Problem-Solution Essay Process

Prompt: Chinua Achebes novel Things Fall Apart is like a lengthy advice column
for todays globalized world. The problem seems to rest in the inability of two
cultures to peacefully coexist. The solutions rest in the some of the characters.
Drawing evidence from the novel and from personal research, write a problemsolution essay that explores the problems of globalization while looking at
Achebes characters to find possible solutions for contemporary society.

Step 1: Pre-Writing (10 Points) Students will answer the following questions
in their notes.
-

Prompt Analysis What exactly am I writing about?

Rubric Analysis How can I get a good grade?
Brainstorming What should I write about?

Step 2: Collection (10 points) Students will show their research in their
notes.
-

Novel Use Things Fall Apart to answer the following questions.

o Problem: What quotes and/or examples from the novel illustrate a
problem between the two cultures?
o Solution: What quotes and/or examples from the novel illustrate
possible solutions for the cultural conflict?
o Make sure to cite all direct quotes.
Independent Research Use internet resources to answer the following
questions.
o Problem: What similarities do we see between the novels cultural
problems and contemporary societys cultural problems? In other
words, what cultural conflicts do we see today?
o Solution: How could we apply the lessons learned from the novel to
help us solve todays cultural problems?
o Make sure to cite all direct quotes.

Step 3: Outline/Argument Development (10 points) Students will

create a SPES outline in their notes.
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There are many parts to a successful essay. An outline allows you to write
down your best ideas for all of these parts before you actually begin writing.
Students should spend a lot of time creating their outlines and should edit
this document as needed because best ideas are often changing.
Students are provided with a list of all of the essay parts that should be
included in their outline. They should use this list to create an outline in their
notes. Outlines can be typed, but they dont have to be.

Step 4: Rough Draft (10 points) Students must type their first rough draft.
Step 5: Peer Editing Students who have completed their rough draft will
participate in a peer editing lesson in order to improve their final grade.

Step 6: Final Draft (50 points) Students will continue to edit and revise
their rough draft. Their final draft should reflect a keen understanding of the rubric
expectations. The final draft should also have a Work Cited page attached to it.
-

MLA Format (5 points)

Work Cited (5 points)

Due Date: December 16th

On this day, students must hand in the following documents:
-

Rubric (name on top)

Final Draft
Rough Draft w/ Peer Editing Sheet
Outline
Collection Notes
Pre-Writing Notes

Step 3: Outline/Argument Development

To make your outline, write down your ideas, quotes, sources, and even questions
for all of the different essay parts. You can write your outline in your notes or you
can type it.
1. Introduction
a. Hook-quotation, universal statement, question, etc. (something interesting)
b. Context- frame your essay
c. Thesis- what is the argument you are making?
2. Body Paragraph 1 Problems from Novel
a. Statement
b. Proof 1
c. Explanation 1
d. Proof 2
e. Explanation 2
f. Proof 3 (optional for Academic students)
g. Explanation 3 (optional for Academic students)
h. Synthesis/Summary
3. Body Paragraph 2 Problems in Contemporary Society
a. Statement
b. Proof 1
c. Explanation 1
d. Proof 2
e. Explanation 2
f. Proof 3 (optional for Academic students)
g. Explanation 3 (optional for Academic students)
h. Synthesis/Summary
4. Body Paragraph 3 Solutions from Novel
a. Statement
b. Proof 1
c. Explanation 1
d. Proof 2
e. Explanation 2
f. Proof 3 (optional for Academic students)
g. Explanation 3 (optional for Academic students)
h. Synthesis/Summary
5. Body Paragraph 4 Solutions for Contemporary Society
a. Statement
b. Proof 1
c. Explanation 1
d. Proof 2
e. Explanation 2
f. Proof 3 (optional for Academic students)
g. Explanation 3 (optional for Academic students)
h. Synthesis/Summary
6. Conclusion
a. Summary of Arguments
b. Extension

Group Essay Outline

1. Groups will be assigned. Groups will be given one paragraph to discuss. Groups
will be given one sheet of poster paper to record an outline.
2. Every essay is made up of dozens of smaller parts. For example, an introduction
paragraph has four parts: hook, context, thesis, and map. A body paragraph will
have statements, proofs, explanations, and synthesis sentences. Each group will

discuss these essay parts for their paragraph, and record their best Essay Parts on
poster paper. They will then share their paragraphs with the class.
3. Start by putting your group members names at the top of the poster. Then,
under the names, write the paragraph title (1 st Body, Conclusion, etc). Under the
title, write a group outline.
4. To get full credit for the outline, follow these directions.
A. Correctly label all the parts of your paragraph. Be sure to provide ample
space to add notes for the outline (you can write on the back too).
B. Discuss each part of the paragraph. Create ideas to add to your outline.
C. Finally, fill out the outline. You do not have to write in complete sentences.
However, you need to write neatly.
5. Share your outline with the class. The idea is that by the end of the class,
everyone will have a good outline to use if they need one. This activity will be
graded. It will go into the writing section. You have 30 minutes to write a great
outline.
6. Grading
Are all the parts labeled correctly?
Yes (2)
(1)
No (0)
Does the group show an understanding of each essay part?
Yes (3)
(2)
Not Really (0)
Does the group have useful ideas for each essay part?
Yes (4)
(3)
Not Really (0)
Does the outline represent a shared effort?
Yes (1)
Not Really (0)

Miles Macleod

Most
Mostly
Mostly

Mr. Macleod
March 30, 2015
Problem-Solution Essay
In Washington D.C., politicians push our nation into a political stalemate, making
sure nothing ever happens. In Ferguson, MO, something is always happening, or at least
it seems that way. Teenagers die; buildings burn; police are shot. And somewhere, in the
night of a North Carolina winter, a high school student becomes one of the many
millions to have read Chinua Achebes acclaimed novel Things Fall Apart. What do these
three events have in common? All of them teach an important lesson about the
negative outcomes of cultural ignorance. In what now seems an act of prophecy,
Achebe tries to warn his readers about the problems caused by cultural ignorance. More
importantly, though, his novel offers a few solutions that can be applied even today. The
problems can be seen in Achebes main character, Okonkwo, who not only fails to
understand the new culture that has been forced upon him, but also fails to recognize
the impact of his own cultural expectations two problems that are prevalent in
contemporary America as well. The solutions to these problems can be found in two
often overlooked characters: Obeirika, a man who questions his own culture, and Mr.
Brown, a man who operates within the realm of two distinct cultures. These characters
not only provide solutions for colonial Nigeria though; there wisdom can and should
be applied to our modern, globalized world.
Okonkwo is the central character in Things Fall Apart. The novel ends with his
body dangling from a tree. (Achebe, 153) His path to this destruction began with his
inability to understand cultures, both his own and others. As the novel opens up,
Achebe describes Okonkwo as if he is a puppet. He is being dominated by fear
(Achebe, 35), and although the fear lays deep within himself, it is the result of his
outward culture. Achebe explains that after Okonkwos father failed to live up to the
masculine and materialistic virtues of the Igbo culture, Okonkwo becomes driven by an
inner fear (rooted in the shame of his childhood) to be the opposite of his father. In

doing so, he is trying to live up to his cultural standards. This may not seem like a bad
idea; however, his fear of falling outside of his cultural norms drives him to do regretful
things like killing someone he loves (Ikemefuna) and alienating his family (Nwoye) two
outcomes that certainly play into his final decision to commit suicide. It seems fair to
wonder, then, what Okonkwos fate might have been had he been able to recognize his
fears as being rooted in cultural expectations. Yet, even if he was able to better
understand the negative impact of his own culture, this does not mean that he would
have been free from cultural conflict. In fact, it is his inability to reconcile and
understand a new culture the Western European culture that is most closely linked to
his demise. In chapter sixteen, as Okonkwo gathers with his fellow clansmen to hear
about the new culture, his lack of interest is made clear when Achebe states, Okonkwo
was fully convinced that the man was mad. He shrugged his shoulders and went
away (Achebe pg. 110). Later in the novel, when Mr. Brown goes to try to visit him,
Okonkwo misses another sure chance at understanding this new culture. Instead,
Okonkwo chases away the cultural savant and threatens to kill him if he comes back.
(Achebe, 145) Had Okonkwo taken the time to learn, like some of the novels other
characters, it is possible to imagine that his fate would have been similar to theirs.
However, it is clear that Okonkwo wants nothing to do with cultural understanding,
whether that culture is his own or that of the white foreigners. Okonkwos death, then,
serves as something like a warning to readers who might operate with a similar motive
as Okonkwo.
Sadly, many people in contemporary society suffer from the same two problems
as Okonkwo: an inability to recognize the effect of their own culture and a lack of
interest in understanding other cultures. For example, many young women in America,
like Okonkwo, fail to recognize that their culturally prescribed gender role could have a
negative effect on them. According to Shawn M. Burn, PhD., in Psychology Today,
women in our society are often sexually objectified, meaning they are made to think
that their looks are the most important aspect of their character. However, according to

research, Sexual Objectification can lead to disordered eating, appearance anxiety,

body surveillance, body dissatisfaction and shame, depression, substance abuse, and
sexual dysfunction (Burn). If women could understand the impact that Sexual
Objectification has on them, they would be more likely to avoid the negative outcomes
of this cultural norm. Unfortunately, many women do not question this part of their
culture, and instead play into it, leading to a life filled with inner-conflict, much like
Okonkwo. Also like Okonkwo, many Americans are ignorant to other cultures and seem
little interested in filling in their knowledge gaps. For example, according to the Pew
Research Center, 55% of Americans know little or nothing at all about Islam (Pew).
While this number may not be alarming to most Americans, in light of Achebes book,
this statistic should be troubling. Many of us would look at Okonkwos unwillingness to
even try to understand Mr. Brown and his English culture and label him as stubborn or
even backwards. However, in reality, many Americans are more similar to Okonkwo
than they would like to admit. Many condemn another culture and religion (Islam)
without giving it any more attention than a shrug, much like Okonkwo (Things Fall
Apart, pg. 110). Hopefully, Okonkwos fate can be a lesson to Americans. From being
unaware of Sexual Objectification to being outright ignorant and indifferent of Islam, too
many Americans suffer the same cultural conflicts as Okonkwo. If we do not fix these
problems, our nations history could suffer a similar tragic ending to Okonkwos. But
what are the solutions?
Directions: Above is the first half or Mr. Macleods Problem-Solution Essay. As a group, you
will read through it carefully and practice your editing skills. Answer the questions on a
separate sheet of paper (be sure to label answers correctly. Hand in the edited essay and the
answers for a grade.

1. Check MLA. How many points would Mr. Macleod lose because of MLA formatting?
Circle the mistakes.
2. Check citations for punctuation. How many grammar related mistakes can you
find that are related to quotes and citations? Circle the mistakes on the essay.
3. Evaluate the introduction paragraph.
a. One of the four parts of an introduction paragraph is missing. Which one?
Circle the correct answer.
hook
context
thesis
map

b. As a group, brainstorm what could be written for the missing part. Write your
ideas on the essay. Draw an arrow where your ideas should go.
c. The map is found after the thesis and provides a sense of organization to the
essay. Read these sentences carefully, and identify the main ideas for each of
the four body paragraphs by writing corresponding numbers.
4. Evaluate Body Paragraph 1
a. What role do the first two sentences play in the paragraph?
b. Underline the main statement of the paragraph.
c. Double underline the transition sentence in the middle of the paragraph.
d. How is the proof from page 110 related to the paragraphs purpose?
5. Evaluate Body Paragraph 2
a. Underline the main statement of the paragraph.
b. Circle all the transition words/phrases/sentences in this paragraph.
c. According to this essay, how is Sexual Objectification related to Okonkwo and
the novel?
d. According to this essay, how is Americas attitude towards Islam related to
Okonkwo and the novel?
e. Using CRAAP, how would you rate the sources in this essay? Why?
6. Final Question
a. How would you grade this essay so far? Why?

Works Cited
Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. Print.
Burn, Shawn M. "The Harm In Treating Ourselves and Others As Sexual Objects." Psychology
Today. Psychology Today, n.d. Web. 02 Apr. 2015.
"The Political Divide on Views toward Muslims and Islam." Pew Research Center RSS. N.p., 29
Jan. 2015. Web. 02 Apr. 2015.

Group Peer Editing

Pass the paper in front of you to the right.
1. Check for MLA. A sample is on the board. Make sure you check for the
following.
a. Is every space the same exact length?
b. Does the student have last name and page number at top right?
c. Is the date written correctly?
2. Check for punctuation.
a. Remember your comma rules. The two most frequent violations are the
FANBOYS Rule and the Complex Rule. Circling these comma violations
would help your group member a lot.
b. Remember how to punctuate your Proofs.
i. Comma Rule #7 (Dialogue Rule) when introducing direct quotes.
ii. Authors last name and page number inside parenthesis and
nothing else (Achebe 32).
iii. Periods go after the parenthesis.

Pass the paper in front of you to the right.

3. Check the Introduction Paragraph.
a. Is the title good?
b. Can you find all four parts: hook, context, thesis, and map?
c. How can you improve the hook?
d. Does the thesis mention these key ideas: problem, solution, novel,
today, and culture?

Pass the paper in front of you to the right.

4. Check body paragraphs 1 and 2.

a. Read each statement carefully.
i. Does the body paragraph 1 statement mention the novel? Does
it mention a clear problem that is found in the novel that is
related to cultural conflicts?
ii. Does the body paragraph 2 statement mention todays society?
Does it mention that the problems in the novel are the same as
the problems today?
iii. Is there some sort of transition between the paragraphs that
show how the two paragraphs are related? Remember unity?
b. Read the Proofs carefully.
i. Evaluate the sources (especially in the body paragraph 2). Look
them up on-line if possible. Are they legit? Are the cited
correctly? Is there a Work Cited page?
ii. Do the proofs clearly show that there is a problem related to
cultural conflict?
c. Read the Explanations carefully.
i. Do the body paragraph 1 explanations show how the proofs are
actually a problem?
ii. Do the body paragraph 2 explanations try to explain how the
problems are similar to the novel?
d. Read the Synthesis sentences closely?
i. Does the last sentence (or two) of each paragraph attempt to
connect the paragraph to the thesis? How can the author
strengthen this connection?

Pass the paper in front of you to the right.

5. Check body paragraphs 3 and 4.
a. Do the same thing as you did for the previous body paragraphs. Check
the Statements, Proofs, Explanations, and Synthesis statements.

Pass the paper in front of you to the right.

6. Check the conclusion paragraph.
a. Read the Summary
i. Does the summary discuss all four paragraphs?
ii. Does it mention some of the proofs?
iii. Is it at least three sentences?
iv. Are any words repetitive from the essay?
b. Read the Extension carefully.
i. Does the author make the essays topic seem relevant?
ii. Does the author connect the essays ideas to the readers world?
iii. Do you have any recommendations on how to make the
extension better?