1. The students should be divided into four different groups. Each group will be assigned a specific role to take on:
- Community member,
- Public worker, and
2. Students then conduct research on illegal dumping sites to familiarize themselves with these places.
3.After the research, students will convene within their groups. From the mindset of their assigned role, the students brainstorm what their opinions might be concerning these dumping sites:
- They will answer these questions:
- What is their interest in these sites?
- Why might they want them to disappear or stay?
- What effects do these sites have?
The responses will be different depending on the role.
- The scientist will be concerned with the environmental impact of such a site. Hazardous chemicals might be leaking into a water supply, or dangerous fumes might be circulating around the site.
- The community member will look at it in a manner similar to the scientist. The effect on the water supply would concern this person; however, the impact on land value would also impact.
- The public worker (policeman, fireman) would have an interest on effect the site might have on their health.
- Finally, the businessman could take two routes:
- On one hand, the businessman might be concerned because the site could hamper future development.
- On the other hand, the businessman might be trying to avoid dumping charges, because fees are high and cost money.
These are some possibilities. The brainstorming session should yield many ideas the students could take with their editorials.
4.The students then write their editorials.
- This should be completed following the entire writing process:
- Brainstorming/Outline—students formulate arguments and reasons for support.
- Rough Draft—students put ideas into editorial format.
- Peer Review—students edit their rough drafts with a focus on clarity of arguments and mechanics. This process can be teacher-led or student-led:
- If teacher-led, the teacher should give students a list of criteria to look at while reading.
- If student-led, they can think of a similar list which can be used to grade the editorials.
- Final Draft—students compose one final draft that is clear and focused.
It would be beneficial for students to meet in groups once again and share their editorials with their peers. The students would have the opportunity to see how other students argued the same point.
editorials should be graded using a rubric.