1. Opening Scene:
-Janitor is taking out the trash bags
-tall and skinny Caucasian
-Bags are only a quarter full for recycling
-blue waste containers with labels on each of them
-University has taken the initiative, but is it actually worth it?
-“ I guess it’s been better than when we first started to recycle, but it still isn’t that great.” (John, Mckean Janitor)
2. Nut Graph:
-discuss how recycling has increased, but can it increase more
-Word fears global warming, so recycling has become a large issue
-People everywhere try to increase their efforts to conserve energy
-special dump trucks come just for recycling (facts for when this started)
-from traditional trash cans, to various waste containers
3. Background:
-Penn State recycling program created in 1990 because of Pennsylvania's Municipal Waste Planning, Recycling, and Waste Reduction Act which places a minimal amount of recycling at educational institutes
-increased recycling from 20 tons to 6000 tons
-waste containers when I walked into the dorms: compost, plastic bottles, newspapers, cans, trash
-many bright signs telling kids to recycle with an effort
-surprised to see how easy it is for students to recycle here
-Cafeteria, silverware and reusable utensils are used
-special waste containers for napkins (stall stories)
-requires janitors to do more work though, but is it worth it?
4. Effectiveness of Efforts
-does it actually work for this university?
-I see the janitor taking out the trash bags and those are always full
-the recyclables are less than half full, no need to take it out as much
-Check out the new recycling policies at Penn State, exactly what do they state
-does the janitor agree with them? Why does the board think differently?
-Has he seen any changes from these policies so far?
-(Interview with John)
5. Maturity
-Does people begin to recycle more as they grow older?
-2 sided argument: Apartments, yes they do recycle their cans, quotes from brother and his roommates
-Frats, use plenty of cans for parties, but never recycle
-I pledge and have to clean, no special containers for cans
-Many cans in the trash waste plenty of energy (300 cans = energy statistic)
6. Survey Kids
-either incorporate this earlier or now in its own paragraph
-determine how many kids around me actually recycle
-quotes from kids on the floor, and what they think of recycling
-do they think the efforts of the school to recycle works?
7. Conclusion-talk about the issue at hand
-support beliefs through all quotes and facts: recycling can be much better at Penn state
-Which tactics can the school use to make recycling better
-Why don't their methods currently not work too well
-students can learn that it is simple to recycle, and that it is definitely worth it in the long run
-the future issue is that our world will suffer, and seasons and the nature we live in is affected
Shiv:
ReplyDeleteA few things to remember as you write your paper. Based on your nut graph and the beginning of the rough draft you sent me, I suggest you be as CONCISE as possible. I like that you are going very in depth, but make sure that you aren't repeating yourself. Also, make sure that any sentence you include really SAYS something. As far as your "opening scene" goes -- i think the idea works. It just runs a bit long. I think you can get to your point in two shorter graphs, get to your illustrative quote, and then write a good transition into your nut graph like: "Despite Penn State's efforts to make their campus recycle-friendly, students still seem hesitant to recycle..." Something like that. I like the idea of including the global warming concern and then show how Penn State is doing it's part. I think you have already concluded that student's DON'T recycle as much as they should, the question your paper really asks is WHY DON'T they recycle? I like that you look at issues of age/maturity. Specific cultural environments, like Frats. And I love the idea that you'll be focusing on your own survey, too. The background info is all good and relevant -- you start in 1990 when the act was passed (Very informative) and work your way up to data that shows how much we recycle now. This is great.
Just remember to be as concise and clear as possible. Try to get to the point as soon as possible. For each paragraph, you'll need a sentence or two to make your point and then a sentence or two to give your example (an anecdote or data) and then a concluding sentence that transitions us out into the next idea.