The document summarizes an agenda for a class that includes reviewing an essay assignment, discussing the basic features of a problem-solution essay, and an in-class writing exercise. It provides details of Essay #4 which asks students to propose a solution to a problem faced by their community. It then reviews the basic features of a problem-solution essay such as defining the problem, describing the solution, providing arguments and counterarguments, and evaluating alternatives. The document concludes with discussing an example essay and providing homework instructions.

2. AGENDA
Review: Essay #4
The Basic Features of a Problem Solution
Essay
Discussion: O’Malley
In-Class Writing: Finding a Problem to Write
about: De Anza

3. Essay #4
 Essay #4: Proposing a Solution : Essay (four to six pages) 150 points
 Assignment: Write an essay from 4-6 pages in length, that addresses the topic
below. Use a minimum of two credible sources to support your argument.
 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.

4. Basic Features
As you read essays proposing a solution in
this chapter, you will see how different
authors incorporate the basic features of
the genre.

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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.

10. 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

11. A Well-Defined Problem
What is O’Malley’s Problem?
Where does he tell the reader?
A Well-Defined Problem

12. 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

13. 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

14. 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

15. 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

16. 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.

17. Your completed chart should look like this:
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. Make hunting legal
2. Reorganize lots
3. Apply to city for
resident permit parking
only
4. Organize activities to
include more members
5. Start a volunteer
parents group to offer
after school activities at
local schools.

18. Problem
 Parking
Solution
1. Build a new structure?
2. Charge more to
encourage public
transportation?
3. Redesign the existing
space?

19. Homework
Read SMG 326-359 Kornbluh, Miller and
Sciara
Writing: Post #37 Identify a problem faced by
De Anza students. How would you solve the
problem? Write one paragraph outlining the
problem. Write another explaining a solution.