題目 1 · Extended Response
30 分Choose one task from a choice of three. Write 450 to 600 words. Select the most appropriate text type from the three choices provided below the task.
Your school recently hosted a 'Green Week' aimed at reducing the school's carbon footprint and minimizing plastic waste. However, you noticed that many students and staff did not actively participate, and waste separation bin systems were largely ignored. You want to persuade your school community to take environmental responsibility more seriously and outline practical steps everyone can adopt in their daily school lives.
Write a text in which you reflect on the successes and failures of the 'Green Week', explain why individual actions matter for the global environment, and propose a concrete, long-term action plan for the school.
Choose the most appropriate text type from the three options below:
- An official report
- An article for the school magazine
- A personal diary entry
Your school recently hosted a 'Green Week' aimed at reducing the school's carbon footprint and minimizing plastic waste. However, you noticed that many students and staff did not actively participate, and waste separation bin systems were largely ignored. You want to persuade your school community to take environmental responsibility more seriously and outline practical steps everyone can adopt in their daily school lives.
Write a text in which you reflect on the successes and failures of the 'Green Week', explain why individual actions matter for the global environment, and propose a concrete, long-term action plan for the school.
Choose the most appropriate text type from the three options below:
- An official report
- An article for the school magazine
- A personal diary entry
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解題
### Model Response Outline (Article for the School Magazine)
#### 1. Title / Headline
* Must be engaging, relevant, and clearly formatted as an article title.
* *Example:* "Beyond Green Week: Turning Good Intentions into Daily Habits"
#### 2. Introduction
* **Hook:** Start with a vivid description of the school campus during 'Green Week' versus the reality of overflowing trash cans afterward.
* **Context:** State the purpose of the article—to reflect on the recent initiative and challenge the school community to do better.
#### 3. Successes and Failures of 'Green Week'
* **Successes:** Acknowledge positive aspects, such as informative assemblies, creative posters, or the enthusiastic participation of the Eco-Club.
* **Failures:** Detail the apathy observed (e.g., plastic bottles thrown in paper recycling bins, lights left on in empty classrooms, food waste).
#### 4. The Global Connection (Why Individual Actions Matter)
* Explain that local actions have global consequences (the 'Sharing the planet' core theme).
* Use persuasive language to counter the excuse of "I'm just one person."
* Reference environmental concepts (e.g., carbon footprint, marine pollution, landfill saturation).
#### 5. Long-Term Action Plan
* Propose 3-4 realistic, concrete steps, such as:
* *Single-Use Ban:* Phasing out single-use plastics from the school cafeteria.
* *Eco-Monitors:* Establishing class representatives to ensure lights and projectors are turned off.
* *Meat-Free Mondays:* Introducing plant-based lunch options weekly to reduce carbon emissions.
#### 6. Conclusion / Call to Action
* End with an inspiring, unifying call to action that emphasizes collective responsibility.
* *Example:* "Let's not let our green dreams end when the posters are taken down. The future of our planet starts in our classrooms today."
---
### Sample Response (Approx. 520 words)
**Beyond Green Week: Turning Good Intentions into Daily Habits**
Last week, our corridors were adorned with vibrant green banners, and assemblies echoed with passionate speeches about saving our planet. Indeed, 'Green Week' was designed to inspire us to shrink our school's carbon footprint and tackle our mounting plastic waste problem. But as the banners are folded away and the assemblies end, a walk past our school cafeteria reveals a disappointing truth: plastic bottles still choke the paper recycling bins, and food trays are piled high with half-eaten meals. While the initiative was a success in terms of raising intellectual awareness, it has, so far, failed to change our daily behaviors.
It is easy to look at global issues like rising sea levels or raging forest fires and feel completely powerless. Many of us ask, "What difference does it make if I throw my plastic cup in the wrong bin?" The truth is, global change is nothing more than the sum of billions of individual decisions. Every single plastic straw we refuse, every notebook we recycle, and every light switch we turn off matters. When our school community of eight hundred individuals decides to ignore recycling guidelines, we collectively contribute to the massive landfills on the city outskirts, releasing methane gas that accelerates global warming. Conversely, if all of us adopt just one eco-friendly habit, our shared positive impact would be monumental.
To ensure that the spirit of Green Week does not fade, we must move past symbolic gestures and adopt a concrete, long-term action plan.
First, we need to restructure our waste management system. The current sorting bins lack clear signage. We propose that the student council designs bold, pictorial labels for every bin in the school, making sorting foolproof. Furthermore, we must establish a student-led 'Eco-Patrol' to monitor the cafeteria during lunch breaks, helping peers discard waste correctly.
Second, we must tackle energy conservation. Countless smart boards and lights are left running in vacant classrooms during lunch breaks and sport periods. Each classroom should appoint a weekly 'Energy Marshal' responsible for ensuring all electronics and lights are switched off before leaving the room.
Finally, we must reform our consumption habits. Our school cafeteria still uses single-use plastic cutlery and wraps. We urge the school administration to phase these out completely by next semester, encouraging students to bring their own reusable containers and utensils.
Undoubtedly, changing our habits requires effort and a shift in mindset. It is far easier to remain indifferent. But we can no longer afford the luxury of apathy. We share this planet with millions of other species and future generations who depend on the choices we make today. Let us prove that our commitment to the environment is not just a trend that lasts for five days in November, but a permanent value that defines who we are as a school. The next time you stand before the recycling bins, pause, think, and make the right choice. Our future depends on it.
#### 1. Title / Headline
* Must be engaging, relevant, and clearly formatted as an article title.
* *Example:* "Beyond Green Week: Turning Good Intentions into Daily Habits"
#### 2. Introduction
* **Hook:** Start with a vivid description of the school campus during 'Green Week' versus the reality of overflowing trash cans afterward.
* **Context:** State the purpose of the article—to reflect on the recent initiative and challenge the school community to do better.
#### 3. Successes and Failures of 'Green Week'
* **Successes:** Acknowledge positive aspects, such as informative assemblies, creative posters, or the enthusiastic participation of the Eco-Club.
* **Failures:** Detail the apathy observed (e.g., plastic bottles thrown in paper recycling bins, lights left on in empty classrooms, food waste).
#### 4. The Global Connection (Why Individual Actions Matter)
* Explain that local actions have global consequences (the 'Sharing the planet' core theme).
* Use persuasive language to counter the excuse of "I'm just one person."
* Reference environmental concepts (e.g., carbon footprint, marine pollution, landfill saturation).
#### 5. Long-Term Action Plan
* Propose 3-4 realistic, concrete steps, such as:
* *Single-Use Ban:* Phasing out single-use plastics from the school cafeteria.
* *Eco-Monitors:* Establishing class representatives to ensure lights and projectors are turned off.
* *Meat-Free Mondays:* Introducing plant-based lunch options weekly to reduce carbon emissions.
#### 6. Conclusion / Call to Action
* End with an inspiring, unifying call to action that emphasizes collective responsibility.
* *Example:* "Let's not let our green dreams end when the posters are taken down. The future of our planet starts in our classrooms today."
---
### Sample Response (Approx. 520 words)
**Beyond Green Week: Turning Good Intentions into Daily Habits**
Last week, our corridors were adorned with vibrant green banners, and assemblies echoed with passionate speeches about saving our planet. Indeed, 'Green Week' was designed to inspire us to shrink our school's carbon footprint and tackle our mounting plastic waste problem. But as the banners are folded away and the assemblies end, a walk past our school cafeteria reveals a disappointing truth: plastic bottles still choke the paper recycling bins, and food trays are piled high with half-eaten meals. While the initiative was a success in terms of raising intellectual awareness, it has, so far, failed to change our daily behaviors.
It is easy to look at global issues like rising sea levels or raging forest fires and feel completely powerless. Many of us ask, "What difference does it make if I throw my plastic cup in the wrong bin?" The truth is, global change is nothing more than the sum of billions of individual decisions. Every single plastic straw we refuse, every notebook we recycle, and every light switch we turn off matters. When our school community of eight hundred individuals decides to ignore recycling guidelines, we collectively contribute to the massive landfills on the city outskirts, releasing methane gas that accelerates global warming. Conversely, if all of us adopt just one eco-friendly habit, our shared positive impact would be monumental.
To ensure that the spirit of Green Week does not fade, we must move past symbolic gestures and adopt a concrete, long-term action plan.
First, we need to restructure our waste management system. The current sorting bins lack clear signage. We propose that the student council designs bold, pictorial labels for every bin in the school, making sorting foolproof. Furthermore, we must establish a student-led 'Eco-Patrol' to monitor the cafeteria during lunch breaks, helping peers discard waste correctly.
Second, we must tackle energy conservation. Countless smart boards and lights are left running in vacant classrooms during lunch breaks and sport periods. Each classroom should appoint a weekly 'Energy Marshal' responsible for ensuring all electronics and lights are switched off before leaving the room.
Finally, we must reform our consumption habits. Our school cafeteria still uses single-use plastic cutlery and wraps. We urge the school administration to phase these out completely by next semester, encouraging students to bring their own reusable containers and utensils.
Undoubtedly, changing our habits requires effort and a shift in mindset. It is far easier to remain indifferent. But we can no longer afford the luxury of apathy. We share this planet with millions of other species and future generations who depend on the choices we make today. Let us prove that our commitment to the environment is not just a trend that lasts for five days in November, but a permanent value that defines who we are as a school. The next time you stand before the recycling bins, pause, think, and make the right choice. Our future depends on it.
評分準則
### Marking Scheme (Total: 30 Marks)
#### Criterion A: Language (12 Marks)
* **9–12 Marks:** Command of the language is excellent. Vocabulary is varied, precise, and appropriate to the topic (e.g., *carbon footprint, landfill saturation, collective responsibility, symbolic gestures*). Grammatical structures are complex and highly accurate. Spelling and punctuation are highly accurate. Tone and register are perfectly suited to a school magazine article (engaging, persuasive, yet polite and constructive).
* **5–8 Marks:** Language is generally accurate with some complex structures attempted. Vocabulary is appropriate but may be repetitive. Minor errors in grammar, spelling, or punctuation do not impede communication.
* **1–4 Marks:** Language is basic. Frequent errors in grammar and spelling impede comprehension. Register is inconsistent or inappropriate.
#### Criterion B: Message (12 Marks)
* **9–12 Marks:** The response fully addresses all three parts of the prompt with depth and clarity:
1. Reflections on the successes and failures of 'Green Week'.
2. A clear, persuasive explanation of why individual actions matter for the global environment.
3. A realistic, well-structured, and concrete long-term action plan for the school.
Ideas are organized logically, with smooth transitions between paragraphs. Cohesive devices are used effectively.
* **5–8 Marks:** The response addresses the prompts, but one aspect may be significantly less developed than the others. Organization is clear but may rely on simple transitions.
* **1–4 Marks:** The response is disorganized, incomplete, or fails to address major parts of the prompt. Word count may fall significantly short of the 450-600 range.
#### Criterion C: Conceptual Understanding (6 Marks)
* **5–6 Marks:** The student chooses the most appropriate text type (**Article for the school magazine**). The text displays all key conventions of this format:
* An engaging, relevant title/headline.
* An introduction that hooks the school audience (students and teachers).
* A cohesive structure (e.g., use of subheadings or clear paragraph transitions).
* An encouraging, community-oriented conclusion.
* The register is consistently semi-formal, lively, and persuasive.
* **3–4 Marks:** The student chooses the correct text type, but some key conventions are missing (e.g., no title, or the tone is too academic/formal for a school community).
* **1–2 Marks:** The student chooses an inappropriate text type (e.g., personal diary entry or official report), which severely limits the effectiveness of the communication to the intended audience.
#### Criterion A: Language (12 Marks)
* **9–12 Marks:** Command of the language is excellent. Vocabulary is varied, precise, and appropriate to the topic (e.g., *carbon footprint, landfill saturation, collective responsibility, symbolic gestures*). Grammatical structures are complex and highly accurate. Spelling and punctuation are highly accurate. Tone and register are perfectly suited to a school magazine article (engaging, persuasive, yet polite and constructive).
* **5–8 Marks:** Language is generally accurate with some complex structures attempted. Vocabulary is appropriate but may be repetitive. Minor errors in grammar, spelling, or punctuation do not impede communication.
* **1–4 Marks:** Language is basic. Frequent errors in grammar and spelling impede comprehension. Register is inconsistent or inappropriate.
#### Criterion B: Message (12 Marks)
* **9–12 Marks:** The response fully addresses all three parts of the prompt with depth and clarity:
1. Reflections on the successes and failures of 'Green Week'.
2. A clear, persuasive explanation of why individual actions matter for the global environment.
3. A realistic, well-structured, and concrete long-term action plan for the school.
Ideas are organized logically, with smooth transitions between paragraphs. Cohesive devices are used effectively.
* **5–8 Marks:** The response addresses the prompts, but one aspect may be significantly less developed than the others. Organization is clear but may rely on simple transitions.
* **1–4 Marks:** The response is disorganized, incomplete, or fails to address major parts of the prompt. Word count may fall significantly short of the 450-600 range.
#### Criterion C: Conceptual Understanding (6 Marks)
* **5–6 Marks:** The student chooses the most appropriate text type (**Article for the school magazine**). The text displays all key conventions of this format:
* An engaging, relevant title/headline.
* An introduction that hooks the school audience (students and teachers).
* A cohesive structure (e.g., use of subheadings or clear paragraph transitions).
* An encouraging, community-oriented conclusion.
* The register is consistently semi-formal, lively, and persuasive.
* **3–4 Marks:** The student chooses the correct text type, but some key conventions are missing (e.g., no title, or the tone is too academic/formal for a school community).
* **1–2 Marks:** The student chooses an inappropriate text type (e.g., personal diary entry or official report), which severely limits the effectiveness of the communication to the intended audience.