English Department
Advanced Writing
Final Writing Assignment (50%)
Problem‐Solution Essay
Spring 2011-2012
A Task Sheet
Designed by:
The English Department Teaching Enhancement Group
Introduction
Problem solving depends on a questioning attitude that is critical thinking. It
demands analysis, evaluation as well as imagination and creativity. To solve a
problem, you need to see it anew, to look at it from new angles and in new
contexts and to study it thoroughly.
Task
You need to decide on one of the topics listed below and narrow it down reaching
a good working title. You are then required to write an extended essay of 2000
words. In your essay, you will discuss the main causes and effects of the
problem. You will then analyse the previous solutions followed to address the
problem and why they failed to do so. Finally, you will propose you own solution
that will best address the problem employing appropriate methods of persuasion.
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Advanced Writing
Submission of paper: Submit the
Format : following:
One soft copy (to be submitted
Spacing: Double spaced.
via- turn it in using the class ID and
Font type: Times New Roman password provided by your
Font size: 12 instructor.
Two hard copies of the final essay
to be submitted to instructors.
Due Date : 8th April , 2012
Process
1. First, you need to understand the structure of the essay you are required to
write. The following links provide you with an explanation of the structure of a
problem-solution essay:
a) Click here to know how to write a problem-solution essay.
2. From the list below, choose a problem that affects the present and the
future of the country you are discussing.
• Abusive Media
• Bankruptcy
• Cheating
• Dangers of Unhealthy Food/ Food Additives/ High Percentage of Fat
• Discrimination
• Domestic Violence
• Prejudice
• Forced Retirement
• Foreign Import Concurrency/ Agreements
• Gun Control
• Retribution /Hate Crimes
• Health Care
• International Threats
• Loneliness
• Discrepancy in Income Levels / Unjustifiably Large Incomes
• Peer Pressure
• Voting System
3. Now search for 5-7 sources on the problem you have chosen and evaluate the
sources carefully. You need to check that they are all reliable/ scholarly sources.
The link below will help you do that.
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Advanced Writing
a) Click here to know how to evaluate the sources you are using.
4. You also need to know what you are searching for as you need to consult the
Web and annotate your sources to find the following:
a) Definition(s)
b) Causes and Effects
c) Review Literature to find previous solutions (You need to evaluate these
solutions and think why they are not effective as they did not solve the problem)
5. You now need to read the articles/ sources you got and underline the
information relevant to your research. After you have done that, you need to
integrate these parts in your source to your research/ essay. You do that first by
summarising, paraphrasing or quoting the parts you have underlined.
a) Click here to know how to summarise.
b) Click here to watch a video on summarising.
c) Click here to know how to paraphrase.
d) Click here to know how to use quotations.
e) Click here to know how to synthesise the information you got.
6. You need to be creative and think about the best solution to the problem and
explain what makes it better than the others (why will it work/ show how the
solution can be implemented). You also need to plan your persuasive arguments
to convince your audience to adopt this solution, change its attitude and take
action (consult your sources).
7. You are now ready to start outlining your essay.
Sample Outline
Organisation is the key to writing a good research paper. You MUST have an
outline/plan approved before writing a rough draft. It can be handwritten or
typed.
Put everything in the order in which it will appear in the paper.
Organise by grouping related matter in coherent paragraphs.
Each important statistic, fact, or quote from the Guided Research Worksheet
should appear on the outline (copy the detailed info onto the outline).
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Advanced Writing
Outline for Prob./Sol Paper
I- Introduction—Establish problem (Who & What): Significance
TOPIC SENTENCE:
“One of the most alarming problems in Egypt today is ……”
• More focus
• Definition
• The extent of the problem/ how serious the problem is/ Statistics“… this
problem first emerged….’
THESIS STATEMENT (Mapping your Essay)
This essay will first demonstrate…….. It sheds light on…….
NB: - The introduction can be written in more than one paragraph
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II- Analysis of the Problem:
Causes of the problem (How & Why)
TOPIC SENTENCE:
“The problem can go back to several factors…”
• Family / peer influence
• Lack of knowledge or misconceptions
• Media can play a huge role in the spread of …….
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Effects of the problem
TOPIC SENTENCE:
“The problem has several harmful effects that start from ….”
• Negative effects on Health
• Increases death rates especially among children
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III- Previous Solution(s): Review Literature & Evaluate
TOPIC SENTENCE
• One proposed solution is provided by the government ……
• Several other laws were also passed by the government in the hope of
solving this issue
A. Advantages
1. Decreases health risks
2. Lowers probability of addiction
B. Why it does not work / disadvantages
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Advanced Writing
1. Laws are not properly enforced in Egypt
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IV-Persuasive Solution: How would you persuade your reader?
Use all your Persuasive Skills
TOPIC SENTENCE:
“The best way to approach this problem is by spreading awareness among
A. Advantages
1. More knowledge should be …spread … by officials and health
professionals
2. Organizations promote campaigns
B. Why it is better than other solutions
1. Teens will feel the freedom of choice
2. Teens will understand and develop right concepts
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VI. Call for Action & Conclusion
TOPIC SENTENCE: The time for action is now.” It must be addressed
as soon as possible”
1. What individuals/institutions (parents, officials, government) can
do to help?
2. Programs, campaigns and events contribute to the solution
3. Proper support system from the community
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*Outline is adapted from:
[Link]
Important Tips:
Refer to the compiled material to:
1. Write Introductions and Conclusions pp.80-85
2. Structure your essay (essay Analysis) pp.194-196
3. See sample problem/ solution essay pp. 198-205
English Department
Advanced Writing
Evaluation
The following Rubric will be used for evaluating your essay
Are
Level Mark Criteria
a
st Fully addresses / satisfies all parts of the task. Presents a fully developed position in answer to the question.
1 3.5/4/5
Sufficiently addresses all parts of the task. Presents a developed response to the question. Presents a clear position
Task Response
2i 3
throughout.
Addresses all parts of the task. Presents a position in the response.
2ii 2.5
rd Although addresses all parts of the task, some parts may be more fully covered than others. Presents a relevant position
3 2
although may become unclear or repetitive.
Barely responds to the task. Writes a totally memorised response. Answer is completely unrelated to the task & does not
F 0/1/1.5 address any part of the task.
st A well developed /a developed introduction with logical sequence of sentences. Thesis statement is well written and
1 3.5/4/5
controlling ideas are developed and clearly expressed. Offers innovative, creative & original insights.
Introduction
2i 3 An introduction with logical sequence of sentences. Thesis statement is with controlling ideas appropriately expressed.
Focus on Task & Structure
2ii 2.5 Logic in sequence of sentences. Thesis statement with controlling ideas partially expressed.
3
rd
2 Partial logic in sequence of sentences. Thesis statement is poorly written.
F 0/1/1.5 No clear logic in sequence of sentences. No thesis statement or is irrelevant to the topic.
Well structured. All paragraphs logically structured /focussed on one idea (topic sentence and controlling idea). Structure
st
1 3.5/4/5 supports the development of ideas within the essay. All main points are fully developed /valid. No repetition or deviation.
Transitions appropriate /used effectively.
Clearly structured. Most paragraphs structured effectively & focused on one idea. All main points valid but not always fully
2i 3
developed. Minor repetition, deviation or irrelevance. Transitions mostly appropriate /used effectively.
Body
Structured. Some paragraphs are structured and focused on one idea. Main points are valid but not always developed.
2ii 2.5
Repetition, deviation or irrelevance might occur. Transitions appropriate.
rd Some structure. Paragraph structure sometimes incomplete. Most but not all main points valid & developed. Some
3 2
repetition, deviation or irrelevance. Transitions mostly appropriate but sometimes inaccurate or over used.
Structure not clear. Paragraph structure often incomplete or confusing. Few valid main points poorly developed. Repetition,
F 0/1/1.5
deviation or irrelevance. Transitions mostly basic or over used.
st Effectively summarises the main arguments offering insightful observations on the thesis statement.
1 3.5/4/5
Makes/explores/develops a final comment about the topic.
Conclusion
2i 3 Summarises the main arguments & makes appropriate connection to the thesis statement.
2ii 2.5 Summarises the main arguments& makes partial connection to the thesis statement.
rd
3 2 Partially summarises the main arguments.
F 0/1/1.5 Lacks a conclusion or is irrelevant to the question.
st
1 3.5/4/5 Full & effective analysis. Shows an awareness of the complexities of the issues.
2i 3 Effective analysis. Shows a critical & analytical approach.
Analysis
2ii 2.5 Some analysis. Shows some critical & analytical approach.
rd
3 2 Partly effective analysis. Shows little insight & limited understanding of the issues.
Critical Thinking
F 0/1/1.5 Weak analysis. Largely descriptive.
st A variety of reliable sources are well integrated to support assertions & ideas. All sources are accurately cited &
1 3.5/4/5
documented.
Referencing &
2i 3 Most sources reliable & integrated to support assertions & ideas. Most sources accurately cited & documented.
Citation
Sources not always reliable or integrated effectively to support assertions & ideas. Some sources accurately cited &
2ii 2.5
documented.
rd
3 2 Few sources reliable & not effectively integrated to support assertions & ideas. Few sources accurately cited & documented.
F 0/1/1.5 Sources lack reliability & do not support assertions & ideas. Sources are not accurately cited & documented.
st
&
L
n
g
u
1 3.5/4/5
S
P
a
Clear& effective use of grammar. Readable, lucid & concise. Consistently produces error free sentences. Accurately uses a
n
u
n
o
n
e
c
e
a
r
r
t
t
i
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Advanced Writing
wide range of grammatical structures. Punctuation: virtually free of errors. Used accurately to aid meaning.
Effective use of grammar. Readable. Frequently produces error free sentences. Produces a variety of sentence structures
2i 3
including complex sentences. Uses a variety of complex grammatical structures. Punctuation: generally free of errors.
Grammatical. Readable. Mostly produces error free sentences.. Produces sentence structures including complex sentences.
2ii 2.5
Uses some complex grammatical structures. Punctuation: minor errors.
rd Mostly grammatical. Mostly readable. Attempts complex sentences but these are less accurate than simple sentences.
3 2
Punctuation: occasional errors which rarely cause difficulty for the reader.
Frequent grammatical errors. Can be difficult to read. Uses a limited range of grammatical structures.
F 0/1/1.5
Punctuation: frequent errors can cause some difficulty for the reader.
st
1 3.5/4/5 Wide range of vocabulary used fluently & accurately to convey precise meaning & formality.
Vocabulary
& Register
2i 3 Adequate range of vocabulary to allow precision. Mostly appropriate. Formal.
2ii 2.5 A range of vocabulary just adequate for the task. Partially appropriate or accurate. Partially formal.
rd
3 2 Limited range of vocabulary. Might be repetitive, inappropriate or inaccurate. Limited formality.
F 0/1/1.5 Basic range of vocabulary with limited control of word formation. Informal.
st rd
Total Mark - Band 1 / A 2i / B 2ii / C 3 / D F
-----/40 28 – 40 24 – 27.5 20 – 23.5 16 – 19.5 0 – 15.5
Conclusion
• A problem-solution essay is an advanced form of Academic writing. It
develops your critical reading and writing skills specially inference,
persuasion, integrating a variety of reliable sources and proper citation.
References:
Web Quest Template
[Link]
Image
[Link]
ew=1&as_filetype=&imgsz=&safe=on&biw=1432&bih=729&sei=K39DT-
r5LMHB8QPsqdGSCA&tb
Last updated on August 15, 1999. Based on a template from The WebQuest Page
