Writing  Unit  for  

Problem/Solution    
Grades  9-­‐12    

This  unit  will  be  

revised  during  the  
2014-­‐2015  
 school  year.  
  
Essential Activities
Instructional Plan for Problem/Solution Writing Recommended
Things to Consider
Note: All documents are located in the Problem/Solution Folder, except for items in the Multi-Genre Resources Folder (marked “MGR”)

Introducing the Genre Unpacking the Genre Collaborating on Writing

(Teacher-Guided) (Teacher-Guided) (Student-Guided)

1Assessing the Genre 1Understanding the Genre 1Understanding the Genre

• Clouds • Genre Vocabulary • Language Frames
• Windowpane • Teacher-modeled Essay (Annotate) • Problem-Solving Process
• Genre Vocabulary (Co-write a PS on a familiar text)
• Problem/Solution Rubric • Language Frames 1Multi-Genre Resources
• Organizers (Big Picture, Outlines) • Summary Writing
1Building on Background • Problem-Solving Process • Summary Posters
• Choose 1-3 activities from this section • Brainstorming • Catchers, Cubes & Maps
1Assessing the Genre • Reciprocal Teaching
1Multi-Genre Resources • Student Sample • Critical Questioning
• Jackdaw • Inter-rater Chart • Journaling
• Journaling • Peer-Editing Clock
• Vocabulary Notebook 1Multi-Genre Resources
• Cause & Effect   Things to consider:
• Transitions • Time
• Thesis Statements • Technology
• Summarizing
Organizing the Essay Editing & Revising Publishing
(Student-guided) (Student-guided) (Student-guided)
1Multi-Genre Resources 1Multi-Genre Resources 1Multi-Genre Resources
• Write rough drafts • Editing and Revising • Publishing/Presentation
1Understanding the Genre • Writing Conferences • Journaling
• Language Frames • Grammar Mini-lessons
• Organizers & Outlines 1Understanding the Genre
1Assessing the Genre • Language Frames
  • Organizers
• Clipboard Things to consider:
• Prompt • Access to Computers
• Use of Music   Things to consider:
  Things to consider: • Technology
• Access to Computers • Web 2.0 Tools
• Use of Music
   
 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)

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Name_________________________________ Class________________ Date________

Problems
I have solved

The problem How I solved it

At home
At school
In another place

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Name______________________________________ Class________________ Date________

Problems
that affect me

The problem How it affects me

At home
At school
In another place

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 EXTRA! The Daily Times

A report about a Problem: ________________________

______________________________
problem in the ______________________________
news...
Where: _______________________
_______________________________

When: _____________________
le/
o f t h e artic
Titl e blem
a m e the pro Who is involved:
N ____________________________
______________________________

Causes: ______________________
________________________________

Effects: ______________________
______________________________
Who does this benefit?

_____________________________________________________________________

Three or more important facts about this problem:

_______________________________________________________________________________

______________________________________________________________________________

__________________________________________________________

What solutions have been proposed and/or attempted?

If none, propose your own solution.
_______________________________________________________________________

_________________________________________________________________________

_______________________________________________________________________

______________________________________________________________________

_______________________________________________________________________

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Name-Reflect-Act
Writing words…

To Act

To Reflect

To Name
Who is affected?
How are they affected?

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.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name_________________________ Class_________________ Date____________

Brainstorming problems related to ...

Theme/Issue:

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Name _________________________________ Class _______________________ Date ___________________

Brainstorming:
Supporting the Thesis Statement
Thesis

Solution #1 Solution #2 Solution #3

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Name_______________________________ Class ________________________ Date ________________________

Brainstorming:
Supporting a Topic Sentence
Topic Sentence (Solution)

Steps Pros
Cons

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 the Topic Statement

Topic Sentence (argument/counterargument)

Argument Against Solution Counterargument

(Support Solution)

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Problem – Solution

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012
 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

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 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 _______________.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 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

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 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
__________________.
________________[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]
___________________________________________.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Big Picture
Essay Organizer for
Problem/Solution Introduction
Essay

Causes/Effects Consequences of
Clearly identify not solving
the problem

1 Solution - logical steps, pros, cons

transition

2 Solution - logical steps, pros, cons

transition

3 Solution - logical steps, pros, cons

Conclusion

Restates the problem Best Solution & Rationale

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Big Picture
Essay Organizer for
Problem/Solution Introduction
Essay

Causes/Effects Consequences of
Clearly identify not solving
the problem

1
Solution - logical steps

transition

2
Argument/Counterargument

Conclusion

Restates the problem Best Solution & Rationale

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name _______________________ Class ________________ Date _____________

Outline for a Problem/Solution Essay

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.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name _______________________ Class ________________ Date _____________

Outline for a Problem/Solution Essay

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.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Name ___________________ Class _______________ Date _______________

Organizer
Problem/Solution Writing

___________________________________________________

Problem
_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Because… _____________________________________________________________

_____________________________________________________________

Evidence & _____________________________________________________________

Reasons

_____________________________________________________________

__________________________________________________________ ____

_____________________________________________________________

________________________________________________________ ______

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name______________________________________________________ Class__________________________ Date _____________

Identifying the Problem

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

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name_____________________________________________________ Class _________________________ Date ______________

Explaining the Cause and Effect of a Problem

The problem: _________________________________________________________

____________________________________________________________________
____________________________________________________________________

The cause The effect

How does it happen? Why does it happen? What are the consequences?

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name____________________________________________________ Class ______________________________ Date ______________

Considering What Happens if

the Problem is Not Solved?

Problem: Consequences of failing to solve the problem:

If ______________________________________________________
_______________________________________________________,
_______________________________________________________
then ___________________________________________________
_______________________________________________________
_______________________________________________________.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name____________________________ Class ____________________ Date ______________

Considering What Happens if

the Problem is Not Solved?

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 ____________________________________________.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name__________________________ Class ____________________ Date __________

Proposing Solutions

Problem Possible Solutions

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name ________________________ Class ________________ Date _________________

PRO CON

Problem: ___________________________________
__________________________________________
__________________________________________

Solution #1

Solution #2

Solution #3

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name____________________________ Class ____________________ Date ______________

Thinking about Consequences

The Problem: ____________________________________________

_______________________________________________________________
Possible Consequences My Reflection
Solution to of this What I think about
the Problem Solution. . . these consequences…

1.

2.

3.

4.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name ________________________ Class _________________ Date
_______________

The Problem: ________________

___________________________
___________________________ B
PROBEESST
___________________________ PRO POT
POSSAL
AL
___________________________
___________________________

The Best Proposal for

Solving the Problem:
____________________
_______________________
__________________________
__________________________________
________________________________________
________________________________________

Why is it the Best Solution? (List your reasons)

____________________________________
____________________________________

____________________________________
____________________________________

____________________________________
____________________________________

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012




Student
Sample
for
Problem/Solution
Writing
–
ELD
III



The
problem
is
that
my
glasses
were
broke.
One
day
I
was
playing

and
my
glasses
full
in
the
floor.
I
saw
my
glasses
and
they
were
broke

and
they
was
in
pieces.
I
think
that
I
could
buy
anotherones.
But
I
tell

my
teacher
and
she
said
to
tell
my
mom.

The
first
solution
is
that
I
could
go
to
where
I
buy
the
glasses.
But

adon’t
know
how
to
tell
the
person
because
the
school
did
not
tell
what

happen.
I
going
to
tell
the
school
that
I
don’t
know
what
could
I
do
to

solve
this
problem
because
is
only
a
glasses.

The
second
solution
is
that
I
could
tell
the
person
who
buy
me
the

glasses
that
they
broke
and
I
have
to
get
anotherones.
Is
hard
to
tell

becase
I
don’t
now
alot
of
English.
The
school
will
tell
the
people
what

happen
to
my
glasses
and
they
will
hime
anotherones.

The
another
solution
is
that
I
coll
go
to
the
farmaci
to
tell
what

happen
to
my
glasses.
They
will
andertend
and
they
coul
hipme

anotherones.
That
is
tha
ting
that
I
going
to
due
because
is
hard
to
see

fareoway
and
I
go
to
the
school
and
see
a
lot
of
people.

The
conclusion
is
that
I
will
get
another
glasses
to
I
could
see

better
and
I
could
tell
that
is
better
with
glasses.
And
I
will
tell
what

happen
I
they
will
hime
anothers
new
glasses
that
is
one
thing
that
I

going
to
due.




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 Is the problem
the seriousness of the problem, and state the causes, effects, controversial or
arguable?
and consequences of failing to solve the problem.
In a recent edition of our school newspaper, students voiced their thoughts What are the
regarding peer pressure and clothing at school. Many students expressed the causes of the
real judgment – or even bullying -- they feel at school and in cyber contexts. problem? Why is
Some students reported being ridiculed for their clothes or feeling pressured this a problem?
from their peers to spend a lot of money on the latest fads. The issue of What are the effects
school uniforms illustrates the divide between freedom of expression versus of the problem?
conformity in American culture. This issue not only affects students’ attitudes
toward school and sense of belonging, it also impacts their performance in Why does this issue
school. Nevertheless, students, parents and teachers do not agree on what is matter?
appropriate for public school students to wear to school.
Solution One: Explain steps to carry out the solution, as well as What is a workable
the pros (advantages) and cons (disadvantages) of the solution. solution?
By implementing a school uniform policy, many people feel that peer What are the steps
pressure regarding clothing would be largely eliminated. Specific clothes, to carry out the
including basic white shirts, navy or black pants and skirts could be solution?
purchased at any local chain store. Proponents also say that teens and their
parents would save money and that with uniformity, students’ behavior What are the pros
and cons of the
would improve. According to a recent study conducted at the University of solution?
Notre Dame, school uniforms have no effect on teen behavior at school.
Nevertheless, there are other comprehensive studies that differ with this What is the
position. According to a study conducted in Long Beach, California, school rationale to support
discipline improved when school officials mandated uniforms. 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 See page 1
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.

Restate the problem and its consequences. Revisit main points What is the best
in 1-2 sentences. solution?
Students, parents and teachers may not agree as to what teens should wear Why is this the
to school, but offering an optional uniform policy seems to be the only fair best solution?
solution. This solution would foster dialogue regarding what students should
wear and offer uniforms without violating students’ First Amendment rights.

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?

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name ___________________________________ Class ___________________Date ___________

Effective
Introductions

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.

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
Thesis Statement
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.

Cause: peer pressure

Effect: students feel judged and bullied
Consequences of failing to solve the problem: impacts attitude
towards school and academic performance

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name __________________________ Class _________________ Date ____________

Effective Conclusions
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).

Restates problem

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 Best
solution
should wear and offer uniforms without violating
students’ First Amendment rights.

So So What?
What…? Factor

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?

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 Is the problem
problem, and state a cause, an effect, and a consequence of controversial or
debatable?
failing to solve the problem.
What are the








I don’t speak English outside of my English class. This is a causes of the
problem? Why is
problem because I want my English to improve quickly. One this a problem?

cause for not speaking English at school is that my friends and What are the
effects of the
classmates speak Spanish. As a result, we speak Spanish together problem?

during the school day. If I do not begin speaking more English, Why does this
issue matter?
then I will finish high school without speaking English fluently.
Solution: Suggest a solution, and explain steps to carry out the What is a workable
solution. solution?

What are the steps

The best way to solve this problem is to join a club on to carry out the
solution?
campus. If I join a club or sport, I will be able to meet a lot people
What are the pros
who speak English. To begin joining a club or sport, I need to find and cons of the
solution?
out information about activities at school. Another important step
What is the
to consider is organizing my schedule with my family so that I can rationale to
support the
go to the meetings. 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 What is the best
in 1-2 sentences. solution?

Why is this the

Not speaking a lot of English at school is a serious concern best solution?

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.

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?

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name ___________________________________ Class ___________________Date ___________

Effective
Introductions

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.

Thesis Statement

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.

Cause: peer pressure

Effect: students feel judged and bullied
Consequences of failing to solve the problem: impacts attitude
towards school and academic performance

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name __________________________ Class _________________ Date ____________

Effective Conclusions
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).

Restates problem

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 Best
solution
should wear and offer uniforms without violating
students’ First Amendment rights.

So So What?
What…? Factor

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?

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Problem Solution Class _________
Essay Clipboard Date__________

Problem
u se s _ _ _ ______ _________________
Ca _____ ________ _________________
_ _ _
__ _
_ _ _ _ ____ ______ Author _________________
____ _______ _____ _
_ _ _________________
_____ ________ _____
_ _
_____ ________
_ Solution
_____ _ _ _ _
Solution
# 1 s
ff e c ts _ _ _ _ _ S te p s :
E
__ _ _ _____ ________ 1.
_ _
_ _ _ _ _____ ________ 2.
_ _
_____ _____ 3.
_____ ________ ____ Pro:
_ _
_____ ________ Con:
_
_____ _______
__
Solution _____________
# _______
Consequences of Failing to Steps: 1 2 _____
.
Solve the Problem 2.
________________________ 3.
________________________ Pro:
________________________ Con:
________________________ _______
_______
________________________ Solution #3 _______
_______
________________________ Steps: 1. ______
________________________ 2.
3.
Pro:
Con:
y T itle:
Es sa

Best Possible Solution Rationale for Why This

Solution is Best

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

Name______________________________________________________ Class___________________ Date____________

Introducing
the Writing Style

What
Whatdo
doyou
you think
think
should
shouldbe
be in
in a
problem/solution
Persuasive essay?essay?

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

The writer uses an The introduction
The writer suggests
appropriate level of includes a thesis that
one or more realistic
conventions (i.e., clearly identifies the
and convincing
sentence structure, problem and engages
solution(s) to the
grammar and the reader.
problem.
mechanics).

The writer informs

how he or she feels
The composition is now.
about a single
incident that is of
personal significance
to the author. The writer proposes
logical steps to carry
out the solution(s).

The writer clearly

explains the causes
The writer includes and effects of the
pictures. problem.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

The writer addresses the
consequences of failing The writer uses The summary is
to solve the problem. figurative language. short and concise.

The conclusion restates the The writer organizes

problem and its the essay in a logical,
The writer explores consequences and provides a coherent and
the pros and cons of rational for why one solution is sequential manner.
the solution(s). best..

The writer uses evidence

and/or reasons to
support the solution(s).
The protagonist is
well-developed.

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
The writer addresses the author’s message in a neutral
consequences of falling to voice.
solve the problem.

The writer suggests one

or more realistic and
convincing solution(s).

T
The writer proposes
logical steps to carry
The introduction includes a thesis that out the solution(s).
clearly identifies the problem.

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. __________
_________
__________
__________
__________
__________
____

__________
_________
__________
Writing Unit for Problem/Solution: Secondary
__________ © WRITE Institute, October 2012
_
__________
__________
_
Name ______________________________ Class______________ Date __________

Understanding the Criteria

For Problem/Solution Writing

Criteria What I think it means…

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.
Content and Organization

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.

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Inter-Rater Reliability Matrix for Problem/Solutions Class ____________________

Rubric Score
Performance Standard
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

1
2

Name of Author ___________________________

Peer Editing Clock
Name of Editor ___________________________
Problem/Solution Essay
Class ___________________ Date ___________

Uses correct conventions (spelling and grammar)

Includes logical organization Clearly identifies the problem (thesis)

12
Provides a rationale for why one 11 1 Clearly explains the causes of the
solution is best problem

10 2 c
Clearly explains the effects of
Restates the problem and its
consequences the problem

so 9 3
Explores the pros and cons of Describes the consequences
c the solution(s) of failing to solve it

Proposes logical steps to carry out

8 4
Suggests one or more realistic and
the solution (s) convincing solution(s)
7 5
6

Uses evidence and/or reasons to support the solution(s)

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Name of Author ___________________________
Peer Editing Clock for
Name of Editor ___________________________
Problem/Solution Essay
Class ___________________ Date ___________

12
11 1

10 2

9 3

8 4

7 5
6

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

Evidence and/or
Causes & Effects

Pros and Cons

Solution Steps
Clear Problem

Consequences

Total Score
Organization

Conventions
Conclusion
Reasons
Solutions
Student ID ELD
Student Name Number 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 4 = proficient
1 = minimal evidence of proficiency 5 = exceeding expectations
2 = some evidence of proficiency, but weak 6 = outstanding
3 = developing proficiency
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
1 = I don’t get it 4 = I get it!
2 = I’m having trouble. 5 = I did great!
3 = I’m getting better 6 = I did incredible work!

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.

_____ .
_____ ?
_____ !

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Problem/Solution
Writing

Window
Pane
Script



 The
introduction
clearly
identifies
the

problem.




 Explains
the
causes
and
effects
of
the

problem,
including
the
consequences
of

failing
to
solve
the
problem.
(For
example,

if
_________,
then
_____________.)



 Suggests
one
or
more
realistic
and

convincing
solutions.



 Explains
the
logical
steps,
pros,
and
cons

of
each
solution.



 Uses
evidence
and/or
reasons
to
support

the
solution.



 The
conclusion
provides
a
rationale
for

why
one
solution
is
best.


Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012

 Windowpane for Problem/Solution Essay

Writing Unit for Problem/Solution: Secondary © WRITE Institute, October 2012