WHAT A WASTE!

Introduction

Reading comprehension skills are strategies; readers use to recover information and construct meaning from descriptive text. They are thinking process, brooked down into steps to comprehend. These comprehension skills can be easily learned and flexibly selected to a variety of reading situation. Several skills above can be improved, trained and developed as the way the students grow. Improving reading comprehension skills is valuable to make them good and effective reader.

 

Task

WHAT A WASTE!

Every day, all over the world, unwanted waste is disposed of from both domestic and commercial sources, usually with insufficient attention paid to the resulting problems. The increase in excess refuse and how to dispense with it has become a major headache for the government and the environmental agencies. 

This has certainly been the case in Britain where there has been a steady rise in the amount of rubbish generated in recent years. In industry, the mining, agriculture and construction sectors are the biggest culprits, being amongst the greatest producers of waste. Also, household waste has grown at a rate of 3% a year as a consequence of society becoming more affluent and thus consuming more goods, resulting in more rubbish to discard. As this waste is economically and environmentally costly to deal with, local authorities have been required to ensure that the arrangements made to dispose of the surplus detritus are efficient and practicable, considering social as well as economic implications.

For many years, the preferred option for refuse disposal in Britain has been the landfill. In fact, the UK, more than any other European country, makes use of landfills to get rid of its biodegradable waste. However, problems have arisen with this method and alternative solutions have had to be researched.

One of the biggest drawbacks to landfills is the cost. In the past this was not the case as land was plentiful and cheap with abandoned quarries and mines often being utilised. But by 2015, since space for approved and licensed landfills will have run out, viable alternatives to waste disposal have to be found. Another disadvantage is the environmental impact made by the acids and hazardous chemicals that are leaked from the landfills. Older sites depended on these substances being diluted naturally by rain but this often did not occur and surrounding agricultural land was affected and livestock poisoned. Nowadays, more modern landfills use liners within the pits to contain any dangerous material and the liquid is then collected, treated and discharged within the site itself. But perhaps the most apparent annoyance for the general public living in the immediate vicinity of the landfill is the nuisance that results from the traffic, the noise, the dust and the unpleasant odours emanating from the site. Although no risks to human health have been verified, symptoms such as headaches, drowsiness and exhaustion have been reported by people living close to landfills. These may have been caused by toxic emissions from the site but they may be connected to the impact that living next to the sites can have on stress and anxiety.

In order to reduce the amount of waste being sent to the landfill, a special tax was introduced in 1996, to discourage this practice. The charges range from two to eleven pounds per tonne depending on the type of rubbish being discarded and due to this tax the amount of waste from the construction industry has been markedly reduced. Other targets have been set to reduce biodegradable waste deposited in these sites by 2006 but it is thought that the greatest impact could be made through the introduction of more intensive recycling, which could be funded from the proceeds of the landfill tax.

In Europe, Britain is bottom of the recycling table with the lowest rate of 8% compared to the Netherlands where they recycle 72% of their detritus. According to government research, only 7% of plastic was salvaged, as was only 22% of the six billion glass containers manufactured annually in Britain. On the other hand, the same sources found that 90% of car batteries and 66% of lead is recycled. This proportion is high because of the economic value of the material and so reprocessing is an opportunity to gain an income from an environmentally friendly undertaking. Also, of the thirteen billion steel cans produced yearly, about a quarter come from recycled metal. These goods only consume 25% of the energy needed to make the same products from raw materials.

Biodegradable wastes can be made into organic compost to use as fertiliser for the land. At present less than half the local authorities have facilities for this and about a fifth of municipal waste is being treated but in some areas, schemes are being set up to collect waste from both domestic properties and supermarkets to help effect this procedure.

Yet even now in the 21st century, less progressive authorities are still constructing and employing incinerators to dispose of waste despite the subsequent health hazards. They also have to confront opposition from the public over a policy which has proved to be the most unpopular technology since the introduction of nuclear power.

So, what can be done to encourage more recycling? Probably what should be the government’s priority is the reduction in the number of landfills in regular use. Even materials that are biodegradable such as paper cannot easily be broken down as the landfill pits are constructed to keep air out and moisture in, thus slowing down the process to degrade this matter. Therefore, more reprocessing plants for refuse must be constructed to replace the outmoded landfills. Also, companies should be encouraged to take a more responsible approach to the packaging of their products, only using the minimum and environmentally friendly recycled materials. Then, the public must be convinced of the benefits of recycling and be made aware of the ecological consequences of not recycling. In Britain, more intensive reprocessing would lower the production of gases harmful to the ozone layer by 12.8 million tonnes of carbon a year, the equivalent of taking nearly five million cars off the road. Also, a strong incentive for the public to support recycling is the prospect of higher employment. In Germany, it has been estimated that 150,000 people are employed in the recycling business, a number greater than those employed in the steel industry. It is believed that up to 50,000 jobs could be created in Britain if recycling was adopted.

What will happen in the future regarding the disposal of waste matter very much depends on the attitude and party policies of the particular government in power. Yet, if reforms to the methods of waste disposal are not made, serious environmental problems will arise in the immediate future, the consequences of which are too dire to contemplate.

Evaluation

Reading Comprehension Rubric

 

Criteria

Advanced

4

Proficient

3

Basic

2

Below Basic

1
BEFORE

§  Sets a Purpose

 

 

§  Previews Text

 

 

§  Accesses Prior Knowledge

 

§  Makes Predictions 

Establishes a clear and focused purpose independently

 

Previews text thoroughly with focused intent

 

Makes numerous connections which activate prior knowledge

 

Makes insightful predictions using prior knowledge

Establishes a purpose independently

 

Previews text purposefully

 

 

Connects prior knowledge with selection

 

Makes meaningful predictions

Establishes a purpose when reminded

 

Previews text randomly and/or incompletely

 

Accesses prior knowledge when prompted

 

Makes predictions inconsistently

Relies on an explicitly stated purpose

 

Previews when reminded.

 

Requires activities to activate prior knowledge

 

Makes vague or unjustified predictions

D

U

R

I

N

G

 

R

E

A

D

I

N

G

§  Confirms/Adjusts Predictions

 

§  Visualizes

 

 

 

§  Makes Connections

 

 

 

 

 

§  Asks Questions

 

 

 

§  Determines Importance

 

 

 

§  Monitors Comprehension

 

 

 

 

§  Uses Fix-up Strategies

(Re-read, reads on, adjusts rate,  uses word parts and context clues)

Checks accuracy and adjusts predictions continually

 

Visualizes elaborately through

writing, drawing, or verbal communication.

 

Makes elaborate and valid text-to-self, text-to-text, and text-to-world connections independently

 

Asks questions of self or text that demonstrate higher level thinking and raises issues to ponder

 

Distinguishes important ideas from details consistently

 

 

Monitors comprehension  automatically to clarify confusion or answer questions about the text

 

Applies fix-up strategies in the reading process naturally

Checks accuracy of predictions most of the time

 

Visualizes with increasing detail

 

 

Readily makes text-to-self, text-to-text, and/or  text-to- world connections

 

 

Asks questions of self or text and considers things to ponder

 

 

Distinguishes important ideas from details

 

 

Monitors comprehension most of the time to clarify confusion or answer questions

 

Applies appropriate fix-up strategies most of the time

Checks to confirm predictions

 

 

Visualizes some details

 

 

 

Makes personal connections to text when prompted

 

 

 

Asks questions of self or text some of the time

 

 

 

Distinguishes important ideas from details inconsistently

 

 

Monitors comprehension with reminders to clarify confusion

 

 

 

Applies fix-up strategies with limited, but increasing success

 

Checks predictions when reminded

 

Visualizes with few details

 

 

 

Needs opportunity to hear others share personal connections before attempting

to state own

 

Asks questions of self or text in a limited way

 

 

 

Lacks ability to distinguish important ideas from unimportant details

 

Monitors comprehension sporadically or ineffectively to clarify confusion

 

 

Applies few or no fix-up strategies

 

 

Assessed Targets

Advanced

4

Proficient

3

Basic

2

Below Basic

1

A

F

T

E

R

 

R

E

A

D

I

N

G

Comprehends

§  Identifies theme or message and supporting details

 

§  Summarizes with evidence

 

 

 

§  Makes inferences

 

 

 

§  Interprets vocabulary

 

Explains theme or message in own words, acknowledging different interpretations, and offering supportive evidence

 

Summarizes in own words by  identifying three main points and elaborating with evidence using correct form

 

 

Recognizes subtle clues in selection and consistently makes valid inferences

 

Applies word structure, origin, and context clues to interpret meanings of unfamiliar words

 

Restates understanding of theme or message and identifies supporting details

 

 

Summarizes in own words by identifying three or more main points from text

 

 

 

Makes independent inferences based on numerous ideas in the selection

 

Interprets meanings of unfamiliar words

Identifies theme or message inconsistently

 

 

 

Attempts to summarize in own words, but lacks one or  more main points or includes unnecessary details

 

 

Makes inferences when coached or given obvious clues from selection

 

Decodes unfamiliar words but is not always able to interpret meaning from context

Identifies theme or message with guidance

 

 

 

Recognizes a summary statement, but lacks ability to write a summary independently/ Retells selection randomly

 

Works with others to understand inferences when explained

 

Attempts to decode unfamiliar words in text, but does not independently interpret meaning

Analyzes

§  Applies understanding of literary elements

 

 

§  Applies understanding of informational text features

 

 

§  Compares/contrasts elements within and between texts

 

 

 

§ Makes connections (cause and effect) between parts of a text

 

Analyzes how literary elements contribute to meaning

 

 

 

Analyzes how informational text features contribute to the reader’s understanding of the text

 

Compares/contrasts elements by elaborating with well-chosen examples that demonstrate understanding of the text

 

Makes in-depth connections and/or establishes cause and effect relationships

Applies understanding of how literary elements contribute to meaning

 

 

Applies understanding of  how informational text features contribute to understanding

 

 

Compares/contrasts elements using examples that demonstrate understanding of text

 

 

 

Makes connections and/or establishes cause/effect relationships specific

Identifies and applies limited understanding of how literary elements contribute to meaning

 

 

Recognizes basic knowledge of informational text features but does not to aid understanding

 

 

Compares/contrasts some elements, but may  not demonstrate in-depth understanding of text

 

 

Makes a vague connection or attempts to establish a general cause/effect relationship

Identifies but does not apply understanding of how literary elements contribute to meaning

 

Disregards or does not understand informational text features

 

 

Compares/contrasts one element that is safe or obvious and may be non-essential to understanding text

 

Requires guidance to make a connection or establish a simple cause/effect relationship

 

Target

Advanced

4

Proficient

3

Basic

2

Below Basic

1

A

F

T

E

R

 

R

E

A

D

I

N

G

Thinks Critically

§  Analyzes author’s purpose and/or effectiveness for different audiences

 

§  Identifies facts and opinions

 

 

 

§  Identifies author’s assumptions or beliefs

 

 

§  Evaluates reasoning and ideas/themes related to text

 

 

§  Extends information beyond  text

   

Analyzes author’s purpose and effectiveness, challenging author’s ideas, implied bias, or distortions with clear rationale or arguments

 

Expresses an opinion and seeks unique ways/evidence to enhance interpretation of text

 

 

Elaborates insightfully to author’s assumptions and beliefs

 

Makes a solid, defensible judgment about the reasoning and/or main ideas related to the text

 

Makes consistent and accurate applications of information in own life and world

Analyzes author’s purpose and effectiveness giving examples, and recognizing author’s bias

 

 

Expresses an opinion and uses specific examples from the text to defend opinion

 

 

Identifies author’s assumptions and beliefs

 

 

Makes and defends judgment about the reasoning and/or main ideas in text

 

 

Applies information in text to own life or world

States author’s purpose in general terms

 

 

 

 

Recognizes an opinion and provides general support and/or facts from the text when prompted

 

Expresses a vague idea of author’s beliefs

 

 

Makes a judgment about the reasoning and/or ideas in text

 

 

 

Applies information in text to own life or world when prompted

Attempts to clearly state author’s purpose in simple terms

 

 

 

Struggles to recognize an opinion, and /or may not identify facts from the text to support opinion

 

Recognizes author’s assumptions or beliefs when coached

 

Demonstrates uncertainty and/or confusion when asked to make a judgment about ideas in text

 

Struggles to apply or misapplies information in text to own life or world
Conclusion

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