School and Group Programs

Critical Thinking, Problem Solving, and Writing

  1. Students will be able to collect information about a problem in Olympic National Park and consider possible solutions.
  2. Students will write a persuasive and a speculative essay.

 

  1. Handouts describing the assignment

        In the classroom prior to the trip

  1. Explain that while students are at Olympic Park Institute, they will ask their instructors about problems in Olympic National Park and their possible solutions. The students will use this information to write a persuasive paper after their return to the classroom.
  2. Explain to students they can choose between two different writing styles (or the students can be assigned two different papers, one in each style).
  3. Problem - Solution
The purpose of this style is to persuade the reader to agree and take action. The writer needs to fully explain the problem, offer at least three solutions, and explain how the solutions will work. One of the solutions should be explained in 5 - 10 steps.
  4. Speculation About Effects
The writer speculates about the causes of a given situation, event, or trend. The writer predicts possible outcomes of a given event or situation and presents the situation using detailed, concrete language. The writer demonstrates an a broad base of knowledge of the subject and draws from historical facts, opinions, common beliefs, scientific facts, eyewitness reports or the writer's original ideas. This style includes inventive and elaborated support for each proposed cause and effect.
  5. Encourage the students to speculate about "what if" scenarios.
  6. Make sure to inform the Headlands Institute instructors about the upcoming assignment so they can facilitate appropriate discussions.
  7. Include in the handouts to students the due dates for rough and final drafts, requirements for content, explanations of writing styles, class discussion time, etc.

    At Olympic Park Institute

  1. Encourage the students to obtain and record as much information as they can from their instructors about current issues in Olympic National Park

    In the classroom after the trip

  1. Review the two writing styles explained in the classroom prior to the trip
  2. Brainstorm possible topics for a problem/solution paper. Some examples are feeding wildlife, ecological issues, floods and rockslides, etc.
  3. Brainstorm possible topics for a paper using the style of speculating about effects. Some examples are:
  4. What if the original Native American tribes' property was not limited to reservations?
  5. What if European Americans had not found the Olympic Peninsula?
  6. What if glaciers had not moved through the Olympic Peninsula?
  7. Each student chooses a topic and creates a written outline of ideas.
  8. Students conduct research.
  9. Students submit one or more rough drafts for feedback from the teacher.
  10.  Students turn in their final paper.

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