# Original fictional media packet and low-ink response tools

**Teacher opener:** “These are invented classroom texts. We can inspect a claim without repeating it as a fact or assigning it to anyone here. No one has to speak for a group they belong to.” Give the [A4 original visual post](fictional-community-post.svg) ([PNG](fictional-community-post.png)) or its complete text/layout description below. All source names, people, plans and decisions are fictional. Keep Card E in [assessment](assessment.md) unseen for transfer.

## Card A — invented mock social post

```text
FICTIONAL NEIGHBOURBOARD ACCOUNT • unverified opinion post
LARGE HEADLINE: “TEENAGERS ALWAYS TURN QUIET SPACES INTO CHAOS.”
MAIN LINE: “A proposed reading corner beside the garden will be ruined.
Keep it adults-only.”
SMALL LINE: “No usage study or decision is supplied. Classroom fiction.”
```

**Visual description/key:** Huge “ALWAYS” sits inside a speech bubble. An outlined box headed “? Evidence” below says no usage study or decision is supplied, and the fiction label is smaller. The speech-bubble symbol marks opinion/voice; the evidence box highlights a missing source in **our designed text**, not a real investigation. The headline is direct negative evaluation and a universal generalisation about a group; the “ruined” prediction is unsupported. The graphic is a constructed example, never a screenshot or true public post. Do not perform the line in a mocking voice.

## Card B — invented proposal note

> **Shared reading-corner concept, classroom draft.** Possible features: shade, seats, clear signs and a step-free route. Intended use is open to people of different ages. No site approval, usage count, cost, environmental impact or detailed access audit has been supplied. The group may compare design options; no final decision has been made.

**Key:** This note specifies a **proposal** and known unknowns. It does not prove the corner will be quiet, accessible in practice, affordable or used by every person. “Step-free route” is a stated concept, not certified compliance. Its neutral tone does not make it complete evidence.

## Card C — two attributed invented perspectives

> “After sport, I might use a shaded spot to read. I would need to know the opening times.” — Ari, fictional young person.

> “I value a calm path and signs that explain shared-use expectations. I would want to see the site plan.” — Lee, fictional adult.

**Key:** These are **invented** preferences and questions, not testimony or proof of all young/adult views. Both can inform what to ask next. Do not map a classmate to either character.

## Card D — short science-claim crossover, also invented

> “Our drawing shows a model lamp with 100 J input and 60 J useful light output. So no energy goes anywhere else.” — fictional display caption.

**Key:** First sentence is stated model data. The second contradicts the stipulated remaining 40 J transfer; it does **not** follow from the first. A fair revision says “The model assigns 60 J to useful light and 40 J to other transfers such as thermal energy; this is invented, not a measured lamp.” See the [science guide](../../../term-1/week-02-energy-systems-lab.md) for the full model; the source link is checked by the verifier. Do not present the caption as real marketing.

## Source-comparison strip

```text
SOURCE / CREATOR / PURPOSE: _____________________________
EXACT WORDS OR FIGURES: ________________________________
DIRECT OR INDIRECT EVALUATION: _________________________
WHO/WHAT IS REPRESENTED? WHOSE VIEW IS ABSENT? _________
SOURCE-SUPPORTED DETAIL: _______________________________
INFERENCE OR CLAIM WITHOUT SUPPORT: ____________________
WHAT IMAGE/SIZE/LAYOUT DOES: ____________________________
WHAT WE WOULD NEED TO CHECK: ___________________________
```

## Fair-response frame and revision cue

```text
The invented post claims __________, using __________ to influence readers.
Card ___ actually states __________; it does not establish __________.
Another perspective asks __________. If __________, then __________;
I would check __________ before a real decision.
REVISION: source named? group claim qualified? missing evidence explicit?
```

**Access route:** Present Cards A–D as selectable high-contrast large text; the visual's exact words, relative size and icons are described above for screen readers. A learner can sequence source strips, dictate, type, sign or use AAC. Record when a teacher supplied content words rather than access. Never assume one modality suits a diagnosis or “learning style”.

**Rights:** Original fictional cards and response tools © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). National source/ACARA terms in [README](README.md). Educator/access review pending.