I Will Always Write Back

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“The Life-Changing Magic of Letter-Writing”

In this activity, students will channel the power of letter-writing in order to learn more about themselves and the world around them.

The transformative power of letter-writing is at the heart of I Will Always Write Back. Through letters exchanged over many years and across thousands of miles, Caitlin and Martin’s cross-cultural correspondence has a profound effect on both of their lives, each for the better.

In this activity, you will flex your creative-writing muscles by composing a series of three letters. These letters will not necessarily cross cultures, like Caitlin and Martin’s did; however, like Caitlin and Martin, this exercise should encourage you to shine a light inward to explore who you are—your past, your present, and your future. 

• Write a letter to a friend with whom you have lost contact. Consider why you have lost contact with this friend. What would you want to tell them about your life now? Do you lament not staying in touch? What do you want to know about their life?
• Write a letter to your past self. If you could give your past self one piece of advice on how to make your life better, what would that advice be?
• Write a letter to your future self. Imagine yourself 10 years from now. What do you hope you are doing? If you could have your future self remember one thing about this present moment, what would it be?

After you are done composing your letters, discuss the experience with your classmates. How did you feel while writing each letter? Did the exercise raise similar emotions in your classmates?

Teaching Suggestion: The purpose of this exercise is to get students ruminating on the basic artifice of the book: What is it about letter-writing that makes I Will Write Back a powerful story? To tie this exercise back to the text, you can ask students to reflect on the title of the book, which refers to Martin and Caitlin’s repeated promise that they will always maintain their correspondence, no matter what happens. To extend the discussion, consider asking students whether they would keep this promise in similar circumstances.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. I Will Always Write Back is written from the alternating perspectives of Caitlin and Martin through a chronological narration of their developing friendship.

• How does this structure help tell a story about overcoming differences through cross-cultural connection? (topic sentence)
• What are some of the impacts of this technique?
• In your concluding sentence or sentences, describe how the pen pal relationship is an ideal structure for emphasizing The Possibilities of Cross-Cultural Connection and Disparities in Access to Education.

2. Caitlin’s exposure to the struggles of Martin’s family teaches her a valuable lesson about privilege.

• How do lessons about privilege manifest in Caitlin’s life? (topic sentence)
• What are the different types of privilege that Caitlin is forced to consider (e.g., national, racial)?
• In your concluding sentence or sentences, discuss how these lessons in Overcoming Privilege depict Caitlin’s personal growth over the course of the book.

3. Throughout the book, Caitlin and Martin have access to different educational opportunities.

• What are the parallels and distinctions between Caitlin’s and Martin’s educational journeys? (topic sentence)
• How have their respective relationships to educational access informed their eventual careers as adults?
• In your concluding sentence or sentences, explore the relationship between Disparities in Access to Education and Overcoming Privilege.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by textual details, and a conclusion.

1. As Caitlin and Martin begin to learn about one another, they form several misunderstandings. Discuss three of these misunderstandings and what they imply about their difference in background. Whose eyes are more “opened,” so to speak, once these misunderstandings are cleared up—Caitlin’s or Martin’s? Or do both Caitlin and Martin experience revelations equally as these misunderstandings are clarified? In your conclusion, describe how Caitlin experiences certain revelations that Martin does not, all of which involve her Overcoming Privilege.

2. During Caitlin and Martin’s friendship, a series of global and historical events take place that affect their correspondence. Discuss three events in relation to the development of Caitlin and Martin’s friendship, citing the ways in which both of their families respond. How does Disparities in Access to Education come to the fore as a result of these global and historical events? What kind of privilege does Caitlin have to buffer her and her family against these events?

3. Caitlin and Martin promise to always write to each other, no matter the circumstances. What is the significance of this promise to both narrators? How does this promise become even more meaningful when they face challenges to their regular correspondence? What sort of new import does the promise of The Possibilities of Cross-Cultural Connection hold when times are tough?

Multiple Choice and Long Answer questions create ideal opportunities for whole-text review, unit exam, or summative assessments.

Multiple Choice

1. Caitlin tells an anecdote about how she upset her best friend, Marlena, in kindergarten. What was the upsetting event, and what does it signify about Caitlin’s character?

A) Caitlin insisted Marlena try bacon, which was against Marlena’s Muslim beliefs. This event signifies that Caitlin can sometimes be too strong-willed.

B) Caitlin unraveled one of Marlena’s braids. This event signifies that Caitlin lacks cultural awareness around how Black hair is different from her own.

C) Caitlin stole a doll from Marlena. This event signifies that Caitlin can sometimes struggle with jealousy.

D) Caitlin refused to share her crayons with Marlena. This event signifies that Caitlin needs to foster a more generous spirit.

2. Why does Caitlin think Martin looks so young in his photograph?

A) Because he wears clothes that Caitlin associates with younger kids

B) Because his expression is so serene and carefree

C) Because he is holding his mother’s hand, which Caitlin has not done since she was a child

D) Because he is young in the photo, which was taken several years ago

3. What are two odd jobs Martin works in Zimbabwe to earn money to help support his education?A

A) Gas station attendant and line cook

B) Street sweeper and gardener

C) Porter and juice seller

D) Babysitter and parking lot attendant

4. Caitlin sends Martin a US $20 bill. How much does this represent in Zimbabwean dollars, and what can Martin’s family afford with this sum of money?

A) 700 Zimbabwean dollars; Martin’s family can use it to pay Martin’s school fees and help Nation finish his final year of school.

B) 400 Zimbabwean dollars; Martin’s family can use it to buy the family food for a week and repair the leak in their roof.

C) 300 Zimbabwean dollars; Martin’s family can use it to buy a car.

D) 4,000 Zimbabwean dollars; Martin’s family can use it to buy a new house and go on vacation.

5. In June 1999, Caitlin resolves to make more efforts to ask Martin questions about his life in their correspondence, instead of assuming that his life resembles her own. Which of the following best describes what this shows about Caitlin’s character growth?

A) She is becoming more mature as the result of her parents’ loving guidance.

B) She is becoming more conscious of her privilege as the result of her cross-cultural connection with Martin.

C) She is becoming more skilled with letter-writing and in writing in general.

D) She is learning that real education does not occur in the classroom, but in the real world.

6. Which of the following best describes the lesson Caitlin learns from Stephie?

A) Stephie teaches Caitlin about the Zimbabwean community in Germany.

B) Stephie has unique cross-cultural lessons to impart on Caitlin about European culture.

C) Stephie has problems with her parents and shows Caitlin she is lucky to have a loving family.

D) Stephie’s lack of appreciation allows Caitlin to see the self-centeredness and selfishness inherent in privilege.

7. When Caitlin begins 9th grade in September 2000, what is her favorite subject in school and why?

A) Math, because unlike the rest of life, it is clean, neat, and precise.

B) Biology, because she loves learning about the origins of life.

C) Literature, because she loves the written word and stories about others.

D) World Culture, because it teaches her more about life in southern Africa.

8. Why does Martin’s mother impress upon him the importance of doing well in school?

A) His mother was never able to complete her own education and regrets it.

B) His mother’s father was a primary school teacher and always imparted the same lesson.

C) His mother taught herself to read, and books opened up the world to her.

D) His mother was always jealous of the town’s school principal, who was wealthy.

9. In August 2002, when Caitlin decides to transition from studying technical education to nursing, Martin announces that he, too, has decided to change his academic focus. What will he be studying?

A) Medicine

B) World cultures

C) Actuarial science

D) Astronomy

10. While writing I Will Always Write Back, what tool proves critical to Martin and Caitlin’s collaboration?

A) Messaging services like Skype and WhatsApp

B) An old typewriter

C) Microsoft Word

D) A shared desk in the library of Villanova

Long Answer

Compose a response of 2-3 sentences, incorporating textual details to support your response.

1. Caitlin gifts Martin a Reebok T-shirt. What does this gesture mean to each of them individually? What does it make her realize about her friend’s poverty?

2. As the college admission process grows near, Caitlin and Martin have a parallel journey that is mutually informed by one another. What are some examples of this from the text, and how do these journeys speak to the book’s messages?