Pantex Technical Writing Workshop: 7

8. Writing a Document.

Case Solution #1: Anders High School

Anti-Cigarette Smoking Project at Anders High School

1. Introduction:

On April 24, 2002, the Anders High School principal and vice-principal met with the school nurse and the director of the Amarillo American Cancer Society. They acknowledged that cigarette smoking is a growing problem among students at the school and discussed methods to educate students about the hazards of smoking. They also considered tactics that the school might use to dissuade students from smoking. Agreeing that even the best lesson often fails to change behavior when students leave the classroom, they made the following recommendations.

2. Recommendations:

      2.1. The chairperson of the math department will produce a four-week
              lesson plan for the ninth grade algebra classes, which incorporates
              anti-smoking material supplied by the American Cancer Society. He
              will submit the lesson plan to the principal by June 1,2002. The
              lessons will be taught in the fall semester, 2002.

2.2 The chairperson of the biology department will . . . .

      2.3. The principal will ask the president of the PTA to devote thirty minutes
              of the May meeting to familiarize parents with the anti-smoking project.
              Both principal Jones and Ms. Smith from the Amarillo American Cancer
              Society will be available at the meeting to explain the project and answer
              questions.

      2.4. Every homeroom teacher will conduct group counseling discussions for
              students. Discussions of 30 minutes each will begin in the first week of the
              fall semester, 2002 and occur once a week during the semester.  See 3.3
              below.

      2.5. The chairperson of the psychology department will conduct a workshop
              at the end-of-the-year teacher’s conference to train homeroom teachers in
              how to conduct group discussions.

      2.6. The principal's office will provide homeroom teachers with instructional
              material on how to conduct group discussions. Teachers: look for this
              material in your mailbox before the end of the spring semester.

3. Discussion:

Rather than focus on smoking in an assembly or even for an entire "smoke-free" day, the administration hopes to foster an anti-smoking climate by incorporating the anti-smoking
message into the math and biology curricula where it will continue to be heard over several weeks.

Access: http://quitsmoking.about.com/health/quitsmoking/cs/teens/index.html. Many
other similar anti-smoking websites offer relevant material for your lesson plans. See figure one.

Look in your mailbox before the end of the spring semester for material that you can
use in your lesson plans. The principal will send it to you.

      3.2.   Parents: If parents disparage or ridicule the school’s efforts, the campaign cannot
               be effective.  Consequently, it is important to inform parents about the program and to solicit
               their support. We hope they will reinforce the message students hear in the classroom.

      3.3.   Homeroom Teachers: You will perform a critical service in the anti-smoking campaign by
               facilitating group discussions. You will be trained in how to do this. It is not as hard as it
               sounds. Consider:

A conceptual understanding is not the same thing as an emotional understanding. One can read about falling in love, but actually doing so is a far different experience. So too, a student may understand the medical effects of smoking and yet continue to smoke. We hope to change behavior. Group methods will add a third dimension to the classroom and PTA programs.

A group session provides an atmosphere different from that of the home or classroom; an atmosphere that is also free from peer pressure. Perhaps you remember “Fonz” from the old TV program Happy Days. Remember how Richie and this friends followed the Fonz’s every gesture? No one dared to contradict him. At home, every young person has years of experience knowing how they are expected to act and speak. The group session does not provide cues, models, or scripts to follow. Ideally, it creates a neutral setting in which students do not risk their social identity. None are at stake, because the situation or context is not defined by student cliques nor the familiar home environment. Consequently, group members feel free to speak their mind without subliminally calculating the consequences. This process may allow students to explore otherwise unconscious motives for smoking.

You will learn more about this process of facilitating group discussions by:

reading the material the principal’s office will soon send you via campus mail

watching the training films available in the school library

attending the year-end teacher’s conference where you will be trained in facilitator techniques for conducting group counseling sessions.

Click the cigarette to read Joe Camel's story.	"Hey Bud, have a coffin nail."
Gross-out! For a kissable smile, visit: Smoking Cessation.

Figure one: Cigarettes & Teen Smokers

Case Solution #2: Anders High School

No Smoking at Anders High School

1. Who Met?

On April 24, 2002, the Anders High School principal and vice-principal met with the school nurse and the director of the Amarillo American Cancer Society. They acknowledged that cigarette smoking is a growing problem among students at the school and discussed methods to educate students about the hazards of smoking and to dissuade them from smoking. They decided to implement programs to:

    1.1. Reduce peer pressure to smoke;
    1.2. Educate students about the hazards of smoking; and
    1.3. Enlist the aid of the PTA to carry the message beyond the school.

2. What Did They Decide?

   2.1. Every homeroom teacher will conduct group counseling discussions for students. Discussions
            of 30 minutes each will begin in the first week of the Fall semester, 2002 and occur once a week
            during the semester.

    2.2. The chairperson of the math department will see that a four-week lesson plan is made for
            the ninth grade algebra classes, which incorporates anti-smoking material supplied by the
            American Cancer Society. The lesson plan will be submitted to the principal by June 1,
            2002 and will be used in the Fall, 2002.

   2.3. The principal will ask the president of the PTA to devote thirty minutes of the May meeting
            to familiarize parents with the anti-smoking project. Both principal Jones and Ms. Smith from
            the American Cancer Society will be available at the meeting to explain the project and answer
            questions.

3. Why Were These Recommendations Made?

      3.1.   Teachers: To make a responsible decision about smoking, students need the latest and most
               accurate scientific information on the subject. Generalizations and public service advertising do
               not adequately present this information. Rather than focusing on smoking in an assembly or even
               for an entire day, the administration hopes to foster a sustained anti-smoking message by
               incorporating anti-smoking material into the math and biology curricula where it will continue to
               be heard for several weeks.

      3.2.   Parents: If the school’s efforts are undermined by the comments and actions of parents, it cannot
               be effective.  Consequently, it is important to inform parents about the program and to solicit their
               support. We hope they will reinforce the message students hear in the classroom.

      3.3.   Homeroom Teachers: You will perform a critical service in the anti-smoking campaign by facilitating
               group discussions. A conceptual understanding is not the same thing as an emotional understanding.
               One can read about falling in love, but actually doing so is far different. So too, a student may
               understand the medical effects of smoking and yet continue to smoke. We hope to change behavior.
               Group methods will add a third dimension to the classroom and PTA programs.

4. How Will These Recommendations be Implemented?

4.1. Teachers: You will receive information from the American Cancer Society in your school mailbox.
Please use some of the information to prepare lessons for . . . .

4.2. Parents: You will be informed of the school programs and encouraged to support them. Please
talk with your kids about smoking. Ask them if they face peer pressure to smoke and how they respond.

      4.3.   Homeroom Teachers: You will learn more about this process by reading the material the principal
               will soon send you via campus mail and by attending the year-end teacher’s conference where you
               will be trained in facilitator techniques for conducting group counseling sessions.

Case Solution #3: Anders High School

MEMO

FROM:   Kevin Mahony, Assistant Superintendent of Schools
TO:         Anders County School District Department Chairs, Homeroom Teachers,
               and President of the PTA

WHAT HAPPENED?

On April 24, 2001, Anders County school officials and health education experts attended an anti-smoking meeting at Anders High School. The purpose of the meeting was to address both the causes of and methods for reducing teenage smoking.

WHAT IS THE SOLUTION?

We determined that the core cause of teenagers smoking was the pressure they received from both peer groups and the media (e.g. Joe Camel, movies). To combat this pressure and to reduce the amount of teenage smoking in this school district, we will need the cooperation of the PTA, parent groups, homeroom teachers, and department chairs.

RESPONSIBILITIES

PTA and Parent Groups-

Hold anti-smoking seminars
Educate school personnel on the dangers of smoking
Educate teens

Use American Cancer Society statistics

Educate Parents

Explain the relationship between parents who smoke and teenagers (never refer to them as children) who smoke

Homeroom Teachers-

Set up group counseling sessions with teenagers and their peers

Get the help of the school counselors: they know how to conduct these sessions
It is important that no one has defined roles in the group
Don’t allow pre-existing cliques to form: one charismatic individual (e.g. The Fonz) can influence the whole group
Ensure everyone participates. Challenge individuals if necessary.

Department Chairs-

Promote the goals of this initiative to your respective departments.
Encourage your personnel’s involvement and ideas.

WHEN IS THIS DUE?

Please have your plans ready by COB July 20, 2001. We will begin implementing them on July 30, 2001.

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