Abstract
While completing a study unit on surface water, a group of 22 high-school freshmen started asking questions about local water degradation and its connection to the regulatory process. They studied new regulations currently being drafted by the Maine Department of Environmental Protection and rewrote them in what they considered everyday English. Once the regulations were clearer, the ninth graders contacted politicians and key legislators by mail, wrote a citizen's guide to wetlands protection, prepared personal testimony, and presented that testimony at a state regulatory hearing. Concerned about their credibility with the Board of Environmental Protection, the students found that they needed to have a clear understanding of the scientific information, and needed to write their opinions in a concise and persuasive manner. They learned the necessity of writing multiple drafts, paid more attention to grammatical details, and were unwilling to turn documents over to the Board if the writing was not polished...
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.