WritingUnit’for’...

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________


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________


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



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!


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____________


Thesis

Solution #2Solution #1 Solution #3


Brainstorming:Supporting the Thesis Statement

Name _________________________________ Class _______________________ Date ___________________

Topic Sentence (Solution)

ProsStepsCons


Name_______________________________ Class ________________________ Date ________________________

Brainstorming:Supporting a Topic Sentence

Conclusion(Restate the problem and its consequences.)

Best Solution Rationale


Name_______________________________ Class ________________________ Date ________________________

Brainstorming:Supporting a Topic Sentence

Topic Sentence (argument/counterargument)

Argument Against Solution Counterargument(Support Solution)


Brainstorming:Supporting the Topic Statement

Name ___________________________________ Class _______________________ Date ___________________


Problem – Solution

Language Frames:

Problem/Solution Writing


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


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


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:



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.


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]


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


Essay Organizer for Problem/Solution

Essay

Clearly identify the problem

Causes/Effects

Introduction

Restates the problem

1 Solution - logical steps, pros, cons



Conclusion

Big Picture

Consequences of not solving

Best Solution & Rationale

transition


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 _____________


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 _____________


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 _______________


Organizer


___________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

______________________________________________________________

_____________________________________________________________

______________________________________________________________

Problem

Evidence & Reasons

Because…

Name______________________________________________________ Class__________________________ Date _____________


Here’s the situation . . . What’s the problem?

Identifying the Problem

Name_____________________________________________________ Class _________________________ Date ______________


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 ______________


Problem: Consequences of failing to solve the problem:

If ______________________________________________________

_______________________________________________________, _______________________________________________________

then ___________________________________________________ _______________________________________________________ _______________________________________________________.

Considering What Happens if the Problem is Not Solved?

Name____________________________ Class ____________________ Date ______________



If ______________________________________________ ________________________________________________, then ____________________________________________ ________________________________________________.


If ______________________________________________ ________________________________________________, then ____________________________________________ ________________________________________________.


If ______________________________________________ _______________________________________________, then ____________________________________________.

Considering What Happens if the Problem is Not Solved?

Name__________________________ Class ____________________ Date __________


Problem Possible Solutions

Proposing Solutions

Name ________________________ Class ________________ Date _________________


Solution #1

Solution #2

Solution #3

Problem: ___________________________________ __________________________________________ __________________________________________

CONPRO

Name____________________________ Class ____________________ Date ______________


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 _______________


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.


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.


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 ___________


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 ____________


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


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.


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 ___________


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 ____________


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__________


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:


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).


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).



What belongs in a Problem/Solution

Essay?


=

The writer conveys the author’s message in a neutral

voice.

The introduction includes a thesis that clearly identifies the problem.


The writer suggests one or more realistic and

convincing solution(s).

The writer addresses the consequences of falling to

solve the problem.

T


=

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 __________


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 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 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


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 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 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.


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


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


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: ______________________________________


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


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


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!

_____ . _____ ? _____ !


Problem/SolutionWritingWindowPaneScript

Theintroductionclearlyidentifiesthe

problem.

Explainsthecausesandeffectsoftheproblem,includingtheconsequencesoffailingtosolvetheproblem.(Forexample,if_________,then_____________.)

Suggestsoneormorerealisticand

convincingsolutions. Explainsthelogicalsteps,pros,andcons

ofeachsolution. Usesevidenceand/orreasonstosupport

thesolution. Theconclusionprovidesarationalefor

whyonesolutionisbest.


Windowpane for Problem/Solution Essay

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