Writing Unit for Problem/Solution
Grades 9-‐12
This unit will be revised during the
2014-‐2015 school year.
Instructional Plan for Problem/Solution Writing
Note: All documents are located in the Problem/Solution Folder, except for items in the Multi-Genre Resources Folder (marked “MGR”)
Introducing the Genre (Teacher-Guided)
1Assessing the Genre • Clouds • Windowpane • Genre Vocabulary • Problem/Solution Rubric
1Building on Background
• Choose 1-3 activities from this section
1Multi-Genre Resources • Jackdaw • Journaling • Vocabulary Notebook
Unpacking the Genre (Teacher-Guided)
1Understanding the Genre • Genre Vocabulary • Teacher-modeled Essay (Annotate)
(Co-write a PS on a familiar text) • Language Frames • Organizers (Big Picture, Outlines) • Problem-Solving Process • Brainstorming
1Assessing the Genre • Student Sample • Inter-rater Chart • Peer-Editing Clock
1Multi-Genre Resources • Cause & Effect • Transitions • Thesis Statements • Summarizing
Collaborating on Writing (Student-Guided)
1Understanding the Genre • Language Frames • Problem-Solving Process
1Multi-Genre Resources
• Summary Writing • Summary Posters • Catchers, Cubes & Maps • Reciprocal Teaching • Critical Questioning • Journaling
Things to consider: • Time • Technology
Organizing the Essay (Student-guided)
1Multi-Genre Resources • Write rough drafts
1Understanding the Genre • Language Frames • Organizers & Outlines
1Assessing the Genre • Clipboard • Prompt
Things to consider: • Access to Computers • Use of Music
Editing & Revising (Student-guided)
1Multi-Genre Resources • Editing and Revising • Writing Conferences • Grammar Mini-lessons
Things to consider:
• Access to Computers • Use of Music
Publishing (Student-guided)
1Multi-Genre Resources • Publishing/Presentation • Journaling
1Understanding the Genre
• Language Frames • Organizers
Things to consider:
• Technology • Web 2.0 Tools
Essential Activities Recommended Things to Consider
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Table of Contents Writing Unit for Problem/Solution: Secondary
Planning Instruction Table of Contents Instructional Plan Multi-Genre Resources (See MGR) Teacher Notes Assessing the Genre Clouds Clipboard Genre Vocabulary Inter-rater Chart Peer-editing Clock Prompt Results Chart Rubric (Scoring Guide) Windowpane Building on Background Problems I Have Solved Problems In The News Problem/Solution Project Students as Writers (See MGR) Understanding the Genre Argument vs. Persuasion Brainstorming Language Frames Organizers & Outlines Problem-Solving Process Problem-Solving Cube (See MGR) Student Sample Teacher-modeled Essay Acquiring Academic Language Cause & Effect (See MGR) Critical Thinking Vocabulary Summarizing (See MGR) Transitions (see MGR)
Name_________________________________ Class________________ Date________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
The problem How I solved it
At h
ome
At s
choo
l
In a
noth
er p
lace
Problems I have solved
Name______________________________________ Class________________ Date________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
The problem How it affects me
At h
ome
At s
choo
l
In a
noth
er p
lace
Problems that affect me
Problem: ________________________ ______________________________ ______________________________ Where: _______________________ _______________________________ When: _____________________
Who is involved: __________________________________________________________
Causes: ______________________________________________________
Effects: ______________________ ______________________________
Title of the article/
Name the problem
Three or more important facts about this problem:
_______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________
Who does this benefit? _____________________________________________________________________
What solutions have been proposed and/or attempted? If none, propose your own solution.
_______________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
A report about a problem in the
news...
EXTRA! The Daily Times
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Name-Reflect-Act Writing words…
To Name
Who is affected?
How are they affected?
To Reflect
To Act
Why is it this way? How can it change?
What can I do?
What will I do? How will I do it?
…changing worlds!
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Problem/Solution Project
Guidelines for your project:
1. Chose a format (i.e., poster, PowerPoint, video, web tool, etc.)
2. Describe the problem. 3. State its causes and effects. 4. Propose possible solutions. 5. State the consequences of not solving the
problem. 6. Justify your solution with at least one
counterargument. 7. Describe and address your target audience.
Theme/Issue:
Brainstorming problems related to ...
Name_________________________ Class_________________ Date____________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Thesis
Solution #2Solution #1 Solution #3
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Brainstorming:Supporting the Thesis Statement
Name _________________________________ Class _______________________ Date ___________________
Topic Sentence (Solution)
ProsStepsCons
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Name_______________________________ Class ________________________ Date ________________________
Brainstorming:Supporting a Topic Sentence
Conclusion(Restate the problem and its consequences.)
Best Solution Rationale
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Name_______________________________ Class ________________________ Date ________________________
Brainstorming:Supporting a Topic Sentence
Topic Sentence (argument/counterargument)
Argument Against Solution Counterargument(Support Solution)
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Brainstorming:Supporting the Topic Statement
Name ___________________________________ Class _______________________ Date ___________________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Problem – Solution
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Language Frames:
Problem/Solution Writing
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Enhancing/Bridging
The introduction includes a thesis that clearly identifies the problem and engages the reader [Problem] is a serious problem because [reason]. In the article, [book, movie, article], [author] describes [problem]. The writer explains the causes and effects of the problem. There are many reasons why ______________________.. [Cause], so [effect]. [Effect] because [cause]. Since [cause], [effect]. [Cause]; therefore, [effect]. Because [cause], leads to [effect]. As a result of [cause], [effect]. [Effect] due to the fact that [cause]. Due to [problem], ________________________. Due to the fact that [cause], [effect]. Due to [cause], the [problem] has resulted in [effect]. There are several reasons that [cause] impacts/effects [problem]. The writer addresses the consequences of failing to solve the problem. If ________________, then _______________________. Because of ___________, ______________________. As a result of ___________________, ____________________. As a consequence of _______________________, ________________________. The writer suggests one or more realistic and convincing solutions. The writer proposes logical steps to carry out the solutions. One way to ____________ is _______________. To begin solving this problem, ______________ Another important step in the process is _________________. First/Next/Last Initially/Finally Before/During/After Later When Furthermore/Additionally
Language Frames: Problem/Solution Writing
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
The writer uses persuasive arguments or documentation to support the solutions. The writer explores the pros, cons and counterarguments.
The evidence supports ___________ because _____________. A strong argument [in favor of/for/in support of/against/in opposition to] ______________is ________________. Another point in favor of _______________is _________________. A further argument [for/supporting/against]___________________ is ______________. One other [advantage/disadvantage] of __________________ is __________________. One objection to ____________________is ____________________. ________________[maintain(s)/say(s)/ think(s)/ feel(s)/ argue(s)/asserts(s)/believe(s)/ claim(s)/point(s) out/is of the opinion/seem(s) to believe] that _________________. I [agree/disagree] when ____________[writes/ says/claims/asserts/argues] that ____________. I [agree/disagree] with _____________’s [position/statement/argument/opinion/claim/assertion] that ____________________because ____________________________. It is the [view/opinion] of _______________that __________________. It can be argued that ______________. It has been suggested that ______________. It might be said that ___________________. It is _________________’s opinion that ___________________. According to ______________________. The evidence clear shows that _______________________. [Statistics/the facts] clearly indicate that _________________ There is strong evidence to suggest that _______________________. The evidence implies that ________________________. ________________ [shows/exemplifies/illustrates] that ____________________. Consider _______________, for example. _______________________is a case in point. [For example/for instance/to illustrate/as proof], ____________________________. The evidence [supports/doesn’t support] _________________ because _______________.
Language Frames: Problem/Solution Writing
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Emerging
The introduction includes a thesis that clearly identifies the problem and engages the reader [Problem] is a serious problem because [reason].
The writer explains the causes and effects of the problem. There are many reasons why ______________________.. [Cause], so [effect]. [Effect] because [cause]. Since [cause], [effect]. Because [cause], leads to [effect]. As a result of [cause], [effect]. [Effect] due to the fact that [cause]. Due to [problem], ________________________. Due to the fact that [cause], [effect]. Due to [cause], [problem] has resulted in [effect]. There are several reasons that [cause] impacts/effects [problem]. The writer addresses the consequences of failing to solve the problem. If ________________, then _______________________. Because of ___________, ______________________. As a result of ___________________, ____________________. The writer suggests one or more realistic and convincing solutions. The writer proposes logical steps to carry out the solutions. One way to ____________ is _______________. To begin solving this problem, ______________ Another important step in the process is _________________. First/Next/Last Initially/Finally Before/During/After Later When Furthermore/Additionally
Language Frames:
Problem/Solution Writing
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
The writer uses persuasive arguments or documentation to support the solutions. The writer explores the pros, cons and counterarguments. The evidence supports ___________ because _____________. A strong argument [in favor of/for/in support of/against/in opposition to] ______________is ________________. Another point in favor of _______________is _________________. A further argument [for/supporting/against]___________________ is ______________. One other [advantage/disadvantage] of __________________ is __________________. ________________[maintain(s)/say(s)/ think(s)/ feel(s)/ argue(s)/asserts(s)/believe(s)/ claim(s)/point(s) out/is of the opinion/seem(s) to believe] that _________________. I [agree/disagree] when ____________[writes/ says/claims/asserts/argues] that ____________. I [agree/disagree] with _____________’s [position/statement/argument/opinion/claim/assertion] that ____________________because ____________________________. It is the [view/opinion] of _______________that __________________. It might be said that ___________________. It is _________________’s opinion that ___________________. According to ______________________. Consider _______________, for example.
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Cloze Frames: Problem/Solution
________________________________ [Problem]
___________. This is a problem because ______ _________________________________________. [reason why this is a significant issue]. One cause for __________ is _________________.
[problem] [reason] As a result, _______________________________.
[effect] If _______________________________________, [resolution to the problem], _________________________________________. [consequences of failing to solve problem]. The best way to solve the problem is __________________. If ______________________,
[solution] [solution] ___________________________________________. [reason why this is the best solution]. To begin solving this problem, ________________ _____________________. Another important step [step one]
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
to consider is ______________________________. [step two] This solution might be difficult because _________________________________________. [reason] Additionally, ____________________. [another ‘con’ to the solution]. Nevertheless, this is still the most ideal solution because ____________________________________ [state in other words why this ___________________________________________. is the best solution] ___________________ is a serious concern [problem] because_____________________________________. [reason: state in other words]. For this reason, _____________________________ [solution] ___________________________________________.
transition
transition
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Essay Organizer for Problem/Solution
Essay
Clearly identify the problem
Causes/Effects
Introduction
Restates the problem
1 Solution - logical steps, pros, cons
2 Solution - logical steps, pros, cons
3 Solution - logical steps, pros, cons
Conclusion
Big Picture
Consequences of not solving
Best Solution & Rationale
transition
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Essay Organizer for Problem/Solution
Essay
Clearly identify the problem
Causes/Effects
Introduction
Restates the problem
1Solution - logical steps
2Argument/Counterargument
Conclusion
Big Picture
Consequences of not solving
Best Solution & Rationale
Name _______________________ Class ________________ Date _____________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
I. Introduction
A. Capture the reader’s interest. (i.e., anecdote) B. Describe the problem (thesis). C. State causes, effects and consequences of failing to solve the
problem.
Note: Thesis statement may or may not be the first sentence in the paragraph
II. Body Paragraph A. Provide a solution to the problem. B. Explain the logical steps for carrying out the solution. C. Explore the pros and cons of the solution. (Consider
arguments against or criticism of your solution.) III. Body Paragraph
A. Provide another solution to the problem. B. Explain the logical steps for carrying out the solution. C. Explore the pros and cons of the solution. (Consider
arguments against or criticism of your solution.) IV. Body Paragraph
A. Provide another solution to the problem. B. Explain the logical steps for carrying out the solution. C. Explore the pros and cons of the solution. (Consider
arguments against or criticism of your solution.) V. Conclusion
A. Restate the problem and its consequences. B. Provide a rationale as to why you feel one particular solution
is best. C. Provide evidence and/or reasons to support your position.
Outline for a Problem/Solution Essay
Name _______________________ Class ________________ Date _____________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
I. Introduction
A. Describe the problem and tell why it is a problem (thesis). B. State a cause, an effect and a consequence of failing to solve
the problem.
Note: Thesis statement may or may not be the first sentence in the paragraph
II. Body Paragraph (solution and steps) A. Provide a solution to the problem. B. Tell why it is the best solution (benefits). C. Explain the logical steps for carrying out the solution.
III. Body Paragraph (argument and counterargument)
A. Acknowledge the argument(s) against or criticism of your solution.
B. Restate why your proposed solution would have a positive impact on the problem.
IV. Conclusion
A. Restate the problem and its consequences. B. Provide evidence and/or reasons to support your position.
Outline for a Problem/Solution Essay
Name ___________________ Class _______________ Date _______________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Organizer
Problem/Solution Writing
___________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________________________________________
_____________________________________________________________
______________________________________________________________
Problem
Evidence & Reasons
Because…
Name______________________________________________________ Class__________________________ Date _____________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Here’s the situation . . . What’s the problem?
Identifying the Problem
Name_____________________________________________________ Class _________________________ Date ______________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
The problem: _________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
The cause The effect How does it happen? Why does it happen? What are the consequences?
Explaining the Cause and Effect of a Problem
Name____________________________________________________ Class ______________________________ Date ______________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Problem: Consequences of failing to solve the problem:
If ______________________________________________________
_______________________________________________________, _______________________________________________________
then ___________________________________________________ _______________________________________________________ _______________________________________________________.
Considering What Happens if the Problem is Not Solved?
Name____________________________ Class ____________________ Date ______________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Problem: Consequences of failing to solve the problem:
If ______________________________________________ ________________________________________________, then ____________________________________________ ________________________________________________.
Problem: Consequences of failing to solve the problem:
If ______________________________________________ ________________________________________________, then ____________________________________________ ________________________________________________.
Problem: Consequences of failing to solve the problem:
If ______________________________________________ _______________________________________________, then ____________________________________________.
Considering What Happens if the Problem is Not Solved?
Name__________________________ Class ____________________ Date __________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Problem Possible Solutions
Proposing Solutions
Name ________________________ Class ________________ Date _________________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Solution #1
Solution #2
Solution #3
Problem: ___________________________________ __________________________________________ __________________________________________
CONPRO
Name____________________________ Class ____________________ Date ______________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
The Problem: ____________________________________________ _______________________________________________________________
Possible Solution to
the Problem
Consequences of this
Solution. . .
My Reflection What I think about these consequences…
1.
2.
3.
4.
Thinking about Consequences
Name ________________________ Class _________________ Date _______________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
The Problem: ________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
The Best Proposal for Solving the Problem: ____________________ _______________________ __________________________ __________________________________ ________________________________________ ________________________________________
Why is it the Best Solution? (List your reasons) ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
BESTPROPOSAL
BEST PROPOSAL
WritingUnitforProblem/Solution:Secondary ©WRITEInstitute,October2012
StudentSampleforProblem/SolutionWriting–ELDIII
Theproblemisthatmyglasseswerebroke.OnedayIwasplayingandmyglassesfullinthefloor.Isawmyglassesandtheywerebrokeandtheywasinpieces.IthinkthatIcouldbuyanotherones.ButItellmyteacherandshesaidtotellmymom.
ThefirstsolutionisthatIcouldgotowhereIbuytheglasses.Butadon’tknowhowtotellthepersonbecausetheschooldidnottellwhathappen.IgoingtotelltheschoolthatIdon’tknowwhatcouldIdotosolvethisproblembecauseisonlyaglasses.
ThesecondsolutionisthatIcouldtellthepersonwhobuymetheglassesthattheybrokeandIhavetogetanotherones.IshardtotellbecaseIdon’tnowalotofEnglish.Theschoolwilltellthepeoplewhathappentomyglassesandtheywillhimeanotherones.
TheanothersolutionisthatIcollgotothefarmacitotellwhathappentomyglasses.Theywillandertendandtheycoulhipmeanotherones.ThatisthatingthatIgoingtoduebecauseishardtoseefareowayandIgototheschoolandseealotofpeople.
TheconclusionisthatIwillgetanotherglassestoIcouldseebetterandIcouldtellthatisbetterwithglasses.AndIwilltellwhathappenItheywillhimeanothersnewglassesthatisonethingthatIgoingtodue.
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Teacher-Modeled Essay Sample: Problem/Solution
Engage the reader, and clearly identify the problem. Describe the seriousness of the problem, and state the causes, effects, and consequences of failing to solve the problem. In a recent edition of our school newspaper, students voiced their thoughts regarding peer pressure and clothing at school. Many students expressed the real judgment – or even bullying -- they feel at school and in cyber contexts. Some students reported being ridiculed for their clothes or feeling pressured from their peers to spend a lot of money on the latest fads. The issue of school uniforms illustrates the divide between freedom of expression versus conformity in American culture. This issue not only affects students’ attitudes toward school and sense of belonging, it also impacts their performance in school. Nevertheless, students, parents and teachers do not agree on what is appropriate for public school students to wear to school.
Is the problem controversial or arguable?
What are the causes of the problem? Why is this a problem? What are the effects of the problem?
Why does this issue matter?
Solution One: Explain steps to carry out the solution, as well as the pros (advantages) and cons (disadvantages) of the solution. By implementing a school uniform policy, many people feel that peer pressure regarding clothing would be largely eliminated. Specific clothes, including basic white shirts, navy or black pants and skirts could be purchased at any local chain store. Proponents also say that teens and their parents would save money and that with uniformity, students’ behavior would improve. According to a recent study conducted at the University of Notre Dame, school uniforms have no effect on teen behavior at school. Nevertheless, there are other comprehensive studies that differ with this position. According to a study conducted in Long Beach, California, school discipline improved when school officials mandated uniforms.
What is a workable solution? What are the steps to carry out the solution? What are the pros and cons of the solution? What is the rationale to support the solution?
Solution Two: Explain steps to carry out the solution, as well as the pros (advantages) and cons (disadvantages) of the solution. People against mandating school uniforms suggest that students, parents and teachers discuss, not dictate, what is appropriate to wear to school. These people suggest that a committee be set up to reach an agreement or form a contract. By agreeing upon what appropriate street clothes students should wear, the democratic process, specifically the right to free speech, would be preserved. In addition, allowing students to express their creativity and individuality through dress would encourage thinking “outside the box.” Uniform proponents, however, argue that differences in clothing distract students from learning. They content that there is chaos without uniformity. Nevertheless, there is a legal, First Amendment reality to consider.
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Teacher-Modeled Essay Sample: Problem/Solution – Page 2
Solution Three: Explain steps to carry out the solution, as well as the pros (advantages), cons (disadvantages) of the solution. Another solution may be to do what the nation’s largest school district is doing: mixing uniforms and street clothes. Schools could recommend uniforms and offer a wide selection of uniform clothing options. Students would not be obligated to comply, however, with the uniform suggestion. This uniform recommendation would respect diversity for all students. Due to the fact that there would not be uniformity, street cloths and uniform cliques may form. Even so, it would offer a choice.
See page 1
Restate the problem and its consequences. Revisit main points in 1-2 sentences. Students, parents and teachers may not agree as to what teens should wear to school, but offering an optional uniform policy seems to be the only fair solution. This solution would foster dialogue regarding what students should wear and offer uniforms without violating students’ First Amendment rights.
What is the best solution? Why is this the best solution?
Other Questions to Consider: Who does the problem affect or impact? What do you want (if anything) your audience to do? Why are you interested in this topic? Do you have experience with this issue?
Name ___________________________________ Class ___________________Date ___________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
An effective introduction of a Problem/Solution Essay… 1. Includes a Thesis Statement. (Clearly identifies the problem.) 2. Describes the seriousness of the problem in 1-2 sentences. 3. Engages the reader’s interest. 4. States the causes, effects and consequences of failing to solve the problem.
Effective Introductions
Engages Reader’s Interest
In a recent edition of our school newspaper, students voiced their
thoughts regarding peer pressure and clothing at school. Some students
expressed the real judgment -- or even bullying -- they feel at school and in
cyber contexts. Many students reported being ridiculed for their clothes of feeling
pressured from their peers to spend a lot of money on the latest fads. The issue of
school uniforms illustrates the divide between freedom of expression versus
conformity in American culture. This issue not only affects students’ attitudes
toward school and sense of belonging, it also impacts their academic
performance in school. Nevertheless, students, parents, and teachers do not agree
on what is appropriate for public school students to wear to school.
Thesis Statement
Cause: peer pressure Effect: students feel judged and bullied Consequences of failing to solve the problem: impacts attitude towards school and academic performance
Name __________________________ Class _________________ Date ____________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
An effective conclusion of a problem solution essay…
1. Restates the problem and its consequences. 2. States why you feel one particular solution is best
(optional here).
Effective Conclusions
So What…?
Sometimes writers like to refer to conclusions as the “So What/” factor: What did the reader get out of the essay? Why should the reader care?
Restates problem
So What? Factor
Students, parents, and teachers may not agree as to what teens should wear to school, but offering an optional uniform policy seems to be the only fair solution. This solution would foster dialogue regarding what teens should wear and offer uniforms without violating students’ First Amendment rights.
Best solution
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Teacher-Modeled Essay Sample: Problem/Solution (Emerging)
Engage the reader, and clearly identify the problem. Describe the problem, and state a cause, an effect, and a consequence of failing to solve the problem. I don’t speak English outside of my English class. This is a
problem because I want my English to improve quickly. One
cause for not speaking English at school is that my friends and
classmates speak Spanish. As a result, we speak Spanish together
during the school day. If I do not begin speaking more English,
then I will finish high school without speaking English fluently.
Is the problem controversial or debatable?
What are the causes of the problem? Why is this a problem? What are the effects of the problem?
Why does this issue matter?
Solution: Suggest a solution, and explain steps to carry out the solution. The best way to solve this problem is to join a club on
campus. If I join a club or sport, I will be able to meet a lot people
who speak English. To begin joining a club or sport, I need to find
out information about activities at school. Another important step
to consider is organizing my schedule with my family so that I can
go to the meetings.
What is a workable solution? What are the steps to carry out the solution? What are the pros and cons of the solution? What is the rationale to support the solution?
Argument and Counterclaim: Acknowledge the argument(s), or disadvantages, against the solution. Restate the reason(s) for your solution (rationale). This solution might be difficult because my parents often need
me to take care of my younger brother and sister after school.
Additionally, I sometimes feel nervous when I meet new people.
Nevertheless, this is still the most ideal solution because I will
have to use my English to communicate.
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Teacher-Modeled Essay Sample: Problem/Solution – Page 2
Restate the problem and its consequences. Revisit main points in 1-2 sentences. Not speaking a lot of English at school is a serious concern
because I want to study and get a good job when I finish high
school. For this reason, joining a school club or sport would help
me get involved in my new culture and meet people who speak
English.
What is the best solution? Why is this the best solution?
Other Questions to Consider: Who does the problem affect or impact? What do you want (if anything) your audience to do? Why are you interested in this topic? Do you have experience with this issue?
Name ___________________________________ Class ___________________Date ___________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
An effective introduction of a Problem/Solution Essay… 1. Includes a Thesis Statement. (Clearly identifies the problem.) 2. Describes the seriousness of the problem in 1-2 sentences. 3. Engages the reader’s interest. 4. States the causes, effects and consequences of failing to solve the problem.
Effective Introductions
I don’t speak English outside of my English class. This is a
problem because I want my English to improve quickly. One cause
for not speaking English at school is that my friends and classmates
speak Spanish. As a result, we speak Spanish together during the
school day. If I do not begin speaking more English, then I will
finish high school without speaking English fluently.
Thesis Statement
Cause: peer pressure Effect: students feel judged and bullied Consequences of failing to solve the problem: impacts attitude towards school and academic performance
Name __________________________ Class _________________ Date ____________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
An effective conclusion of a problem solution essay…
1. Restates the problem and its consequences. 2. States why you feel one particular solution is best
(optional here).
Effective Conclusions
So What…?
Sometimes writers like to refer to conclusions as the “So What/” factor: What did the reader get out of the essay? Why should the reader care?
Restates problem
So What? Factor
Students, parents, and teachers may not agree as to what teens should wear to school, but offering an optional uniform policy seems to be the only fair solution. This solution would foster dialogue regarding what teens should wear and offer uniforms without violating students’ First Amendment rights.
Best solution
Problem Solution Class _________ Essay Clipboard Date__________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Causes
____________________
____________________
____________________
____________________
____________________
Effects
___________________
___________________
___________________
___________________
___________________
Author
Problem _________________ _________________ _________________ _________________
Consequences of Failing to Solve the Problem
________________________ ________________________________________________________________________________________________________________________________________________
Solutions Solution #1 Steps: 1. 2. 3. Pro: Con: __________________________________Solution #2 Steps: 1. 2. 3. Pro:
Con: __________________________________Solution #3 Steps: 1. 2. 3. Pro:
Con:
Best Possible Solution Rationale for Why This Solution is Best
Essay Title:
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
What do you think should be in a
Persuasive essay?
Name______________________________________________________ Class___________________ Date____________
Introducing the Writing Style
What do you think should be in a
problem/solution essay?
The writer clearly explains the causes
and effects of the problem.
The writer includes pictures.
The writer proposes logical steps to carry out the solution(s).
The composition is about a single
incident that is of personal significance
to the author.
The writer informs how he or she feels
now.
The introduction includes a thesis that clearly identifies the
problem and engages the reader.
The writer suggests one or more realistic
and convincing solution(s) to the
problem.
The writer uses an appropriate level of conventions (i.e.,
sentence structure, grammar and mechanics).
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
The writer addresses the consequences of failing
to solve the problem.The writer uses
figurative language.The summary is
short and concise.
The writer explores the pros and cons of
the solution(s).
The conclusion restates the problem and its
consequences and provides a rational for why one solution is
best..
The writer organizes the essay in a logical,
coherent and sequential manner.
The protagonist is well-developed.
The writer uses evidence and/or reasons to
support the solution(s).
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
What belongs in a Problem/Solution
Essay?
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
=
The writer conveys the author’s message in a neutral
voice.
The introduction includes a thesis that clearly identifies the problem.
The writer proposes logical steps to carry out the solution(s).
The writer suggests one or more realistic and
convincing solution(s).
The writer addresses the consequences of falling to
solve the problem.
T
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
=
The writer explores the pros and cons of the
solution(s).
The writer uses evidence and/or reasons to
support the solution(s)
The writer explains the causes and effects of the problem.
The conclusion restates the
problem and its consequences and provides a rationale for why one solution
is best.
___________________ ____________________________________________ ___________________ __________________________________________________________________ ___________________ ____________________________________________ ___________________ _____________________ _____________________
Name ______________________________ Class______________ Date __________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Criteria What I think it means…
Con
tent
and
Org
aniz
atio
n
The introduction includes a thesis that clearly identifies the problem.
The writer explains the causes and effects of the problem.
The writer addresses the consequences of failing to solve the problem.
The writer suggests one or more realistic and convincing solution(s).
The writer uses evidence and/or reasons to support the solution(s).
The writer proposes logical steps to carry out the solution(s).
The writer explores the pros and cons of the solution(s).
The conclusion restates the problem and its consequences and provides a rationale for why one solution is best.
The essay is organized logically.
The writer uses an appropriate level of conventions such as sentence structure, grammar and mechanics.
Understanding the Criteria For Problem/Solution Writing
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Inter-Rater Reliability Matrix for Problem/Solutions Class ____________________
Performance Standard Rubric Score 0 1 2 3 4 5 6
The introduction includes a thesis that clearly identifies the problem and engages the reader.
The writer explains the causes and effects of the problem.
The writer addresses the consequences of failing to solve the problem.
The writer suggests one or more realistic and convincing solution(s).
The writer uses persuasive arguments or documentation to support the solution(s).
The writer proposes logical steps to carry out the solution(s).
The writer explores the pros, cons, and counterarguments of the solution(s).
The conclusion restates the problems and its consequences.
The essay is organized logically.
The writer uses an appropriate level of conventions such as sentence structure, grammar and mechanics.
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Map of Japan
____ is
Peer Editing Clock Problem/Solution Essay
Name of Author ___________________________
Name of Editor ___________________________
Class ___________________ Date ___________
12
6
3 9
2
1 11
10
8
7 5
4
1
Clearly identifies the problem (thesis)
2
Clearly explains the causes of the problem
Clearly explains the effects of the problem
Describes the consequences of failing to solve it
Suggests one or more realistic and convincing solution(s)
1
Provides a rationale for why one solution is best
1
Proposes logical steps to carry out the solution (s)
1
Uses correct conventions (spelling and grammar)
Includes logical organization
Uses evidence and/or reasons to support the solution(s)
2
Explores the pros and cons of the solution(s)
2
21
c
1
c
22
so
Restates the problem and its consequences
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Map of Japan
____ is
Peer Editing Clock for Problem/Solution Essay
Name of Author ___________________________ Name of Editor ___________________________ Class ___________________ Date ___________
12
6
3 9
2
1 11
10
8
7 5
4
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Problem/Solution Writing _________________________ ______________________ Student Name Class name and level _________________________ ______________________ School Teacher
Writing Prompt Remember an effective problem/solution essay: • Includes a thesis in the introduction that clearly identifies the problem and
engages the reader • Explains the causes and effects of the problem • Addresses the consequences of failing to solve the problem • Suggests one or more realistic and convincing solution(s) • Uses evidence and/or reasons to support the solution(s) • Proposes logical steps to carry out the solution(s) • Explores the pros and cons of the solution(s) • Restates the problem and its consequences and provides a rationale for the best
solution. Choose one of the following to write about: • A problem you have successfully solved • A problem in your life • A problem in your school or community • Other: ______________________________________
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Results of Problem/Solution Writing Class ___________________
Criteria
Cle
ar P
robl
em
Cau
ses &
Eff
ects
Con
sequ
ence
s
Solu
tions
Evid
ence
and
/or
Rea
sons
Solu
tion
Step
s
Pros
and
Con
s
Con
clus
ion
Org
aniz
atio
n
Con
vent
ions
Tot
al S
core
Student Name Student ID Number
ELD Level
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
WRITE Institute Rubric for Problem Solution
A problem/solution essay provides sufficient information for the reader to understand the problem, and its causes and effects. If appropriate, the essay also points out the consequences of not solving the problem. The essay presents one or more solutions to the problem and addresses key arguments and counterarguments.
Scoring Range Each category is worth 0-6 points.
0 = off topic/no evidence 1 = minimal evidence of proficiency 2 = some evidence of proficiency, but weak 3 = developing proficiency
4 = proficient 5 = exceeding expectations 6 = outstanding
Directions: Total points and divide by 10 to yield a score of 0-6. CONTENT & ORGANIZATION ____ The introduction includes a thesis that clearly identifies the problem and
engages the reader. ____ The writer explains the causes and effects of the problem. ____ The writer addresses the consequences of failing to solve the problem. ____ The writer suggests one or more realistic and convincing solution (s). ____ The writer uses evidence and/or reasons to support the solution(s). ____ The writer proposes logical steps to carry out the solution (s). ____ The writer explores the pros and cons of the solution(s). ____ The conclusion restates the problem and its consequences and provides a
rationale for why one solution is best. ____ The essay is organized logically. ____ The writer uses an appropriate level of conventions such as sentence
structure, grammar and mechanics. _____ Total (divided by 10) = ________ Score
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Student Scoring Guide Problem/Solution Writing
Rate yourself on each item below with a score of 1, 2, 3, 4, 5, or 6 _______ My introduction identifies the problem.
_______ I explain the cause and effect of the problem.
_______ I address the consequences of not solving the problem.
_______ I suggest a convincing solution.
_______ I use reasons to support my solution.
_______ I propose logical steps for my solution.
_______ I explore the pros and cons.
_______ My conclusion restates the problem and its consequences.
_______ My essay is organized logically.
_______ I checked for capitalization and punctuation.
1 = I don’t get it 2 = I’m having trouble. 3 = I’m getting better
4 = I get it! 5 = I did great! 6 = I did incredible work!
_____ . _____ ? _____ !
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Problem/SolutionWritingWindowPaneScript
Theintroductionclearlyidentifiesthe
problem.
Explainsthecausesandeffectsoftheproblem,includingtheconsequencesoffailingtosolvetheproblem.(Forexample,if_________,then_____________.)
Suggestsoneormorerealisticand
convincingsolutions. Explainsthelogicalsteps,pros,andcons
ofeachsolution. Usesevidenceand/orreasonstosupport
thesolution. Theconclusionprovidesarationalefor
whyonesolutionisbest.
Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
Windowpane for Problem/Solution Essay