This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem-solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.

2. AGENDA
 Problem Solution Essays
- Patrick O Malley, More Testing, More
Learning
- Karen Kornbluh, Win-Win Flexibility
 Introduction to Essay #4
 Generating a topic for your essay.

3. Basic Features
The essays you 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

4. A Well-Argued Solution

5. An Effective Counterargument

6. An Evaluation of Alternative Solutions

7. 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.

9. 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

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

11. 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

12. 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

13. 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

14. 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

15. 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.

16. 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?

17. 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

18. 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

19. 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

20. 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

21. 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

22. Essay #4: Proposing a Solution:
This essay is due at the end of the quarter.
Essay #4 Assignment: (200 points) Write an essay from 4-6
pages in length, that addresses the topic below. Use a minimum
of three 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

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

24. Begin by making a chart like the one below. Identify a
problem for each of the groups or organizations listed
below:
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

25. Here is an example of a finished chart.
Yours should look like this:
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

26. Now, fill in your chart with possible solutions for
each problem.
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.

27. 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.

28. How do I find
out how much
will this cost?
Who will
know how much
time will it take
to do this?
Who has tried
this solution in
the past?
Ask yourself: What do I
still need to know and
how can I find the
information?
Are there
statistics that
support this as a
good idea?
Should I ask the
librarian for help?
How can I prove
that my solution
will eliminate one
or more causes?

29. Plan Follow-Up Research.
 Add notes about the kinds of information you think would
help make an argument convincing for your readers and
where you think you can find this information. Consider
both of your topics carefully before narrowing your
choice. You may want to do a bit of research on each
one to see which is the more promising.

30. Homework
 Read: Finish The Hunger Games
 Post #20: Answer the questions about the Kornbluh essay: slides
17-21
 Finish your Chart
 Post #21 Use your Chart to begin to brainstorm ideas for your
essay. Choose at least two problems to explore further. Write one
paragraph explaining each problem in detail. Write another
explaining a tentative solution for each problem.
 Bring: Your chart and paragraphs with you to our next face to
face class.
 Due: Essay #3: Friday Week 4 at Noon