Two fictional sources and an original school-magazine position
An original classroom task supplies two short fictional source summaries, not material from a secure examination. Source A argues that a school garden can give students practical experience and create a shared outdoor space. It acknowledges that supervision, watering and holiday maintenance require planning. Source B supports more outdoor activities but warns that a project started without student consultation may leave extra unpaid work to a small group. The task asks for an opinion article for fellow students about whether the school should create a garden. One draft copies the first source almost word for word, ignores the second and invents a survey claiming that every student agrees. Another proposes supporting a garden only if participation and maintenance responsibilities are planned fairly. The exercise asks for a defensible position, relevant synthesis and a practical writing plan rather than a fabricated quotation or a claim about an official exam rubric.
1. Develop a defensible stance using both sources.
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Support a garden with clear consultation, voluntary participation and a workable maintenance plan. Source A supplies potential learning and shared-space benefits; Source B qualifies how implementation might distribute work unfairly. Explain how the conditions address the objection without inventing unanimous support.
2. Outline the article and identify one necessary revision to the first draft.
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Open with the proposed position, develop benefits with attributed source ideas, examine participation/maintenance concerns, then justify the conditions and conclude with a practical next step. Remove the fabricated survey and copied passages; replace them with faithful paraphrase, attribution and the writer's own analysis.