This document provides an agenda and notes for an EWRT 1A class. The agenda includes discussing problem-solution essays, reviewing a sample essay, and an in-class writing assignment. Students are asked to identify a problem, investigate two possible solutions, and write thesis statements for each. The document outlines the basic features of problem-solution essays, including defining the problem, proposing a solution, counterarguments, and alternative solutions. It also reviews a sample student essay that demonstrates these features. Homework includes posting thesis statements and explaining how each proposed solution would address the identified problem.

1. EWRT 1A
Day 16
How do you solve a problem
like your problem?

2. AGENDA
 -Essay Revisions: Due before Friday, March 16th at noon.
 -Problem-Solution Essays: Basic Features
 -Patrick O’Malley, “More Testing, More Learning”
 -Introduction to Essay #4
 -The problem from essay #3
 -In-Class Writing: Finding a solution
 -Investigate two possible solutions
 -Write two thesis statements

3. Essay Revisions
 Essay revisions are due before Friday, March 16th at noon.
 You may only submit one revision: essay #1 or #2.
 If you did not submit one of the first two essays before the initial essay due
date, you may submit that one essay as your revision.
 If you want to see me to discuss your revision, please make an appointment.
 Before you come to talk to me, please read the comments and suggestions that I wrote on your
essay when I graded it. Have your questions ready.
 There is no grade penalty or averaging or other method of determining a
revision grade. I will grade the essay like it is a new submission and
substitute your new, better grade for the lower grade you initially received.
 I do not comment on revisions.
 I do not accept late revisions.

4. Essay #4: The last one!
The problem/solution essay

5. Basic Features
The essays you read for today propose a
solution to a problem. Let’s look at how
different authors incorporate the basic
features of the genre into their work.

6. Basic Feature: A Well-Defined Problem
We covered this
in essay #3. You
may use any or
all of your in-
class essay in
essay #4.

7. Basic Feature: A Well-Argued Solution

8. Basic Feature: An Effective Counterargument

9. 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.
Basic Feature: An Evaluation of Alternative Solutions

10. What is the difference between a
COUNTERARGUMENT and an
ALTERNATIVE SOLUTION?
Let’s solve the problem of where I should eat lunch!

11. Problem: I’m hungry.
Solution: Let’s go to McDonald’s!
Friend 1: “But McDonald’s burgers are
terrible.”
Me: “I agree, but their salads are good
and I want a salad.”
Friend 2: “But McDonald’s exploits its
workers.”
Me: “That’s true. But so does pretty much
any restaurant we could go to.”
Friend 3: “McDonald’s salads aren’t that
good.”
Me: “You’re wrong. They have an
excellent variety and their mixed greens
are really high quality.”
Friend 1: “Let’s go to Jack In The Box!”
Me: “I do like some of the food at Jack In
The Box, but I want a salad. And their
salads are terrible.”
COUNTERARGUMENTS ALTERNATIVE SOLUTION

12. Basic Feature: A Readable Plan

13. Review (or Read) Patrick O’Malley’s Essay.
Take a few minutes to look for these basic
features in “More Testing, More Learning.”
 A Well-Defined Problem
 A Clearly Described Solution
 A Convincing Argument
 An Effective Counterargument
 An Evaluation of Alternative Solutions

14. Now answer these questions:
1. What is O’Malley’s problem?
2. Where does he tell the reader?
3. What is this essay about?

15. Now let’s go through the basic features
slowly as we look at O’Malley’s essay

16. 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.

17. A Clearly Described Solution:
This is the thesis in a problem/solution essay.
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.

18. 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.

19. 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.

20. 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.

21. Questions??
If you are not clear
about the basic features
in O’Malley’s essay,
Review at home,
beginning with slide 13.
It is critical that you
understand this
material.

22.  Now that you know the
basic features of the
problem/solution
essay, let’s write one!

23. Essay #4: Proposing a Solution:
This essay is due at the end of the quarter.
Assignment: Write an essay from five to seven pages in
length, that addresses the topic below. Use a minimum of
five credible sources to support your argument.
Prompt: Write an essay proposing a solution to a well-
defined problem faced by, or in, education today. Address
your proposal to your audience: one or more members of
the education board, its leadership, or to outsiders who may
be able to contribute to solving the problem.
Calendar
• You will get essay #3 back in
class #17. That is our next
meeting.
• We will meet at the library for a
quick review and some research
time in class #18.
• The peer revision will take place
during our finals meeting in
Week 12: Thurs, March 29, 9:15
AM.
• Essay #4 will be due via Turnitin
on Saturday, March 31, by 8 AM.

24. In-Class Writing: Finding a solution
An effective solution will eliminate one or more major
causes or consequences of the problem:
 Make a list of causes of your problem
 Make notes about how you might eliminate the causes of the
problem. Try to generate several ideas. Don’t worry about the
quality of your ideas right now. Just brainstorm.
 Make a list of consequences of your problem.
 Make notes about how you might eliminate the consequences of
the problem. Try to generate several ideas. Don’t worry about the
quality of your ideas right now. Just brainstorm.

25. Using your brainstorming, make a refined list of
possible solutions to the problem you identified and
explained in essay #3.
Try to name at least three ideas. You will use these
“alternative solutions” in your essay after you settle
on the single, best solution.

26. Investigate two possible solutions: make notes
about how each one would solve the problem.
 Solution one
 Do something.
 How would this work?
 Solution two
 Do something else.
 How would this work?
NOW: write two thesis potential thesis statements—one for
each of your two possible solutions.
Your thesis statement should state the problem and then state the solution.
Ex.: “The problem is that _____, and the best solution is ________.”
You should show me your two thesis statements before you
leave today.

27. Homework
 Discussion #19 Finish your in-
class writing. Post both thesis
statements.
 Discussion #20: For each of
your two potential solutions,
write a detailed paragraph
explaining why or how your
solution would solve the
problem.
 Bring SMG and a copy of post 20