lesson plans for problem solution essay

ELA Common Core Lesson Plans

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• How to Write an Introduction to an Essay

How to Write a Problem Solution Essay

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• Teacher Guide Central

How to Write a Problem-Solution Essay

High school students love to complain. Teachers love to give high school students a reason to complain. Teaching students how to write a problem/solution essay accomplishes both.

Need more essay writing lessons for the common core . This guide includes the following:

• How to Write a Problem/Solution Essay
• How to Write a Comparison Essay
• How to Write a Definition Essay

Each lesson contains instructions for writing each type of essay (for your students), a list of common core objectives covered (for your administrator), one or more graphic organizers (for your students), and a rubric to make grading easy (for your sanity).

The Problem

I assigned a problem/solution essay and couldn’t wait to see the results. After reading 143 illogical solutions, I realized I hadn’t really shown my students how to write an effective essay of this kind. I needed to be punished for not explaining the key principles of a problem/solution essay structure. I opened the wardrobe cabinet in my classroom, wedged my head in, and began opening and slamming the door until I passed out.

Dr. Phil was sitting at my desk when I awoke. “You need to teach problem/solution essay structure,” he said, “but not until you solve your own problem, crappy lesson plans.” Dr. Phil pulled a How to Write a Problem/Solution Essay lesson plan out of his bag, laid it on my desk, handed me a band aid, and disappeared.

I share his lesson plan with you.

ELA Common Core Standards

Teaching how to write a problem-solution essay satisfies the following common core standards.  This will impress your administrator, but bore your students.  I recommend simplifying the language when you write the objective(s) on the board.

Common Core Writing Standard 1 . Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Common Core Writing Standard 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-10.4  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.9-10.1-3.) W.9-10.5   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. (Editing for conventions should demonstrate command of L.9-10.1-3.) W.9-10.7   Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.8   Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Problem-Solution Essay Structure

For a problem/solution essay to work, it must present a clearly defined problem in the introduction , present and explain possible solutions in the body, and restate the problems and the benefits of the solution in the conclusion.

A successful problem/solution essay…

• clearly states the problem and explains its significance.
• explores all aspects of the problem, especially its causes and effects.
• offers one or more solutions and how to implement those solutions.
• uses supporting details : anecdotes, facts, examples, and statistics.
• uses logic to persuade the audience.
• explains what readers can do to solve the problem.

Problem-Solution Essay Procedures

Whether you assign it as a formal essay or a timed writing assignment, you can help students plan their problem/solution essay with the following tips:

• Brainstorm problems. High school students are great at brainstorming problems. Teenagers are best at brainstorming problems about their school. Community, national, and international problems make for better essays with more capable classes.
• Think about the problem. Jot down its causes and effects. Write down why it’s a serious problem that deserves attention.
• Brainstorm solutions. Use a cluster map to discuss how the problem can be solved.
• Evaluate potential solutions and eliminate impractical ones. Find the best solution by examining whether people will support it.
• Identify the audience. Address the concerns of the essay’s most likely readers.
• Research the facts. Find data and expert opinions to support your solution.

After solutions have been evaluated, researched, and organized, it’s time to draft. Use the following organization:

• Identify the problem and explain its significance.
• Explain causes of the problem, effects of the problem, and present data to support your assertions.
• Address likely concerns.
• Conclude by describing how to achieve the solution.

Types of Essays

Step-by-step instructions for writing different types of essays can be accessed by the following links.

• Problem-Solution Essay
• Persuasive Essay
• Narrative Essay
• Instructional Article
• Literary Analysis
• How to Write a Tall-Tale
• How to Write an Article Critique
• Cause and Effect Essay

Last Updated on October 20, 2017 by Trenton Lorcher

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Problem Solution Essay Structure: How to Write a Problem Solution Essay

• Trent Lorcher
• Categories : High school english lesson plans grades 9 12
• Tags : High school lesson plans & tips

The Dilemma

I assigned a problem/solution essay and couldn’t wait to see the results. After reading 143 illogical solutions, I realized I hadn’t really

shown my students how to write an effective essay of this kind. I needed to be punished for not explaining the key principles of this essay structure. I opened the wardrobe cabinet in my classroom, wedged my head in, and began opening and slamming the door until I passed out…. Before you follow a pattern similar to this one, I’ll share with you the lesson plan I developed to make sure my students knew how to present logical answers to problems in an essay format.

Problem/Solution Essay Structure

For a problem/solution essay to work, it must present a clearly defined problem in the introduction , present and explain possible solutions in the body, and restate the problems and the benefits of the solution in the conclusion. Instruct students to copy the following points:

A successful problem/solution essay:

• Clearly states the problem and explains its significance.
• Explores all aspects of the problem, especially its causes and effects.
• Offers one or more solutions and how to implement those solutions.
• Uses supporting details : anecdotes, facts, examples, and statistics.
• Uses logic to persuade the audience.
• Explains what readers can do to solve the problem.

Prewriting and Drafting

Whether you assign it as a formal essay or a timed-writing assignment, you can help students plan their problem/solution essay with the following tips:

• Brainstorm problems. High school students are great at brainstorming problems. Teenagers are best at brainstorming problems about their school. Community, national, and international problems make for better essays with more capable classes.
• Think about the problem. Jot down its causes and effects. Write down why it’s a serious problem that deserves attention.
• Brainstorm solutions. Use a cluster map to discuss how the problem can be solved.
• Evaluate potential solutions and eliminate impractical ones. Find the best solution by examining whether people will support it.
• Identify the audience. Address the concerns of the essay’s most likely readers.
• Research the facts. Find data and expert opinions to support your solution.

After solutions have been evaluated, researched, and organized, it’s time to draft. Use the following organization:

• Identify the problem and explain its significance.
• Explain causes of the problem, effects of the problem, and present data to support your assertions.
• Address likely concerns.
• Conclude by describing how to achieve your solution.

This post is part of the series: Different Types of Essays

Implement these strategies for different types of essays.

• Lesson Plan: How to Write a Reflective Essay
• Interpretive Essay Lesson Plan: How to Write a Literary Analysis
• Writing a Career Research Paper
• Lesson Plan: How to Write a Problem/Solution Essay
• American History Project Ideas: Capturing Oral History

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Plan and Write a Problem-and-Solution Essay

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This writing applications lesson focuses on writing a problem and solution essay. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students read the topic or problem. Then, they list three possible solutions and persuasive evidence to support each solution. Next, they select the best solution of the three and defend their answer. Last, students write a problem and solution essay that includes an intro, body, and conclusion. In addition to the lesson, there are eight pages of Independent Practice and review with questions modeled after current adaptive testing items.

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EL Education Curriculum

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• ELA 2019 G6:M2:U3:L8

Mid-Unit 3 Assessment: Write a Problem-Solution Essay (Lessons 8-9)

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 6
• ELA 2019 G6:M2
• ELA 2019 G6:M2:U3

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Focus Standards:  These are the standards the instruction addresses.

• RI.6.1, RI.6.7, W.6.2, W.6.4, W.6.6, W.6.8, W.6.9b, SL.6.2, L.6.6

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• I can draft a problem and solution essay about my research. (RI.6.1, RI.6.7, W.6.2, W.6.4, W.6.8, W.6.9b, SL.6.2, L.6.6)
• Opening A: Entrance Ticket
• Work Time A: Mid-Unit 3 Assessment (RI.6.1, RI.6.7, RI.6.10, W.6.2, W.6.4, W.6.6, W.6.8, W.6.9b, W.6.10, SL.6.2, L.6.6)
• Closing and Assessment A: Track Progress (W.6.2)
• Mid-Unit 3 Assessment: Write a Problem-Solution Essay (see Assessment download)
• Track Progress folders
• Thoroughly review the directions and rubric for the Mid-Unit 3 Assessment, anticipating areas of challenge.
• Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
• Ensure End of Unit 2 Assessments with feedback are available for each student at desks as they enter.
• Decide in what format students will compose their essays. Provide lined paper or a device with word processing software, depending on the students' needs and preferences. Ensure that devices are in good working order, fully charged, and logged into before students begin composing their essays, to avoid wasting work time.
• Prepare copies of handouts for students, including the entrance ticket (see Materials list).
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Work Time A: Students could compose the essay using an online word-processing tool, such as http://eled.org/0158 .
• Closing and Assessment A: Students may prefer to complete their Track Progress handouts in a word-processing document using speech-to-text facilities activated on devices or using an app or software such as http://eled.org/0103 .

Supports guided in part by CA ELD Standards 6.I.B.6, 6.I.B.7, 6.I.C.10, 6.I.C.11, 6.I.C.12, 6.II.A.1, 6.II.A.2, 6.II.B.5, 6.II.C.6, and 6.II.C.7.

Important Points in the Lesson Itself

• To support ELLs, this lesson invites students to complete assessment tasks similar to classroom tasks in Lessons 1-7. Across two class periods, students have 65 minutes to write independent problem-solution essays that explore the critical problem and design solution that students researched independently during Unit 2.
• ELLs may find it challenging to independently complete the mid-unit assessment without scaffolding. Remind students of all their planning and preparation, as well as the practice they had when completing collaborative essays in class. Encourage students to do their best, and assure them that they will continue learning together after the assessment. Tell them, too, that, in the next lesson, they will receive feedback on their essays and have the opportunity to revise them.
• Work to Become Effective Learners anchor chart (one to display; from Module 1, Unit 1, Lesson 1, Work Time A)
• End of Unit 2 Assessment: Research Process (returned with feedback; from Unit 2,
• Lesson 11 , Work Time A)
• Problem-Solution Writing Planner: Research (from Module 2, Unit 3, Lesson 7, Work Time A)
• Informative Writing checklist (from Module 2, Unit 3, Lesson 1, Closing and Assessment A)
• Track Progress folders (one per student; from Module 1 , Unit 1, Lessons 15-16, Closing and Assessment A)
• Writing Record (one per student; from Module 2, Unit 1, Lesson 12, Closing and Assessment A)
• Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
• Mid-Unit 3 Assessment: Write a Problem-Solution Essay (example for teacher reference) (See Assessment download)
• Grade 6 Informative/Explanatory Writing Rubric ( see Tools Page )
• Entrance Ticket: Unit 3, Lessons 8-9 (one per student)
• Device with word-processing software (one per student) or lined paper (three per student)
• Mid-Unit 3 Assessment: Write a Problem-Solution Essay (one per student; see Assessment download)
• Track Progress: Informative Writing (one per student)
• Sticky notes (three per student)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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Engaging ways to teach problem & solution.

When talking about teaching story elements, it is important to note that each of the elements has essential parts. So, when we are teaching any of those elements, we must take a deeper look into the actual standard. Today, we are going to focus on teaching problem and solution, or what is referred to in Common Core terminology as “challenge” and “response.”

I like the terms challenge and response because they encourage us to look into the character over the actual events. How does the character respond to certain events? What are the actions, feelings, thoughts of a character that stem from an event in the story? In Kindergarten and 1st grades, students will be learning how to identify the major characters and events in a story. By 2nd grade, the focus will shift into character response and continues to dive deeper with 3rd and 4th, focusing on specific character feelings, thoughts, and actions. So, how do we teach this?

Make It Personal

Initially, you will want to make it personal. Allow students to connect to the concept by facilitating a discussion on challenges. Have students share with the class, or turn and talk about simple challenges they have faced and how they reacted to them.

Here are a few ideas to start with during the students’ turn and talk.

• Your pencil tip broke.
• You left your homework at school.
• Your science test is this Friday.
• You wake up with a fever.
• You spill juice in the living room.

These simple problems have fairly straightforward solutions. So, students will be able to build connections to the concept before diving into deeper challenges.

A simple t-chart could be made with some of your students’ scenarios as examples. Write the simple problem on the left and the simple solution on the right.

Then, Use Problem and Solution Scenarios

After discussing simple challenges/problems, your students will be ready to read short texts that contain a character facing a challenge. Allow students time to discuss the challenge and the character’s response to it. You can also continue your discussion from earlier, including larger challenges or problems.

Add to your anchor chart (or create a new one) noting the difference in simple problems and solutions and character challenges and responses. *This may be a time for you to discuss bigger challenges that your students have faced in their lifetimes, recalling how students may have responded differently. It is important for students to understand that different people/characters will respond differently to certain events. This is what helps us understand them.

Gather Books with a Strong Problem and Solution Plot

When teaching problem and solutions, read alouds are going to be essential. You will need to collect books that have a strong problem/solution or challenge/response plot. Look for books where the main character faces a clear and difficult challenge. One that allows us to see how the character acts, thinks, feels, etc.

Here are a few affiliate titles I suggest from Amazon!

• Ira Sleeps Over by Bernard Waber
• The Name Jar by  Yangsook Choi
• Chrysanthemum by Kevin Henkes
• Harry the Dirty Dog by Gene Zion 
• Jamaica’s Find by Juanita Havill 
• Enemy Pie by Derek Munson 

Each of these stories provides an opportunity for your students to look at character responses. They are great for group discussions about challenges and the different ways to face them.

Ask Students to Find Problem and Solution in Text

Subsequently, students will need to identify and describe the problem/solution within texts. When first learning the skill, students can illustrate what they think the problem and solution look like. Then, they can build their skills by writing their descriptions. The more opportunities students have with communicating their understanding, the better they will become. So, consider allowing them to do this multiple times before moving on.

Similarly, students will need to be able to read and comprehend fiction stories independently. So, the next step is for students to read on-level texts with comprehension questions. Printable or digital passages with skill-specific questions will be a huge help during this stage of the learning process. One of the great things about problem and solution practice is that, even in isolation, it can build students’ understanding of other elements like plot, character, theme, etc. So, include plenty of comprehension passages in your student practice activities.

Suggested Resource Focused on Problem and Solution

The second-grade standard, RL.2.3 is focused specifically on challenge and response. The unit above (some activities seen in the photos in today’s post) is complete with lesson plans, activities, graphic organizers, comprehension passages, task cards, and more, all focused on building this specific skill. However, each of the other grades contains an element of this skill within their own RL.3 standards. It is so important to ensure adequate practice and direct skill-focus for each of our grade levels!

• RL.2.3- Character Response Unit

Other Grade Level Units That Help Build/Continue Skill

• RL.K.3- Kindergarten
• RL.1.3- 1st Grade
• RL.3.3- 3rd Grade
• RL.4.3- 4th Grade

Want to read more about story elements? Check out these blog posts.

• 3 Engaging Story Elements Activities
• Characters- Story Elements Study
• Events- Teaching Events to Students
• All About Setting- Story Elements Study
• Story Elements- Teaching Tips
• Read more about: Common Core Aligned , Comprehension , Reading Blog Posts

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How to Plan & Write IELTS Problem Solution Essays

IELTS problem solution essays are the most challenging essay type for many people. The way they are worded can vary hugely which can make it difficult to understand how you should answer the question.

Generally, you’ll be asked to write about both the problem, or cause, and the solution to a specific issue. Sometimes, however, you will only be required to write about possible solutions.

The 3 essay types:

• Problem and solution
• Cause and solution
• Just the solution

Hence, it’s essential that you analyse the question carefully, which I’ll show you how to do in this lesson. I’m also going to demonstrate step-by-step how to plan and write IELTS problem solution essays.

Here’s what we’ll be covering:

• Identifying IELTS problem solution essays 
• 6 Common mistakes
• Essay structure
• How to plan
• How to write an introduction
• How to write main body paragraphs
• How to write a conclusion

Want  to watch and listen to this lesson?

Click on this video.

Click the links to see lessons on each of these Task 2 essay writing topics. 

Once you understand the process, practice on past questions. Take your time at first and gradually speed up until you can plan and write an essay of at least 250 words in the 40 minutes allowed in the exam.

The Question

Here are two typical IELTS problem solution essay questions. They consist of a statement followed by the question or instruction.

1. One problem faced by almost every large city is traffic congestion.

What do you think the causes are? What solutions can you suggest?

2. Since the beginning of the 20th century, the number of endangered species has increased significantly and we have witnessed more mass extinctions in this period than in any other period of time.

State some reasons for this and provide possible solutions.

These are some examples of different ways in which questions can be phrased. The first half of the questions relate to the problem or cause, the second half to the solution.

What issues does this cause and how can they be addressed?

What are some resulting social problems and how can we deal with them?

What problems arise from this and how can they be tackled?

Why is this? How might it be remedied?

What are the reasons for this, and how can the situation be improved?

Why is this happening, and what measures can be taken to tackle this problem?

And here are a few questions where you only have to write about the solution.

How can this situation be improved?

What solutions can you suggest to deal with this problem?

How can this problem be solved?

What measures could be taken to prevent this?

It’s important that you are able to recognise the common synonyms, words and phrases used in problem solution questions. Here are the key words and their synonyms used in the questions above.

• Problem  – issues, resulting, situation
• Cause  – reasons, why
• Solution  – deal with, addressed, tackled, remedied, improved, measures taken, solved, prevent

Before we move on to some common mistakes, I want to quickly explain the difference between a problem and a cause. Read the following examples.

Problem – I've missed the last bus home after visiting my friend for the evening.

Cause – I misread the timetable and thought the bus left at 22.45 when it actually left at 22.35.

The ‘cause’ is the reason for the ‘problem’.  We’ll be looking at question analysis in more detail in a minute.

6 Common Mistakes

These six errors are common in IELTS problem solution essays.

• Confusing problem and causes questions.
• Having too many ideas.
• Not developing your ideas.
• Not developing both sides of the argument equally.
• Not linking the problems and solutions.
• Not being specific enough.

It is common for an essay to consist of a list of problems and solutions without any of them being expanded on or linked to each other. Sometimes, a student will focus on just the problem or only the solution which leads to an unbalanced essay. Both these issues will result in a low score for task achievement.

You must choose just one or two problems and pick solutions directly linked to them. Explain them and give examples.

Another serious error is to write generally about the topic. You need to be very specific with your ideas. Analysing the question properly is essential to avoiding this mistake. I’ll show you how to do this.

Essay Structure

Now let’s look at a simple structure you can use to write IELTS problem solution essays. It’s not the only possible structure but it’s the one I recommend because it’s easy to learn and will enable you to quickly plan and write a high-level essay.

1)  Introduction

• Paraphrase the question
• State 1 key problem/cause and related solution

2)  Main body paragraph 1 – Problem or Cause

• Topic sentence – state the problem or cause
• Explanation – give detail explaining the problem or cause
• Example – give an example

3)  Main body paragraph 2 – Solution

• Topic sentence – state the solution
• Explanation – give detail explaining the solution

4)  Conclusion

• Summarise the key points 

This structure will give us a well-balanced essay with 4 paragraphs.

One Problem/Cause & Solution or Two?

Most questions will state problems, causes and solutions in the plural, that is, more than one. However, it is acceptable to write about just one.

This will give you an essay of just over the minimum 250 words. To write about two problems/causes and solutions will require you to write between 350 and 400 words which are a lot to plan and write in the 40 minutes allowed.

It is better to fully develop one problem/cause and solution than ending up with one idea missing an explanation or an example because you run out of time.

The step-by-step essay structure I’m going to show you includes one problem and solution but you can write about two if you feel able to or more comfortable doing so.

How To Plan IELTS Problem Solution Essays

Here’s the question we’re going to be answering in our model essay followed by the 3 steps of the planning process.

One problem faced by almost every large city is traffic congestion.

What do you think the causes are? What solutions can you sugge st?

• Analyse the question
• Generate ideas
• Identify vocabulary

# 1  Analyse the question

This is an essential step in the planning process and will ensure that you answer the question fully. It’s quick and easy to do. You just need to identify 3 different types of words:

1. Topic words

2.  Other keywords

3.  Instruction words

Topics words are the ones that identify the general subject of the question and will be found in the statement part of the question.

One problem faced by almost every large city is traffic congestion .

So, this question is about ‘ traffic congestion’ .

Many people will do this first step of the process and then write about the topic in general. This is a serious mistake and leads to low marks for task achievement.

What we need to do now that we know the general topic, is to understand exactly what aspect of traffic congestion we're being asked to write about.

The  other keywords  in the question tell you the specific topic you must write about. 

By highlighting these words, it’s easy to see that you are being asked to write about the problem of traffic congestion in large cities. Your essay must only include ideas relevant to these ideas.

The instruction words are the question itself. These tell you the type of IELTS problem solution essay you must write. This is a ‘causes and solutions’ question.

# 2  Generate ideas

The next task is to generate some ideas to write about.

There are several different ways to think up ideas. I cover them fully on the  IELTS Essay Planning  page.

We’re going to use the ‘friends technique’. This is the method I prefer as it allows you to take a step back from the stress of the exam situation and think more calmly.

Here’s how it works. Imagine that you are chatting with a friend over a cup of coffee and they ask you this question. What are the first thoughts to come into your head? Plan your essay around these ideas.

Doing this will help you to come up with simple answers in everyday language rather than straining your brain to think of amazing ideas using high-level language, which isn’t necessary.

You might want to try this yourself before reading on for my ideas.

Here are my ideas:

• Too many cars on the roads – increasing numbers of people own cars, more convenient than buses & trains
• Inadequate public transport – crowded, old & dirty
• Poor road layout
• Rush hour traffic – most people travel to & from work at the same times each day
• Car sharing, park-and-ride scheme, congestion charge
• Improve public transport – more frequent and better quality
• Improve infrastructure – bus lanes, cycle lanes will make it safer for people to cycle
• Flexible working hours

For each cause you think of, immediately write down a possible solution. This you will ensure that the problems and solutions you think of are linked.

You don’t need to spend long on this as you only need one or two ideas.

I’ve got more far more ideas here than I need as I spent more time thinking about it that I would in the real exam. I’m going to pick just one cause to develop in the essay and one or two solutions.

My advice on making your selection is to choose ideas you can quickly think of an example to illustrate.

Here are my choices:

Cause  – Too many cars on the roads.  Why? – increasing numbers of people own cars, more convenient than buses & trains

Solution  – Park-and-ride schemes

We’re almost ready to start writing our IELTS problem solution essay but first, we have one more task to do.

# 3  Vocabulary

During the planning stage, quickly jot down some vocabulary that comes to mind as you decide which cause and solution you are going to write about, especially synonyms of key words. This will save you having to stop and think of the right language while you’re writing. For example:

• traffic jam
• heavy traffic
• private transport
• infrastructure

With that done, we can focus on the first paragraph of the essay – the introduction.

How To Write an Introduction

Good  introductions to IELTS problem solution essays have a simple 2 part structure:

• State 1 key problem/cause and related solution/s (outline sentence)
• Have 2-3 sentences
• Be 40-60 words long
• Take 5 minutes to write

1)  Paraphrase the question

Start your introduction by paraphrasing the question.

Question: One problem faced by almost every large city is traffic congestion.

                  What do you think the causes are? What solutions can you suggest?

Paraphrased question:  

O ne of the most serious issues facing the majority of large urban areas is traffic jams.  

Note my use of synonyms to replace key words in the question statement. You don’t have to replace every key word but do so where possible whilst ensuring that your language sounds natural.

2)  Outline statement

Now we need to add an  outline statement  where we outline the two main points that we’ll cover in the rest of the essay, that is, the cause and the solution I chose earlier. Here they are again.

Cause  – Too many cars on the roads.  Why? – increasing numbers of people own cars, more convenient than buses & trains

And, this is one way to develop them into an outline sentence.

Outline statement:

The main reason for this is that there are too many private cars on the roads these days and a viable solution is to introduce more park-and-ride schemes.

So, let’s bring the two elements of our introduction together.

     Introduction

This introduction achieves three important functions:

• It shows the examiner that you understand the question.
• It acts as a guide to the examiner as to what your essay is about.
• It also helps to keep you focused and on track as you write.

The two ideas in your introduction will become your two main body paragraphs.

Main body paragraph 1  –  Too many cars on the roads  

Main body paragraph 2  –  Park-and-ride schemes

How To Write Main Body Paragraphs

Main body paragraphs in IELTS problem solution essays should contain 3 things:

• Topic sentence – outline the main idea
• Explanation – explain it and g ive more detail

Main Body Paragraph 1

The  topic sentence  summarises the main idea of the paragraph. That’s all it needs to do so it doesn’t have to be complicated.

It plays an important role in ensuring that your ideas flow logically from one to another. It does this by acting as a signpost for what is to come next, that is, what the paragraph will be about.

If you maintain a clear development of ideas throughout your essay, you will get high marks for task achievement and cohesion and coherence.

We’ll now take the idea for our first main body paragraph and create our topic sentence.

Obviously, we’re going to write about the cause of the problem first.

Main body paragraph 1  –  Too many cars on the roads 

Topic sentence:  

The number of people owning cars increases year on year, with most families now having more than one car. 

Next, we must write an  explanation sentence  that develops the idea.

Explanation sentence: 

Most people like the convenience of travelling at the time they want to rather than being restricted to public transport timetables, so they prefer to drive themselves around rather than taking the bus or train. This is despite the fact that they frequently have to sit in long traffic queues as they near the city centre.

Finally, we add an  example  to support our main point. If you can’t think of a real example, it’s fine to make one up, as long as it’s believable. The examiner isn’t going to check your facts. Alternative, you could add another piece of information to support your idea.

Example sentence:

Whenever I have to attend a meeting in the city, I always drive because it means that I can leave home when I want to rather than getting stressed about getting to the station in time to catch the train.

That’s the 3 parts of our first main body paragraph complete. Here’s the finished paragraph.

We now follow the same process for our second main body paragraph.

Main Body Paragraph 2

Main idea 2  –   Park-and-ride schemes

First, we write the  topic sentence  to summarise the main idea. 

Topic sentence:

A solution that is proving successful in many areas is park-and-ride schemes.

Now for the  explanation sentence  where we expand on this idea.

Explanation sentence:

This is where you park your car for free in a large car park on the outskirts of the city and take a bus for the final part of your journey. The fee you have to pay for the bus trip is usually very small and this public transport system is generally very regular, running every ten minutes or so.

Finally, an  example  to support this point.

A survey carried out in the city of Exeter showed that the rush hour congestion decreased by 10% when the council set up a park-and-ride scheme to the north of the city. There was an additional drop of another 10% in traffic volume when a second scheme began operating to the south.

That’s the 3 parts of our second main body paragraph complete. Here’s the finished paragraph.

Now we need a conclusion and our IELTS problem solution essay is done.

How To Write a Conclusion

The conclusion is a summary of the main points in your essay and can generally be done in a single sentence. It should never introduce new ideas.

If you're below the minimum 250 words after you’ve written your conclusion, you can add a prediction or recommendation statement.

Our essay is already over the minimum word limit so we don’t need this extra sentence  but you can learn more about how to write a prediction or recommendation statement for IELTS problem solution essays on the Task 2 Conclusions page.

The conclusion is the easiest sentence in the essay to write but one of the most important.

A good conclusion will:

• Neatly end the essay
• Link all your ideas together
• Sum up your argument or opinion
• Answer the question

If you achieve this, you’ll improve your score for both task achievement and cohesion and coherence which together make up 50% of the overall marks. Without a conclusion, you’ll score below band 6 for task achievement.

You can start almost any final paragraph of an IELTS problem solution essay with the words:

• In conclusion

        or

• To conclude

Now all you need to do is briefly summarise the main ideas into one sentence.

Here’s a top tip . Go back and read the introduction to the essay because this is also a summary of the essay. It outlines what you are going to write about.

To create a good conclusion, you simply have to paraphrase the introduction. 

Introduction:

Here is the same information formed into a conclusion.  I’ve also added a personal statement at the end to link back to one of my example sentences. You don’t have to do this but in this case, I think that it rounds the essay off better.

That’s it. We’ve completed our essay. Here it is with the 4 paragraphs put together.

Finished IELTS problem solution essay.

Go through this lesson as many times as you need to in order to fully understand it and put in lots of practice writing IELTS problem solution essays from past exam questions. Practice is the only way to improve your skills.

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More help with ielts problem solution essays & other task 2 essays.

IELTS Writing Task 2  – T he format, the 5 question types, the 5 step essay writing strategy & sample questions. All the key information you need to know.

The 5 Types of Task 2 Essay   – How to recognise the 5 different types of Task 2 essays. 15 sample questions to study and a simple planning structure for each essay type.

Understanding Task 2 Questions  – How to quickly and easily analyse and understand IELTS Writing Task 2 questions.

How To Plan a Task 2 Essay  – Discover why essay planning is essential & learn a simple 4 step strategy, the 4 part essay structure & 4 methods of generating ideas.

How To Write a Task 2 Introduction  – Find out why a good introduction is essential. Learn how to write one using a simple 3 part strategy & discover 4 common mistakes to avoid.

How To Write Task 2 Main Body Paragraphs  – Learn the simple 3 part structure for writing great main body paragraphs and also, 3 common mistakes to avoid. 

How To Write Task 2 Conclusions  – Learn the easy way to write the perfect conclusion for a Task 2 essay. Also discover 4 common mistakes to avoid.

Task 2 Marking Criteria  – Find out how to meet the marking criteria in Task 2. See examples of good and poor answers & learn some common mistakes to avoid.

The 5 Task 2 Essay Types:

Step-by-step instructions on how to plan & write high-level essays. Model answers & common mistakes to avoid.

   Opinion Essays

   Discussion Essays

  Problem Solution Essays

  Advantages & Disadvantages Essays

  Double Question Essays

Other Related Pages

IELTS Writing Test  – Understand the format & marking criteria, know what skills are assessed & learn the difference between the Academic & General writing tests.

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Reading a Problem-Solution Essay

You notice a problem and analyze it. You brainstorm solutions and try one. That's the problem-solving process in a nutshell. It's also the outline of a problem-solution essay: introduce and analyze a problem, propose and explain a solution, and argue why it is the best course of action. Below, you'll see how one student built such an essay.

Reading a Student Model

Read the following problem-solution essay and respond to the reading afterward. In the beginning paragraph, the student grabs the reader's attention and delivers the opinion statement . The first middle paragraphs analyze the problem, and the later middle paragraphs propose, explain, and argue for a specific solution. The ending paragraph sums up the proposed solution and encourages the reader to help enact it. Click on the side notes to study the features of this essay.

© 2024 Thoughtful Learning. Copying is permitted.

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U.S. Plan to Protect Oceans Has a Problem, Some Say: Too Much Fishing

An effort to protect 30 percent of land and waters would count some commercial fishing zones as conserved areas.

By Catrin Einhorn

New details of the Biden administration’s signature conservation effort, made public this month amid a burst of other environmental announcements, have alarmed some scientists who study marine protected areas because the plan would count certain commercial fishing zones as conserved.

The decision could have ripple effects around the world as nations work toward fulfilling a broader global commitment to safeguard 30 percent of the entire planet’s land, inland waters and seas. That effort has been hailed as historic, but the critical question of what, exactly, counts as conserved is still being decided.

This early answer from the Biden administration is worrying, researchers say, because high-impact commercial fishing is incompatible with the goals of the efforts.

“Saying that these areas that are touted to be for biodiversity conservation should also do double duty for fishing as well, especially highly impactful gears that are for large-scale commercial take, there’s just a cognitive dissonance there,” said Kirsten Grorud-Colvert, a marine biologist at Oregon State University who led a group of scientists that in 2021 published a guide for evaluating marine protected areas .

The debate is unfolding amid a global biodiversity crisis that is speeding extinctions and eroding ecosystems, according to a landmark intergovernmental assessment . As the natural world degrades, its ability to give humans essentials like food and clean water also diminishes. The primary driver of biodiversity declines in the ocean, the assessment found, is overfishing. Climate change is an additional and ever-worsening threat.

Fish are an important source of nutrition for billions of people around the world. Research shows that effectively conserving key areas is an key tool to keep stocks healthy while also protecting other ocean life.

Nations are watching to see how the United States enacts its protections.

The American approach is specific because the broader plan falls under the United Nations biodiversity treaty, which the United States has never ratified. The effort in the United States is happening under a 2021 executive order by President Biden.

Still, the United States, a powerful donor country, exerts considerable influence on the sidelines of the U.N. talks. Both the American and international efforts are known as 30x30.

On April 19, federal officials launched a new website updating the public on their 30x30 efforts. They did not indicate how much land was currently conserved (beyond approximately 13 percent of permanently protected federal lands), stating that they needed to better understand what was happening at the state, tribal and private levels. But they announced a number for the ocean: about a third of U.S. marine areas are currently conserved, the website said.

The problem, according to scientists, is how the Biden administration arrived at that figure.

Everyone seems to agree that the highly protected areas classified as marine national monuments should count as conserved, and they did: four in the Pacific around Hawaii, Guam and American Samoa that were set up and expanded between 2006 and 2016; and one in the Atlantic southeast of Cape Cod, designated in 2016. A vast area of the Arctic where commercial fishing is banned was also included, with wide agreement.

But other places on the list should not be counted unless protections there are tightened, said Lance Morgan, a marine biologist and president of the Marine Conservation Institute, a nonprofit group that maintains a global map of the ocean’s protected areas.

For example, 15 National Marine Sanctuaries are included. While these areas typically restrict activities like oil and gas drilling, they do not require reduced quotas of commercial fishing. High-impact fishing techniques like bottom trawling, which damages seafloor habitat and captures vast amounts of fish, are prohibited in certain sanctuaries but permitted in others.

Also included on the list are “deep sea coral protection areas” that ban seafloor fishing like bottom trawling, but not some other commercial fishing methods.

“Much more effort should be focused on improving the National Marine Sanctuary program and ensuring that new areas being created provide conservation benefits and ban commercial fishing methods like bottom trawling and long-lining,” Dr. Morgan said.

Senior officials with the Biden administration emphasized that ocean work under 30x30 was far from over. Very little of the conserved marine area is near the continental United States, for example, and one of the administration’s priorities is adding places there to make the effort more geographically representative.

But they defended the decision to include areas that allow commercial fishing. Despite the high-impact gear, national marine sanctuaries have long been considered protected areas by the United Nations, they pointed out. More generally, they said, the administration weighed various approaches to defining what it would count.

For example, while an atlas of marine protected areas maintained by Dr. Morgan’s group considers 25 percent of American waters to be conserved, the U.S. Fishery Management Councils puts that number at more than 72 percent . Administration officials said their number reflected important conservation work by a variety of agencies and stakeholders.

“We do have very highly regulated fisheries in the U.S.,” said Matt Lee-Ashley, the chief of staff at the White House Council on Environmental Quality, which is helping to coordinate the 30x30 effort. “And so, our domestic definition of conservation may be a little bit different, and other countries’ definitions may be a little bit different.”

Even though the United States has not ratified the biodiversity treaty, it will still submit a conservation total to be counted toward the global 30x30 commitment. Officials said they were still weighing which areas to submit.

In a statement, representatives of the Fishery Management Councils praised the inclusion of commercial fishing areas, noting that they are managed under “very stringent sustainability and conservation standards.”

But sustainably managed commercial fishing is what should be happening in the rest of the ocean, said Enric Sala, a marine biologist who studies and advocates for marine protected areas. Allowing commercial fishing in places conserved under 30x30, he said, is “padding the numbers.”

“People are looking up to the U.S.,” Dr. Sala, who is originally from Spain, said. “That sends a really bad signal.”

Catrin Einhorn covers biodiversity, climate and the environment for The Times. More about Catrin Einhorn