The document outlines an agenda for an English class that includes a vocabulary test, changing group teams, presentations on proposed problem-solution essays, and an in-class writing assignment. Students will discuss two essays focusing on well-defined problems and proposed solutions. They will then choose a topic for their own problem-solution essay, filling out a chart with groups/organizations and associated problems to consider addressing. Homework includes finishing the chart, drafting paragraphs on problems and tentative solutions, and studying new vocabulary words.

2. AGENDA
 Vocabulary Test #3: 10-18
 Change Teams
 Presentation: Vocabulary 19-21
 Discussion: Problem Solution Essays
- Patrick O Malley, More Testing, More Learning
- ]Karen Kornbluh, Win-Win Flexibility
 Introduction to Essay #4
 In-Class Writing

3. Vocabulary Test #3: 15 Minutes
New Teams

4. NEW TEAMS TODAY!
New Vocabulary

5. Vocabulary 19-21:
Prepare for an Oral Quiz
Basic Features of a Proposing Solutions Essay

6. Basic Features
The essays we read for today propose a
solution to a problem. Here we will see
how different authors incorporate the basic
features of the genre.
A Well-Defined Problem

7. A Well-Argued Solution

8. An Effective Counterargument

9. An Evaluation of Alternative Solutions

10. A Readable Plan
An Evaluation of Alternative Solutions
•The writer arguing for a proposal must anticipate objections or
reservations that readers may have about the proposed solution.
• This works in much the same way as a counterargument. Identify
other ways to solve the problem. Then show why or how your
solution is superior.

12. Group Discussion: Look for these basic features
in Patrick O’Malley’s Essay “More Testing, More
Learning”
A Well-Defined Problem
A Clearly Described Solution
A Convincing Argument
An Effective Counterargument
An Evaluation of Alternative Solutions

13. What is this essay about?
What is O’Malley’s Problem?
Where does he tell the reader?
A Well-Defined Problem

14. A Well-Defined Problem
Although this last-minute anxiety about midterm and
final exams is only too familiar to most college
students, many professors may not realize how such
major, infrequent, high-stakes exams work against
the best interests of students both psychologically
and intellectually.
A Clearly Described Solution

15. A Clearly Described Solution: The Thesis
If professors gave additional brief exams
at frequent intervals, students would be
spurred to study more regularly, learn
more, worry less, and perform better on
midterms, finals, and other papers and
projects.
If professors gave additional brief exams
at frequent intervals, students would be
spurred to study more regularly, learn
more, worry less, and perform better on
midterms, finals, and other papers and
projects.
A Convincing Argument

16. A Convincing Argument: Support for the Thesis
 A 2006 study reported in Psychological Science journal
concluded that “taking repeated tests on material leads to better long-
term retention than repeated studying,” according to the study’s
coauthors, Henry L. Roediger and Jeff Karpicke.
 A Harvard study notes students’ “strong preference for frequent
evaluation in a course.”
 In a review of a number of studies of student learning,
Frederiksen (1984) reports that students who take weekly quizzes
achieve higher scores on final exams than students who take only a
midterm exam and that testing increases retention of material tested.
 Researchers at the University of Vermont found a strong
relationship among procrastination, anxiety, and achievement.
An Effective Counterargument

17. An Effective Counterargument: An Anticipation of
Readers’ Objections and Questions
Some believe that such exams take up too
much of the limited class time available to
cover the material in the course.
Another objection professors have to
frequent exams is that they take too much
time to read and grade.
An Evaluation of Alternative Solutions

18. An Evaluation of Alternative Solutions
 It is reasonable to consider alternative ways to achieve
the same goals. One alternative solution is to implement a
program that would improve study skills.
 Still another solution might be to provide frequent study
questions for students to answer.
 Another possible solution would be to help students
prepare for midterm and final exams by providing sets of
questions from which the exam questions will be selected or
announcing possible exam topics at the beginning of the
course.

19. Consider Kornbluh’s “Win Win Flexibility”
in terms of the Basic Features.
A Well-Defined Problem
A Clearly Described Solution
A Convincing Argument
An Effective Counterargument
An Evaluation of Alternative Solutions
What is Kornbluh‘s Issue?

20. What is Kornbluh’s Essay about?
What is the problem?
Which of these strategies does Kornbluh use to
define her problem?
1. giving examples to make the problem specific
2. using scenarios or anecdotes to dramatize the problem
3. quoting testimony from those affected by the problem
4. citing statistics to show the severity of the problem
5. vividly describing the problem’s negative consequences
1. giving examples to make the problem specific
2. using scenarios or anecdotes to dramatize the problem
3. quoting testimony from those affected by the problem
4. citing statistics to show the severity of the problem
5. vividly describing the problem’s negative consequences
Offering a solution

21. What is Kornbluh’s Solution?
Which Strategies does Kornbluh use to Describe
or Demonstrate her Solution?
1. the proposed solution would reduce or eliminate a major
cause of the problem.
2. a similar solution has worked elsewhere.
3. the necessary steps to put the solution into practice can
be taken without excessive cost or inconvenience.
4. stakeholders could come together behind the proposal.
1. the proposed solution would reduce or eliminate a major
cause of the problem.
2. a similar solution has worked elsewhere.
3. the necessary steps to put the solution into practice can
be taken without excessive cost or inconvenience.
4. stakeholders could come together behind the proposal.
An Effective Counterargument: Addressing Questions and
Concerns

22. Which Questions or Concerns does Kornbluh
Address?
How Does Kornbluh Address Questions and
Concerns?
1. by acknowledging an objection
2. by conceding the point and modifying the
proposal to accommodate it
3. by refuting criticism—for example, by arguing
that an alternative solution would be more
costly or less likely to solve the problem than
the proposed solution.
1. by acknowledging an objection
2. by conceding the point and modifying the
proposal to accommodate it
3. by refuting criticism—for example, by arguing
that an alternative solution would be more
costly or less likely to solve the problem than
the proposed solution.
Alternative Solutions

23. Alternative Solutions
How does Kornbluh present her
solution as preferable to other possible
solutions?
How does Kornbluh present her
solution as preferable to other possible
solutions?
A Readable Plan

24. Which of the following does Kornbluh include to
make her essay easy to read:
1. a forecast of the argument
2. key words introduced in the thesis and forecasting statement
3. topic sentences introducing paragraphs or groups of paragraphs
4. repeated use of key words and synonyms throughout the essay,
particularly in topic sentences
5. clear transitional words and phrases
6. headings that explicitly identify different sections of the essay
7. visuals, including charts that present information in an easy-to-
read format
1. a forecast of the argument
2. key words introduced in the thesis and forecasting statement
3. topic sentences introducing paragraphs or groups of paragraphs
4. repeated use of key words and synonyms throughout the essay,
particularly in topic sentences
5. clear transitional words and phrases
6. headings that explicitly identify different sections of the essay
7. visuals, including charts that present information in an easy-to-
read format
Essay #4

25. Essay #4: Proposing
a Solution
Essay #4 Assignment: (175 points) Write an essay from 4-6
pages in length, that addresses the topic below. Use a minimum
of two credible secondary sources to support your argument.
These are in addition to The Hunger Games or other primary
texts you might use.
Prompt : Write an essay proposing a solution to a well-defined
problem faced by a community or group to which you may
belong. Alternatively, you may address a well-defined problem
faced by one of the districts or communities in The Hunger
Games. Address your proposal to your audience: one or more
members of the group, its leadership, or to outsiders who may be
able to contribute to solving the problem.
In Class Writing

26. Choosing a
Topic for your
Essay!
My Community,
Club, or Group
My Community,
Club, or Group

27. Your Chart
Groups and organizations
1.The Hunger Games
2.De Anza College
3.Your Neighborhood
4.Your Club
5.Community
Problems
1. Problem
2. Problem
3. Problem
4. Problem
5. Problem

28. Your Chart
Groups and organizations
1.The Hunger Games
2.De Anza College
3.Willow Glen
4.Karate Club
5.Community Recreation
Centers
Problems
1. Not enough food
2. Not enough parking
3. Employee parking on our
street
4. Lack of commitment
5. Not enough safe places
for kids to play

29. Fill in your chart with problems and solutions for
each group
Groups and
organizations
1. The Hunger Games
2. De Anza College
3. Your Neighborhood
4. Karate Club
5. Community
Recreation Center
Problems
1. Not Enough Food
2. Lack of Parking
3. Commercial parking
problem
4. No commitment
5. Not enough safe
places for kids to
play
Solutions
1. ?
2. Reorganize lots
3. ?
4. ?
5. Start a volunteer parents group to
offer after school activities at local
schools.

30. Problem
 Not enough parking at De
Anza College
 Not enough safe place for
kids to play
Solution
 Redesign the current lots to
increase capacity.
 Start a volunteer parents
group to offer after school
activities at local schools.

31. Homework
 Finish your Chart
 Post #14 Use your Chart to begin to brainstorm ideas for your
essay. Choose two problems: one from De Anza and one
from your community or club. Write one paragraph
explaining each problem in detail. Write another explaining a
tentative solution for each problem.
 Study: Vocabulary 19-23
 Bring: Your chart and paragraphs with you to class.