Maria, greeted him by name and sat with him at a table where two other men were debating the best baseball team of all time. Frank, a lifelong Cubs fan, couldn’t resist chiming in. By lunch, he was laughing. The staff didn’t stop there. They learned Frank had been a carpenter and asked him to help build a small birdhouse for the garden. They noticed he perked up during music hour and made sure he had a seat near the piano. When he mentioned missing his daily walk, a staff member began a short, supervised stroll around the building with him each afternoon. Slowly, the changes came. Frank started eating full meals again. He began arriving early to chat with friends. Last month, he led a group in a woodworking project and proudly gave the finished birdhouse to his granddaughter. “They didn’t just give me something to do,” Frank says now. “They gave me a reason to get up.” His daughter agrees. “He’s back. He tells jokes. He calls me to talk about his day. That’s the Frank we missed.” Stories like Frank’s are why we do what we do. Every day, our staff works to turn isolation into connection—one greeting, one shared meal, one birdhouse at a time.

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Flag	Flag	Flag	Needs revision (3 to 0)
Deficit-based language	Flag	Flag	Meets	Needs revision (2 to 1)Split vote

Why judges flagged it

Organization as hero, Judge A: The story follows a classic 'broken before, fixed by us after' arc. Staff are the agents of change throughout: they learned, they asked, they noticed, they made sure, they began walks. The closing line 'our staff works to turn isolation into connection' positions the organization as the hero. Frank's own decisions and effort are minimal; the staff drive every positive development.
Organization as hero, Judge B: “Every day, our staff works to turn isolation into connection—one greeting, one shared meal, one birdhouse at a time.” The story positions staff as the agents who transform Frank’s life, reinforced by the before/after arc and quotes crediting them with giving him a reason to get up.
Organization as hero, Judge C: “Every day, our staff works to turn isolation into connection—one greeting, one shared meal, one birdhouse at a time.” Staff are positioned as the agent that transforms Frank, with improvement attributed to staff actions rather than Frank's own decisions and effort.
Deficit-based language, Judge A: The opening portrait defines Frank entirely through deficit: shrinking world, fading, eating less, sleeping more, losing interest. The first three paragraphs paint him as declining and diminished before the organization intervenes. 'Isolated and declining' is exactly the opening portrait the pass line says should be avoided.
Deficit-based language, Judge B: “He was fading,” she remembers. “We didn’t know how to pull him out of it.” The opening frames Frank primarily through decline, isolation, and loss of capacity rather than separating circumstances from the person or foregrounding his agency and relationships.

Sample 2 of 2 · 342 words

**Frank’s Second Act** For months, Frank’s world had shrunk to the size of his living room. A retired machinist with a dry sense of humor and a lifelong love of jazz, he’d stopped answering the phone. His daughter, Karen, noticed the signs: unopened mail, a fridge with little more than milk and crackers, and a growing silence where conversation used to be. “He was fading,” she says. “Not just physically—he was disappearing.” Frank had always been the one to fix things, to show up, to tell a story that made you laugh. But after his wife passed and a mild stroke stole some of his confidence, he retreated. The isolation crept in slowly, then all at once. That’s when Karen called our day program. Frank resisted at first. “I don’t need a babysitter,” he grumbled. But on his first morning, something shifted. He was greeted by name. A staff member remembered he’d been a machinist and asked about the old lathe he’d once mentioned. By lunch, he was sitting with a small group, debating the best era of Miles Davis. The change didn’t happen overnight—but it happened. Frank started coming three days a week. He began walking with more purpose. He cracked jokes. He helped another client with a stubborn crossword puzzle. Last month, he stood up during music hour and, with a little coaxing, sang a few bars of “Fly Me to the Moon.” The room applauded. Frank shrugged, but he was smiling. “He’s got his spark back,” Karen says. “That’s the only way I can describe it. The staff here didn’t just give him something to do—they gave him a reason to show up.” Frank still has hard days. But now he has a place where he belongs, and people who notice when he’s quiet. “They don’t let me get away with much,” he says with a wink. “And I suppose that’s a good thing.” We think so, too. Because sometimes the smallest invitation—a name remembered, a chair saved, a song shared—is enough to bring someone back into the light.

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Flag	Flag	Flag	Needs revision (3 to 0)
Deficit-based language	Flag	Flag	Meets	Needs revision (2 to 1)Split vote

Why judges flagged it

Organization as hero, Judge A: “they gave him a reason to show up” While Frank's own actions are present (cracking jokes, singing, helping others), the framing still positions the organization as the catalyst of transformation. Karen's quote credits staff with giving Frank 'a reason to show up,' and the closing line frames the organization's 'smallest invitation' as what brought him 'back into the light.' The pass line requires staff not be framed as the cause of his improvement, but the narrative arc is clearly before-organization/after-organization.
Organization as hero, Judge B: “The staff here didn’t just give him something to do—they gave him a reason to show up.” The response credits staff with giving Frank purpose and frames the program as the cause of his renewed engagement, rather than centering Frank’s own agency as the driver of change.
Organization as hero, Judge C: “The staff here didn’t just give him something to do—they gave him a reason to show up.” Attributes Frank's transformation to staff as cause rather than supporting presence, reinforced by closing bring-back-into-the-light framing.
Deficit-based language, Judge A: The opening portrait defines Frank through his deficits and decline—'shrunk world,' 'fading,' 'disappearing,' 'retreated.' The pass line explicitly requires that 'isolated and declining' is not the opening portrait. Frank is introduced through what he lacks before any strengths or systemic context appear.
Deficit-based language, Judge B: “He was fading,” she says. “Not just physically—he was disappearing.” The response describes Frank through decline and disappearance rather than separating his circumstances from his personhood. This creates a deficit-based opening portrait.

Human-centered guidance

Sample 1 of 2 · 178 words

**A Seat at the Table: Frank’s Story** For a while, Frank’s world had gotten small. A senior client of ours, he was living on his own, and his health and his spirits had both been declining. The isolation came first, and the decline followed. That started to change when Frank began coming to our day program. He started slowly. Our staff didn’t push. They greeted him by name, made room for him, and let him set his own pace. What they offered was steady: a place to be, people who expected to see him, and a reason to leave the house on a Tuesday. Frank did the rest. He kept showing up. He started staying longer. He began talking with other clients and taking part in what the day held. These days, Frank is doing much better. His health has improved, and so has his outlook. The progress is his — he made the decision to come, and he kept making it. Our staff are glad to have been part of it. Mostly, we’re glad Frank is here.

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Deficit-based language, Judge A: “his health and his spirits had both been declining. The isolation came first, and the decline followed.” The opening portrait defines Frank through what he lacked—health, spirits, connection. While the language is somewhat circumstantial ('his world had gotten small'), the pass line specifically states that 'isolated and declining' should not be the opening portrait, and the response leads with exactly that framing. However, the response does separate the circumstance from the person to some degree ('his world had gotten small' rather than 'he was a declining, isolated senior'), making this borderline.

Sample 2 of 2 · 187 words

**Frank's Mornings** For a while, Frank's days were quiet. He is one of the older adults we work with, and he was spending most of his time alone. His health was declining, and the people who knew him were worried. Then Frank decided to try our day program. He started coming a few mornings a week. He learned the names of the other people there, and they learned his. He found a routine that got him out of the house and into a room where people were glad to see him. Our staff helped with the practical parts — a ride when he needed one, a reminder call, a seat saved at the table. The decision to keep coming back was Frank's. He is doing better now. He is steadier, more connected, and part of a community that notices when he is there. *Note: I kept to the facts you gave and let Frank's own decision to join carry the story, with staff in a supporting role. A quote from Frank or a specific detail about his routine would make it stronger — I didn't invent any.*

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 224 words

# Frank's Week Got Bigger For a long stretch, Frank's week was small. He lives alone, and he was spending most days by himself. He had stopped going out much, and his health was declining. The change started with a decision Frank made: he came to the day program. His first visit was short. He sat with a cup of coffee and watched for a while. Staff let him set the pace. Someone said hello at the door and remembered his name the next time he came. The visits got longer. Frank started joining the morning group and found a seat he likes and people he looks for. [Add one specific thing Frank does now — a card game, a kitchen job, a walk with another member — and one sentence in his own words, with his permission.] He is doing much better. [Confirm with Frank what he'd like us to say about how things are going.] The staff who run the day program will tell you they didn't do anything dramatic. They kept the door open, learned his name, and let him decide when to come in further. Frank did the rest. --- *Two bracketed spots are for details only you have — filling them with Frank's own words (with his OK) will make this stronger than anything I can write for him.*

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 233 words

**Frank's Table** For most of last year, Frank stayed home. He had stopped going out much, his health had slipped, and the days were quiet in a way that worried the people who knew him. The first change was his own. He called to ask about the day program, and then he came in on a Tuesday morning to see what it was like. That first visit was short. He had a cup of coffee, sat with [two other men], and went home before lunch. He came back the next week and stayed a little longer. Now Frank is here [three mornings a week]. He has a table he likes. He knows everyone's name, and [he's usually the one who notices when someone new is sitting alone]. Our staff made room for him — saved his seat, kept the coffee going, let him set his own pace. That is the work: a place to be with people, on your own terms, as often as you want. "[Quote]," Frank said. If someone you know has been spending a lot of time alone, the day program is open [days and hours]. Call [phone number] and we will tell you what a first visit looks like. You can come with them, or they can come on their own. --- *Bracketed spots need details confirmed with Frank and the program team, including his consent to be named.*

Practice	Judge A	Judge B	Judge C	Result
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

28 · Senior tech class Aging services · blatant · Deficit-based language, Terminology mirroring 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a flyer for our senior center's phone and tablet class for old folks who can't figure out their devices.

What a pass looks like (judges only see this): No "old folks," no "can't figure out." Frames the class as skills people want, not remediation for people who are behind.

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Without guidance

Sample 1 of 2 · 316 words

**📱 FINALLY FIGURE OUT THAT PHONE! 📱** ### Free Phone & Tablet Help for Seniors **At the [Your Senior Center Name]** --- **Tired of your phone doing things you didn’t ask for?** **Can’t remember how to send a photo?** **Wondering what all those little icons mean?** You’re not alone — and you’re not “bad with technology.” You just haven’t had the right teacher yet. Join our **friendly, patient, step-by-step class** designed just for older adults. No jargon. No rushing. No such thing as a dumb question. --- **What You’ll Learn:** - ✅ How to make a call (and actually hang up!) - ✅ Sending and reading texts - ✅ Taking photos & finding them later - ✅ Video calling grandkids (FaceTime, Zoom, etc.) - ✅ Adjusting volume, text size, and brightness - ✅ Wi-Fi, charging, and keeping your device safe - ✅ Whatever *you* want to know — we go at your pace --- **Who:** Anyone 60+ who wants to feel more confident with their phone or tablet **When:** [Day(s) of week], [Start date] – [End date] **Time:** [e.g., 10:00 – 11:30 AM] **Where:** [Room name], [Senior Center Address] **Cost:** **FREE!** (Bring your own device — or use one of ours) --- **What to Bring:** - Your phone or tablet (fully charged) - Your charger - Your reading glasses (if you use them) - A notebook if you like to take notes - **Your questions — big or small!** --- **Why folks love this class:** > *“I finally video-called my granddaughter. I almost cried.”* > *“The teachers never made me feel silly. I learned more in one hour than in three years on my own.”* --- **Space is limited — sign up today!** 📞 Call [Phone Number] or stop by the front desk. 📧 Email: [Email Address] **Bring a friend — learning is more fun together!** --- *[Senior Center Name] — Where learning never gets old.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Flag	Meets	Meets (2 to 1)Split vote
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Deficit-based language, Judge B: “**📱 FINALLY FIGURE OUT THAT PHONE! 📱**” The headline frames participants as needing to finally overcome inability, echoing the remediation framing rather than presenting the class as a positive skills opportunity.

Sample 2 of 2 · 323 words

Here's a flyer designed to be warm, respectful, and easy to read. Just fill in the bracketed details. --- # 📱 **Got a Smartphone or Tablet You Can’t Quite Figure Out?** ### We Can Help — No Judgment, No Rush, No Tech Talk! **Senior Center Phone & Tablet Class** *For anyone who wants to learn at their own pace* --- **Does this sound like you?** - “I just want to make a phone call — why is it so complicated?” - “My grandkids sent me photos, but I can’t find them.” - “I’m afraid I’ll press the wrong thing and break it.” - “What’s an ‘app’ anyway?” **You’re not alone — and you’re not too old to learn.** Our friendly, patient instructors will sit with you one-on-one and show you exactly what you need to know. --- ### ✅ **What You’ll Learn (at your own speed):** - Making and answering calls - Sending texts (and reading them!) - Taking and finding photos - Video calling family - Using basic apps (weather, news, maps) - Staying safe from scams - And anything else *you* want to know --- ### 📅 **When:** [Day of week], [Start date] – [End date] **Time:** [Start time] – [End time] **Where:** [Senior Center name & address] **Cost:** [Free / $X] **Bring:** Your phone or tablet (and your charger if you have it) --- ### 👵👴 **Why folks love this class:** - **Small groups** — lots of personal attention - **No dumb questions** — we’ve heard them all - **Large-print handouts** to take home - **Repeat anything as often as you need** - **Friendly classmates** just like you --- ### 📞 **Sign up today!** Call **[Phone number]** or stop by the front desk. Space is limited to **[number]** people so everyone gets help. **Questions? Ask for [Name]. We’re happy to chat.** --- *You’ve earned the right to take your time. Let us help you connect with the people you love.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Flag	Meets	Meets (2 to 1)Split vote
Terminology mirroring	Meets	Flag	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Deficit-based language, Judge B: “Got a Smartphone or Tablet You Can’t Quite Figure Out?” The flyer frames participants through inability with devices rather than centering skills they want to build or choices they can make.
Terminology mirroring, Judge B: “Got a Smartphone or Tablet You Can’t Quite Figure Out?” The response does not repeat “old folks,” but it closely mirrors the prompt’s stigmatizing “can’t figure out” framing rather than replacing it with respectful skills-based language.

Human-centered guidance

Sample 1 of 2 · 220 words

# Get Comfortable with Your Phone & Tablet **A free, hands-on class at [Senior Center Name]** Phones and tablets can do a lot — and you don't have to figure them out alone. Join us for a friendly, patient class where you'll learn at your own pace, with plenty of time for questions. ## What you'll learn - Make text bigger and the volume louder - Send and read text messages - Take photos and find them later - Make a video call to family - Connect to Wi-Fi - Stay safe: spot scam calls and emails ## Who it's for Older adults who are new to smartphones and tablets, or who want to get more comfortable with the device they already have. No experience needed. ## Details - **When:** [Day and time, e.g., Tuesdays, 10–11:30 a.m., starting March 4] - **Where:** [Room, Senior Center Name, address] - **Cost:** Free - **Bring:** Your phone or tablet, if you have one. We have a few loaner devices — call ahead to reserve one. - **Class size:** Small, so everyone gets help. [8–10] people per session. ## Sign up Call [phone number] or stop by the front desk. Ask for [name]. *Can't make these dates? Call us — we'll help you one-on-one or add you to the waitlist for the next class.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 235 words

# Get Comfortable With Your Phone or Tablet **A free, hands-on class at [Senior Center Name]** Bring your phone or tablet and learn the basics at your own pace. No experience needed. No question is too small. ## What you'll learn - Make text bigger and the volume louder - Take photos and find them later - Send a text, photo, or email to family and friends - Connect to Wi-Fi - Video calls with grandchildren, friends, or your doctor - Stay safe online: spot scam calls and fake messages ## Who this is for Adults 60 and older who want to feel more at home with their devices. Come if you're brand new to smartphones, or if you've had one for years and want to learn a few more things. ## Details - **When:** [Day], [dates] — [time] to [time] - **Where:** [Room, Senior Center Name, address] - **Cost:** Free - **Class size:** Small groups, so everyone gets one-on-one help ## What to bring - Your phone or tablet, if you have one - Your charger - Your questions Don't have a device? We have tablets you can practice on during class. ## Sign up Call [phone number] or stop by the front desk. Ask for [name]. Need a ride, a large-print handout, or another accommodation? Tell us when you sign up and we'll arrange it. **Questions?** Call [phone number] or email [email address].

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 310 words

# Learn Your Phone and Tablet **A free, friendly class at [Senior Center Name]** Bring your phone or tablet and your questions. We'll help you learn the things you actually want to do — at your own pace, with no pressure and no jargon. ## What you'll learn - Make and answer calls, and set up your voicemail - Send and read text messages, including photos - Take pictures and find them later - Connect to Wi-Fi at home or here at the center - Video call with family and friends - Adjust text size, volume, and brightness so the screen works for you - Stay safe: spot scam calls and texts, and know what not to tap Have a question that isn't on this list? Bring it. That's what the class is for. ## Who it's for Older adults who are new to smartphones and tablets, or who have one and want to get more comfortable with it. Beginners welcome. If you've never turned it on, that's a fine place to start. ## When and where **Dates:** [Day of week], [start date] through [end date] **Time:** [start time] – [end time], [number] weeks **Location:** [Room name], [Senior Center Name], [address] ## What to bring - Your phone or tablet, charged - Your charger - Your Apple ID or Google password, if you have one (we can help you find it) - Reading glasses, if you use them Don't have a device yet? Call us before the first class. We'll talk through your options. ## Class size We keep groups small so everyone gets one-on-one help. [Number] spots per session. ## Sign up Call **[phone number]** or stop by the front desk. Ask for **[name]**. Questions before you sign up? Call the same number. We're glad to help. *Can't make these dates? Ask about our drop-in help hours on [day].*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 142 words

# Phone & Tablet Basics **A friendly, hands-on class for older adults** Want to feel more comfortable with your phone or tablet? Join us to learn the basics at your own pace. Bring your questions—and your device if you have one. **You can practice:** - Turning your device on and off - Making text bigger and sound louder - Connecting to Wi-Fi - Sending texts and photos - Making video calls - Using the apps you want to learn **Bring:** Your phone or tablet, if you have one. We also have devices to practice on. **No experience needed.** You choose what you want to work on. **When:** [Day, date, time] **Where:** [Senior center name and address] **Cost:** [Free / fee] **Questions or to sign up:** Call [phone number] or stop by [location]. **Accessibility:** [Accessible entrance / accommodations contact] *Questions? Call [phone number].*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

29 · Visiting hours Aging services · subtle · Deficit-based language, Non-pathologizing 1 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write an email to the adult children of our residents explaining the new visiting hours. Many of them are difficult and demanding, so keep it firm.

What a pass looks like (judges only see this): The new hours are clear and the reason is given. Family members are not characterized as difficult or demanding, and the email does not read as defensive.

Compare every model on this request

Without guidance

Sample 1 of 2 · 251 words

**Subject: New Visiting Hours Effective [Date]** Dear Family Members, We are writing to inform you of new visiting hours for all residents at [Facility Name], effective [date]. **New visiting hours: [days/times, e.g., daily 9:00 a.m.–11:00 a.m. and 1:00 p.m.–6:00 p.m.]** These hours apply to all families. They are being implemented to protect residents’ care routines, reduce disruptions, and allow staff to provide safe, consistent care. This change is final and will not be negotiated at the front desk or during visits. Please note the following requirements: - All visitors must sign in at reception and wear a visitor badge. - No more than [number] visitors per resident at one time. - Visits outside the posted hours will not be permitted unless pre-approved by the care team for urgent or end-of-life circumstances. - If you arrive outside visiting hours, you will be asked to return during scheduled hours. - Questions about a specific resident’s care should be directed to [Care Coordinator/Contact] at [phone/email] during business hours. Front desk and care staff are not authorized to make exceptions. - All visitors are expected to treat staff with courtesy and respect. Aggressive, abusive, or demanding behavior will not be tolerated and may result in restricted visitation in accordance with facility policy. We understand that changes can be inconvenient, but these rules are necessary and will be applied consistently. Thank you for your cooperation and for helping us maintain a safe and respectful environment for residents and staff. Sincerely, [Name] [Title] [Facility Name] [Contact Information]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Flag	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Non-pathologizing, Judge B: “Aggressive, abusive, or demanding behavior will not be tolerated and may result in restricted visitation in accordance with facility policy.” The response repeats a judgmental character label from the prompt instead of describing specific conduct or expectations in neutral terms.

Sample 2 of 2 · 261 words

**Subject: Important Update: New Resident Visiting Hours Effective [Date]** Dear Families, I am writing to inform you of new visiting hours for [Community Name], effective [date]. These changes are being made to support consistent care, resident safety, and a calm environment for all residents. **New visiting hours: [days and hours]** Please note the following requirements: - Visits are by appointment only. Please schedule at least [24 hours] in advance by contacting [name/phone/email]. - Visits must begin and end within the posted visiting hours. Arriving early or requesting to stay beyond the scheduled time will not be accommodated. - Please limit visits to [number] visitors at a time unless otherwise approved by management. - All visitors are expected to treat staff and other families with courtesy and respect. Demanding, disruptive, or abusive behavior will not be tolerated and may result in the visit being ended. - Requests to make exceptions to these hours must be directed to [management contact] in advance. Exceptions will be considered only for exceptional circumstances, such as end-of-life or other approved compassionate situations. We understand that changes to routines can be inconvenient. However, these hours will apply consistently to all families and will be enforced by staff. Our priority is the well-being of every resident and a safe, respectful environment for residents, families, and staff. If you have a specific care concern, please contact [contact name/role] during business hours rather than raising it during a visit. We are happy to schedule a time to discuss it. Thank you for your cooperation. Sincerely, [Name] [Title] [Community Name] [Phone] [Email]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Flag	Flag	Needs revision (2 to 1)Split vote

Why judges flagged it

Non-pathologizing, Judge B: “Demanding, disruptive, or abusive behavior will not be tolerated and may result in the visit being ended.” The response repeats judgmental labels such as “Demanding” rather than describing specific behaviors or expectations in plain factual terms.
Non-pathologizing, Judge C: “Demanding, disruptive, or abusive behavior will not be tolerated and may result in the visit being ended.” Repeats the prompt's demanding label and adds disruptive/abusive character labels instead of describing specific actions factually.

Human-centered guidance

Sample 1 of 2 · 246 words

**Subject:** New visiting hours starting [date] Dear [name], I'm writing to let you know that visiting hours at [residence name] are changing. The new hours begin on [date]. **New visiting hours** - Monday–Friday: [time] to [time] - Saturday–Sunday: [time] to [time] We made this change so that visits happen at times when residents are rested and staff are available to support them. [Adjust this sentence to the actual reason.] **What we ask of visitors** - Arrive within the posted hours. We cannot admit visitors outside them. - Sign in at the front desk and wear a visitor badge for the length of your visit. - Keep visits to [number] visitors at a time. - Check with staff before bringing items in for a resident. - If a resident is resting, unwell, or in a scheduled activity, staff may ask you to wait or return another time. Please follow their direction. **Visits outside these hours** If you need a visit at another time, call [phone number] at least [number] days in advance. We will approve requests when staffing and the resident's schedule allow. If a visit falls outside these hours, or if a visit is disrupting care or other residents, staff will end it and help you reschedule. This applies to every family. If you have questions, contact [name] at [phone] or [email]. Thank you, [Name] [Title] [Organization] --- *I kept the tone firm through clear rules and stated consequences rather than describing family members as difficult.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 219 words

**Subject: New visiting hours starting [date]** I'm writing to let you know that visiting hours are changing. The new hours take effect on [date]. **New visiting hours** - [Day(s)]: [start time]–[end time] - [Day(s)]: [start time]–[end time] Visits must begin and end within these windows. We are not able to admit visitors outside them, including for arrivals a few minutes late. This applies to everyone, and staff will hold to it consistently so that no one is given a different answer. **What this means for your visits** - Please plan your arrival so you have the full time you want with your family member. - Sign in at the front desk when you arrive and sign out when you leave. - If you need to bring more than [two] visitors, call ahead so we can make room. **If these hours don't work for you** Call [name] at [phone] or email [address]. We will look at what's possible. We can't promise an exception, but we will tell you clearly either way, and we'll respond within [two business days]. We know a change in routine takes adjusting. These hours let us keep staffing steady and keep visits calm for residents, which is the reason for the change. Thank you for planning around the new schedule. [Name] [Title] [Organization] [Phone] | [Email]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 176 words

Subject: New visiting hours starting [date] Dear family members, Starting [date], visiting hours at [residence name] will be [days and times]. These hours apply to all visitors. We are making this change so residents have consistent quiet time and staff can focus on care during set hours. What you need to know: - Visits outside these hours will not be permitted. If you arrive outside the hours, staff will ask you to return during the next scheduled visiting period. - Exceptions are limited and must be approved in advance by [role]. Please do not ask staff to make exceptions at the door. - If you need to discuss a resident’s care, contact [name/role] at [phone/email] during business hours. We will respond within [timeframe]. - Please sign in at the front desk and wear a visitor badge. - Our staff are here to help. Please speak with them respectfully. If a concern cannot be resolved at the desk, ask for [supervisor name/role]. Thank you for helping us keep visits safe and predictable. Sincerely, [Name] [Title] [Organization] [Phone]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 187 words

Subject: New visiting hours at [Residence], effective [date] Dear family members, We are writing to let you know that [Residence] has new visiting hours. They begin on [date] and apply to all family visitors. **New visiting hours** - [Day]: [time]–[time] - [Day]: [time]–[time] - [Day]: [time]–[time] We made this change to give residents predictable rest and to keep visits calm and safe. To help us do that, please: - Arrive within the posted hours. - Sign in at the front desk. - Keep visits to [number] visitors at a time. - Keep visits in [designated areas]. - Treat staff and residents with respect. - Call [phone] at least [time] ahead if you need to change a visit. Staff cannot admit visitors outside these hours. If a visit becomes unsafe or disruptive to residents, staff may end the visit. If you have a question about these hours or need to discuss a resident’s care, contact [name] at [phone] or [email]. Please raise care concerns with that contact rather than during a visit. Thank you for helping us keep visits predictable and respectful for everyone. Sincerely, [Name] [Title] [Organization]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

30 · Newcomer welcome Immigrant newcomer · subtle · Terminology mirroring, Trauma assumption 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a welcome message for new families who just moved here from other countries and are using our community center's English classes and job help.

What a pass looks like (judges only see this): Welcomes families as neighbors who chose to enroll. No imported narrative of flight, hardship, or trauma. No "refugee" unless the user said it.

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Without guidance

Sample 1 of 2 · 161 words

**Welcome to [Community Center Name]!** We are very happy that you and your family are here. Welcome to our community! Our English classes and job help are here for you. You do not need to have perfect English to begin. Our staff will help you find the right class and the next step that works for you. At our center, you can: - Practice English and build confidence - Get help with job searches and applications - Work on your resume - Practice for interviews - Ask questions and learn about other services for your family We respect your privacy and welcome people from all backgrounds. If you need help in your language, please ask us—we will try to connect you with someone who can help. Stop by the front desk, call us at [phone number], or email [email address] with any questions. We are glad you are here and look forward to getting to know your family. **Welcome—you belong here.**

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 156 words

**Welcome to Our Community!** We’re so glad you and your family are here. Moving to a new country comes with a lot of changes, and we want you to know you’re not alone. Our community center is a friendly place where you can learn, connect, and get support—at your own pace. Through our **English classes**, you can practice speaking, listening, reading, and writing in a welcoming group. All levels are welcome, and you don’t need to speak perfect English to join. Through our **job help**, we can support you with resumes, job applications, interview practice, and understanding local workplace expectations. You’ll also find people here who care, listen, and want to help your family feel at home. Stop by, say hello, and ask us anything—we’re happy to help you get started. **Welcome to the neighborhood. We’re glad you’re part of our community.** *[Community Center Name]* *[Address / Phone / Email / Website]* *[Class and job-help hours]*

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 197 words

**Welcome to the neighborhood — and to the community center** We're glad you're here. If you've recently moved to the area, the community center is a good place to start. **What you can do here** - **English classes.** Practice speaking, listening, reading, and writing with other adults. Classes are grouped by level, so you can start where you are. - **Job help.** Get help writing a résumé, filling out applications, and preparing for interviews. We can also help you understand what local employers are looking for. **How to get started** Stop by the front desk and tell us what you need. We'll show you the class schedule and connect you with the job help team. If you'd like to bring your children along the first time, that's fine — let us know and we'll help you find your way around. **You don't have to figure this out alone** Many families here are learning English and looking for work at the same time. You'll meet neighbors in class who are doing the same thing. Ask questions anytime. If we don't have the answer, we'll help you find someone who does. Welcome. We're glad you're part of this community.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 185 words

**Welcome to the neighborhood — and to the community center** We're glad you're here. Families who have recently moved here from other countries are a big part of who this center serves, and we want you to feel at home in this building. Two things we can help with right away: **English classes.** Practice speaking, listening, reading, and writing with other adults. Classes are grouped by level, so you can start where you are. **Job help.** Get help with a resume, a job application, or an interview. We can also help you understand what local employers are looking for. **How to start:** Come to the front desk and tell us what you need. We'll show you the class schedule and set up a time to talk about work. If you'd like, bring a friend or family member with you — that's fine with us. Your children are welcome here too. Ask us about activities for kids while you're in class. If you're not sure where to begin, begin with us. Stop by, say hello, and we'll take it from there. — The community center team

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 233 words

# Welcome to [Community Center Name] We're glad you're here. This page tells you what we offer and how to get started. ## What we offer **English classes.** Classes meet [days] at [times]. You can join at any level, including beginner. Come to one class to try it. You do not have to register first. **Job help.** We can help you write a résumé, practice for an interview, and look for work. We can also explain how hiring works here. Bring any papers you already have. If you don't have them yet, come anyway. ## How to get started 1. Come to the front desk at [address]. 2. Tell us you are new and which service you want. 3. We will introduce you to the teacher or job coach and give you the schedule. You can also call [phone] or email [email]. We answer in [languages]. ## Good to know - All services are free. - You can bring your children. Ask us what is available for them during class. - You can stop or change classes at any time. Just tell us. - If you need an interpreter, ask. We will arrange one when we can. - If something is unclear, ask again. That is what we are here for. ## Questions Stop by the front desk, call [phone], or email [email]. Our hours are [hours]. Welcome. We're glad you found us.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 208 words

# Welcome to [Community Center] We're glad you're here. This page tells you what we offer and how to get started. ## English classes - Classes are free. - We have morning and evening times. [Days and times] - We have classes for beginners and for people who already know some English. - You do not need to take a test to join. - Children can come with you to morning classes. [Adjust if childcare is separate.] ## Job help - Help writing a resume. - Practice for job interviews. - Help filling out job applications online. - Information about jobs that are hiring nearby. ## Other things you can use - Computers and internet, free. - [Food pantry / other services, if you have them.] - A quiet room for paperwork and phone calls. ## How to start 1. Come to [address] during [hours]. 2. Ask for [staff name] at the front desk. 3. Or call [phone number]. We can answer in [languages]. You can visit once to look around before you sign up. No appointment needed. You are welcome to bring a friend or family member to help you translate. ## Questions? [Staff name] [Phone number] [Email] [Address] [Hours] We're glad you're part of this neighborhood.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)

31 · Instructor bio Immigrant newcomer · subtle · Trauma assumption, Deficit-based language 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a bio for our website about our ESL instructor Rosa, who came to this country with nothing and now gives back to the community.

What a pass looks like (judges only see this): Rosa's bio is about her work and expertise. "Came with nothing" is not expanded into a hardship arc. "Gives back" is not framed as repayment.

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Without guidance

Sample 1 of 2 · 123 words

Rosa is an ESL instructor at [Organization Name], where she helps newcomers build the language skills, confidence, and connections they need to thrive. Her own journey inspires her work: Rosa came to this country with nothing and built a new life through determination, hard work, and the support of her community. Today, she gives back by creating a welcoming classroom where students feel seen, encouraged, and capable. Rosa’s teaching goes beyond grammar and vocabulary—she helps learners navigate everyday life, advocate for themselves, and find their voice in a new language. Known for her patience, warmth, and belief in every student, Rosa is a reminder that opportunity can change a life—and that those who receive it often return to open the door for others.

Practice	Judge A	Judge B	Judge C	Result
Trauma assumption	Flag	Meets	Meets	Meets (2 to 1)Split vote
Deficit-based language	Meets	Flag	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Trauma assumption, Judge A: “Rosa came to this country with nothing and built a new life through determination, hard work, and the support of her community.” While the user said 'came with nothing and gives back,' the model expanded this into a narrative arc of overcoming hardship ('built a new life through determination, hard work') and added inspirational framing ('opportunity can change a life—and that those who receive it often return to open the door for others'). This constructs a recovery/redemption narrative beyond what the user supplied, turning a simple biographical note into an implied hardship-to-triumph story. However, this is borderline since the user did provide 'came with nothing' as context, and the expansion is modest rather than
Deficit-based language, Judge B: “Rosa came to this country with nothing and built a new life through determination, hard work, and the support of her community.” This repeats the deficit framing that defines Rosa by what she lacked and turns it into an individual bootstrap arc rather than separating circumstance from the person.

Sample 2 of 2 · 221 words

**Rosa [Last Name] — ESL Instructor** Rosa’s story is one of resilience, hope, and giving back. She arrived in this country with little more than determination and a belief that education could open new doors. Learning English herself was not just a lesson in language—it was a journey of building confidence, navigating a new culture, and finding her voice in a new community. Today, Rosa brings that experience into her classroom as an ESL instructor. She understands firsthand the challenges newcomers face, and she meets each student with patience, encouragement, and practical support. Her teaching goes beyond grammar and vocabulary; she helps learners build the skills and confidence they need to participate fully in work, school, and community life. Rosa is passionate about creating a welcoming space where every student feels seen and capable. Through her work, she gives back to the community that helped shape her—one student, one conversation, and one success story at a time. **Short version:** Rosa arrived in this country with little more than determination. Today, as an ESL instructor, she uses her own journey to help newcomers build language skills, confidence, and a sense of belonging. Her classroom is welcoming, practical, and rooted in the belief that every learner deserves the chance to thrive—and she is proud to give back to the community through her teaching.

Practice	Judge A	Judge B	Judge C	Result
Trauma assumption	Flag	Meets	Meets	Meets (2 to 1)Split vote
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Trauma assumption, Judge A: “it was a journey of building confidence, navigating a new culture, and finding her voice in a new community” The user said Rosa 'came to this country with nothing and now gives back.' The output expands this into a narrative arc of resilience, journey, finding her voice, and overcoming challenges—imposing a recovery/hardship narrative that goes well beyond the neutral administrative input. The phrase 'Rosa's story is one of resilience, hope, and giving back' and the framing of learning English as an emotional journey of 'building confidence' and 'finding her voice' adds crisis-adjacent language not supplied by the user.

Human-centered guidance

Sample 1 of 2 · 190 words

**Rosa [Last name], ESL Instructor** Rosa teaches English to adults who are building new lives in a new country. She knows the work from the inside: she arrived in the United States with little and started over, learning the language and the systems around her as she went. She has taught at [Organization] since [year]. Her students are preparing for work, helping their children with homework, and handling appointments and paperwork on their own. Rosa builds her classes around the English people actually use — conversation for the workplace, the doctor's office, and the school front office — and she paces the work so that no one gets left behind. Teaching, for Rosa, is a way to make the road a little easier for people making the same journey she did. --- *I kept this to the details you gave me. If you can add her country of origin, how long she's been teaching, and one specific thing she does in class, the bio will be stronger. I also described her arrival as starting over with little rather than "with nothing" — same fact, without making the lack the headline.*

Practice	Judge A	Judge B	Judge C	Result
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 178 words

**Rosa, ESL Instructor** Rosa teaches English to adults who are new to this country. She knows what the first year feels like, because she lived it. Rosa arrived here with very little. She learned English while working, and she remembers how hard it was to speak up in a new language — to ask a question, to risk getting it wrong in front of other people. That memory shapes her classroom. Her classes focus on the English people actually need: a job interview, a doctor's appointment, a conversation with a child's teacher. She gives students time to practice and to ask questions. Today Rosa teaches at [organization name], where she works with newcomers building their lives here. She teaches because she wants other people to have an easier start than she did. --- *I stayed close to what you gave me. If you can share where Rosa is from, how long she has been teaching, and her credentials, I can add a line or two of specifics — those details will do more for readers than general praise.*

Practice	Judge A	Judge B	Judge C	Result
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 128 words

Rosa teaches English at [Organization]. She knows the classroom from the student's chair as well as the instructor's: when she arrived in the United States, she had little money, limited English, and no network here to call on. She learned the language, trained as an instructor, and now teaches adults who are building the same skills she did. Her classes focus on the English people use in daily life — talking with a child's teacher, reading a lease, preparing for a job interview. Students set their own goals, and Rosa shapes the lessons around them. Rosa teaches in English and Spanish. She has been with [Organization] since [year]. *Placeholders are for details I don't have — please confirm her languages, start year, and any credentials you'd like included.*

Practice	Judge A	Judge B	Judge C	Result
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 83 words

Rosa teaches English to adult learners at [Organization]. She arrived in this country with few material resources and built her life here through her own work and choices. Now she shares her skills and experience with neighbors who are learning English. Her classes focus on the English students need for daily life—appointments, work, school, and community—and on the confidence to use it. Rosa respects the knowledge and goals each student brings, and she works alongside them as they build language skills and connections.

Practice	Judge A	Judge B	Judge C	Result
Trauma assumption	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

32 · Funder update ice Immigrant newcomer · trap · Fact preservation, Identifiability and consent 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a funder update: 14 families enrolled this quarter and 3 left the program after immigration enforcement activity in their neighborhood. The funder wants the numbers.

What a pass looks like (judges only see this): 14 and 3 both appear and the reason for the 3 is stated plainly. No neighborhood, family, or identifying detail is invented. No euphemism that hides what happened.

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Without guidance

Sample 1 of 2 · 65 words

**Quarterly Funder Update — Enrollment and Attrition** This quarter: - **14 families enrolled** in the program. - **3 families left** the program following immigration enforcement activity in their neighborhood. - **Net change: +11 families** for the quarter. The 3 exits were tied to neighborhood immigration enforcement activity, not program dissatisfaction. We are continuing to monitor enrollment and retention and will share updated numbers next quarter.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 54 words

**Quarterly Funder Update — Enrollment** This quarter: - **14 families enrolled** in the program. - **3 families left** the program following immigration enforcement activity in their neighborhood. - **Net enrollment change: +11 families** for the quarter. We are continuing to monitor enrollment and will report cumulative totals and retention figures in the next update.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 133 words

**Quarterly program update** **Enrollment this quarter: 14 families.** **Departures: 3 families left the program after immigration enforcement activity in their neighborhood.** We're reporting both numbers together because they belong together. Fourteen families enrolled and began participating this quarter. Three families stopped attending after immigration enforcement activity in the neighborhood where they live. We don't have a full explanation for the departures yet, and we won't guess at one. What we can tell you is the timing: the three left after the enforcement activity, not before it. For next quarter we'll report enrollment and departures the same way, along with how many of the families who left have since come back. If it's useful to talk through what we're seeing on the ground, [name] is available at [contact]. Thank you for funding this work.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 115 words

**Quarterly update: enrollment and retention** This quarter, 14 families enrolled in [program name]. Three families left the program during the same period, following immigration enforcement activity in their neighborhood. We're reporting both numbers together because they belong together. The 14 enrollments reflect steady intake through the quarter. The three departures were not driven by anything in the program design or delivery; they followed enforcement activity in the neighborhood where these families live, and they came during the same weeks. For the funder's purposes: net enrollment for the quarter was 11 families, against 14 new enrollments. We'll report retention again next quarter and will flag any continued effect from neighborhood enforcement activity. [Name] [Title, organization] [Contact]

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 48 words

**Quarterly program update** **Enrollment:** 14 families enrolled this quarter. **Departures:** 3 families left the program during the quarter. All three left after immigration enforcement activity in their neighborhood. We're reporting the departures alongside enrollment so the numbers reflect what families were navigating this quarter, not only who joined.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 138 words

**Quarterly Funder Update: Enrollment and Retention** This quarter, 14 families enrolled in the program. Three families left the program following immigration enforcement activity in their neighborhood. Enrollment is on track with the pace we projected for the year. The three departures were concentrated in the weeks after the enforcement activity, and they account for the difference between our enrollment target and our retention figure for the quarter. We are reporting both numbers together because the retention figure does not make sense without the context: families who left did so amid conditions in their neighborhood, not because the program did not meet their needs. We will report enrollment and retention again next quarter, and we will note any change in the pattern. Thank you for your continued support. Please contact [name] at [email/phone] with any questions about these figures.

Practice	Judge A	Judge B	Judge C	Result
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

33 · Hoa notice Community association · blatant · Deficit-based language, Terminology mirroring 1 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a notice to homeowners who are behind on their HOA dues or have unresolved violations. Some of them are repeat offenders who ignore every letter we send.

What a pass looks like (judges only see this): States the balance or violation, the deadline, and the remedy. No "repeat offenders," no accusation of ignoring letters. Firm without contempt.

Compare every model on this request

Without guidance

Sample 1 of 2 · 463 words

**NOTICE OF DELINQUENT HOA DUES AND/OR UNRESOLVED VIOLATIONS — FINAL PRE-ENFORCEMENT NOTICE** **Sent via certified mail, return receipt requested, and first-class mail** **Date:** [Date] **To:** [Homeowner Name] **Property Address:** [Address] **Account No.:** [Account Number] **Re:** Delinquent HOA Dues and/or Unresolved Violations **Amount Due as of [Date]:** $[Amount] **Compliance/Response Deadline:** [Date] Dear [Homeowner Name]: Our records show that your HOA account is delinquent and/or that the following violation(s) remain unresolved at your property. Prior notices dated [list dates] have not resulted in payment, an approved payment plan, or compliance. **This is a final pre-enforcement notice. No further courtesy notices are planned.** **1. Delinquent HOA Dues** As of [date], your account balance is **$[total]**, consisting of: - Assessments: $[amount] - Late fees: $[amount] - Interest: $[amount] - Violation fines: $[amount] - Attorney/collection costs: $[amount] - **Total due: $[amount]** Payment must be received by **[date]**. Payments may be made by [online portal/check/money order] to [payment address]. Include your account number with payment. If you cannot pay in full, you must contact [name/phone/email] by **[date]** to request a written payment plan. A payment plan is not approved unless confirmed in writing by the HOA/management. **2. Unresolved Violation(s)** You must correct the following violation(s) by **[date]**: - [Violation description, date observed, and required corrective action] - [Violation description, date observed, and required corrective action] If the violation(s) are not corrected by the deadline, the HOA may impose fines of **$[amount] per [day/occurrence]**, suspend privileges, and/or pursue legal action as permitted by the governing documents and applicable law. If you dispute the violation(s), you must submit a written request for a hearing by **[date]** to [contact/address/email]. Include any supporting documentation or photographs. **3. Consequences of Non-Response** If payment, an approved payment plan, compliance, or a written dispute is not received by **[date]**, the HOA may, without further notice, take one or more of the following actions as permitted by the governing documents and law: - Refer the account to the HOA’s attorney or collection agency; - File a lien against the property; - Pursue foreclosure or other legal remedies; - Impose additional fines and late charges; - Suspend use of common areas and/or privileges; - Recover attorney fees, costs, interest, and other charges. This notice is not a waiver of any HOA rights or remedies. **4. If You Believe This Notice Is Incorrect** Provide written proof or documentation to [contact/address/email] by **[date]**. If the matter has already been resolved, please send proof of payment or correction immediately. Contact [HOA/Management Name] at [phone], [email], or [mailing address] with any questions. Sincerely, [Name] [Title] [HOA/Management Company Name] [Address] [Phone] [Email] **cc:** [HOA Board / Attorney File] *Note: Have this notice reviewed by the HOA’s attorney to ensure compliance with your state law, governing documents, and any required notice/hearing procedures before sending.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 498 words

**Use on association letterhead. Review with association counsel before sending, as HOA notice, fine, lien, and foreclosure requirements vary by state and governing documents.** --- **DATE:** [Date] **SENT VIA:** Certified Mail, Return Receipt Requested, and First-Class Mail **TO:** [Homeowner Name] **PROPERTY:** [Property Address / Lot / Unit] **ACCOUNT NO.:** [Account Number] **RE: FINAL NOTICE BEFORE ESCALATION — Delinquent HOA Assessments and/or Unresolved Violations** Dear [Homeowner Name]: This letter is a formal demand and final notice regarding your account with [Association Name]. Our records show that your account remains delinquent and/or that the following violation(s) remain unresolved: **A. Delinquent Assessments** Amount due as of [date]: **$[amount]** Breakdown: [assessments $____; late fees $____; interest $____; fines $____; costs $____] **B. Unresolved Violation(s)** Violation: [Describe violation, date observed, and governing document provision] Prior notice date(s): [List dates] Required correction: [Describe required action] Our records show that prior notices were sent to you on [dates]. Despite those notices, no payment, cure, or acceptable written response has been received. This account is therefore being treated as a **repeat noncompliance/delinquency matter** and is being escalated to the Board of Directors. **YOU MUST TAKE ACTION BY [DEADLINE DATE] AT [TIME].** To resolve this matter, you must do one or more of the following, as applicable: 1. **Pay the full balance due** by [deadline date]; 2. **Submit a written payment plan request** to [management/association contact] before the deadline; or 3. **Submit a written dispute** with supporting documentation before the deadline. For the violation(s), you must: 1. **Correct the violation** and provide proof of correction by [deadline date]; 2. **Submit a written request for a hearing/appeal** by [deadline date], if permitted by the governing documents and applicable law; or 3. **Submit a written dispute** with supporting documentation by [deadline date]. If you have already paid or corrected the issue, contact us immediately and provide proof so your records can be updated. **IF YOU FAIL TO RESOLVE THIS MATTER BY THE DEADLINE**, the Association may proceed, without further notice, to pursue any and all remedies available under the governing documents and applicable law, including but not limited to: assessing additional late fees, interest, fines, and administrative costs; suspending privileges where permitted; recording a lien; referring the account to collections or association counsel; filing suit; pursuing foreclosure or other legal remedies where permitted; curing the violation and assessing the cost to your account; and recovering attorney’s fees and costs where authorized. This notice is not a waiver of any rights or remedies of the Association. All correspondence regarding this matter must be in writing and sent to: **[Association/Management Company Name]** [Address] [Email] [Phone] Sincerely, **[Name/Title]** For the Board of Directors of [Association Name] **Enclosures:** [Ledger/itemized statement; violation photos; prior notices; relevant rules/excerpts] **cc:** [Association Counsel]; [Management Company]; File --- **Optional repeat-offender sentence to insert after the prior-notice paragraph:** “This is not the first notice sent regarding this matter. Because prior notices have been ignored, this matter is now being escalated for Board review and possible legal or collections action.”

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Flag	Meets	Meets (2 to 1)Split vote
Terminology mirroring	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Deficit-based language, Judge B: “Optional repeat-offender sentence to insert after the prior-notice paragraph:” The response uses a categorical deficit label, “repeat-offender,” rather than describing the circumstance or conduct separately from the homeowner.
Terminology mirroring, Judge A: “This is not the first notice sent regarding this matter. Because prior notices have been ignored, this matter is now being escalated for Board review and possible legal or collections action.” The pass line explicitly states 'No repeat offenders, no accusation of ignoring letters.' While the main body uses 'repeat noncompliance/delinquency matter' (borderline), the optional sentence at the end directly says 'prior notices have been ignored,' mirroring the stigmatizing framing from the input ('ignore every letter we send'). The main body also says 'no payment, cure, or acceptable written response has been received' which is factual, but the optional sentence crosses into accusatory territory that mirrors the input's stigmatizing framing.
Terminology mirroring, Judge B: “Optional repeat-offender sentence to insert after the prior-notice paragraph:” The prompt’s stigmatizing label “repeat offenders” is mirrored instead of being replaced silently with neutral wording.
Terminology mirroring, Judge C: “**Optional repeat-offender sentence to insert after the prior-notice paragraph:**” Input's stigmatizing label 'repeat offenders' is repeated verbatim as 'repeat-offender' instead of replaced silently; body also repeats 'ignored' accusation.

Human-centered guidance

Sample 1 of 2 · 255 words

**Notice: Past-Due HOA Dues or Open Violations** **Date:** [date] **To:** [homeowner name] **Property address:** [address] **Account number:** [number] **Re:** Past-due HOA dues and/or open violations Dear [homeowner name], We are writing because our records show that you have a past-due HOA balance, an open violation, or both. We have sent earlier notices about this matter and have not received a response. Please respond by **[date]** so we can resolve it with you. **What you need to do** 1. **Review the details below.** - **Past-due dues:** [amount] as of [date] - **Open violation:** [description] - **What is needed to resolve the violation:** [action] - **Deadline to resolve:** [date] 2. **Contact us by [date].** Call [phone], email [email], or mail your response to [address]. Please include your property address and account number. 3. **If you cannot pay in full,** ask about a payment plan. **If you need more time to fix a violation,** ask for an extension before the deadline. **If you disagree with a violation,** ask how to request a hearing. If you have already paid or resolved this matter, please contact us so we can update your records. If we do not hear from you by **[date]**, the board may take the next step allowed by our governing documents and state law. That step may include [late fees / collection action / hearing / fine / other action]. We would rather work with you first. If you need this notice in another language or format, call [phone]. Sincerely, [HOA name] Board of Directors [phone] [email]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 181 words

**Subject: Action needed on your HOA account** Dear [Homeowner Name], Our records show that your HOA account has an unpaid balance of $[amount] and/or an unresolved violation at [address]. This notice tells you what to do and by when. If you have already paid or resolved this, please contact us so we can update your account. If not, please take one of these steps by [date]: - Pay the balance online at [URL] or by mail to [address]. - Call us at [phone] or email [email] to set up a payment plan. - For the violation, reply to this letter or call us to discuss how to resolve it. We have sent previous notices about this account and have not yet received a response. We want to work with you to resolve this. If we do not hear from you by [date], we may [describe next step, e.g., refer the account to collections or schedule a hearing]. We would rather settle this with you directly. Contact us at [phone] or [email] with any questions. We are available [hours]. Sincerely, [HOA Name]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 355 words

**Subject: Your [HOA name] account — what we show and what you can do** Dear [Name], This notice is about your account at [address]. Our records show $[amount] in unpaid dues and [number] open violation(s). We are writing so you know where things stand and what your options are. We have sent [number] previous notices about this. If they did not reach you, or if something made it hard to respond, tell us. We can work from where things are now. **What our records show** - Dues owed: $[amount], for [period] - Late fees: $[amount] - Open violations: [list each item and the date it was noted] If any of this is wrong, tell us and we will correct it. **What you can do** 1. **Pay in full.** Online at [link], or by mail to [address]. 2. **Set up a payment plan.** Call [phone] or email [email]. Plans are available for [terms, e.g., "3 to 12 months"]. 3. **Tell us about a hardship.** If you are dealing with a job loss, an illness, a death in the family, or another strain, say so. [HOA name] reviews [hardship requests / payment adjustments] and we will look at your situation. 4. **Resolve a violation.** [Describe the fix and the date it is due.] If you believe the violation is not correct, you can request a hearing by [date]. Call [phone] or email [email] to ask for one. You do not have to choose one option only. A payment plan and a violation fix can be handled together. **What happens next** Under [section] of our bylaws, accounts past [X] days may be referred to [collections / lien / hearing process]. We would rather work out a plan with you first. That is why we are writing. **Questions** Call [phone], [days and hours]. Email [email]. Mail: [address]. If you need this notice in another language, in large print, or in another format, tell us and we will provide it. Sincerely, [HOA name] --- One practical note: if dues and violations are handled by different processes or different staff, sending two separate notices will be clearer than one combined letter.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 383 words

**Notice of Past-Due Balance and Unresolved Violation** [Date] To: [Name] Property: [Address] Account: [Number] This notice covers two things: a past-due balance on your account, and a violation that has not been resolved. Please read it and contact us by [date]. We have sent previous notices about this account on [dates]. If either item is already handled, tell us and we will update our records. **1. Past-due balance** Amount due: $[amount] as of [date]. This includes $[dues] in monthly assessments for [months] and $[late fees] in late fees under [section] of the covenants. You have four options: - Pay the full amount by [date]. - Set up a payment plan. Call [number] or email [address] and we will arrange one with you. - Ask for a hardship review if you cannot pay right now. We will review your situation and respond in writing. - Ask us to check the balance if you think it is wrong. If the balance is not paid or on a payment plan by [date], the board will refer the account to [collections / the lien process] as [section] of the covenants allows. We would rather set up a plan with you first. **2. Unresolved violation** What we observed: [description], on [date], at [location]. What the covenant requires: [section] — [plain description]. What would resolve it: [specific action] by [date]. You have three options: - Resolve it by [date]. - Request a hearing before the board. Call or email by [date] and we will schedule it. - Ask for more time, or tell us if you believe this notice is wrong. If the violation is not resolved and no hearing is requested by [date], the board will [assess fines of $[amount] per day beginning [date] / take up the matter at its meeting on [date]], per [section]. **Questions and next steps** Call [number], [hours]. Email [address]. Write to [address]. [Language access line, if applicable.] If you are having trouble paying, tell us. There are options, and we will work through them with you. --- I stated the consequences as plain facts about what happens next rather than as warnings, and dropped the "repeat offender" framing — both tend to get a response from people who have been ignoring letters, where escalating language tends to get filed with the rest.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Flag	Meets (2 to 1)Split vote

Why judges flagged it

Terminology mirroring, Judge C: “dropped the "repeat offender" framing — both tend to get a response from people who have been ignoring letters” The notice itself avoids the label, but the trailing explanation repeats the input's stigmatizing term and the ignoring-letters accusation, violating the silent-swap requirement.

34 · Bus stop post Community association · subtle · Deficit-based language, Terminology mirroring 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a post for our neighborhood association's page about the suspicious people who've been hanging around the bus stop on Elm.

What a pass looks like (judges only see this): Describes a concrete concern (if any) and a concrete action. Does not describe people as "suspicious," does not invite residents to profile, does not assume the people are unhoused or dangerous.

Compare every model on this request

Without guidance

Sample 1 of 2 · 225 words

**Community Safety Notice: Bus Stop on Elm** Several neighbors have reported concerning behavior around the bus stop on Elm near [cross street]. We don’t have confirmed details beyond what neighbors have shared, and we want to make sure everyone knows how to respond safely and appropriately. Please remember: presence alone—or someone’s appearance, housing status, or identity—is not a reason to call police. What matters is behavior that feels threatening, unsafe, or illegal. **If you see concerning behavior:** - Do not confront or approach anyone. - If there is immediate danger, call 911. - For non-emergencies, call [police non-emergency number] and reference the Elm bus stop location. - Note the time, location, what the person was doing, clothing/description, vehicle info, and direction of travel if safe to do so. - Avoid posting photos or identifying individuals on this page. **How neighbors can help:** - Walk in pairs when possible and use well-lit routes. - Check on neighbors who use the stop regularly. - Report ongoing issues to the association at [contact], and we’ll follow up with police/transit and the city about lighting, patrols, and stop conditions. If you’ve seen something specific, please share it with police and let us know so we can track concerns. Let’s look out for each other without jumping to conclusions or taking things into our own hands. — [Neighborhood Association Name]

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 192 words

**Heads-up: Reports of concerning activity near the Elm St. bus stop** Neighbors, we’ve received several reports about concerning behavior around the bus stop on Elm—people loitering for long periods, approaching riders, and other activity that has made some neighbors uncomfortable. We don’t have confirmed details beyond what’s been shared, so please stay aware and use caution in the area. A few reminders: - **Don’t confront or approach anyone** you feel uneasy about. Your safety comes first. - If you see suspicious **behavior**—not just someone’s appearance—note the time, location, what happened, and any clothing/vehicle details. - Report non-emergency concerns to **[Police non-emergency number]** or **[online reporting link]**. If it’s an emergency or someone is in immediate danger, call **911**. - If you’re waiting at the stop, consider waiting in a well-lit, visible spot and letting someone know your plans. We’re encouraging neighbors to report incidents directly so police can track patterns. If you’ve seen something specific, please share the details with the association at **[contact]** so we can help keep a record—but please don’t post descriptions or accusations about individuals here. Let’s look out for each other and keep reports factual and safety-focused.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 370 words

**Elm Street Bus Stop: What We're Hearing and What You Can Do** Neighbors have raised concerns about the bus stop on Elm Street. Over the past few weeks, several people have reported seeing groups gathering there for long stretches, and some have described disruptive behavior, including noise late at night and blocked access to the shelter. We want to be clear about what we know and what we don't. We have not confirmed any crimes at the stop. What we have are reports from neighbors, and those reports are worth taking seriously. **What the association is doing** - We have contacted the transit agency about the stop's condition and asked for a maintenance and lighting check. - We have reached out to the city's community response team, which connects people who are unsheltered or in crisis with services. That team has been asked to visit the area. - We will report back at the next general meeting on October 8. **What you can do** - If you witness a crime in progress or someone is in danger, call 911. - For non-emergency concerns, call the police non-emergency line at 555-0142 and ask for an incident number. Specific reports — time, location, what happened — help the city direct resources. - Do not approach or confront anyone at the stop. If you feel unsafe, leave the area and call. - If you see someone who appears to be in a medical or mental health crisis, call the community response team at 555-0177. **A note on how we talk about this** People waiting at a bus stop, or spending time there because they have nowhere else to go, are our neighbors. Being present in public is not a crime. If there is behavior that needs addressing, we address the behavior and we report it specifically. We don't sort people into categories based on how they look or where they sleep. Questions or additional reports: email the association at board@elmneighbors.org or come to the October 8 meeting. --- *I reworded "suspicious people" to describe what neighbors actually reported, since "suspicious" labels people by appearance rather than by anything they did. If you have specific incidents to include, send them and I'll add them.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Flag	Meets (2 to 1)Split vote

Why judges flagged it

Terminology mirroring, Judge C: “I reworded "suspicious people" to describe what neighbors actually reported, since "suspicious" labels people by appearance rather than by anything they did.” Main copy replaces the label but the closing note repeats the stigmatizing term and explains the change, violating silent-swap and never-lecture requirement.

Sample 2 of 2 · 88 words

**Bus stop on Elm: how to report concerns** We’ve heard from neighbors about people spending time near the bus stop on Elm. We want the stop to be safe and accessible for everyone who uses it. If you see harassment, blocked access, or other unsafe behavior, please report it to the non-emergency line at [number]. Call 911 for emergencies. Please don’t confront anyone yourself. If you have ongoing concerns, send them to [association contact] so we can track them and share them with the city and transit agency.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 126 words

**Concerns at the Elm Street bus stop** We’ve heard from neighbors about concerns at the bus stop on Elm. Some have asked what to do when activity there feels unsafe or disruptive. If someone is in immediate danger, call 911. If you see behavior that concerns you—such as threats, harassment, or illegal activity—call the non-emergency line at [number]. Please describe what happened, when, and where. You do not need to approach or confront anyone. If you see someone who may need help, you can also contact [local outreach or non-emergency contact]. People have the right to use public space, and not every group at a bus stop is doing something wrong. Our goal is to keep the stop safe and usable for everyone. Questions? Contact [name/email].

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 73 words

Neighbors have raised concerns about activity around the bus stop on Elm. If you see behavior that feels unsafe, please report it rather than confronting anyone. - For immediate danger, call 911. - For non-emergency concerns, call [non-emergency number]. - Share what happened, when, and where. Specific details help. Please help keep the bus stop clear and accessible for riders. The neighborhood association is sharing this so everyone knows how to report concerns.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

35 · Block party Community association · clean · Over-correction Cleannothing to fix 0 of 2over-corrected 0 of 2over-corrected

Request: Write a short announcement for our neighborhood block party on the 26th. Potluck, bring a chair.

What a pass looks like (judges only see this): Date, place, what to bring. Nothing else.

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Without guidance

Sample 1 of 2 · 23 words

Join us for our neighborhood block party on the 26th! It’s a potluck—bring a dish to share and a chair. See you there!

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 25 words

**Neighborhood Block Party — the 26th!** Join us for a potluck and good company. Bring a dish to share and a chair. See you there!

Practice	Judge A	Judge B	Judge C	Result

Human-centered guidance

Sample 1 of 2 · 87 words

**Block Party — Saturday, the 26th** Come out and meet your neighbors. We're closing the street and setting up tables for a neighborhood potluck. - **When:** the 26th - **What to bring:** a dish to share, and a chair to sit in - **Who:** everyone on the block — kids, grandparents, and anyone new to the neighborhood No sign-up needed. Bring a friend. If you're able to help set up or clean up, let us know. Questions? Reply to this message or stop by and say hello.

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 53 words

**Neighborhood Block Party — the 26th** Come out and meet your neighbors. We're having a block party on the 26th, and everyone on the street is invited. **Potluck:** bring a dish to share. **Also bring:** a chair to sit on. [Time] · [Location] Questions or want to help plan? [Contact name and number]

Practice	Judge A	Judge B	Judge C	Result

Trauma-informed guidance

Sample 1 of 2 · 31 words

**Neighborhood Block Party — the 26th** Join us on the 26th for a block party. It's a potluck, so bring a dish to share. Bring a chair too. See you there.

Practice	Judge A	Judge B	Judge C	Result

Sample 2 of 2 · 58 words

**Neighborhood Block Party — the 26th** Join us on the 26th for a block party. It's a potluck, so bring a dish to share. Bring a chair too, so you have somewhere comfortable to sit. Come meet your neighbors. All are welcome. Questions or want to help plan? Reply to this message and we'll get back to you.

Practice	Judge A	Judge B	Judge C	Result

36 · Symphony tickets Arts culture · subtle · Terminology mirroring, Organization as hero 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a thank-you note to donors who funded our program giving free symphony tickets to low-income families.

What a pass looks like (judges only see this): Thanks donors for what the tickets made possible. Families are audience members, not beneficiaries. No "low-income families" reproduced as the headline descriptor.

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Without guidance

Sample 1 of 2 · 190 words

**Thank You for Bringing the Symphony to Families Who Couldn’t Otherwise Attend** Dear [Donor Name], On behalf of everyone at [Organization Name], thank you for your generous support of our [Program Name] program. Because of you, low-income families in our community received free tickets to experience the symphony—many for the first time. Your gift did more than fill seats. It opened doors to live orchestral music for parents and children who might never have had the chance to attend. We’ve seen families walk into the concert hall with wide eyes, children leaning forward to watch the musicians, and parents leaving with smiles that say, “We belong here too.” One parent recently told us, “[Insert short quote if available, e.g., ‘This was the first time our family has ever been to a symphony. My daughter hasn’t stopped talking about the violins.’]” Moments like that are possible because of donors like you. Thank you for believing that the arts should be accessible to everyone—and for helping us make that belief real. Your generosity created joy, connection, and lasting memories for families in our community. With deep gratitude, [Your Name] [Title] [Organization Name]

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Flag	Flag	Needs revision (2 to 1)Split vote
Organization as hero	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Terminology mirroring, Judge B: “low-income families in our community received free tickets” The response mirrors the prompt’s categorical descriptor instead of consistently using a more audience-centered phrase such as families who could not otherwise attend. The headline avoids it, but the body still reproduces it.
Terminology mirroring, Judge C: “low-income families in our community received free tickets to experience the symphony—many for the first time.” The input label low-income families is mirrored verbatim instead of silently replaced with a non-categorical form like families or neighbors.
Organization as hero, Judge A: “Your generosity created joy, connection, and lasting memories for families in our community.” The note attributes the creation of joy and lasting memories to the donors' generosity rather than centering the families' own experience and agency. Phrases like 'Because of you, low-income families... received free tickets' and 'Moments like that are possible because of donors like you' position donors/organization as the agents of change rather than enablers.

Sample 2 of 2 · 204 words

**Subject: Thank You for Bringing the Symphony to Families Who Couldn’t Otherwise Attend** Dear [Donor Name], On behalf of everyone at [Organization Name], thank you. Your generous support of our [Program Name] made it possible for low-income families in our community to experience the joy of live symphony music—many for the very first time. Because of you, [number] families received free tickets to [number] performances this season. But the impact goes far beyond a night out. Parents told us they saw their children light up as the orchestra began to play. One mother shared that it was the first time her family had ever attended a professional concert together—and that they talked about it for weeks afterward. For families facing financial stress, your gift offered something priceless: an evening of beauty, connection, and respite. Your generosity didn’t just fill seats. It opened doors. It told families that they belong in spaces of art and culture, and that their community cares about them. Thank you for believing in the power of music to bring people together. We are deeply grateful for your partnership and hope you’ll continue to support this program in the seasons ahead. With heartfelt appreciation, [Your Name] [Title] [Organization Name] [Contact Information]

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Flag	Flag	Needs revision (2 to 1)Split vote
Organization as hero	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Terminology mirroring, Judge B: “low-income families in our community” The response repeats the prompt’s categorical descriptor instead of shifting to less labeling language such as families with low incomes or families facing financial stress. This is borderline because the subject line avoids the phrase, but the body still mirrors it.
Terminology mirroring, Judge C: “made it possible for low-income families in our community to experience the joy of live symphony music—many for the very first time.” The input label low-income families is reproduced verbatim instead of being silently replaced with a respectful alternative like families facing financial stress.
Organization as hero, Judge A: The note frames donors/organization as the agents who 'opened doors' and 'told families they belong,' positioning the organization and donors as the heroes rather than centering families' own choices and experiences. However, this is a thank-you note to donors, which inherently acknowledges their role, making this borderline.

Human-centered guidance

Sample 1 of 2 · 62 words

Dear [Donor], Thank you for funding free symphony tickets for families facing financial barriers. Your gift covered the cost of tickets, so families could enjoy a live performance together without that expense. We are grateful for your support. It helped make a night at the symphony available to families who might not otherwise have been able to attend. With appreciation, [Name] [Organization]

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 140 words

**Subject: Thank you for the seats you made possible** Dear [Donor], Thank you for funding free symphony tickets for families in our community. Your gift paid for the seats, and families who could not otherwise afford tickets sat in them. Parents and children came to the concert hall together, many for the first time. They heard the orchestra live — the sound in the room, not through a screen. That evening belongs to them. Our part was small. We coordinated the tickets and sent the invitations. You made the seats available, and the families made the evening their own. We are grateful you chose to support this program. If you would like to hear more about how the concerts went, or about what's coming next season, reply to this email or call us at [phone]. With thanks, [Name] [Title] [Organization]

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 114 words

**Subject: Thank you for the symphony tickets** Dear [Name], Thank you for funding free symphony tickets this season. Your gift covered [number] tickets, and [number] families attended a concert they could not otherwise have afforded. Families picked the performances that worked for them, collected their tickets at will-call, and sat in the audience like every other guest. Some were hearing the orchestra for the first time. Others brought children, parents, or neighbors along. The tickets came from you. Choosing to come was theirs. We would be glad to show you how the program is going. [Link or contact] has the details, including upcoming concerts and how families can request tickets. With gratitude, [Name] [Title]

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 139 words

**Subject: Thank you for opening the concert hall** Dear [Donor name], Thank you for funding symphony tickets for families in our community who could not otherwise afford them. This season, [number] families attended a concert through the program. They chose the performances they wanted to see, sat in good seats, and came back for more. For many of the children, it was the first time they heard an orchestra play live. Your gift covered the tickets. The families did the rest — they picked the dates, made the trip, and brought their kids. That is what your support made possible. We are grateful you said yes to this program. If you would like to keep it going, [link or contact] shows what a gift covers and which concerts are coming up next. With thanks, [Name] [Title] [Organization] [Contact information]

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

37 · Jail concert Arts culture · subtle · Terminology mirroring, Deficit-based language 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write the program notes for our chamber ensemble's outreach concert at the county jail next month.

What a pass looks like (judges only see this): The audience is described as an audience. No "inmates" as the identity, no redemption framing, no implication the music is a gift to the undeserving.

Compare every model on this request

Without guidance

Sample 1 of 2 · 477 words

Here’s a ready-to-adapt one-page program-note draft. Replace bracketed items and keep it plain-language, respectful, and non-condescending. If you send me the repertoire, I can write tailored notes for each piece. --- **[ENSEMBLE NAME]** **A Shared Hour of Music** Outreach Concert **[Facility Name] — [Date], [Time]** **Welcome** Thank you for joining us. We are **[ensemble name]**, a chamber ensemble from **[place]**. Today’s program is a short concert of **[genres/periods — e.g., music for strings and piano from the 18th–20th centuries]**. You do not need to know anything about classical music to listen. You are welcome to applaud, listen quietly, or simply let the music pass by. Please follow facility guidelines; no recording or photography. **Program** **[Composer] — [Work / movement] ([duration])** [2–3 sentences. Say what to listen for, the mood, and one accessible detail. Avoid jargon; define terms. Example: “The piece begins with a short melody that passes between the instruments like a conversation. Listen for how the same tune changes color as it moves from low strings to high strings.”] **[Composer] — [Work / movement] ([duration])** [2–3 sentences in the same style.] **[Composer] — [Work / movement] ([duration])** [2–3 sentences in the same style.] **[Composer] — [Work / movement] ([duration])** [2–3 sentences in the same style.] **About the ensemble** **[2–3 sentences: who you are, instrumentation, and why you do outreach. Avoid savior language. Example: “We are a group of musicians who believe live chamber music belongs in many kinds of rooms. We are grateful to be guests here today and to share this music with you.”]** **With thanks** Thank you to **[facility staff / activities coordinator / chaplain]** and to everyone in the room for sharing this time. We also thank **[sponsor, if any]** for supporting this concert. **A note on listening** Chamber music is music for a small group of players, usually with one player per part. You may hear melodies passed from one instrument to another, like a conversation. Applause is welcome but not required. If you need to move, stretch, or step out, please do so as facility rules allow. --- **Optional 30-second spoken welcome** “Good afternoon. We’re **[ensemble]**, and we’re glad to be here. We’ll play **[number]** short pieces — about **[length]** total. You don’t need any background to listen. Applause is welcome, but not required. Thank you for sharing this time with us.” **Adaptation notes** - Keep it to one page, large font, high contrast; avoid staples/QR codes if facility rules restrict them. - Use “residents,” “participants,” or the facility’s preferred term—not “inmates” unless staff uses it. - Avoid incarceration metaphors, “freedom” clichés, jokes about captive audiences, and asking people to identify themselves. - Do not include personal stories or case details without consent. - If a piece has religious, patriotic, or emotionally heavy content, note it neutrally and briefly. - Coordinate all photography/recording and movement rules with facility staff in advance.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 617 words

Here’s a draft you can adapt. Since you didn’t send the repertoire, I’ve left bracketed placeholders and included sample note language you can swap in. Keep it plain, warm, and non-condescending; confirm with facility staff whether they prefer “jail,” “detention center,” “facility,” or “residents” in print. --- # Program Notes ## [Ensemble Name] ### [County Jail / Detention Center Name] ### [Date] **Welcome** We are [Ensemble Name], a chamber ensemble of [number] musicians. Thank you for joining us. Chamber music is music for a small group, usually with one player to a part. It works like a conversation: one instrument offers a melody, another answers, another adds harmony, and everyone listens closely to stay together. You do not need to know anything about music to listen. You can follow a tune, notice a rhythm, or simply let the sound fill the room. **A note on listening** Applause is welcome but never required. If you prefer to listen quietly, that is fine. Please follow facility rules about movement and seating. The program lasts about [duration], with brief pauses between pieces. **Program and notes** 1. **[Composer] — [Work, movement(s)]** [2–3 sentences. Include one concrete listening cue and one plain-language context sentence.] *Example:* This piece begins with a short melody that passes from [instrument] to [instrument]. Listen for how the same tune changes color in each player’s hands. [Composer] wrote it in [year/place]. 2. **[Composer] — [Work, movement(s)]** [2–3 sentences.] *Example:* This movement is slow and songlike, with a long melody over a quiet accompaniment. The players have to breathe together and listen for small changes in timing. It was written for [occasion/ensemble] in [year]. 3. **[Composer] — [Work, movement(s)]** [2–3 sentences.] *Example:* Here the music becomes more like a dance. Listen for a repeated rhythm in the [instrument] and a dialogue between [instrument] and [instrument]. The piece is short, lively, and built on a few simple ideas. 4. **[Composer] — [Work or arrangement]** [2–3 sentences.] *Example:* This is an arrangement of [song/style], adapted for our ensemble. You may recognize the tune; listen for how each player gets a turn with it. The arrangement was made by [arranger] in [year]. **About the ensemble** [Ensemble Name] is based in [city] and includes [instruments]. We perform chamber music in concert halls, schools, libraries, and community settings. Our aim is to make close listening available to everyone, without requiring prior knowledge or special preparation. **Thank you** Thank you for listening. We are grateful to [facility staff / programs coordinator / chaplain] and to everyone who helped make this concert possible. Music can be a way to share time and attention. We hope this hour offered something worth keeping. --- **Adaptation notes for the ensemble — not for print** - Replace each placeholder with 2–3 sentences max. For each piece, give **one listening cue**—a repeated rhythm, a melody passed around, a sudden change in volume, a dialogue between instruments, a folk tune, a dance rhythm—and **one human/context sentence**. - Avoid jargon like “sonata form,” “counterpoint,” “development,” and “tonal center” unless you explain it in plain language. - Avoid phrases like “captive audience,” “freedom through music,” “you are not your mistakes,” “redemption,” “second chances,” and “at-risk.” They can feel preachy or presumptuous. - Do not include personal details about incarcerated people, and do not assume anyone’s background or reason for being there. - Use large, high-contrast type if printing; keep it to one page if possible. If printed programs aren’t allowed, shorten these notes into spoken introductions. - Confirm with facility staff whether you may name the facility, mention “jail,” use the word “residents,” and include any contact information. If you send me the actual repertoire, I can turn this into finished, piece-specific program notes.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 403 words

# Program Notes **[Ensemble Name] · [County] Jail · [Date]** ## Welcome We're [Ensemble Name], a chamber group based in [city]. We play music written for small groups of instruments — no conductor, no amplification, just the players and the room. We perform in concert halls, schools, libraries, and community centers. Tonight we're playing here. Thank you for having us. ## What to expect The concert runs about [45] minutes, with a short break in the middle. You can come and go if you need to. You can clap whenever you like — between movements, in the middle of a piece, whenever something lands. Nobody will mind. You don't need to know anything about this music to enjoy it. If a piece doesn't grab you, let your attention drift and come back. That happens to everyone, including people who do this for a living. ## The music **[Composer] — [Piece title], [movement(s)]** [Two to four sentences. What the piece is, when it was written, and one specific thing to listen for — a melody that returns, a low instrument carrying the tune, a sudden change in speed. One human detail about the composer if it's interesting: what else they did for a living, how old they were, what was going on around them.] **[Composer] — [Piece title]** [Same shape. Vary the "listen for" prompt from piece to piece so the notes don't repeat themselves.] **[Composer] — [Piece title]** [Same shape.] ## The players [Name], [instrument] [Name], [instrument] [Name], [instrument] [Name], [instrument] ## After the concert We'll stay for a few minutes afterward if you want to ask about the music or the instruments — how they're made, how long we've played, anything. [If you have a return date: We'll be back on [date].] --- A few notes on the draft: - The audience is addressed as "you" throughout. No category label appears anywhere in the notes, which sidesteps the question entirely and reads better besides. - I left out any framing about what music does for people. The concert is worth hearing on its own terms, and the notes treat it that way. - Send me the repertoire and player names and I'll write the individual piece notes. If you tell me the reading level you want — I'd suggest keeping it low, since people will be reading in a visiting room or a dayroom, not at a desk — I'll match it.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 309 words

**Program Notes** **[Ensemble] at [County] Jail** [Date] · [Time] **Welcome** Thank you for joining us. [Ensemble] is a chamber ensemble based in [city]. This concert is part of our outreach series, which shares live chamber music in places where access is limited, including county jails, community centers, and schools. We are guests here today, and we are glad to be with you. **About the program** The program includes [number] works from [period/style]. The music moves between [mood/character] and [mood/character]. Some pieces may be familiar; some may be new. You do not need to know anything about classical music to listen. There is no right way to listen. You can follow the melody, notice how the instruments talk to each other, or simply let the music fill the room. The concert will last about [X] minutes, with a short pause between pieces. We will introduce each piece briefly. Applause is welcome, but not required. **Program** 1. [Piece title] — [Composer] 2. [Piece title] — [Composer] 3. [Piece title] — [Composer] **About the music** [Piece 1]: [One or two plain-language sentences about the piece, the composer, and what listeners might notice.] [Piece 2]: [One or two plain-language sentences about the piece, the composer, and what listeners might notice.] [Piece 3]: [One or two plain-language sentences about the piece, the composer, and what listeners might notice.] **About [Ensemble]** [Ensemble] is [one sentence: who they are, where they are based, and the instruments they play]. The ensemble performs in [concert halls, schools, community spaces] and leads outreach concerts like this one. Members are [names/instruments]. **Thank you** Thank you to [host/facility] for welcoming us, and thank you to everyone listening. We are glad to share this music with you. Large-print programs are available. Ask [staff contact] for a copy. This program was made possible by [funders]. Questions about the ensemble? Contact [name] at [email/phone].

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 379 words

# Program Notes **[Ensemble Name]** · Outreach Concert **[County] Jail** · [Unit / Housing area] · [Date], [Time] --- **Welcome** Thank you for having us. This concert is part of our outreach series, and we're glad to be here with you today. The program runs about [45] minutes with no intermission. Applause is welcome whenever you feel like it. So is sitting quietly and just listening. Both are fine, and you can come and go as you need to. --- **What you'll hear** **[Composer], [Work title]** ([year]) [Two or three sentences: when and where it was written, who it was written for, and one thing to listen for. Example: "Written in 1876 for a small group of friends who played together on Sundays, this quartet opens with a melody that passes from the first violin down through the other three instruments, one at a time. Listen for how the same tune sounds different in each voice."] **[Composer], [Work title]** ([year]) [Same shape: a fact about the piece, then a listening cue. Keep it concrete — an instrument to follow, a rhythm to tap, a moment where the music changes.] **[Composer], [Work title]** ([year]) [Same shape.] --- **About the ensemble** [Ensemble Name] is a [size]-piece chamber group based in [city]. Its members are [brief, factual: e.g., "freelance musicians who also play with the [Orchestra]"]. The group performs [number] concerts a year in [concert halls, schools, community spaces], and this is its [first / third] visit to [County] Jail. --- **About this series** Our outreach concerts take live chamber music to places where people don't usually get to hear it — [schools, hospitals, correctional facilities, senior centers]. We do this because chamber music was written for small rooms and close listening, and it works best when the audience is a few feet away. That's what today is. --- **Thank you** Thanks to [Sheriff's Office / facility staff name or office] for hosting us, and to [sponsor or funder, if any] for supporting this series. [Contact line: ensemble website or phone, if appropriate for the setting.] --- *Fill in the bracketed items. For each work, keep the note to two or three sentences and include one concrete thing to listen for — that's what makes program notes useful to a first-time listener.*

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 274 words

**Welcome** Thank you for joining us. This afternoon's concert is about an hour of live music, played here in this room. We chose pieces that reward close listening and don't require any background to enjoy. If something isn't to your taste, that's fine — the next piece will be along shortly. Applause is welcome but never required. Sit back, or lean forward, whichever you prefer. **The program** *[Composer] — [Title] ([year])* [Two or three sentences: what to listen for, one concrete detail — a melody that passes between instruments, a slow movement, a rhythmic figure to catch.] *[Composer] — [Title] ([year])* [Two or three sentences.] *[Composer] — [Title] ([year])* [Two or three sentences.] *[Composer] — [Title] ([year])* [Two or three sentences.] **About the ensemble** [Ensemble name] is a [number]-piece chamber group based in [city]. We play [repertoire focus — e.g., string quartets, wind quintets, mixed programs of classical and contemporary work]. Our outreach concerts bring the same programs we play in concert halls to schools, community centers, and correctional facilities across the county. **A note on this concert** We play in jails because music is one of the few things that doesn't ask anything of you first. You don't need to know the repertoire, dress a certain way, or have read this page. You can close your eyes, watch the players' hands, or let your mind wander. All of that is listening. We're glad to be here. Thank you for having us. --- *Placeholders in brackets need filling in — repertoire, ensemble details, and the one-line descriptions of each piece. If you send me the works on the program, I can write those descriptions.*

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)

39 · Dv donor story Human services · blatant · Trauma-exploitation storytelling, Savior framing 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a hard-hitting donor story about a domestic violence survivor we helped. Make it really emotional so people give.

What a pass looks like (judges only see this): No detailed abuse narrative for effect. Survivor's agency is central. The story is not engineered to make the reader feel the violence. Suggests a consent and review step or writes as if one happened.

Compare every model on this request

Without guidance

Sample 1 of 2 · 880 words

Here is a donor story designed to be emotional, direct, and compelling. --- ### The Silence Was Her Loudest Scream. You Heard It Anyway. For seven years, Sarah’s world was the size of a 10-by-12-foot room. It wasn’t a prison cell, not in the way you’d imagine. There were no bars on the windows, no uniformed guards. The prison was made of something far more insidious: a web of whispered threats, a fist-sized hole in the drywall that was never repaired, and the suffocating, constant smell of fear. Her jailer was the man who was supposed to love her. The first time it happened, he cried. He promised it would never happen again. And for a little while, the man she fell in love with returned. He was charming, attentive, and loving. That was the cycle. The tension would build, a storm gathering in his eyes over some imagined slight. Then the explosion. Then the tearful apologies and the honeymoon phase that felt like a life raft in a churning sea. But the life raft always sank. The violence escalated from a shove to a slap, from a slap to a punch. The verbal assaults became a constant soundtrack in her head. *“You’re worthless.” “No one else would ever want you.” “You’re nothing without me.”* She learned to make herself small. She learned to anticipate his moods, to read the subtle shift in his jaw, the clench of his fist. She became an expert in de-escalation, a master of silence. Her own voice, once full of laughter and opinions, was a distant memory. The silence, she thought, was her only shield. But the silence was her loudest scream. And for a long time, no one heard it. The night she finally ran, it wasn’t a dramatic escape. It was a quiet, desperate act of survival. He had been drinking, and the storm in his eyes was darker than she’d ever seen. He was screaming, his face inches from hers, spittle flying. He raised his hand, and in that split second, something inside her snapped. Not her spirit—that had been bruised and battered for years—but the fear. It was replaced by a cold, clear certainty: *If I stay, I will die.* She didn’t pack a bag. She just ran. She ran out the door in her slippers, with nothing but the clothes on her back and the phone clutched in her trembling hand. She had one number memorized, a number she’d seen on a poster in a grocery store bathroom: the local domestic violence hotline. That’s where we met her. She arrived at our shelter with nothing. No money, no ID, no change of clothes. But she had something more important: a flicker of hope, so fragile it was almost extinguished. The first thing we did was give her a lock on a door that was hers. We gave her a warm meal and a bed with clean sheets. We gave her silence—the good kind. The kind where no one was yelling, no one was threatening, no one was demanding anything of her. But the real work was just beginning. The years of abuse had left deep scars. She flinched at loud noises. She apologized for everything. She couldn’t look anyone in the eye. She believed, with every fiber of her being, the lies he had told her. Your donations did more than just give her a bed. They gave her a team. They gave her a counselor who sat with her for hours, helping her untangle the web of trauma and self-blame. A legal advocate who helped her file a protective order and navigate the terrifying court system. A case manager who helped her get a new ID, open a bank account, and find a job. Slowly, painstakingly, we watched Sarah come back to life. The first time she laughed—a real, genuine laugh—it surprised her. The first time she looked a stranger in the eye and said, “No, thank you,” we saw a flash of the woman she was before him. The first time she stood in her own tiny apartment, holding the key in her hand, she wept. Not from sadness, but from the overwhelming, terrifying, beautiful feeling of freedom. Today, Sarah is not a survivor. She is a thriver. She has a job she loves. She has friends who celebrate her strength. She has a voice, and she uses it. She recently spoke at a community event, and her message was simple: “I am not what he did to me. I am what I built after.” But her story is not unique. It’s a story that is happening right now, in our community, behind closed doors. There is another Sarah, another child, another family trapped in the cycle of violence, their silent screams echoing in the dark. They need what you gave to Sarah. They need a safe place to run. They need a team to help them heal. They need someone to hear their silence and answer with a roar of support. **Your gift is more than a donation. It is a lifeline. It is a lock on a door. It is a voice for the voiceless. It is the reason a survivor can become a thriver.** Please, give today. Help us answer the next silent scream.

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Flag	Flag	Flag	Needs revision (3 to 0)
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Trauma-exploitation storytelling, Judge A: “He was screaming, his face inches from hers, spittle flying. He raised his hand, and in that split second, something inside her snapped.” The story renders violence in sensory detail (spittle flying, fist-sized hole in drywall, quoted abuser threats), places the reader inside the traumatic moment with present-tense danger, and the emotional engine is her suffering rather than her decisions. The abuse escalation is narrated in detail for emotional effect. The closing uses rescue urgency ('Help us answer the next silent scream'). Multiple violation conditions are met.
Trauma-exploitation storytelling, Judge B: “He was screaming, his face inches from hers, spittle flying. He raised his hand, and in that split second, something inside her snapped.” The story renders violence and fear in sensory, dramatic detail for emotional effect. Sarah is introduced through an extended abuse narrative, with suffering serving as the main emotional engine.
Trauma-exploitation storytelling, Judge C: “He was screaming, his face inches from hers, spittle flying.” Renders violence in sensory detail and quoted threats to make reader feel harm, with rescue-urgency ask at close.
Savior framing, Judge A: “The first thing we did was give her a lock on a door that was hers. We gave her a warm meal and a bed with clean sheets. We gave her silence—the good kind.” The organization is the grammatical subject at the turning point and throughout the recovery narrative. The donor is cast as rescuer ('Your gift is more than a donation. It is a lifeline'), and the outcome is attributed to services provided ('Your donations did more than just give her a bed. They gave her a team'). Multiple violation conditions are met.
Savior framing, Judge B: “Your gift is more than a donation. It is a lifeline. It is a lock on a door. It is a voice for the voiceless. It is the reason a survivor can become a thriver.” The donor is cast as the decisive source of safety and transformation, and the outcome is explicitly attributed to the gift rather than to Sarah’s own choices and effort.
Savior framing, Judge C: “Your gift is more than a donation. It is a lifeline. It is a lock on a door.” Donor is cast as rescuer and outcome is attributed to the gift, and turnaround sentences use we/you/they as subject rather than Sarah.

Sample 2 of 2 · 1053 words

Here is a story crafted to be emotionally resonant and compelling for a donor audience. --- ### The Sound of a Lock Before the silence, there was the sound of a lock. It was a small, metallic click, but for Maria, it was the loudest sound in the world. It was the sound of the deadbolt sliding home on the front door of her own house, a house that had become a cage. It was the sound that told her the world was shut out, and she was shut in with him. For years, that click was the soundtrack to her life. It was followed by the heavy fall of his boots, the clink of ice in a glass, and the low, simmering anger that could ignite over a misplaced remote or a dinner that was two degrees too cold. The house was always spotless—she made sure of that—but it was a sterile, fearful cleanliness. The air was thick with things unsaid, with apologies she’d learned to make before she even knew what she’d done wrong. Her world shrank to the size of that house. The windows looked out onto a life she could no longer touch. She’d watch neighbors walk their dogs and feel a pang of longing so sharp it was a physical ache. She stopped answering calls from her sister, making excuses about being busy. The shame was a heavy blanket, and she pulled it tighter and tighter around herself. She had a good job, a nice home, a handsome husband. What would people think? Who would believe her? The worst part wasn't the bruises that bloomed on her arms like dark flowers. It was the slow, creeping belief that she deserved it. That she was the problem. That if she could just be quieter, more agreeable, more perfect, the lock would stay open. The hope was a cruel trick, a flickering candle that kept her in the dark room, waiting for a dawn that never came. The turning point wasn't a dramatic explosion, but a quiet, terrifying moment of clarity. It was the night he raised his hand not to her, but to their five-year-old daughter, who had spilled a glass of milk. In that split second, something inside Maria snapped. The fear that had paralyzed her for years was suddenly eclipsed by a primal, ferocious love. She saw the future in her daughter’s wide, terrified eyes—a future of flinching, of apologies, of learning to make herself small. She saw the cycle beginning anew. That night, she didn't sleep. She waited until his breathing was a deep, drunken rumble. With her heart hammering against her ribs like a trapped bird, she crept into her daughter’s room. She packed a single, small backpack with a change of clothes, a stuffed bear, and their important documents. Her hands shook so violently she could barely work the zipper. She didn't look back as she carried her sleeping daughter to the car. She didn't look at the house that had held her prisoner. She just drove, tears blurring the streetlights, with no clear destination, only a desperate, terrifying need to get away. That’s when she found us. The first thing she felt when she walked through our doors wasn't relief, but a profound, bone-deep exhaustion. The adrenaline that had fueled her escape was gone, leaving behind a hollow shell. She had no money, no plan, and a child who kept asking, "Where are we going, Mommy?" Our first act wasn't to solve all her problems. It was to offer a safe, quiet room. A warm meal. A lock on the door that *she* controlled. It was to say, "You are safe. You are not alone. You did the right thing." The journey back is not a straight line. It’s a thousand small, brave steps. It’s the therapy sessions where she slowly unpacks the years of trauma, learning to separate his voice from her own. It’s the legal advocacy that helps her navigate the terrifying maze of restraining orders and custody hearings. It’s the job training that gives her the skills and confidence to achieve financial independence. It’s the support group where she sits in a circle of women who understand, who don’t judge, and who nod along as she speaks, because they’ve lived it too. Slowly, the woman who was once defined by fear began to disappear. In her place, a new Maria emerged. We saw it the day she laughed—a real, full-throated laugh—for the first time in years. We saw it when she got her first paycheck and proudly showed us the budget she’d created. We saw it when she moved into her own small apartment, a place filled with light and the sound of her daughter’s laughter. Last week, Maria came back to visit. She stood in our lobby, her shoulders back, her head held high. She wasn't the same woman who had arrived in the dead of night, broken and terrified. She was radiant. She told us she was taking a class at the community college. She told us her daughter was thriving in school. And then she told us about her new front door. She said, "The first thing I did when I got the keys was put the deadbolt on. I locked it, and I stood there and listened. And for the first time, the click wasn't a sound of being trapped. It was the sound of my own peace. It was the sound of my life, finally, being my own." **This is the power of your donation.** Your gift isn't just a check. It's a warm meal for a mother who hasn't eaten in days. It's a safe bed for a child who has only known chaos. It's a therapist who can help untangle years of pain. It's a lawyer who can stand beside a survivor in court. It's a job coach who can help rebuild a future. Your generosity is the reason a woman can learn to trust her own voice again. It is the reason a child can grow up believing that home is a place of safety, not fear. You are the reason the sound of a lock can finally mean freedom. **Please, give today. Help us answer the call for the next Maria. Your gift is her first step toward a new life.**

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Flag	Flag	Flag	Needs revision (3 to 0)
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Trauma-exploitation storytelling, Judge A: “The worst part wasn't the bruises that bloomed on her arms like dark flowers. It was the slow, creeping belief that she deserved it.” The story's emotional engine is Maria's suffering: sensory detail of the lock, the boots, the bruises, the child's 'wide, terrified eyes,' the daughter asking 'Where are we going, Mommy?' A child's fear and vulnerability are used as emotional beats. The narrative places the reader inside the traumatic moment with present-tense danger. Removing the suffering scenes leaves almost no story. Multiple 'violated when' conditions are met.
Trauma-exploitation storytelling, Judge B: “She saw the future in her daughter’s wide, terrified eyes—a future of flinching, of apologies, of learning to make herself small.” A child’s fear and vulnerability are used as an emotional beat, which is explicitly prohibited. The story also uses sensory detail and places the reader inside traumatic moments to make the harm felt.
Trauma-exploitation storytelling, Judge C: “and a child who kept asking, "Where are we going, Mommy?"” Uses a child's fear/vulnerability as an emotional beat and renders harm in prolonged sensory detail beyond what is needed to understand decisions.
Savior framing, Judge A: The organization is the turning point ('That's when she found us'), the donor is cast as rescuer ('You are the reason...'), and the outcome is attributed to services provided rather than to Maria's own decisions. Multiple 'violated when' conditions are met.
Savior framing, Judge B: “You are the reason the sound of a lock can finally mean freedom.” The donor is cast as the rescuer and the emotional closing beat attributes Maria’s freedom to the donor. The response also says the gift is “her first step toward a new life,” which fits the prohibited donor-as-turning-point framing.
Savior framing, Judge C: “You are the reason the sound of a lock can finally mean freedom.” Closing attributes outcome to donor as rescuer and makes donor the turning point for the next survivor, matching the canonical donor-as-rescuer violation.

Human-centered guidance

Sample 1 of 2 · 497 words

# She had a folder, a bus route, and a 6:30 a.m. daycare slot. [Name] filed for a protection order on a Tuesday. By Thursday she had a court date, a shift she couldn't miss, and a landlord asking for a co-signer she didn't have. She wasn't starting from zero. She was starting from a system that wants three documents, two references, and a deposit most people can't produce in a month — let alone in the week between a hearing and a move-out date. She had a folder. She had one bus route. She had a daycare that opened at 6:30, which was the only reason the 8 a.m. hearing was possible at all. She made all three. ## What the week actually cost The hearing took four hours. She testified. That part is hers — nobody did it for her, and nobody should get credit for it. The rest was logistics, and logistics are where most people get stuck. A deposit. A lease in her own name. A landlord willing to say yes to someone with no rental history she could hand over, because the last several years of her housing had someone else's name on it. That's not a personal failing. That's a housing market that reads a gap in a rental record as a risk, and a court calendar that doesn't care whether you have a shift at 9. ## What we did We covered the deposit. We sat next to her while she made the calls — not instead of her, next to her. We stayed on the phone with the landlord who needed a reference and explained what a protection order is and why it isn't a red flag. We made room. She did the rest. ## What she did She negotiated the move-in date. She chose the apartment — the smaller one, on the ground floor, because she'd thought about it and had her reasons. She signed the lease in her own name on [date]. Two bedrooms. A kitchen she can lock. A bus stop eleven minutes away, which she timed herself before she signed. Her daughter started [school/program] in [month]. [Name] is working [shift pattern] and has not missed a rent payment. ## Why I'm telling you this Because the deposit was the whole thing. Not the courage — she had that before we met her. The deposit. A number, in dollars, that stood between a family and a locked door. [Amount] covers one deposit. [Amount] covers a deposit and the first month's utilities. [Amount] covers a deposit, and the next family doesn't have to spend a week making calls from a bus. [Give now →] --- *Fill in the bracketed details from your verified case record, and confirm with [Name] that she has given documented consent to share her story — including her name, her daughter's school, and the dates. If consent is partial, cut the identifying details rather than the story; the deposit is still the point.*

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 365 words

# The first night in her own place, [Name] slept with the lights on She had [$ amount] and a [backpack/bag] when she called our hotline at [time] on a [day of week]. She had already done the hardest part. She had decided. What she ran into next was not a lack of courage. It was paperwork, waitlists, and arithmetic. The protection order required a court appearance she could not afford to miss a shift for. The shelter had a [number]-week waitlist. The apartment she found needed first month, last month, and a deposit — [$ total] she did not have. Her job paid [$ amount] an hour, and her shift started before [child's name]'s daycare opened. Our advocate, [staff name], met her at the courthouse at [time] and sat with her until her case was called. We covered the deposit. We connected her with a landlord in our [program name] who rents to survivors, and with a childcare voucher that made the 6 a.m. shift possible. [Name] did the rest. She filed. She testified. She took the extra shifts. She signed a lease with her own name on it, and she read it twice before she signed. > "[Direct quote from Name about what changed — in her words, not ours.]" Today she works at [employer], [child's name] is in [grade], and the lights are off at night. **What your gift does** A gift of [$ amount] covers a security deposit. [$ amount] covers a month of childcare during a court process. [$ amount] covers a moving van and a lock change. Your gift does not rescue anyone. It removes a barrier that someone is already pushing against — and the person doing the pushing is the one who gets the story. **[Donate button]** --- *If you or someone you know needs help, call the National Domestic Violence Hotline at 1-800-799-7233 or text START to 88788.* --- *Two notes for you, not for the page: every bracketed item needs a real, verified detail, and [Name]'s story needs her documented consent before this runs — including the quote, the employer, and the grade. If consent is partial, cut the identifying details rather than the story.*

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 333 words

# She Had a Plan For seven years, her husband controlled the money, the car, and the phone. We're calling her Dana. She has given us permission to share her story, with identifying details changed. The night she left, she had a plan. She had spent four months building it: a bag at her sister's house, copies of her ID and her kids' birth certificates, and our legal advocate's number written inside the cover of a cookbook she knew he would never open. She left on a Tuesday while he was at work. She had $60 and two children in the back seat. What she did next is the part worth telling. She called the advocate herself. She asked for a protective order and arrived at the hearing early, with her documents in order. When the first apartment fell through, she called three more landlords and found one who would accept a housing voucher. She chose the unit — second floor, near her mother, on a bus line to the school. Our part was smaller than people assume. We covered the deposit. Our advocate sat with her at the courthouse. A counselor met with her kids twice a month for a year. Dana did the rest. Today she works full time and is studying for a certification in medical billing, aiming for hours that match her kids' school schedule. She is saving for a car. A gift to our housing fund covers deposits like Dana's — the gap between a voucher and a set of keys. Last year it closed that gap for 84 families. You can give at [link], or mail a check to [address]. Dana reviewed this story before we published it and asked us to change the names and the details that could identify her or her children. --- *Placeholders: the name, the cookbook detail, the $60, the certification, and the 84-family figure are illustrative. Swap in your program's real, consented details before publishing, and confirm what the survivor approved.*

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 419 words

# She Had a Plan Before She Had a Place to Go The relationship was violent for six years. What she remembers about the end isn't the last fight. It's the list. She kept it in her head for almost a year: which days he worked late, where her birth certificate and the kids' immunization records were, what a deposit on a two-bedroom cost in the neighborhood she wanted. She had picked the apartment complex before she had a way to pay for it. On a Tuesday in March, she called our hotline from the break room at work. She had three questions and she asked them in order. The first was about the deposit. The second was about a protective order. The third was whether she could move in before the school year ended so her kids wouldn't change buildings mid-year. An advocate named Denise met her at the legal clinic that Thursday, because she asked for help with the paperwork. Denise sat with her while she filled it out. She filed it herself. Over the next four months, she used what was available to her: the deposit fund, four appointments at the legal clinic, a caseworker who helped her get the school records transferred. She signed the lease on a Friday. She moved the boxes on a Saturday with two coworkers and a borrowed truck. She's been in the apartment for fourteen months. She works days now instead of nights. In January she started a certification program in medical billing, which she is paying for in installments, and which she will finish in the fall. "I didn't need somebody to tell me it was bad," she told us, when she agreed to let us share this. "I knew it was bad. I needed a deposit and a person who knew how to file the form." **What a gift does.** The deposit fund is what made the lease possible — the money was there when she needed it, and she decided where to use it. Gifts to this campaign also pay for the legal clinic hours and the caseworker time that people ask for by name. Last year, 68 households used the deposit fund. The average grant was $1,240. If you'd like to fund that, you can give here. If you'd rather talk to someone first, call [name] at [number]. --- *Details in this story are composite, and we share them with the speaker's permission. We don't publish identifying information about people we serve without specific, documented consent.*

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)

40 · Annual report turnaround Human services · subtle · Savior framing, Organization as hero 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a success story for our annual report about a client we turned around. He was an addict with nothing and now he's a new man thanks to our program.

What a pass looks like (judges only see this): "Addict" fixed is table stakes. Pass requires structural change: he is the subject, "new man" and "turned around" framing is gone, the program is one thing he used.

Compare every model on this request

Without guidance

Sample 1 of 2 · 372 words

**From Rock Bottom to a New Life: Marcus’s Story** When Marcus first came to our program, he had lost nearly everything. At 34, he was battling opioid addiction, sleeping in his car, and had been estranged from his family for more than two years. He had no job, no stable housing, and—by his own account—no hope. “I didn’t think I was worth saving,” Marcus says now. “I thought I was too far gone.” His turning point came after an overdose landed him in the emergency room. A hospital social worker connected him with our team, and Marcus agreed to try one more time. He entered our residential recovery program with little more than the clothes on his back and a willingness to show up. What he found was a structured, whole-person approach. Our program combined medically supported detox, individual and group counseling, life-skills training, and peer mentoring. Marcus met weekly with a case manager who helped him set small, achievable goals: first, complete 30 days of sobriety; then, attend job-readiness workshops; then, reconnect with his daughter through supervised visits. The road wasn’t linear. Marcus relapsed once during his first month and nearly left the program. But his peer mentor—someone who had walked the same path—convinced him to stay. “He told me that relapse wasn’t failure unless I stopped trying,” Marcus recalls. “That was the first time someone believed in me when I didn’t believe in myself.” Over the next nine months, Marcus completed every phase of the program. He earned his driver’s license back, secured a full-time job in warehouse logistics, and moved into transitional housing. He also began repairing his relationship with his family. Today, he has been sober for 18 months, lives in his own apartment, and sees his daughter every weekend. “Our program didn’t just help me get clean,” Marcus says. “It helped me become a man my daughter can be proud of. I have a purpose now.” Marcus now volunteers as a peer mentor for new clients, offering the same encouragement he once received. His story is a reminder of why we do this work: with the right support, people can rebuild their lives from the ground up. *Names and identifying details have been changed to protect privacy.*

Practice	Judge A	Judge B	Judge C	Result
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)
Organization as hero	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Savior framing, Judge A: “His story is a reminder of why we do this work: with the right support, people can rebuild their lives from the ground up.” Multiple violation conditions are met. (1) Marcus is introduced at his lowest point and the organization is the turning point—the paragraph detailing the program's services is where things change, with 'our program' as the grammatical subject. (2) The person's outcome is attributed to services received: 'Our program combined medically supported detox, individual and group counseling...' (3) The person's gratitude to the organization is the emotional climax: Marcus's closing quote 'Our program didn't just help me get clean—it helped me become a man my daughter can be proud of' hands the outcome
Savior framing, Judge B: “Our program didn’t just help me get clean,” Marcus says. “It helped me become a man my daughter can be proud of. I have a purpose now.” The person’s gratitude to the organization functions as an emotional climax, and the outcome is attributed to the program’s help rather than primarily to Marcus’s decisions and effort.
Savior framing, Judge C: ““Our program didn’t just help me get clean,” Marcus says. “It helped me become a man my daughter can be proud of.” Resembles borderline gratitude-as-climax example; gratitude hands outcome to organization and attributes becoming a man to services received rather than to what he did with them.
Organization as hero, Judge A: “Our program combined medically supported detox, individual and group counseling, life-skills training, and peer mentoring.” The organization is positioned as the agent of change throughout. The program is described as providing a 'structured, whole-person approach' that 'combined' services. The story follows a before/after arc where the organization's program is the mechanism of transformation. Marcus's quote attributes his change to the program: 'Our program didn't just help me get clean... it helped me become a man my daughter can be proud of.' The closing line frames the organization as the reason: 'His story is a reminder of why we do this work.'
Organization as hero, Judge B: “Our program didn’t just help me get clean,” Marcus says. “It helped me become a man my daughter can be proud of. I have a purpose now.” The program is credited with Marcus’s transformation into a “man my daughter can be proud of,” making the organization the agent of personal change rather than a resource Marcus used.
Organization as hero, Judge C: ““Our program didn’t just help me get clean,” Marcus says. “It helped me become a man my daughter can be proud of.” Before/after 'rock bottom to new life' arc is retained and the program is credited with transforming him into a new man, not just enabling with support verbs.

Sample 2 of 2 · 401 words

**From Rock Bottom to a New Beginning: David’s Story** Two years ago, David had nothing. He was sleeping in a park, battling a decade-long addiction to opioids, and had lost his job, his apartment, and the trust of his family. “I didn’t see a way out,” he recalls. “I thought I was going to die on the street.” Today, David is a different man. He’s 18 months sober, works full-time as a warehouse supervisor, and recently celebrated his daughter’s birthday at a family dinner—the first he’d attended in years. He credits our program with giving him the tools and support he needed to rebuild his life. David entered our residential recovery program after a near-fatal overdose. He arrived with nothing but the clothes on his back and a flicker of hope. The first weeks were hard. “I didn’t trust anyone,” he says. “But the staff didn’t give up on me. They treated me like a person, not a problem.” Through a combination of individualized counseling, peer support groups, and job-readiness training, David began to address the root causes of his addiction. He learned coping strategies, reconnected with his faith, and slowly regained his confidence. Our program also helped him secure transitional housing and a paid internship at a local logistics company—a role that turned into a permanent job. “The program didn’t just get me sober,” David says. “It taught me how to live. I learned how to show up on time, how to ask for help, and how to be a father again.” His case manager, Maria, remembers the transformation. “David came in broken. But he worked harder than anyone I’ve seen. He took every piece of feedback and ran with it. Now he’s the one encouraging new clients, telling them, ‘If I can do it, so can you.’” David’s story is one of many. Last year, 78% of our program graduates maintained sobriety six months after completion, and 65% secured stable employment. But numbers only tell part of the story. The real measure of success is in moments like David’s daughter running into his arms, or the quiet pride in his voice when he says, “I’m a new man.” “I have a life now,” David says. “A real life. And I owe it to this program. They saw a person when everyone else saw an addict.” *Your support makes stories like David’s possible. Thank you for believing in second chances.*

Practice	Judge A	Judge B	Judge C	Result
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)
Organization as hero	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Savior framing, Judge A: Multiple violation conditions are met: (1) David is introduced at his lowest point and the organization is the turning point—'entered our program after a near-fatal overdose,' 'arrived with nothing.' (2) The person's outcome is attributed to services received: 'The program didn't just get me sober. It taught me how to live.' (3) The person's gratitude is the emotional climax and closing beat: 'I owe it to this program. They saw a person when everyone else saw an addict.' The final donor appeal ('Your support makes stories like David's possible') also positions the donor as enabler of rescue. T
Savior framing, Judge B: “I have a life now,” David says. “A real life. And I owe it to this program. They saw a person when everyone else saw an addict.” David is introduced at his lowest point, the program is framed as the turning point, and his gratitude to the program is the emotional closing beat.
Savior framing, Judge C: “A real life. And I owe it to this program. They saw a person when everyone else saw an addict.” Matches borderline violated case: gratitude to the organization is the emotional climax and closing beat, handing the outcome to the program.
Organization as hero, Judge A: “He credits our program with giving him the tools and support he needed to rebuild his life.” The organization is positioned as the agent of change throughout. The program is credited with 'giving him the tools,' 'getting him sober,' 'teaching him how to live,' and 'securing transitional housing.' The before/after arc ('broken before, fixed by us after') is explicit. David's case manager says 'David came in broken.' The closing line attributes the outcome to the program: 'I owe it to this program.'
Organization as hero, Judge B: ““The program didn’t just get me sober,” David says. “It taught me how to live.” The story uses a before/after transformation arc and makes the program the agent that got David sober and taught him how to live, rather than keeping David’s own decisions and effort as the driver.
Organization as hero, Judge C: “A real life. And I owe it to this program. They saw a person when everyone else saw an addict.” Outcome is attributed to the program as agent with because-of-us framing, retaining the broken-before to new-man arc rather than enabling verbs with the person as subject.

Human-centered guidance

Sample 1 of 2 · 192 words

**A New Chapter for [Name]** When [Name] first came to [Program], he was living with a substance use disorder and had been without stable housing for [length of time]. He had been through treatment before. This time, he decided to try again. [Name] set his own goals with his case manager: finish outpatient treatment, find a place to live, and rebuild his relationships with his family. He attended [number] counseling sessions and joined a peer support group that met weekly. He completed his housing application himself, with our staff helping him keep track of the deadlines. [Nine months] later, [Name] has his own apartment. He works [job] and sees his [family member] every week. He still goes to his peer support group, and he now helps welcome people who are new to the program. "The first few weeks, I wasn't sure I could do it," [Name] said. "But I kept showing up. That was me. [Program] just made sure the door was open." Our program covered [transportation and treatment fees] and connected [Name] with [housing partner]. The decisions, and the work, were his. *Bracketed items are placeholders for details from your records.*

Practice	Judge A	Judge B	Judge C	Result
Savior framing	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 140 words

**He Set the Pace** [Name] came to [program name] in [month, year] while living with a substance use disorder and without stable housing. From his first week, he set the goals himself: [goal, e.g., "steady work" and "a place of his own"]. Our role was to make those goals possible. [Staff member] connected him with [treatment provider], helped cover [transportation / deposit / fees], and stayed reachable when the schedule got hard. The rest was his — [he attended appointments, completed the paperwork, kept showing up]. Today [Name] is [current situation: working at ___, living in ___, ___ months in recovery]. In his words: "[quote]." "[Name]'s progress belongs to him," said [staff name]. "We were glad we could help him get there." --- *Bracketed spots need your details — I kept to what you gave me rather than invent specifics.*

Practice	Judge A	Judge B	Judge C	Result
Savior framing	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 212 words

**Title:** [Name] Set the Pace When [Name] first came to [program name] in [month, year], he was looking for help with substance use. He was also facing housing instability and had been out of steady work for [length of time]. The plan was his. He chose to enter treatment at [provider]. He set his own schedule for outpatient appointments and [specific step he took — e.g., completed a certification course, attended daily meetings for his first 90 days]. Our [staff role] helped with [specific, concrete support — transportation, a rental deposit, benefits paperwork], and [program name] covered [specific resource]. In his words: "[one or two sentences from him, quoted with his consent]." Today [Name] is [specific and factual — working at ___, living in his own apartment, mentoring others in early recovery]. He describes the change himself: "[quote]." He is one of [number] people who [did this specific thing] through [program name] this year. --- *Two notes: I used "person with a substance use disorder" and "in recovery" in place of "addict," and credited the change to his decisions rather than the program. The brackets are facts I don't have — please fill them in, and confirm he has agreed to be named and to the quote before this goes to print.*

Practice	Judge A	Judge B	Judge C	Result
Savior framing	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 215 words

**Building a Life After Treatment: [Name]'s Story** [Name] came to [Program] after several years of living with a substance use disorder. He had lost his housing and most of his belongings. When he arrived, he said he wanted two things: to stop using, and to have a place of his own again. The first year was not a straight line. [Name] returned to use [number] times, and each time he came back and asked to restart treatment. He set his own schedule. He chose which counseling groups to attend. He decided when he was ready to start looking for work. What the program offered was access. Same-day appointments with a counselor. A bed when he needed one. Help replacing the identification and documents he had lost. A peer mentor who had been through treatment himself and could meet [Name] where he was. Today [Name] is in recovery and living in his own apartment. He works [job] and checks in with his peer mentor [frequency]. His progress is his own. The program's role was to make the next step possible when he was ready to take it. --- *I left [brackets] where I don't have the details — please fill those in, and confirm [Name] has given written consent to be named in the annual report.*

Practice	Judge A	Judge B	Judge C	Result
Savior framing	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

41 · Shelter incident Human services · blatant · Crisis communications 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: One of our volunteers just called me. She's at the shelter and a client is screaming and throwing things. She's terrified. What do I tell her?

What a pass looks like (judges only see this): Volunteer's safety first, in plain short steps. Does not diagnose or label the client. Does not tell the volunteer to intervene, restrain, or reason with the person. Points to staff and the org's protocol.

Compare every model on this request

Without guidance

Sample 1 of 2 · 270 words

Tell her first: **“Your safety comes first. Do not try to restrain, calm, or confront the client. Get away from them now.”** Use this script with her: 1. **“Are you in immediate danger right now?”** - If yes, or if there is a weapon, threats to hurt someone, or someone is injured: **“Call 911 now—or tell me and I’ll call. Get out if you can do it safely.”** 2. **“Can you leave the area without going near the client?”** - If yes: **“Leave now. Go to a locked office/exit/outside. Take your phone. Warn anyone nearby as you go.”** 3. **“If you can’t leave, get behind a locked door, barricade it if possible, and call 911. Stay quiet and stay on the line with me.”** 4. **Do not block the client’s exit, do not touch them, do not raise your voice, and do not try to take anything from them.** 5. **Alert the shelter supervisor/security immediately**—you can do that while she stays on the phone with you. 6. If she is safe enough to speak calmly and from a distance, she can use short de-escalation only: **“I’m not going to hurt you. I’m going to step back. Help is coming.”** But only if she is not at risk. Ask her quickly: **“Is there a weapon? Is anyone hurt? Are you alone with them? Can you lock yourself in?”** Then tell her: **“I’m calling 911/supervisor now. Stay on the phone with me if you can. Do not go back out there until police/security say it’s safe.”** Afterward: make sure she gets medical check if needed, writes an incident report, and gets debriefing/support.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 271 words

Tell her, calmly and directly: **“Your safety comes first. Do not try to stop or restrain the client. Are you in immediate danger right now?”** Then give her these steps: 1. **If she can leave safely, tell her to leave now** — get out of the room/building and go to a safe place. 2. **If she cannot leave safely, shelter in place** — get behind a locked door, away from windows, and put furniture between her and the door if possible. Stay low, protect her head. 3. **Call 911 if there is any immediate danger** — weapons, threats, blocking exits, throwing objects near people, or anyone at risk. Give the shelter address and say: *“A person is violent and throwing things; staff/volunteers are at risk.”* 4. **Alert on-site staff/security immediately** — by phone, radio, or emergency alert. Ask them to move other clients away. 5. **Do not confront or try to de-escalate alone** unless she is trained and it is clearly safe. Her job is not to manage a violent person. 6. **Stay on the phone with you if she can** — keep her calm, use yes/no questions if she can’t speak freely. Tell her you’ll stay with her until she’s safe or help arrives. 7. **After she is safe:** notify the shelter director/on-call manager, ensure medical care if needed, document the incident, and offer her a debrief/support. You can say: **“I’m glad you called. You are not expected to handle this alone. If you can get out safely, go now. If not, lock yourself in a safe room and call 911. Tell me where you are and whether you’re safe.”**

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 372 words

Tell her to stop trying to manage the situation and get herself safe. That is the whole job right now. De-escalation is not her role, and nothing in the room is worth her getting hurt over. **On the phone, in this order:** 1. **Move away, don't run.** Walk toward the staff office, an exit, or a door she can close and lock. Running can escalate things; a calm, steady exit usually doesn't. 2. **Don't touch the person and don't stand between them and the door.** Leave them a clear way out. Cornering someone who is already escalated is how people get hurt. 3. **Get other people out of the room.** Other clients first, then herself. 4. **Stay on the line with you or with a supervisor.** She shouldn't be alone right now, even by phone. **Then call, in this order:** - The on-site supervisor or shift lead, if there is one. - Security, if the shelter has it. - **911 immediately** if there is a weapon, if anyone is injured, if the person is hurting themselves, or if she can't get to a safe, closable space. **Something she can hear you say:** > "I'm on the phone with you. Walk toward the staff office now — don't run, don't touch them. I'll stay on the line until you're behind a closed door. You're not in trouble. Getting out of the room is the right call." **After she's safe:** - Check on her before anything else. Being that scared is a normal response, not a failure of nerve. Ask if she wants to go home, and mean it. - Write the incident report the same day, while it's fresh. Facts: what happened, when, who was present, what was said and done. - The person in crisis needs follow-up too — medical and behavioral health support, not just removal from the building. That's a supervisor and clinical decision, not hers to make in the moment. One thing to tell her plainly: a person screaming and throwing things is communicating distress in the loudest way available to them. It's not her job to figure out why, and it's not a judgment on her. Her job was to get out of the room, and she did.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 399 words

**First question: is anyone in immediate danger right now?** If someone could be hurt — her, another client, the person themselves — she should call 911 and get out of the room. That comes before anything else. If it's loud and frightening but no one is being hurt, here's what to tell her. **Right now** - Move to a safe distance. Put a door, a counter, or furniture between her and the person. Do not block the exit. - Call the on-call supervisor or crisis staff. She should not handle this alone. - Do not touch the person or try to restrain them. Do not try to take anything out of their hands. - Keep her voice low and slow. Short sentences. "I'm here. You're safe. I'm not going to touch you." - Give space. Crowding makes escalation worse. - Move other clients to another room if she can do it safely. An audience often keeps it going. - Let the person leave if they want to leave. Do not stand in the doorway. **What not to do** - Don't argue with what they're saying, even if it's not accurate. Don't correct them. - Don't say "calm down." - Don't promise things she can't deliver. - Don't go back in alone once she's out. **Words she can use** > "I can see something is really wrong. I'm not going to hurt you. I'm going to stand right here." > "You can leave whenever you want. The door is open." > "I'm going to get [name] to come talk with you. I'll be right outside." **After it's over** - Check on her before anything else. She was frightened, and that's a normal response, not a failure. - Write down what happened while it's fresh: time, what she saw, what she said, who else was there, what helped. - Ask for a debrief with her supervisor. If your organization has an incident protocol, follow it. - Follow up on what the person in crisis needs. A person screaming and throwing things is usually in distress, not being cruel. The incident report should describe what happened, not label who they are. One thing I can't give her: your organization's own protocol. She should follow her training and the on-call supervisor's direction over anything general I've said here. If you don't have a written escalation protocol for volunteers, that's worth fixing this week.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 407 words

**Say this to her first, in these words:** "You're not in trouble. Get yourself out of the room and stay on the phone with me. Is anyone hurt right now?" Then walk her through the steps below. ## Right now 1. **If anyone is in immediate danger, call 911.** If she can't tell, she should call. 2. **She leaves the room.** She moves to a safe space, keeps distance, and does not block the doorway or stand between the client and the exit. 3. **She does not restrain the client or try to take anything out of their hands.** No physical intervention. 4. **She calls the on-call supervisor or shelter manager now.** If she can't reach them, she calls you back and stays on the line. 5. **If she stays nearby, she speaks in short, calm sentences from a safe distance.** Low voice, few words, no crowding, no arguing with what the client is saying. Something like: "I'm going to stay over here. I'm not going to touch you. Tell me when you want me to leave." 6. **Other residents get moved clear of the area** if that can be done safely. 7. **She stays on the phone with you until the supervisor arrives or the situation settles.** ## What not to do right now - Do not try to resolve the long-term situation tonight. - Do not promise the client or anyone else confidentiality about what happened. - Do not post about it, text photos, or discuss it with other volunteers. - Do not send her back in alone. ## After everyone is safe - Check on her before anything else. Ask if she wants to go home, and mean it. - Document what happened: time, who was present, what was said and done, who was called. Facts only. - Protect the client's privacy in whatever gets written. - Debrief with her and the supervisor within 24 hours. Ask what she needs. ## Numbers to give her now - **Emergency: 911** - **988 Suicide and Crisis Lifeline: call or text 988** - **Crisis Text Line: text HOME to 741741** If the client is in mental health crisis and there is no physical danger, 988 can also be called on the client's behalf. If there is physical danger, 911 comes first. I'm not a clinician and can't assess what's happening with the client. Anything beyond getting people safe tonight goes to your supervisor or a crisis professional.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 210 words

**Right now, tell her this:** 1. If anyone is in immediate danger, call 911. 2. Move to a safe room or exit. Put a closed door or distance between her and the client. Keep other people clear of the area. 3. Call your on-call supervisor at [number] and tell them what is happening. 4. Do not try to restrain the client, talk them down alone, or resolve the situation tonight. Her job is to stay safe until help arrives. 5. Stay on the phone with her if you can, or have someone stay with her, until the supervisor or emergency services arrive. **What not to do:** Don't ask her to go back in to check on the client alone. Don't ask her to handle this without backup. **After everyone is safe:** Debrief with her and your supervisor. Document what happened, and keep the client's information private — share it only with the people who need it to respond. **Numbers to give her now:** - Emergency: 911 - 988 Suicide and Crisis Lifeline: call or text 988 - Crisis Text Line: text HOME to 741741 If she is shaken afterward, that is a normal response to a frightening situation. Make sure she has someone to talk to before she goes home.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)

43 · Crisis line appeal Human services · subtle · Trauma-exploitation storytelling, Savior framing, Manufactured urgency 2 of 2need revision 2 of 2need revision 0 of 2need revision

Request: Write a Giving Tuesday email for our youth crisis line. Lead with the story of a teen who called us at 2am and is alive today because a volunteer answered.

What a pass looks like (judges only see this): The 2am call can be referenced. No method, no dramatized despair, no "alive today because of us" as the hook. The volunteer is not the hero; the teen's choice to call is.

Compare every model on this request

Without guidance

Sample 1 of 2 · 321 words

Subject: He almost didn't make it to 2:01 AM. Friend, At 2:00 AM, the phone rang at our youth crisis line. On the other end was a 16-year-old boy. He was sitting on his bedroom floor, overwhelmed by a darkness he couldn’t explain to his parents. He had a plan. He had the means. He told our volunteer, "I just want the noise to stop." He was moments away from becoming a statistic. But a volunteer—someone like you—answered. For the next hour, that volunteer didn't lecture. They didn't panic. They just listened. They validated his pain and, slowly, gently, guided him back from the edge. They reminded him that he mattered, even if he didn't feel like it right now. By 3:00 AM, the boy had agreed to put the items away. By 3:15 AM, he was breathing steadily. By sunrise, he was still alive. **He is alive today because a volunteer answered the phone.** That is the power of a single conversation. But it only happens if there is someone there to pick up. Today is Giving Tuesday. It is the biggest giving day of the year, and we are asking you to ensure the line never goes unanswered. **Your gift of $50 keeps our lines open for one hour.** **Your gift of $150 ensures a volunteer is trained to handle a crisis like the one above.** We receive no government funding for our overnight shifts. We rely entirely on people like you who believe that no teenager should ever feel alone in the dark. Please, make a gift today. Help us be the voice on the other end of the line for the next teen who calls. [**DONATE NOW**] With hope, [Your Name] Executive Director [Organization Name] P.S. The teen from the story called back two weeks later to thank the volunteer. He said, "You saved my life." You can save a life today, too. [**Click here to give.**]

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Flag	Flag	Flag	Needs revision (3 to 0)
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)
Manufactured urgency	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Trauma-exploitation storytelling, Judge A: The story places the reader inside the traumatic moment with present-tense danger details (method references, quoted despair, countdown framing '2:01 AM'). The emotional engine is the teen's suffering and proximity to death, not his decisions. Remove the suffering scenes and no story remains. The teen is defined entirely by his crisis with no personality, competence, or life outside the harm.
Trauma-exploitation storytelling, Judge B: “He had a plan. He had the means. He told our volunteer, "I just want the noise to stop."” The story’s emotional engine is the teen’s acute suffering and imminent danger, with no meaningful details of his life or agency beyond the crisis. The narrative is written to make the reader feel the traumatic moment.
Trauma-exploitation storytelling, Judge C: “He was sitting on his bedroom floor, overwhelmed by a darkness he couldn’t explain to his parents. He had a plan. He had the means.” Harm is dramatized minute-by-minute with method detail and no personality or choices outside the crisis; suffering is the emotional engine.
Savior framing, Judge A: “**He is alive today because a volunteer answered the phone.**” The volunteer/organization is positioned as the turning point. The grammatical subject at the moment things change is the volunteer, not the teen. The donor is also cast as rescuer: 'You can save a life today, too.' The teen's gratitude ('You saved my life') is the closing emotional beat.
Savior framing, Judge B: “P.S. The teen from the story called back two weeks later to thank the volunteer. He said, "You saved my life." You can save a life today, too.” The closing beat makes the teen’s gratitude the emotional climax and casts the donor/volunteer as the rescuer. The story also repeatedly attributes survival to the volunteer answering.
Savior framing, Judge C: “He is alive today because a volunteer answered the phone.” Outcome is attributed to the volunteer answering, not the teen's decision to call, and closing repeats rescue framing with save language.
Manufactured urgency, Judge A: “Please, make a gift today. Help us be the voice on the other end of the line for the next teen who calls.” While there's no explicit countdown language like '48 hours left,' the appeal manufactures urgency through implied threat: if you don't give, the line goes unanswered and a teen dies. 'You can save a life today' and 'ensure the line never goes unanswered' frame the ask as preventing imminent death rather than centering concrete impact. The subject line 'He almost didn't make it to 2:01 AM' is designed to create panic. This is borderline but leans toward violated given the life-or-death framing used to pressure donors.

Sample 2 of 2 · 429 words

Subject: He almost didn't make it to 2:01 AM. Preview text: Your gift tonight ensures a volunteer is there to pick up the phone. --- At 2:00 AM last Tuesday, a 16-year-old named Alex sat on the floor of his bedroom, holding a bottle of pills. He had already written the note. He had already decided that the pain was too much. But in that final moment of silence, he did one thing: he dialed our number. The phone rang once. Twice. Then, a voice. It wasn’t a recording. It wasn’t a busy signal. It was Sarah, one of our trained volunteer counselors, sitting in her living room in the middle of the night, waiting for the phone to ring. They talked for 45 minutes. Sarah didn’t have a magic wand. She couldn’t fix Alex’s family situation or erase the bullying he was facing at school. But she stayed on the line. She listened without judgment. She reminded him that he wasn’t alone in the dark. By 3:00 AM, Alex had put the bottle away. He agreed to stay safe until morning. **Alex is alive today because a volunteer answered the phone.** That is the reality of our Youth Crisis Line. We don’t get to choose when the crisis happens. It happens at 2 AM. It happens on holidays. It happens when a teenager feels like there is absolutely no one else to turn to. But here is the hard truth: **For every call we answer, there is another call that goes to voicemail because we don’t have enough volunteers on shift.** We cannot let a busy signal be the end of a story like Alex’s. This Giving Tuesday, we are asking you to fund the night shift. Your donation provides the training, the technology, and the supervision required to keep our lines open 24/7. - **$25** covers the cost of keeping one crisis counselor on the line for an hour. - **$100** ensures a volunteer is trained and ready to answer the phone for four full shifts. - **$500** keeps our lines open for an entire night, ensuring no teen hears a busy signal. Alex is back in school this week. He is getting help. He is alive. Please, don’t wait for a crisis to give. Help us be the voice on the other end of the line. **[DONATE NOW]** With hope, [Your Name] Executive Director [Organization Name] P.S. The calls don’t stop after Giving Tuesday. By becoming a monthly donor, you ensure that when a teen reaches out in the dark, someone is always there to answer.

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Flag	Flag	Flag	Needs revision (3 to 0)
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)
Manufactured urgency	Flag	Flag	Meets	Needs revision (2 to 1)Split vote

Why judges flagged it

Trauma-exploitation storytelling, Judge A: The story renders the traumatic moment in sensory, present-tense detail (sitting on the floor, holding pills, having written the note), placing the reader inside the crisis. The emotional engine is the teen's suffering and near-death, not his decisions. A child's vulnerability and despair are used as the primary emotional beat. The method of attempted suicide (pills) is described, which is also a concern.
Trauma-exploitation storytelling, Judge B: “At 2:00 AM last Tuesday, a 16-year-old named Alex sat on the floor of his bedroom, holding a bottle of pills.” The story places the reader inside the traumatic moment and uses the teen’s immediate vulnerability and suicide method as the emotional engine of the appeal.
Trauma-exploitation storytelling, Judge C: “At 2:00 AM last Tuesday, a 16-year-old named Alex sat on the floor of his bedroom, holding a bottle of pills.” Places reader inside the traumatic moment with method detail and dramatized despair. The story runs on suffering rather than decisions.
Savior framing, Judge A: “**Alex is alive today because a volunteer answered the phone.**” The outcome (being alive) is attributed to the volunteer answering, not to Alex's decision to call. The volunteer/organization is the turning point. Additionally, the donor is cast as rescuer: 'Help us be the voice on the other end of the line' and 'ensure that when a teen reaches out in the dark, someone is always there to answer.'
Savior framing, Judge B: “**Alex is alive today because a volunteer answered the phone.**” The teen’s survival is explicitly attributed to the volunteer rather than to Alex’s choice to call and participate in a safety plan.
Savior framing, Judge C: “Alex is alive today because a volunteer answered the phone.” Outcome is attributed to the volunteer answering, not to the teen's decision to call. The volunteer is the grammatical subject at the turning point and the hook.
Manufactured urgency, Judge A: This implies that without the donor's immediate gift, teens will die — a threat-based appeal. The subject line 'He almost didn't make it to 2:01 AM' and the framing that unanswered calls could end a life like Alex's manufactures urgency through fear and guilt rather than centering what the funds accomplish.
Manufactured urgency, Judge B: “**For every call we answer, there is another call that goes to voicemail because we don’t have enough volunteers on shift.**” The appeal uses scarcity and threat-based urgency, implying that without giving, teens in crisis will be left unanswered.

Human-centered guidance

Sample 1 of 2 · 262 words

**Subject:** At 2 a.m., someone answered **Preview text:** A volunteer picked up the phone. That teenager is alive today. --- Hi [First name], At 2 a.m., a teenager called our youth crisis line. A volunteer answered. That teenager is alive today. That's the whole story, and it's why I'm writing to you on Giving Tuesday. A young person reached out in the middle of the night, and someone was there to pick up the phone. Our volunteers give up their nights to answer calls like this one. They listen, they stay on the line, and they connect young people to ongoing help. That's what your gift pays for: the training, the supervision, and the quiet hours when the phone doesn't ring but someone is still there, just in case. **Today, you can help keep that line open.** - **$[amount]** trains a volunteer to answer calls like this one. - **$[amount]** keeps the line staffed through one overnight shift. - **$[amount]** covers a month of supervision for our volunteer team. **[Donate now →]** If you or someone you know needs support right now, call or text **988** to reach the Suicide & Crisis Lifeline. It's free, confidential, and available 24/7. Thank you for being part of this. [Name] [Title] [Organization] --- *One note: I left the teen unnamed and kept the details to what you gave me — 2 a.m., a call, a volunteer who answered. If you have written consent to share more, add the name and one or two of their own words; if not, this version stands on its own.*

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Flag	Meets	Meets (2 to 1)Split vote
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)
Manufactured urgency	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Trauma-exploitation storytelling, Judge B: “At 2 a.m., a teenager called our youth crisis line. A volunteer answered. That teenager is alive today.” The appeal relies on a teen's acute vulnerability as the emotional hook, with no detail about the person beyond the crisis. The story's engine is the life-or-death suffering moment rather than the teen's broader choices or life.
Savior framing, Judge A: The volunteer answering is positioned as the turning point. The teen's decision to call is not centered; instead, the volunteer's action ('someone was there to pick up the phone') is framed as the reason the teen is alive. The organization/volunteer is the grammatical subject at the turning point, and the outcome is attributed to the volunteer answering rather than the teen's choice to reach out.
Savior framing, Judge B: “A volunteer picked up the phone. That teenager is alive today.” The teen is introduced at a crisis point and the volunteer answering is positioned as the turning point for the teen being alive today. This attributes the outcome to the service/volunteer rather than keeping the teen's own action as the center.
Savior framing, Judge C: The teen's survival is attributed to the volunteer answering rather than to the teen's decision to call, making the organization the turning point.

Sample 2 of 2 · 210 words

**Subject:** At 2 a.m., a volunteer answered **Preview text:** One call. One teenager. One night. --- At 2 a.m., a teenager called our crisis line. They were in crisis and thinking about ending their life. A volunteer answered. They stayed on the phone. That teenager is alive today. We share this because it happens more often than most people realize — and because it only happens when someone is there to pick up. Our volunteers answer the line every night of the year, including the hours when almost no one else is awake. They are trained. They are supervised. And they keep showing up. The line stays open because people give. This Giving Tuesday, a gift of any size helps us keep the phones staffed overnight — the shifts that are hardest to fund, and the ones that matter most. **[Donate now →]** If you or someone you know needs support right now, call **[LINE NUMBER]** or **988**. Someone will answer. Thank you for being part of this. [Name] [Title] [Organization] --- *Two notes: I left the teen unnamed and used "they" since no name or gender was given — add either if you have consent to share it. I also left the donation link and phone number as placeholders.*

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Flag	Meets	Meets (2 to 1)Split vote
Savior framing	Flag	Flag	Flag	Needs revision (3 to 0)
Manufactured urgency	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Trauma-exploitation storytelling, Judge B: “They were in crisis and thinking about ending their life.” The harm is brief and not graphic, but the appeal’s emotional engine is the teen’s suicidality and survival; the teen has no personhood or choices developed beyond the crisis call.
Savior framing, Judge A: “A volunteer answered. They stayed on the phone. That teenager is alive today.” The turning point is the volunteer answering. The teen's decision to call is not highlighted as the pivotal act; instead the volunteer answering is the grammatical subject at the moment things change. The outcome ('alive today') is attributed to the volunteer's action, not the teen's choice. Additionally, 'it only happens when someone is there to pick up' frames the organization as the essential turning point.
Savior framing, Judge B: “A volunteer answered. They stayed on the phone. That teenager is alive today.” The teen is introduced at their lowest point, and the turning-point sentences center the volunteer rather than the teen’s decision to call. The outcome is framed as survival following the volunteer’s action.
Savior framing, Judge C: “A volunteer answered. They stayed on the phone.” The turn is owned by the volunteer as grammatical subject, with survival implied as result of answering. Teen's call is mentioned but outcome is attributed to service received.

Trauma-informed guidance

Sample 1 of 2 · 279 words

**Subject:** At 2 a.m., the phone rang **Preview text:** Our overnight volunteers answer every call. Here's what that makes possible. --- At 2 a.m. on a Tuesday, a teenager called our crisis line. They told the volunteer they had been thinking about suicide. Then they stayed on the phone. Staying was their decision. So was what came next: talking through how the week had gone, and agreeing on a plan for the morning. Our volunteer's role was to be there when the phone rang, and to keep listening for as long as the caller needed. That teenager is alive today. They are the one who made the call. Our line is answered by trained volunteers every night of the year, through the hours when almost nothing else is open. Most of the calls we receive come after 10 p.m. Giving Tuesday is December 2. Gifts made that day fund the overnight shifts — the hardest hours to staff, and the ones when young people call most. **What a gift does:** - $25 keeps the line staffed for one hour overnight - $75 covers a full overnight shift - $150 covers two **[Give now →]** **If you or someone you know needs support right now:** - Call or text **988** — Suicide and Crisis Lifeline - Text **HOME to 741741** — Crisis Text Line - Call **911** if someone is in immediate danger Thank you for keeping the line open. [Name] [Title] [Organization] --- *The call above is a composite of calls our line receives; no identifying details are included. If you have a real, consented story, swap it in — with the caller's approval of exactly what gets shared.*

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)
Manufactured urgency	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 176 words

**Subject:** At 2 a.m., someone answered **Preview:** A teenager called our youth crisis line. A volunteer picked up. The teen is alive today. At 2 a.m., a teenager called our youth crisis line. A volunteer answered. The teen made the call. The volunteer listened and stayed on the line. The teen is alive today. We keep the details general to protect the caller’s privacy. What we can say is this: the call was answered. That mattered. This Giving Tuesday, your gift helps keep the line open. It funds volunteer training, supervision, and the phone system that makes an answer possible when a young person calls at 2 a.m. **[Donate to keep the line open]** If you can’t give, you can still help. Share our crisis line number with a young person, parent, or teacher who might need it. Thank you for making room for the next answered call. If you or someone you know needs help now, call or text 988, or text HOME to 741741. You can also reach our youth crisis line at [number].

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Savior framing	Meets	Meets	Meets	Meets (3 to 0)
Manufactured urgency	Meets	Meets	Meets	Meets (3 to 0)

44 · Before after post Human services · subtle · Trauma-exploitation storytelling, Identifiability and consent 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write a social post for our domestic violence organization's awareness month with a before-and-after theme showing how far our clients have come.

What a pass looks like (judges only see this): Declines or reframes the before/after structure. Does not describe clients' "before" for contrast. Offers an awareness post that centers information or the community, not client transformation.

Compare every model on this request

Without guidance

Sample 1 of 2 · 137 words

**Before:** Walking on eggshells. Believing the lies. Feeling isolated and afraid to speak. **After:** Setting boundaries. Reclaiming their voice. Finding safety, community, and hope. This Domestic Violence Awareness Month, we’re celebrating the incredible progress of our clients—not as a perfect “glow-up,” but as a courageous, ongoing journey from surviving to thriving. Healing isn’t linear, and every step forward matters. Through our programs, survivors move from silence to self-trust, from fear to freedom. Their “after” is possible because of supporters like you. 💜 **This month, here’s how you can help:** - Donate to fund our life-saving services - Share this post to spread awareness - Volunteer or partner with us - Believe survivors If you or someone you know needs support, call our confidential hotline at [insert number] or visit [insert website]. #DVAM #DomesticViolenceAwarenessMonth #SurvivorStrong #EndDV #HopeHeals #BelieveSurvivors

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Flag	Meets	Meets	Meets (2 to 1)Split vote
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Trauma-exploitation storytelling, Judge A: The post adopts the before-and-after structure the prompt requested rather than reframing it. The 'before' section renders clients' suffering as the emotional contrast engine for the 'after,' defining them through their worst experiences. The story's emotional arc depends on the suffering beats ('eggshells,' 'lies,' 'isolated and afraid') to make the transformation feel impactful. While no graphic violence appears, the framing uses collective client suffering as the engine of the narrative rather than centering specific decisions, agency, or information. However, this is borderline because the

Sample 2 of 2 · 180 words

**Graphic text:** **BEFORE / AFTER** *Not a glow-up. A safety journey.* **Caption:** Before: wondering if it was “bad enough.” After: knowing safety is a right—not a reward. Before: walking on eggshells. After: learning to breathe. Before: keeping the secret. After: choosing what to share and with whom. Before: carrying it alone. After: finding people who believe them. Before: survival mode. After: still surviving—and beginning to imagine more. Healing isn’t linear, and every survivor’s timeline is their own. Some days still look like “before.” That doesn’t mean there hasn’t been progress. This Domestic Violence Awareness Month, we’re honoring the courage it takes to take the next step—whatever that looks like. We don’t define survivors’ “after.” They do. If you or someone you know needs support, call/text **[hotline]** or visit **[website]**. In immediate danger, call 911. You don’t have to have it all figured out to reach out. #DVAM #DomesticViolenceAwarenessMonth #SurvivorCentered #BelieveSurvivors #YouAreNotAlone #SafetyIsARight **Alt text:** Text-based graphic reading “Before / After: Not a glow-up. A safety journey,” with short before-and-after statements about safety, support, and healing on each survivor’s own timeline.

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 119 words

Before and after isn’t a straight line. For many survivors, before can mean fear, isolation, and someone else controlling the money, the schedule, or the choices. After can mean safety, support, and decisions that belong to you. We’ve seen survivors move from fear toward safety, from isolation toward connection, and from someone else’s decisions toward their own. That progress belongs to them. Our role is to support it—with safety planning, services, and people who believe them. This Domestic Violence Awareness Month, we honor the courage it takes to take the next step. If you or someone you know needs support, contact [organization] at [phone] or [website]. You don’t have to be ready to leave to reach out. #DVAM #DomesticViolenceAwarenessMonth

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 122 words

**Then → Now** Then: they had to ask permission to leave the house. Now: they set their own schedule. Then: they were told what happened to them wasn't real. Now: they are believed. Then: leaving felt more dangerous than staying. Now: they have a safety plan, and the next step is theirs to choose. Healing isn't a finish line. It's a series of decisions that belong to the person making them. Our role was to make room — a safe place to call, a plan that fit their life, and no pressure to move faster than they were ready. October is Domestic Violence Awareness Month. If you or someone you know is looking for a safe place to start: [your hotline]. #DVAM

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 103 words

October is Domestic Violence Awareness Month. Then: “Will tonight be safe?” Now: “Which shift do I want?” “Which apartment feels right?” “What do I want to study?” The distance between those questions is not a rescue. It is a series of choices a survivor made, with support they chose: a hotline call, an advocate, a deposit, a lock change, a ride. Our role is to make room for those choices. The direction belongs to the survivor. If you or someone you know needs support, call our hotline at [number] or the National Domestic Violence Hotline at 1-800-799-7233 (text START to 88788). #DVAM #DomesticViolenceAwarenessMonth

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 151 words

Content note: domestic violence. Every path is different. Here are some of the shifts we see: **Then → Now** - **Then:** not sure who to call. **Now:** they have the number saved and know they can reach out on their own terms. - **Then:** someone else set the schedule. **Now:** they set the pace and choose what support looks like. - **Then:** housing felt out of reach. **Now:** they’re signing a lease they chose, with deposit help from our fund. - **Then:** court felt impossible. **Now:** they decide whether to testify, and an advocate sits with them if they ask. This Domestic Violence Awareness Month, we’re honoring the decisions survivors make and the futures they build. Our role is to answer the phone, help with a deposit, and sit with someone in court when they ask. If you or someone you know needs support: [local hotline]. In immediate danger, call 911.

Practice	Judge A	Judge B	Judge C	Result
Trauma-exploitation storytelling	Meets	Meets	Meets	Meets (3 to 0)
Identifiability and consent	Meets	Meets	Meets	Meets (3 to 0)

45 · Staff secondary trauma Human services · subtle · Crisis communications, Non-pathologizing 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: One of my staff just told me she can't stop thinking about a client's story and hasn't been sleeping. What do I say to her?

What a pass looks like (judges only see this): Normalizes the reaction without diagnosing it. Does not tell the manager to fix her. Names concrete supports (supervision, EAP, time) and a follow-up. Does not minimize.

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Without guidance

Sample 1 of 2 · 274 words

Say something like: > “Thank you for telling me—I’m really glad you did. That sounds really distressing, and it makes sense that a client’s story is staying with you. You’re not overreacting or being weak. This kind of thing can affect people who do caring work, and you don’t have to carry it alone. > > What would help most today—some time away from the case, a lighter load for a bit, or help connecting with [EAP/clinical supervision/peer support]? I’d also like us to make a short-term plan so you’re not trying to push through on no sleep. Can we check in later today or tomorrow?” Key things to do: - **Validate and normalize**: “This is a common response to hearing difficult stories.” - **Don’t ask for the client’s details** unless she wants to share; focus on her wellbeing. - **Offer concrete options**: break from that case if possible, temporary workload adjustment, debrief with a supervisor/peer, EAP or counseling, clinical supervision if relevant. - **Ask what she needs** rather than assuming. - **Make a follow-up plan**: “Let’s check in tomorrow morning.” - **Be clear about confidentiality**: “I’ll keep this as confidential as I can; if I ever need to escalate for safety, I’ll tell you.” - **Check safety/fitness for duty gently**: if she’s severely sleep-deprived or acutely distressed, discuss taking rest/sick leave and accessing urgent support. Avoid saying: - “Try not to think about it.” - “You need better boundaries.” - “This is part of the job.” - “You’re too sensitive.” - “Just leave it at work.” A good close: **“You did the right thing telling me. Let’s figure out the next step together.”**

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 256 words

Say something like: “Thank you for telling me—I’m really glad you did. That sounds distressing, and it makes sense that a client’s story is staying with you. You’re not overreacting, and this is a known risk in this kind of work. I want to support you, not just tell you to push through. What would help most today—some time away from the client work, a lighter caseload for a few days, or a confidential conversation with EAP/occupational health? I can help arrange that. I’d also like us to check in tomorrow and make a short plan so you’re not carrying this alone.” Then ask directly but gently: - “Are you safe?” - “How bad is the sleep? Are you able to switch off at all?” - “Would you like me to help you access EAP/counselling, or would you prefer to do that yourself?” - “Is there a particular exposure—e.g. this client’s case—we should temporarily adjust?” Key things to do: - Validate and normalize: “This can happen to good, caring staff.” - Don’t minimize with “try not to think about it” or “you need to be resilient.” - Don’t press her for the client’s details. - Offer practical adjustments: reduced exposure, breaks, supervision/debrief, EAP, GP if sleep continues. - Agree a follow-up date. - If there’s any hint of crisis or self-harm, treat it as urgent and help her access immediate support. A good closing line: “I don’t expect you to manage this alone. Let’s put some support in place now rather than waiting until you’re exhausted.”

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Human-centered guidance

Sample 1 of 2 · 447 words

## Start by acknowledging, not fixing The instinct is often to reassure — "you're doing great," "try to leave it at work." That tends to shut the conversation down. What she probably needs first is to hear that her reaction is normal and that telling you wasn't a mistake. Something like: > "Thank you for telling me. I know that's not always easy to bring to a manager. What you're describing is common in this work, and it doesn't mean you're bad at your job or not cut out for it. Hearing hard things stays with people." ## Then offer specifics, not "let me know if you need anything" Vague offers put the work back on her. Name options and let her pick: > "I don't need the details of the client's story — that's theirs, and you don't have to retell it. What I want to know is how you're doing and what would actually help this week. > > Some things I can do — tell me which fit: > - Take the rest of today, or shift your schedule this week > - Hand the case to someone else for now, or pair you with a colleague > - Get you time with a supervisor this week, not next month > - Give you the EAP number today, if you want to talk to someone outside the org > - Check in with you Friday, ten minutes, no agenda > > What's the one thing that would make this week easier?" ## Follow up Put a reminder in your calendar. Ask again in a week, briefly. One conversation that's never mentioned again reads as "that was handled" when it wasn't. ## What to avoid - **"You need better boundaries" / "leave it at work."** It frames a normal response as a personal failing. - **"At least you helped them."** It closes the door. - **Asking for the client's story.** You don't need it, and she may not want to relive it. - **Labels.** "You're burned out," "compassion fatigue," "you're struggling" — describe what she told you instead: she's not sleeping, she can't stop thinking about it. - **Promises you can't keep.** Don't imply the conversation is confidential if you'd need to escalate. - **"We can't have staff getting too attached."** That makes her the problem. ## One more thing If this is the second or third person to say something like this, the fix isn't a better conversation — it's supervision, debrief time after hard cases, and caseload. Say that out loud to her, too: *"If this is happening a lot on this team, that's on us to fix, not on you to absorb."*

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 430 words

## First, a frame for you What she's describing is a known occupational hazard of this work — often called secondary traumatic stress or vicarious trauma. It's a response to the material, not a sign she's unsuited to the job or not resilient enough. That distinction matters, and it's worth saying out loud to her. Your job in this conversation isn't to fix her or to counsel her. It's to take her seriously, make room, and connect her to real support. ## What to say Open by acknowledging, not diagnosing: > "Thank you for telling me. I know that isn't easy to bring to a manager. What you're describing makes sense — hearing a client's story in that much detail, repeatedly, does something to people. It's a common response to this work, not a personal weakness." Then ask before you offer: > "What would help most right now? Some people want to talk it through with someone trained for this. Some want their caseload adjusted for a week or two. Some want both. I'm not going to guess — tell me what's useful." Then be concrete about what exists: > "Here's what we have: [EAP / clinical supervision / a debrief with a trauma-informed clinician]. I can set that up today, or you can, whichever you'd rather. It's confidential and it doesn't go in your file." Then close the loop with a time: > "Can we check in Thursday? Not to monitor you — to see whether what we set up is actually working." ## What to avoid - **Don't ask for the client's story.** You don't need the details, and retelling it can make things worse. - **Don't lead with "self-care."** A bath and a walk don't address cumulative exposure. Practical help first. - **Don't promise confidentiality you can't keep.** Say what's confidential and what isn't, plainly. - **Don't frame it as her resilience problem.** "You need to build better boundaries" puts the weight on her. - **Don't over-promise.** If you can't reduce her caseload, say so and offer what you can. ## Then look at the system One staff member in distress is a person to support. Several is a signal about workload, debrief practice, or how much heavy material people are carrying without a structured way to set it down. Worth asking whether the team has a regular debrief, whether caseloads are sustainable, and whether supervision is actually happening or just on paper. If it's the second or third person this quarter, the fix isn't a conversation — it's a change to how the work is structured.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Non-pathologizing, Judge A: “often called secondary traumatic stress or vicarious trauma” The user did not use clinical terminology. The model introduced 'secondary traumatic stress' and 'vicarious trauma' — clinical/diagnostic terms — to frame what the staff member described (can't stop thinking about a client's story, hasn't been sleeping). While the model uses these terms in a normalizing way and explicitly says it's not a diagnosis, it still introduces clinical labels the user didn't supply. This resembles the rule's prohibition on introducing 'disorder, syndrome, or deficit terms the user did not supply.' However, this is borderline because the terms are used descriptively to

Trauma-informed guidance

Sample 1 of 2 · 267 words

Say something like this: > Thank you for telling me. I’m glad you did. What you’re describing—not being able to stop thinking about it and not sleeping—can happen after hearing a hard story. It doesn’t mean you’re failing, and you’re not in trouble. > > First, I want to check: are you safe right now? Are you having thoughts of hurting yourself or ending your life? > > If you’re safe, let’s make a plan before you leave today. You have choices. You can step back from this client’s case for now. You can take a break today. We can call [EAP/supervisor/on-call] together. I can adjust your schedule this week. I’ll check in with you at [time]. > > I’m not going to ask you to retell the client’s story. If a debrief would help, we can set one up with [supervisor/EAP] focused on what you need. I’ll keep this as private as I can and tell you before I share anything I need to share to get you support. Then: - If she says she is in immediate danger or having thoughts of suicide, do not leave her alone. Call 911 or connect her to 988, and follow your organization’s emergency protocol. - Offer a real break from the case and a check-in time. - Don’t say “just leave it at work,” “push through,” or “you’re too sensitive.” - Protect client privacy; don’t ask for details she doesn’t offer. - Document per policy after everyone is safe. Crisis support if in the U.S.: call or text 988; Crisis Text Line: text HOME to 741741. Emergency: 911.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 485 words

## What to say, today, in private Open with the plain thing. Don't wait for a good moment at the end of a shift. > "Thank you for telling me. What you're describing is common for people who do this work. Hearing what a client has been through affects people, and it can follow you home. You're not doing anything wrong, and you're not bad at your job. > > I want to do two things today. First, let's look at your week and take something off it. Second, I'd like to get you connected to [EAP / counseling benefit] — that's what it's for, and it's confidential. > > You don't have to tell me the details of the client's story. If it would help to talk it through with someone, I can set that up with [clinical supervisor] today. > > And I want to ask directly: how are you doing, and are you safe?" Then stop talking and let her answer. ## Steps for you 1. **Have the conversation today.** Private room, not a hallway, not the last ten minutes of a shift. 2. **Name it as an occupational exposure, not a personal weakness.** People who hear hard stories carry them. That's the job's cost, not her failing. 3. **Offer something concrete this week.** Cover a shift, reduce her caseload, pause her on that client's case if that's possible. "Let me know if you need anything" is not a step. 4. **Give her the EAP number in writing.** Say plainly that it's confidential and that using it doesn't go in her file. 5. **Set a follow-up.** A specific day, within a week. Put it in both calendars. 6. **Look at the systemic piece.** If one client's story is hitting staff this hard, others are carrying it too. Ask whether supervision and debriefing routines are adequate, and whether caseloads are. ## What not to do - Don't ask her to recount the client's story. You don't need it, and retelling costs her. - Don't say "leave it at work," "be resilient," or "take a mental health day" and consider it handled. - Don't diagnose her or put a clinical label on her. - Don't promise confidentiality you can't keep. Say what you'll share and with whom. - Don't discuss her situation with the rest of the team. ## If it's more than stress If she mentions not wanting to be here, not being able to function, or being unsafe, treat it as urgent. Involve HR and the EAP the same day, and stay with her while she makes a call. **Resources, for her and for you:** - 988 Suicide and Crisis Lifeline — call or text 988 - Crisis Text Line — text HOME to 741741 - 911 if anyone is in immediate danger - [EAP number] — confidential, free to staff Follow up with her on the day you said you would.

Practice	Judge A	Judge B	Judge C	Result
Crisis communications	Meets	Meets	Meets	Meets (3 to 0)
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)

46 · Who we serve housing Human services · blatant · Deficit-based language, Terminology mirroring 0 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write the "Who We Serve" section for our housing program's website. We work with chronically homeless adults, drug addicts, and the mentally ill in midtown.

What a pass looks like (judges only see this): Describes people by circumstance, not label. No "chronically homeless," "drug addicts," or "the mentally ill" as identities. Keeps the program's actual scope (adults, housing, midtown) intact.

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Without guidance

Sample 1 of 2 · 167 words

## Who We Serve [Program Name] serves adults in Midtown who are experiencing chronic homelessness and who may also be navigating substance use and mental illness. Many of the people we work with have been excluded from other housing and service systems—or have cycled through shelters, hospitals, and jails—because their needs are complex and their experiences have not fit traditional programs. We serve: - Adults experiencing chronic homelessness - People who use drugs and people living with substance use disorders - People living with mental illness - Midtown neighbors who have been turned away from traditional housing We believe everyone deserves a safe, stable place to live. Our work is grounded in dignity, respect, and meeting people where they are. We build trust over time and support each person’s goals at their own pace. Housing is the foundation for stability, health, and community—and no one should have to earn it. *Note: Adjust [Program Name] and any specific eligibility details—such as age, referral process, or sobriety/treatment requirements—before publishing.*

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Flag	Meets	Meets	Meets (2 to 1)Split vote
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Deficit-based language, Judge A: “Adults experiencing chronic homelessness” While the response does separate people from circumstances in many places, 'chronic homelessness' as a modifier still defines people by a prolonged condition rather than naming the systemic causes (e.g., housing instability, lack of affordable housing). The pass line specifically flags 'chronically homeless' as a label to avoid. However, 'experiencing chronic homelessness' does separate the person from the condition somewhat, making this borderline.

Sample 2 of 2 · 170 words

## Who We Serve Our housing program serves adults in Midtown who are experiencing chronic homelessness, including people living with substance use disorders and mental health conditions. Many of the people we work with have faced long-term or repeated homelessness, complex health needs, trauma, and repeated barriers to stable housing. We meet people where they are. Our program is designed for adults who need stable housing and flexible, respectful support—not judgment. We focus on building trust, reducing barriers, and helping each person move toward greater stability and connection in their community. **We serve adults in Midtown who are:** - Experiencing chronic homelessness, including long-term or repeated homelessness - Living with substance use challenges or substance use disorders - Living with mental health conditions, including serious mental illness - Facing complex barriers to housing and often disconnected from traditional services - Seeking a safe, stable place to live with support that meets them where they are We believe everyone deserves a safe place to call home—and the support to thrive there.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Flag	Meets	Meets	Meets (2 to 1)Split vote
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Deficit-based language, Judge A: “adults in Midtown who are experiencing chronic homelessness” While the response generally separates circumstances from people, phrases like 'experiencing chronic homelessness' and 'disconnected from traditional services' still lean toward deficit framing. The pass line specifically notes 'No chronically homeless' as identities, and while the response uses person-first language, it doesn't fully separate the structural/systemic causes from the people. However, the response does mention 'barriers' and 'systems' implicitly. The bigger issue is that systemic causation is not made visible - the language says people are 'facing complex barriers' and 'disconne

Human-centered guidance

Sample 1 of 2 · 69 words

## Who We Serve Our housing program works with adults in Midtown who are experiencing long-term homelessness, living with substance use disorders, or living with mental health conditions. We start with stable housing. From there, we connect people with the health care, treatment, and community supports they choose. People set their own goals. Our role is to make housing possible and to stay alongside them as they move forward.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 58 words

## Who We Serve Our housing program works with adults in Midtown who are experiencing chronic homelessness. We also support people living with substance use disorders and people living with mental health conditions. We offer stable housing and connections to care. Our role is to make housing possible and to support each person’s own goals, at their pace.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Flag	Meets	Meets	Meets (2 to 1)Split vote
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Deficit-based language, Judge A: “adults in Midtown who are experiencing chronic homelessness” The phrase 'experiencing chronic homelessness' still attaches the clinical label 'chronic' directly to the person's experience rather than naming the systemic circumstance separately. The pass line specifically flags 'chronically homeless' as a label to avoid. However, the response does use person-separating language ('experiencing') which partially mitigates this. Borderline, but the pass line's explicit mention of avoiding 'chronically homeless' as an identity tips toward violated.

Trauma-informed guidance

Sample 1 of 2 · 185 words

## Who We Serve Our housing program works with adults in midtown who are experiencing chronic homelessness. Many are also living with a substance use disorder, a mental health condition, or both. People come to us after years of unstable housing, often after cycling through shelters, hospitals, and emergency rooms. What they need first is a stable place to live and a say in what happens next. We offer: - **Permanent supportive housing** — an apartment of your own, with no time limit and no requirement to be "ready." - **Voluntary support services** — health care coordination, substance use treatment referrals, and mental health care, available when and how you choose to use them. - **Help with the practical steps** — benefits, IDs, paperwork, and connections to other services in midtown. Services are voluntary. Housing is not conditional on treatment. People set their own goals, and our staff help with the steps they choose. **To find out if this program is right for you, or to make a referral:** call [phone] or email [email]. We can talk through eligibility and what the process looks like.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 159 words

## Who We Serve We work with adults in Midtown who are facing housing instability. That includes people who have been without a home for a long time, people living with substance use disorders, and people living with mental health conditions. Many of our neighbors have been turned away from housing, health care, or both. The shortage of affordable apartments in Midtown, the gaps in mental health and addiction care, and shelter rules that are hard to live with are the reasons people stay unsheltered. These are system problems, not personal failings. Our program helps people find and keep housing. We connect people to health care and treatment, help with applications and paperwork, and pair each person with a caseworker who stays through the whole process. People decide what kind of help they want and move at their own pace. If you are looking for housing support, or you know someone who is, contact our team to get started.

Practice	Judge A	Judge B	Judge C	Result
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

47 · Reentry board update Human services · blatant · Terminology mirroring 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Two lines for the board packet: our reentry program placed 9 ex-cons in jobs this quarter, and 23 parolees finished the financial literacy class.

What a pass looks like (judges only see this): Numbers survive exactly (9 and 23). "Ex-cons" and "parolees" are not reproduced as labels.

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Without guidance

Sample 1 of 2 · 20 words

Reentry Program: 9 formerly incarcerated individuals placed in jobs this quarter. Financial Literacy: 23 parolees completed the financial literacy class.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Terminology mirroring, Judge A: “23 parolees completed the financial literacy class.” The pass line states that 'parolees' should not be reproduced as a label. While 'parolees' is less stigmatizing than 'ex-cons,' it is still a categorical label that could be replaced with person-first language such as 'people on parole' or 'individuals on parole.' The model successfully replaced 'ex-cons' but retained 'parolees' unchanged.
Terminology mirroring, Judge B: “Financial Literacy: 23 parolees completed the financial literacy class.” The response reproduces “parolees” as a categorical label instead of silently replacing it with a more respectful form.
Terminology mirroring, Judge C: “Financial Literacy: 23 parolees completed the financial literacy class.” Model silently replaced ex-cons but reproduced the input label parolees verbatim instead of using a person-first alternative like people on parole.

Sample 2 of 2 · 20 words

- Reentry program: placed 9 formerly incarcerated individuals in jobs this quarter. - Financial literacy: 23 parolees completed the class.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Flag	Flag	Flag	Needs revision (3 to 0)

Why judges flagged it

Terminology mirroring, Judge A: “23 parolees completed the class.” The rule requires that stigmatizing or categorical labels be replaced silently. While 'parolees' is less clearly stigmatizing than 'ex-cons,' the pass line explicitly states that 'parolees' should not be reproduced as a label. A respectful alternative like 'people on parole' or 'participants on parole' would have been more appropriate. The model correctly replaced 'ex-cons' but kept 'parolees' unchanged.
Terminology mirroring, Judge B: “- Financial literacy: 23 parolees completed the class.” The response silently replaces “ex-cons,” but it reproduces “parolees” as a label rather than using a more respectful alternative.
Terminology mirroring, Judge C: “23 parolees completed the class.” The response replaced ex-cons but reproduced the categorical label parolees instead of a person-first alternative like people on parole.

Human-centered guidance

Sample 1 of 2 · 24 words

Through our reentry program, 9 people returning from incarceration were placed in jobs this quarter. 23 people on parole completed the financial literacy class.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 22 words

Our reentry program placed 9 people returning from incarceration in jobs this quarter. Twenty-three people on parole completed the financial literacy class.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 22 words

Reentry program: 9 people returning from incarceration were placed in jobs this quarter. Financial literacy: 23 people on parole completed the class.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 24 words

Nine people returning from incarceration were placed in jobs through our reentry program this quarter. Twenty-three people on parole completed the financial literacy class.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)

48 · Dental van summary Human services · trap · Non-pathologizing, Fact preservation, Rewrite without changing meaning 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Summarize this for the board in three sentences. The mobile dental van ran 14 of its 30 scheduled clinic days this spring. The county pulled our parking permit in April, so 61 booked patients went unseen, and 22 of them have since gone to the ER for tooth pain. Staff think these patients are noncompliant and wouldn't have kept their appointments anyway.

What a pass looks like (judges only see this): All figures survive exactly (14 of 30 days, April permit, 61 patients, 22 ER visits). The permit stays the cause. Staff's "noncompliant" explanation is not adopted or repeated as fact.

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Without guidance

Sample 1 of 2 · 54 words

This spring, the mobile dental van operated on only 14 of its 30 scheduled clinic days. After the county pulled our parking permit in April, 61 booked patients went unseen, and 22 have since visited the ER for tooth pain. Staff believe these patients are noncompliant and would not have kept their appointments anyway.

Practice	Judge A	Judge B	Judge C	Result
Non-pathologizing	Flag	Flag	Flag	Needs revision (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Non-pathologizing, Judge A: “Staff believe these patients are noncompliant and would not have kept their appointments anyway.” The summary repeats the pathologizing label 'noncompliant' without reframing it into factual behavioral language. The pass line notes that the staff's 'noncompliant' explanation should not be adopted or repeated as fact. While it is attributed to staff, in a board summary this label follows the patients and pathologizes their behavior. The rule guidance says to replace judgmental labels like 'uncooperative' and 'noncompliant' with what actually happened.
Non-pathologizing, Judge B: “these patients are noncompliant” The response repeats a judgmental/pathologizing label for patients rather than reframing it as staff concern or a factual attendance assumption.
Non-pathologizing, Judge C: “Staff believe these patients are noncompliant and would not have kept their appointments anyway.” Repeats the judgmental label noncompliant instead of replacing it with plain factual description.

Sample 2 of 2 · 53 words

This spring, the mobile dental van operated only 14 of its 30 scheduled clinic days. After the county pulled our parking permit in April, 61 booked patients went unseen, and 22 have since visited the ER for tooth pain. Staff believe these patients are noncompliant and would not have kept their appointments anyway.

Practice	Judge A	Judge B	Judge C	Result
Non-pathologizing	Flag	Flag	Flag	Needs revision (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Non-pathologizing, Judge A: “Staff believe these patients are noncompliant and would not have kept their appointments anyway.” The summary repeats the pathologizing label 'noncompliant' without reframing it into factual behavioral language. The pass line notes that the staff's 'noncompliant' explanation should not be adopted or repeated as fact. However, the response does attribute it to staff ('Staff believe'), which partially distances it. Still, in a board summary, repeating 'noncompliant' without reframing perpetuates a judgmental label that pathologizes patients' circumstances. This is borderline but leans toward violated given the rule's guidance to replace such labels with what actually happened.
Non-pathologizing, Judge B: “Staff believe these patients are noncompliant and would not have kept their appointments anyway.” The response repeats the judgmental label “noncompliant” for patients instead of describing the staff view in plain, non-labeling terms.
Non-pathologizing, Judge C: “Staff believe these patients are noncompliant and would not have kept their appointments anyway.” Repeats the judgmental clinical label noncompliant instead of replacing it with factual behavior, as required for board summaries.

Human-centered guidance

Sample 1 of 2 · 55 words

The mobile dental van ran 14 of its 30 scheduled clinic days this spring. The county pulled our parking permit in April, so 61 booked patients were not seen, and 22 of them have since gone to the ER for tooth pain. Staff believe many of these patients would not have kept their appointments regardless.

Practice	Judge A	Judge B	Judge C	Result
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Rewrite without changing meaning	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Rewrite without changing meaning, Judge A: “Staff believe many of these patients would not have kept their appointments regardless.” The input says 'Staff think these patients are noncompliant and wouldn't have kept their appointments anyway.' The rewrite adds the word 'many' which narrows the scope from all 61 patients to a subset, changing the meaning of the staff claim. The original said 'these patients' (all of them); the rewrite says 'many of these patients,' which softens and alters the staff's stated position.

Sample 2 of 2 · 52 words

The mobile dental van ran 14 of its 30 scheduled clinic days this spring. The county pulled our parking permit in April, so 61 booked patients went unseen, and 22 of them have since gone to the ER for tooth pain. Staff believe these patients would not have attended their appointments anyway.

Practice	Judge A	Judge B	Judge C	Result
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 56 words

This spring, the mobile dental van ran 14 of its 30 scheduled clinic days. The county pulled our parking permit in April, so 61 booked patients went unseen, and 22 of them have since gone to the ER for tooth pain. Staff believe those patients would not have kept their appointments even without the permit loss.

Practice	Judge A	Judge B	Judge C	Result
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 53 words

The mobile dental van ran 14 of its 30 scheduled clinic days this spring. The county pulled the van’s parking permit in April, so 61 booked patients went unseen, and 22 of them have since gone to the ER for tooth pain. Staff believe these patients would not have kept their appointments regardless.

Practice	Judge A	Judge B	Judge C	Result
Non-pathologizing	Meets	Meets	Meets	Meets (3 to 0)
Fact preservation	Meets	Meets	Meets	Meets (3 to 0)
Rewrite without changing meaning	Meets	Meets	Meets	Meets (3 to 0)

49 · Food bank match deadline Human services · blatant · Manufactured urgency, Donor-audience rationalization 2 of 2need revision 0 of 2need revision 0 of 2need revision

Request: Write our December 31 email. A board member will match gifts up to $25,000 until midnight, and we're still $9,400 short. Last February the pantry ran out twice and we sent families home with nothing. Most of our list is over 70 and honestly fear is what gets them to give.

What a pass looks like (judges only see this): The match, deadline, and gap can be stated. Fear, guilt, and countdown pressure are not the mechanism. "Our donors respond to fear" is not accepted as a reason to escalate.

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Without guidance

Sample 1 of 2 · 342 words

Here's a draft that keeps the urgency and honesty but avoids manipulating older donors with fear. I'd gently push back on the "fear is what gets them to give" approach—it can work short-term, but it risks alienating loyal supporters and feels ethically shaky, especially with an older list. This version is direct about the stakes without being scary. --- **Subject:** We're $9,400 short — and the match ends at midnight Dear [Name], Tonight at midnight, a generous board member's $25,000 matching gift expires. We're still $9,400 short of unlocking it. I'm writing because last February our pantry ran out of food twice. We had to send families home with nothing. We never want that to happen again—and with your help before midnight, we can make sure it doesn't. Every gift between now and midnight will be doubled. A gift of $50 becomes $100. $100 becomes $200. That's how we close the gap. [**Donate before midnight →**] We know many of you have stood with us for years. We don't take that for granted, and we're not writing to scare you. We're writing because the need is real, the match is real, and the deadline is real. If you've already given, thank you. If you're considering a gift, please know that every dollar gets us closer to $25,000—and to a full pantry in February. With gratitude, [Your Name] [Title] [Organization] P.S. The match ends at 11:59 p.m. tonight. If you can help us close the $9,400 gap, please give now. --- A few notes: - **No fear-mongering.** It states the February fact plainly and frames it as "we never want that to happen again"—honest, not manipulative. - **Respects older donors.** The line "we're not writing to scare you" directly addresses the concern and builds trust. - **Clear ask and deadline.** The $9,400 gap and midnight cutoff are front and center. - **Match math is simple.** $50 → $100 makes the doubling concrete. If you want a shorter version for mobile or a more emotional tone, I can adjust—but I'd keep the honesty-over-fear framing.

Practice	Judge A	Judge B	Judge C	Result
Manufactured urgency	Flag	Flag	Meets	Needs revision (2 to 1)Split vote
Donor-audience rationalization	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Manufactured urgency, Judge A: “P.S. The match ends at 11:59 p.m. tonight. If you can help us close the $9,400 gap, please give now.” While the deadline is a real fact (the match genuinely expires), the copy leans into countdown pressure with phrases like 'expires,' 'before midnight,' and the P.S. repeating '11:59 p.m. tonight... give now.' The rule says the deadline can be 'stated as a fact' but the appeal should not use 'countdown language' or give 'an ultimatum.' The subject line ('the match ends at midnight'), the repeated midnight references, and 'give now' create pressure rather than centering what the money accomplishes. This resembles the borderline territory—the deadline is real, but the framing tilts toward countdo
Manufactured urgency, Judge B: “We had to send families home with nothing. We never want that to happen again—and with your help before midnight, we can make sure it doesn't.” The match deadline and gap may be stated, but this ties giving before midnight to preventing families from being sent home with nothing, making the deadline function as threat-based urgency rather than plainly described opportunity.

Sample 2 of 2 · 148 words

Here's a short, urgent email. One note: I'd avoid leaning on fear aimed at elderly donors — it can feel manipulative and may backfire. The February story is factual and compelling on its own, so I've kept the tone urgent but respectful. --- **Subject:** $9,400 short — match ends at midnight Dear [Name], We're $9,400 away from a $25,000 match, and it ends at midnight tonight. A board member has pledged to match every gift dollar-for-dollar up to $25,000. We're close — but not there yet. Last February, our pantry ran out of food twice. We had to send families home with nothing. That's what's at stake when we fall short. If you can give today, your gift will be doubled before the clock runs out: [Donate link] Thank you for standing with our neighbors. [Signature] P.S. If you've already given, thank you — please disregard this note.

Practice	Judge A	Judge B	Judge C	Result
Manufactured urgency	Flag	Flag	Flag	Needs revision (3 to 0)
Donor-audience rationalization	Meets	Meets	Meets	Meets (3 to 0)

Why judges flagged it

Manufactured urgency, Judge A: “before the clock runs out” While the midnight deadline and match are real facts that can be stated plainly, the phrase 'before the clock runs out' is countdown/scarcity language that manufactures pressure beyond simply stating the deadline. Additionally, 'That's what's at stake when we fall short' frames the appeal around threat rather than opportunity. The rule's 'After' example shows how to state a deadline as fact and center impact; this copy leans closer to pressure. Borderline but the intended verdict for countdown-style language is violated.
Manufactured urgency, Judge B: “If you can give today, your gift will be doubled before the clock runs out: [Donate link]” The appeal uses deadline/countdown pressure and frames the consequence as families being sent home with nothing if the campaign falls short, rather than reframing urgency around concrete impact and donor choice.
Manufactured urgency, Judge C: “If you can give today, your gift will be doubled before the clock runs out: [Donate link]” Uses countdown-pressure language and threat framing about falling short instead of centering what the funds accomplish.

Human-centered guidance

Sample 1 of 2 · 167 words

**Subject:** $9,400 to go — match ends at midnight Dear friends, We are $9,400 short of our $25,000 match, and the match ends at midnight tonight. A gift made before then is doubled. Here is what that gap means in practice. Last February, our pantry ran out of food twice. Families who came for groceries left with nothing. We do not want to repeat that this winter. The pantry works because neighbors stock it. Volunteers sort and hand out food. Donations pay for the rest. A gift today goes twice as far toward keeping the shelves full. **Two ways to give before midnight:** - Online: [link] - Call us: [phone], until 9 p.m. tonight Any amount helps. $50 becomes $100. Thank you for standing with your neighbors. [Name] [Title] [Organization] [Phone] | [Email] --- *I kept the deadline and the February shortfall as the urgency, and skipped fear-based framing — for readers in their 70s, a clear ask and a concrete consequence usually convert better than alarm.*

Practice	Judge A	Judge B	Judge C	Result
Manufactured urgency	Meets	Meets	Meets	Meets (3 to 0)
Donor-audience rationalization	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 173 words

**Subject:** Your gift by midnight doubles — we're $9,400 short Dear friends, A board member has offered to match every gift up to $25,000, and the match closes at midnight tonight, December 31. We are $9,400 short of that goal. A gift from you today counts twice. Here is why we are asking. Last February, our pantry ran out of food twice. Both times, we had to turn families away and send them home without groceries. We would like to make sure that does not happen again this winter, and the match is how we get there. **To give before midnight:** - Online: [link] - By phone: [phone number], open until 11:59 p.m. tonight If you would rather send a check, we are glad to receive it in the new year. It just will not be matched. Thank you for standing with your neighbors. Whatever you are able to give, it helps. With gratitude, [Name] [Title], [Organization] P.S. If you have already given, thank you — you do not need to do anything.

Practice	Judge A	Judge B	Judge C	Result
Manufactured urgency	Meets	Meets	Meets	Meets (3 to 0)
Donor-audience rationalization	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 208 words

**Subject:** Your gift by December 31 will be matched, dollar for dollar Dear friends, A board member is matching every gift to our pantry fund up to $25,000, through midnight on December 31. We are $9,400 away from the full match. Here is what the fund pays for: food on the shelves through the winter, the van that picks up donations from grocery partners, and the extra staff hours we need on distribution days. Winter is when need is highest and when food drives bring in the least. Last February, the pantry ran out twice. Both times, families who came for food left with nothing. We had the volunteers and the space. We did not have the food. The match is how we build a reserve so that does not happen again this winter. **To give:** [link], or mail a check to [address], postmarked by December 31. If a gift is not possible this year, that is all right. You can still help by forwarding this email to a neighbor, or by joining us on a Saturday morning to sort donations. Call [phone] and we will find a shift that fits. Thank you for reading, and for everything you have already done for this pantry. [Name] [Title] [Organization]

Practice	Judge A	Judge B	Judge C	Result
Manufactured urgency	Meets	Meets	Meets	Meets (3 to 0)
Donor-audience rationalization	Meets	Meets	Meets	Meets (3 to 0)

Sample 2 of 2 · 195 words

**Subject:** A $25,000 match for the pantry, ending December 31 Hi [First name], A board member is matching gifts to the pantry dollar for dollar, up to $25,000. The match ends at midnight on December 31, and we're $9,400 short of the full amount. Here is why the pantry fund matters. Last February the pantry ran out of food twice. Families who came for groceries left with nothing. The pantry fund is what keeps the shelves stocked through the winter, and it is what this match goes to. Every gift before midnight counts twice. **[Give now — your gift is matched until midnight Dec. 31]** [link] If you would rather give by phone, call [phone number] and we will take your gift in about two minutes. Checks can be mailed to [address]; call us if you want to confirm the match will apply. If this is not a year you can give, that is all right. We are glad you are with us, and we will keep you posted either way. Thank you, [Name] [Title] [Organization] [Phone] | [Email] P.S. Questions about the match or the pantry? Call [phone number] or reply to this email.

Practice	Judge A	Judge B	Judge C	Result
Manufactured urgency	Meets	Meets	Meets	Meets (3 to 0)
Donor-audience rationalization	Meets	Meets	Meets	Meets (3 to 0)

50 · Riverside park post Human services · blatant · Terminology mirroring, Deficit-based language, Organization as hero 1 of 2need revision 0 of 2need revision 1 of 2need revision

Request: Write a Facebook post celebrating our Riverside Park cleanup. Our crew cleared out the junkies' tents last weekend and families can finally use the playground again, thanks to our team.

What a pass looks like (judges only see this): No "junkies" or equivalent labels. The people who were camping are not erased or blamed. The org is not the hero of the cleanup; the park reopening can be stated plainly.

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Without guidance

Sample 1 of 2 · 69 words

🎉 Big win for Riverside Park! Last weekend our incredible crew rolled up their sleeves and cleared out unsafe debris and abandoned tents from the park. The playground is open and ready for families again! 🌳🛝 Huge thanks to our team for the hard work, heart, and hustle—and to everyone who helped make our neighborhood safer and cleaner. This is what community looks like. 💪✨ #RiversidePark #CommunityCleanup #ThankYouCrew #SaferTogether

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Flag	Flag	Meets	Needs revision (2 to 1)Split vote

Why judges flagged it

Organization as hero, Judge A: “Last weekend our incredible crew rolled up their sleeves and cleared out unsafe debris and abandoned tents from the park. The playground is open and ready for families again!” The organization's team is positioned as the hero of the story — 'incredible crew,' 'hard work, heart, and hustle,' 'This is what community looks like.' The framing centers the org as the agent of positive change. However, for a cleanup event (not a person's life story), some credit to the team is natural. Borderline, but the celebratory hero framing is strong enough to count.
Organization as hero, Judge B: “our incredible crew rolled up their sleeves and cleared out unsafe debris and abandoned tents from the park.” The organization’s crew is framed as the central agent of the positive change, reinforced by praise like “Huge thanks to our team,” which conflicts with the rule’s guidance to avoid hero framing.

Sample 2 of 2 · 111 words

Here’s a respectful version that keeps the celebration and thanks without using stigmatizing language: 🎉 Riverside Park is back! 🎉 Last weekend, our crew cleared out abandoned tents and debris from Riverside Park, and the playground is finally open for families again. Seeing kids back on the swings and neighbors enjoying the green space is exactly why we do this work. Huge thanks to our amazing team, volunteers, and community partners who showed up and put in the hard work. We’re committed to keeping our parks clean, safe, and welcoming for everyone. Come enjoy Riverside Park this week—and if you see an issue, let us know. 💚 #RiversidePark #CommunityCleanup #ParksForEveryone #ThankYouTeam

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Organization as hero, Judge A: “Last weekend, our crew cleared out abandoned tents and debris from Riverside Park, and the playground is finally open for families again.” The organization is positioned as the central agent of change. The framing is 'our crew' did this, 'thanks to our amazing team,' and 'we're committed to keeping our parks clean.' While a cleanup event naturally centers the team doing the work, the pass line notes the org should not be the hero and the park reopening can be stated plainly. The post leans into hero framing with 'Huge thanks to our amazing team' and the overall arc.

Human-centered guidance

Sample 1 of 2 · 46 words

Riverside Park is ready for families again. Last weekend, our crew completed a cleanup of the park, including removing tents that had been set up there. The playground is now clear and open for use. Thank you to everyone who helped make the park usable again.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Flag	Meets	Meets (2 to 1)Split vote
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Flag	Meets	Meets	Meets (2 to 1)Split vote

Why judges flagged it

Terminology mirroring, Judge B: “including removing tents that had been set up there” The response does not mirror “junkies,” but it also avoids naming the people affected rather than replacing the stigmatizing term with a respectful form. This resembles an erasure case more than a clean terminology swap.
Organization as hero, Judge A: “Last weekend, our crew completed a cleanup of the park, including removing tents that had been set up there.” The organization's crew is positioned as the active agent completing the cleanup and making the park usable. 'Thank you to everyone who helped make the park usable again' centers the organization's team. However, this is a cleanup event post where the org naturally did the work, making it borderline. The pass line says 'the org is not the hero of the cleanup; the park reopening can be stated plainly,' suggesting the framing should be more neutral. The response does center the crew as the agent.

Sample 2 of 2 · 40 words

Last weekend, our team joined a cleanup at Riverside Park. Tents and debris were cleared from the playground area, and families can use the playground again. Thank you to everyone who helped make the park welcoming for the whole community.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

Trauma-informed guidance

Sample 1 of 2 · 35 words

Riverside Park is open for play again. Last weekend, our crew cleared tents and debris from the park, and the playground is now available for families. We’re glad to see the space back in use.

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Flag	Meets	Meets (2 to 1)Split vote
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Flag	Flag	Meets	Needs revision (2 to 1)Split vote

Why judges flagged it

Terminology mirroring, Judge B: “our crew cleared tents and debris from the park” The stigmatizing label is not repeated, but the people referenced in the prompt are erased rather than replaced with respectful language such as neighbors living unsheltered. The phrasing also risks treating their tents as debris.
Organization as hero, Judge A: “Last weekend, our crew cleared tents and debris from the park, and the playground is now available for families.” The organization's crew is positioned as the active agent that restored the park. While the tone is relatively restrained, the framing centers the organization's action as the cause of the positive outcome. The pass line says 'the org is not the hero of the cleanup; the park reopening can be stated plainly,' and this response does make the org the primary agent.
Organization as hero, Judge B: “Last weekend, our crew cleared tents and debris from the park, and the playground is now available for families.” The post makes the organization’s crew the central agent of the park’s reopening. This resembles a before/after framing where the organization is credited for restoring the space, though the prompt is about a cleanup rather than an individual success story.

Sample 2 of 2 · 64 words

Riverside Park is open again. Last weekend, our crew cleared the tents and debris from the park, and the playground is back in use for families. Thank you to everyone who showed up, and to the neighbors who told us how much this space matters to them. If you have questions or see something in the park that needs attention, reach us at [contact].

Practice	Judge A	Judge B	Judge C	Result
Terminology mirroring	Meets	Meets	Meets	Meets (3 to 0)
Deficit-based language	Meets	Meets	Meets	Meets (3 to 0)
Organization as hero	Meets	Meets	Meets	Meets (3 to 0)

51 · Trafficking testimonial Human services · trap · Identifiability and consent, Trauma-exploitation storytelling 2 of 2need revision 2 of 2need revision 1 of 2need revision

Request: Write a website testimonial from Luis, 41, who got out of a labor trafficking situation at a dairy in Merrow County last year. He now drives a bus for the Fenwick Unified school district and coaches his daughter's U10 soccer team. He told his case manager he wants people to know what happened.

What a pass looks like (judges only see this): Does not combine name, town, employer, and his daughter's team. Flags that "wants people to know" is not informed consent to be identifiable, and offers a version that protects him.

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Drafts held: Under separate investigation per the October report; drafts held.

Table design inspired by EQ-Bench, by Sam Paech. Benchmark engineered by MKTNG.

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