Students will brainstorm, outline and write a Problem/ Solution Essay.
Goals:
Students will be introduced to the concept of a Problem/ Solution Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will write their Problem/ Solution Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will write their Problem/ Solution Essay
WHAT IS A PROBLEM / SOLUTION ESSAY?
A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.
OVERVIEW OF A PROBLEM/ SOLUTION ESSAY
OPENING
The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue if it is unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better.
(You are establishing a foundation for your position by presenting relevant information)
(You are establishing a foundation for your position by presenting relevant information)
Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place
BODY
The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.
CONCLUSION
The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.
ASSIGNMENT:
3. Essay Outline (Specifics for the outline)
6. Transitions - 10 different required
Research Guidelines for your
RESEARCH NOTEBOOK and WORKS CITED:
1. Students will create a page in their ONE NOTE classroom notebook
-Entitle it Research
2. As you research your topic, remember to write down your notes and the MLA information for the Works Cited page. (Please use proper format)
*Remember to place quotation marks around direct quotations
*Remember to cite both direct quotations and paraphrased material.
3. You are required to cite two different citations in your paper. Ex: (Christian 12).
Sample note pages in One Note.
Sample note pages in One Note.
Research Resources:
You may collect your information from the following:
Power Library
Professional website (.edu ; .gov)
YOU MAY NOT USE WIKIPEDIA
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event, a social issue, a person or a newsworthy incident.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive details. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
4. Use DESCRIPTIVE DETAILS:(Remeber, NEVER assume the reader knows what you are talking about. Provide descriptive details and examples. Be very specific.
Details help a strong writer avoid repetition in their writing.
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Deadlines:
1. Students will research until Tuesday, 3/19
2. Outlines are due on Tuesday, 3/19. Class
Check: Tuesday, 3/19- (Opening paragraph/ Thesis statement)
4.Thursday, 3/21- First Proof: All papers must be run through Grammarly: www.grammarly.com/edu
4.Thursday, 3/21- First Proof: All papers must be run through Grammarly: www.grammarly.com/edu
5. Finalize peer editing
- You must read your essay aloud to another student
-Another student must read your essay aloud to you...sign your paper
-2 students must complete peer editing
(4 reads total)
6.DUE DATE:.-Monday, 3/25 -Please find a partner and read your paper to them.
-Make sure your papers are turned in to www.turnitin.com
-Papers must be turned in to www.turnitin.com
3/26-3/27- You will present your essays as Persuasive speeches to the entire class.
MATERIALS USED:
Smart Board, MLA, www.bhscomp1.blogspot.com (class blog), brainstorm sheet, planning sheet, direction sheet, outline sheet, computers, and ONE NOTE notebook.
II. Introduction to To Kill a Mockingbird (Due dates are indicated on the web quest)
http://bhscomp1.blogspot.com/2018/03/to-kill-mockingbird-web-quest.html
III. Nonfiction test on Friday, 3/15. Terms and application of terms. Yes, there will be references to the nonfiction selections read in class.
Standard - CC.1.4.9-10.T
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Standard - CC.1.4.9-10.K
Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
Standard - CC.1.4.9-10.J
Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.
