# Your source workshop · Days 21–30 Every person, event and number in this fortnight is invented. Read [P–U](ORIGINAL-TEXTS.md) as labelled texts, not news about real people. Your teacher supplies the new Day 25/30 check cards during those sessions. Choose any of the three [route options](DAILY-CHOICES.md) and change whenever useful; each asks for the same source-based idea. You may write, type, direct the movement of full-word strips, or use an agreed spoken/AAC response. No personal disclosure is required. An omitted fact is an **unknown**, not proof of the opposite. ### Day 21 · Whose headline? Read P. Identify the score, who made the final point and one contribution that the source **cannot** allocate. Explain how “wins it” might steer a reader toward one person. Write a bounded alternative line or an editor note using the score. ### Day 22 · The torn score sheet Read Q after P. Put 3–3, final shot, 4–3 and Jo's folded sheet in order. Interpret the “small moon” or final hole image with an exact phrase. What does the story invite you to notice that a score cannot hold? What can it not certify about a real match? ### Day 23 · Three jobs for three texts Read P, Q and R. Name each maker and purpose; choose one exact detail from each. Explain what R asks the editor to change and why Q cannot fill the absent play-by-play. Leave one genuine question open. ### Day 24 · Celebrate without sole credit Write a revised headline and 70–100-word public note about the invented match. Keep the 4–3 result and Mina's final point, but avoid claiming who made all earlier points. Save a before/after line and explain how the change would help a reader. ### Day 25 · New-case check A Your teacher provides the game-demo sources on this day. Write a 90–130-word editor note or equivalent agreed response comparing a public brief and one fictional scene. Identify their makers, exact details, a choice that foregrounds someone and an attribution limit. Suggest a more careful public line. Do not open the public key if you want first-encounter practice. ### Day 26 · A “green wall” and ten planters Read S. Identify its headline image and the exact day-seven observation. Explain why an expressive headline can still need a bounded caption. State one thing the bulletin cannot yet tell you about later growth. ### Day 27 · Commas and full stops Read T after S. Use two exact words, images or line positions to interpret the poem's unfinished ending. Explain how a poem can use six and four differently from a bulletin. Do not turn its speaker's feeling into a forecast. ### Day 28 · Outside the frame Read the **complete text description** in U; no photograph is needed. Compare the two captions with S. Write a 35–55-word accessible caption/transcript naming the six shown, the four outside frame and a day-seven limit. Explain which word in Caption 1 overstates completeness. ### Day 29 · Record, poem, caption Write a 120–160-word public reflection or equivalent complete transcript for a fictional Window Garden newsletter reader. Use one S observation, one T image and one U crop/caption choice. Explain a possible effect, an unresolved question and a source-backed revision. Save both versions of one sentence. ### Day 30 · New-case check B Your teacher provides the travelling-book-cart sources on this day. Write a 90–130-word/equivalent local-news editor note. Compare a public route claim and a short literary scene. Use exact evidence, explain one stylistic effect, name an unknown and offer an accurate public line. Do not claim a photograph shows a street outside its frame. Each day also has an [optional five-to-ten-minute invitation](DAILY-EXTRAS.md), doable with these pages and paper alone. You can stop after the core task. SubjectNest original tasks © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).