Parent Guide · Module II

What your child should produce by the end of Module 2

A one-page offer card saved as offer_card.md. Six fields: product name, customer, what it does, what it doesn't do, price, why this name.

The spec is in ARTIFACT_SPEC.md if you want to see the exact format and a worked example.

The 5 things you look for

When your child shows you the offer card, check these five:

1. Is the product name one or two words?

Long names ("AI-Powered Social Media Reel Editor Pro") are a sign your child hasn't done Lesson 1 properly. Push back: "Could you cut it to two words and still know what it means?"

2. Is the "who it's for" the same person from your child's Module 1 idea brief?

This is the most common drift. Your child wrote about their cousin Maya in Module 1, then in Module 2 they wrote about "high school students" because Maya felt too small. If the customer changed, gently send them back: "Module 1's customer was Maya. If she's the customer, write Maya. If she's not, we need to redo Module 1."

3. Is the "what it does" one sentence with a verb?

Lists, paragraphs, or feature stacks are a sign the offer isn't locked. A real "what it does" is one verb in one sentence. "Transcribes a Zoom-recorded class and lets Sarah click words to jump the video." Verb, object, customer. That's the shape.

4. Are there three real exclusions on the "does NOT do" list?

Three items is the minimum. Each one has to be a real feature category, not a fake exclusion. "Does not levitate" doesn't count. "Does not have a built-in chat" is a real exclusion if a competitor has chat. Check that each item is a feature a real customer might want.

5. Is the price a real number?

"TBD" is not a price. "$0 for now, $X later" is not a price. A specific number, today, written on the card. If your child wrote $0, ask them: "Why not even $1? What's the fear?" Sometimes $0 is the right call. More often, it's avoidance.

Conversation starters

Pick one. Don't pepper with all five.

• "Read me your offer card in one breath. If you run out of breath, it's too long."
• "Of your three exclusions, which one are you most worried you'll cave on in week 5?"
• "If your customer asks for the thing that's on your exclusion list, what do you say?"
• "Why is the name [name] better than your other two candidates from Lesson 1?"
• "If I texted [the customer named in the card] right now and asked 'would you pay [price] for [product]?', what would they say?"

Common pitfalls (and what to do)

Pitfall 1 — The customer changed.

Your child started Module 1 building for one person and ended Module 2 building for "everyone in that category." This always means the original person felt too small. Send them back to Module 1 to revisit whether the original person is actually wrong, or whether your child is just panicking about market size. (Almost always the latter.)

What to say: "Module 1's customer was [person]. Is the customer in this offer card the same person, or different? If different, why?"

Pitfall 2 — The exclusions are all weak.

Your child wrote three exclusions, but on inspection, each is a "we don't have yet" rather than a "we will never." Real exclusions are commitments. "Yet" is not a commitment.

What to say: "Pick one of these exclusions. In week 5, when a friend says you should add it, what's your answer?" If your child hedges ("well, maybe..."), it's not a real exclusion.

Pitfall 3 — The price is $0.

Sometimes correct. More often, fear. The Module 6 customer-pays-real-money test is harder with a $0 first product because there's no price discovery happening; the customer is using the thing because it's free, not because it's worth paying for.

What to say: "Why not $1? Or $5? What's the worst that happens if you charge?" Hear them out. If their answer is genuine ("my customer is broke kids and even $1 is a real barrier"), the answer might be $0. If their answer is "I'd feel weird asking my friend for money," push them to a small real price.

Pitfall 4 — The name is generic.

"TaskHero." "StudyPro." "QuickEdit." These are not names; they're descriptors. They forbid nothing. Your child can keep them, but the cost is paid in Module 7 (organic distribution) where generic names get lost in noise.

What to say: "What does that name forbid? What kind of feature can you NEVER add because the name wouldn't allow it?"

Pitfall 5 — Your child wants to skip ahead to build.

"Can I just start building? I already know what to do."

What to say: "Coach Mark in Module 3 reads this offer card before he'll help you build. Without a locked offer card, you'll build the wrong thing. Stay here one more pass."

What you do NOT do

• Do not write the offer card. Not even one field.
• Do not pick the name for them. If you have a strong opinion on naming, share ONE observation, max ("That name has three syllables; might be hard to remember"). But don't pick.
• Do not set the price. If they ask "should I charge $5 or $9," resist. Say: "What do you think your customer would say if you asked for each?"
• Do not approve a fuzzy offer card just because they're tired of working on it. Module 2 is the second-most-important module after Module 1. A sloppy Module 2 wastes Module 3, 4, and 5.

When to email admissions@wright.school

• Your child has been on the same lesson for more than 5 days.
• Coach Lin is misbehaving (writing answers, praising, not pushing back).
• Your child wants to bypass Module 2 entirely.
• You're not sure if the customer in the offer card is the same as the customer in the idea brief.

— Ibrahim Founder, Wright wright.school