Problem-solution

Problem-solution patterns of organisation are some of the most common structures in academic writing. The following example comes from a problem-solution essay on the adjustment of international students at university:

Such challenges can be partially tackled with the help of various approaches. Bonding links with host­ nationals may be a potential solution for international students, as it helps to reduce the sociocultural adaptation issues, and improve their English language skills by practising them. Despite the fact that friendships networks of overseas students with local people provide an excellent opportunity to learn more about the host country’s culture and language and become involved in related activities, it is suggested by Furnham and Bochner (1986) that finding a sojourner who belongs to a host­national network appears to be uncommon phenomenon. Another possible solution is pre­arrival orientation programmes. McKinlay et al. (1996) argue that these programmes play an important role in helping foreign students to adjust to their new environment by educating them about the culture of the host country and providing the suitable support mechanisms that address issues of culture shock.

In this example, the problem-solution pattern is marked by the use of summary nouns, such as challenge, approach and response. Moreover, problems and solutions are introduced using signposting phrases such as, Another possible solution is..., and "Such challenges can be tackled by..."

Nouns to indicate problems:

  • Need (for)
  • Problem
  • Challenge
  • Danger
  • Issue

Nouns to indicate a solution:

  • Solution
  • Approach
  • Method
  • Means
  • Measure
  • Way
  • Response

Evaluating Solutions

A solution can be either positively  or negatively evaluated. That is, the solution can work or not. In the above example, the first suggestion "bonding links with host nationals" is negatively evaluated as appearing to be "an uncommon phenomenon." In this case, a new solution is given "pre-arrival orientation programmes," which is positively evaluated as playing "an important role." It is very common to recycle problem-solution patterns in this way. 

Test Yourself

Select the correct words to indicate the problem-solution pattern.

International students often face an identity when they embark on a foundation course. Firstly, their sense of self may be transformed in the context of their new environment. Secondly, they are faced with the of altering their usual means of self expression in the context of academic writing and thinking. This paper outlines how foundation programme students’ struggle with new identities can influence and be influenced by learning academic writing genres. The paper then concludes with some for teachers to assist their students in these matters.

 

Is the solution positively or negatively evaluated?

Positive

Negative


Cross-cultural studies have highlighted the complex nature of academic plagiarism, to foundation teachers. Traditional concepts of plagiarism are shifting owing to cut-and-paste technology, the world wide web, proofreading services and the adapting tolerances of university faculties. Foundation courses have various to spot plagiarism, but this is becoming increasingly difficult. 

Is the solution positively or negatively evaluated?

Positive

Negative


Problem-based learning began in a Canadian medical faculty in the 1960s and may now be familiar to professionals in many disciplines. It refers to a student-centred to learning which involves students working in small groups to tackle a ‘messy’, open-ended . In most higher education institutions, it is used to encourage students to discover and apply knowledge in one particular discipline. In IFPs, it may be adapted to focus on learning how to learn the academic skills that will be needed in a UK university without having to deal with demotivating texts that are above their language level.

Is it positively or negatively evaluated?

Positive

Negative