1. Reading Passage:

The university has announced a new policy to promote sustainability on campus. Starting next semester, all students are required to participate in a recycling program. This initiative aims to reduce waste by encouraging students to sort their trash into recyclable and non-recyclable materials. Additionally, the university will provide educational workshops on the importance of recycling and how to do it correctly.

Participation will be monitored, and students who actively engage in the program will earn extra credit in their environmental science courses.

2. Listening Passage:

Student A: Hey, did you hear about the new recycling policy the university is implementing next semester?

Student B: Yeah, I did! I think it’s a great idea in theory, but I’m not sure it will be effective.

Student A: Really? Why do you think that?

Student B: Well, for one, I feel like many students won’t take it seriously. I mean, how many times have we seen trash cans overflowing with recyclables because people just don’t bother to separate them?

Student A: That’s true, but aren’t they planning to hold workshops to educate students?

Student B: Yes, but even with workshops, I doubt it will change people's habits significantly. Most people are just used to throwing everything into the same bin out of convenience. Plus, I worry about how they’ll monitor participation. Will it really be fair to tie extra credit to this?

Student A: I see your point, but I think if students realize how easy it is to recycle, they might change their ways. Maybe the extra credit will motivate them to participate.

Student B: Maybe, but I still think it’s a bit optimistic. Habits are hard to break, you know?

3. Response:

The reading passage states that the university has introduced a mandatory recycling program to enhance sustainability on campus and that students will receive extra credit for participating. In the listening, the student disagrees because they believe many students will not take the program seriously and habits are difficult to change. They express skepticism about the effectiveness of educational workshops, suggesting that convenience often outweighs environmental concerns. Furthermore, the student raises questions about the fairness of monitoring participation and tying it to academic credit, indicating a lack of confidence in the overall success of the initiative.