Quick diagnosis

• You have 3 demands, which is the maximum recommended. That is fine.
• Each demand is specific and yes-or-no, but a few are written as “we get…” rather than “the decision maker will…”.
• The targets need tightening. “Student Government Association” is an organization. You want the lowest-ranking decision maker(s) who can grant permission or implement each demand, by name and title.

Improve the demands (make them tighter and more winnable)

Demand 1 (posters in WVU women’s restrooms)

What to improve

• Clarify who at WVU has authority over restroom posting policy.
• Tighten language so the demand is “WVU will allow…” rather than “allow us to put…”.
• Specify any key implementation details that matter to enforcement (for example, who installs them, how often they are replaced, and the timeframe).

Suggested rewrite (example)

• Mountaineers Against Domestic Violence demands that West Virginia University approve and implement permission for our group to place 8.5×11 posters on the inside door of every women’s restroom stall on campus by \[date\], with posters installed and maintained by \[office/role\].

Demand 2 (posters in 10 downtown bars)

What to improve

• “We get posters put…” is vague on the decision.
• Identify the decision maker(s): for each bar it is usually the owner or general manager.
• Consider whether “10 bars” is the right number for a first win, or if you want a staged win (for example, “5 bars by X date, then 10 by Y date”).

Suggested rewrite (example)

• Mountaineers Against Domestic Violence demands that \[Bar 1 owner/manager\], \[Bar 2 owner/manager\] … approve 8.5×11 posters placed inside women’s restroom stalls in their establishments by \[date\] (10 total bars).

Demand 3 (presentation in all freshmen seminar classes)

What to improve

• “Short premade presentation” needs a clear standard: length and delivery method.
• Identify the lowest-ranking decision maker: usually the first-year seminar program director, general education director, or department chair overseeing the course.
• Specify the implementation commitment (for example, “included as a required 10-minute module in Week 1–3”).

Suggested rewrite (example)

• Mountaineers Against Domestic Violence demands that WVU’s \[First-Year Seminar Program Director (name)\] require all freshmen seminar sections to deliver a 10-minute standardized domestic violence awareness and resource slide deck (provided by our group) during Weeks 1–3 of the semester, starting \[term\].

Improve the targets (make them “lowest-ranking decision maker(s)”)

Right now your target is:

• Student Government Association – Colin Street, Student Body President

What to improve

• Ask: Which demand(s) can SGA actually grant? SGA may be a strong ally, funder, or amplifier, but it may not control:
• Posting policy inside WVU restrooms
• What private bars allow in restrooms
• What is required in WVU freshmen seminars

How to tighten targets (recommended approach)

• Demand 1 target (WVU restrooms): Identify the office that sets posting policy and controls facilities access (often Facilities Management, Student Affairs, or a building manager structure). Then name the specific director/manager.
• Demand 2 target (bars): Name the owner/general manager of each of the 10 bars (or choose 4–6 “swing” targets first, then expand).
• Demand 3 target (freshmen seminar): Name the program director/coordinator (and if needed, the committee chair) with authority over seminar requirements.

Escalation ladder (only if they say no)

• If the first target denies the request, escalate one step up (director → AVP/VP → President), but start with the lowest person who can approve.

One practical “next step”

Rewrite your Target field as a short list that maps each demand → target(s) (names + titles). That will also make your power mapping and outreach plan much easier.