Checkpoint 8 · Paper 1 writing (non-fiction)

Problem and Solution Writing

How to write a problem and solution article for Paper 1: define the problem, explain its causes and effects, propose and evaluate practical solutions, and end with a call to action, with a strong 350+ word sample.

British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)

1. What is problem and solution writing?

A problem and solution text explains an issue clearly and then suggests practical ways to solve it. It guides the reader on a journey: from understanding the problem (what it is, why it happens, who it hurts) to seeing a realistic way forward. It usually takes the form of an article (for a school magazine, newsletter or website), but the same thinking works in a formal letter or report to someone who can act, such as a head teacher or the local council.

It belongs in Paper 1 (Non-fiction), Section B Writing, worth 25 marks. Tasks about improving your school, your area or the environment often have a problem-solution shape even when the words "problem and solution" are not used — for example "how could your area be improved?" or "what can young people do about...?". If the task asks how something could be made better, you are really being asked for problems and solutions.

	Problem and solution	Argumentative	Persuasive
Main question	What is wrong, and how do we fix it?	Which side of the debate is right?	Will you do what I want?
Main content	Causes, effects, solutions, evaluation	Reasons, evidence, counter-argument	Emotional appeals, benefits, call to action
Tone	Formal, concerned, constructive	Calm, formal, balanced	Energetic, direct

Purpose and audience (G.A.A.P.)

Purpose: mainly to inform (explain the problem) and to persuade (convince the reader that your solutions will work and should be adopted).
Audience: usually students, parents or people with power (head teacher, council). Choose your tone to match: a magazine for students can be lively but still mostly formal, but a letter to the council must be fully formal.
Area of content: underline every bullet point in the task. If it asks for causes, effects AND solutions, all three need full paragraphs.

How it is marked (25 marks)

Category	Marks	What a top-band problem and solution article shows
Creation of texts (older name: content, purpose and audience)	5	One clear, relevant problem. Causes and effects explained with examples. At least two realistic solutions that are developed and evaluated. A tone that suits the audience throughout.
Vocabulary and language	3	Precise words for problems and fixes ("persistent", "alleviate", "feasible", "implement") and a few vivid words that make the problem feel real.
Structure of texts (older name: text structure)	7	Logical order: hook → problem → causes → effects → solution 1 → solution 2 → call to action. Cause-and-effect connectives link the paragraphs. Subheadings can help in an article.
Grammar and punctuation (older name: sentence structure, punctuation and grammar)	7	Varied sentences, including conditionals for proposals ("If the school introduced..., fewer students would..."). Accurate tenses. Accurate punctuation, including colons and commas in lists.
Word structure (spelling)	3	Accurate spelling, especially of topic words ("environment", "necessary", "government", "responsible").
Total	25	Section B of Paper 1 (Non-fiction)

Rules that can cap your mark

Writing the wrong text type caps Creation of texts at 1 mark, and in recent mark schemes Structure of texts is capped too. Always check the format the task names.
20 words or fewer scores 0. Between 21 and 60 words, the whole answer can score no more than 7 out of 25.
Your plan is not marked, so keep it short (notes, not sentences) and spend your time on the answer.
The examiner uses best fit: you get the band that matches your writing overall, so one strong paragraph cannot hide five weak ones.

How to get full marks: the checklist

Choose ONE specific problem ("litter around the school canteen"), not a huge vague one ("the environment").
Explain at least one cause and at least one effect, each with an example.
Give at least two solutions, and make them practical: who would do what, when and how?
Evaluate: say why each solution would work, and admit any small drawback.
Use conditionals for your proposals: "would", "could", "If we..., then...".
End with a call to action that tells the reader exactly what to do next.
Keep the format the task names (article headline, letter layout, report headings).

2. Features of problem and solution writing

Feature	Example
Catchy, relevant headline (layout)	"Gridlock at the Gate: How We Can End the Morning Traffic Chaos"
Subheadings in an article (layout)	"What is going wrong?" / "Solution one: staggered start times"
Hook in the opening	"It is 7:25 a.m. Horns are blaring..."
Clear statement of the problem	"The morning traffic jam outside our gate is not just annoying: it is dangerous."
Statement of purpose	"This article will explain why it happens and how we can fix it."
Causes, explained	"Almost every family arrives during the same fifteen minutes."
Effects, explained	"Students stuck in traffic miss the start of their first lesson."
Evidence and examples	"A quick survey by our class found that more than two hundred cars..."
Proposed solutions	"The most practical first step would be to..."
Evaluation of solutions	"Crucially, it costs nothing, although families would need some flexibility."
Cause-and-effect connectives	because, as a result, consequently, therefore, this leads to
Conditional verbs for proposals	"If the canteen offered..., queues would be shorter."
Formal, constructive tone	"A viable solution would be..." not "They should just sort it out."
Call to action	"Speak to your class representative and make your voice heard."

3. How to structure it

Part	What to write	Sentence starter
Headline	Catchy and relevant. A question or a problem + promise works well	"The Growing Problem of... — What Can We Do?"
1. Introduction	Hook (a scene, question or striking fact) → why it matters → what the article will do	"Did you know that...?" / "This article will explore..."
2. The problem and its causes	Define the problem clearly. Explain the main reasons it happens. Give an example or a figure	"This issue stems from..." / "A major contributing factor is..."
3. The effects	Who and what does it harm? Short-term and long-term effects. What happens if nothing changes	"The impact can be seen in..." / "If left unaddressed, ..."
4. Solution 1	Introduce it → explain how it works → give an example of it working → note any drawback	"The most practical first step would be to..."
5. Solution 2	A different kind of solution (if solution 1 was about rules, make this one about people or technology)	"A second, equally important solution is..."
6. Conclusion	Restate why the problem matters → sum up the solutions → call to action	"In conclusion, tackling... requires..."

Make your solutions practical

WHO does it? (students, the school council, parents, the council)
WHAT exactly happens? (a rota, a new rule, a lane, a club, an app)
HOW MUCH does it cost, and how quickly could it start?
WHY will it work? (an example of it working somewhere else, or a logical reason)
A vague solution such as "people should care more" earns very little. A practical one such as "each class takes a week on the litter rota" earns marks.

How to start: openings

Hooks

It is [time]. [Short vivid sentences describing the problem in action.]
Did you know that [striking fact about the problem]?
Every day, [number] students [experience the problem]. Most of us have simply stopped noticing.
Ask any student at our school what annoys them most, and the answer is likely to be [problem].

Stating the problem and purpose

In today's world, one of the most pressing issues facing [group] is [problem].
Addressing this problem is crucial because [reason].
This article will explore the causes of [problem] and suggest practical ways to solve it.

How to end: closings

Conclusions and calls to action

Our [problem] is not a mystery, and it is certainly not unbeatable.
In conclusion, tackling [problem] requires effort from students, staff and families alike.
By [solution 1] and [solution 2], we could make [place] safer, cleaner and calmer.
Failure to act now may lead to [serious consequence], while acting now costs very little.
So speak to your class representative, sign the petition and make your voice heard.
After all, [a short memorable final thought].

4. Useful phrases and vocabulary

Explaining causes

This issue stems from a combination of factors, including...
A major contributing factor is...
The root of the problem lies in...
Because [cause], [result].

Explaining effects

As a result, ... / Consequently, ...
The negative impact of [problem] can be seen in...
Worst of all, ...
If left unaddressed, this problem could lead to...

Introducing solutions

A viable solution would be to...
One approach that has proven effective elsewhere is...
To ease the pressure, the school could...
Another, equally important step would be...

Evaluating solutions

This solution is particularly effective because...
If adopted across the whole school, this measure could...
Admittedly, this would require..., but the benefits would far outweigh the cost.
Crucially, it would cost almost nothing.

Word / phrase	Meaning / use
pressing (adj.)	needing urgent attention: "a pressing problem"
persistent (adj.)	continuing for a long time despite efforts to stop it
widespread (adj.)	affecting many people or a large area
inadequate (adj.)	not good enough for what is needed
feasible (adj.)	possible to do without great difficulty
sustainable (adj.)	able to continue for a long time, not a quick fix
address (v.)	to deal with a problem: "We must address this now."
tackle (v.)	to make a determined effort to deal with something
alleviate (v.)	to make a problem less severe
implement (v.)	to put a plan into action
minimise (v.)	to reduce something to the smallest amount
rectify (v.)	to put something right
consequence (n.)	a result that follows from something
initiative (n.)	a new plan started to solve a problem
cooperation (n.)	working together towards the same goal

5. Strong sample

Problem and solution article for the school magazine500 words · Strong answer — Creation 5/5 · Vocabulary 3/3 · Structure 7/7 · Grammar & punctuation 7/7 · Spelling 3/3

Task: Your school magazine is starting a series called "Let's Fix It". Write an article about a problem that affects students at your school or in your local area. Explain what causes the problem and how it affects people, and suggest practical ways to solve it.

Gridlock at the Gate: How We Can End the Morning Traffic Chaos

It is 7:25 a.m. Horns are blaring, engines are idling and a line of cars stretches from our school gate all the way to the roundabout. Somewhere in the middle of it, a Year 7 student is weaving between bumpers because she is about to be late. Anyone who arrives at our school by car will recognise this scene, and it is not just annoying: it is dangerous. This article will explain why the morning traffic jam happens, what it is costing us and, most importantly, how we can fix it.

What is going wrong?

The cause is easy to describe but harder to solve. Almost every family arrives during the same fifteen minutes, and most drivers want to stop directly outside the main gate. As a result, cars double-park, buses cannot reach their bays and the narrow road behind the school becomes completely blocked. A quick survey by our class found that more than two hundred cars pass the gate every morning, yet there is safe space for only about twenty to stop.

The effects are felt by everyone. Students who are stuck in traffic miss the start of their first lesson, which disrupts the whole class. Neighbours complain about noise and blocked driveways. Worst of all, children squeezing between moving cars are at genuine risk of being hurt. If the problem is left unaddressed, it is surely only a matter of time before someone is.

Solution one: staggered start times

The most practical first step would be to spread arrivals over a longer period. If Years 7 and 8 started at 7:30 and Years 9 to 11 at 7:45, the number of cars arriving at once would be cut almost in half. Several schools in other districts have already tried this, and their queues shrank within weeks. Crucially, it costs nothing except a small change to the timetable, although families with children in different year groups would need a little flexibility.

Solution two: a drop-off lane and walking groups

A second solution is to change where and how cars stop. A clearly marked drop-off lane, supervised by teachers and prefects in high-visibility vests, would keep traffic moving: cars pull in, students step out and the car leaves within thirty seconds. Meanwhile, families who live nearby could join supervised "walking buses", in which a group of students walks to school together along a safe route with an adult at the front and back. Fewer cars, fitter students and calmer mornings — this solution benefits everyone involved.

Our morning traffic jam is not a mystery, and it is certainly not unbeatable. With staggered start times, a well-run drop-off lane and more students walking, the chaos at our gate could soon become a thing of the past. The school council will discuss these ideas next month, so speak to your class representative and make your voice heard. After all, the safest journey to school is one that we plan together.

Why this gets the marks

Creation of texts 5/5: the article does everything the task asks — it names one clear, local problem, explains causes and effects, and offers two realistic solutions. The writer sounds informed and concerned, and the direct appeal to students at the end suits a school magazine audience.
Vocabulary and language 3/3: precise problem-solution words ("gridlock", "staggered", "double-park", "disrupts", "unaddressed", "supervised") and vivid verbs in the hook ("blaring", "idling", "weaving") that make the problem real.
Structure of texts 7/7: headline → hook and purpose (paragraph 1) → causes (paragraph 2) → effects (paragraph 3) → solution one (paragraph 4) → solution two (paragraph 5) → conclusion with call to action. Subheadings guide the reader, as an article allows. Connectives show cause and effect: "As a result", "Worst of all", "Meanwhile", "After all".
Evaluation of solutions: paragraph 4 admits a drawback (families with children in different years need flexibility) and paragraph 5 explains exactly how the lane works — judging the solutions, not just listing them, is what lifts the content into the top band.
Grammar and punctuation 7/7 (sentences): short dramatic sentences open the article ("It is 7:25 a.m."), complex sentences explain conditions ("If Years 7 and 8 started at 7:30..."), and a minor sentence adds punch ("Fewer cars, fitter students and calmer mornings"). The conditional mood ("would be cut", "could soon become") is used accurately for proposals.
Grammar and punctuation 7/7 (punctuation): colons introduce an explanation ("it is not just annoying: it is dangerous") and a list of steps ("cars pull in, students step out..."). A single dash adds emphasis before the final judgement in paragraph 5. Inverted commas mark a name that is not literal ("walking buses"). A question in the subheading engages the reader.
Word structure (spelling) 3/3: correct spelling of tricky words — "neighbours" (British spelling), "recognise", "genuine", "unaddressed", "supervised", "high-visibility", "representative".

Notice in the sample

The problem is small and specific (one school gate), so every detail can be vivid and believable.
Causes and effects get separate paragraphs.
Each solution says who does what, and one admits a drawback — that is evaluation.
The last paragraph tells the reader exactly what to do next (call to action).

Timing in the exam

In Paper 1 (1 hour 10 minutes in total) the suggested time for Section B Writing is about 35 minutes (some older papers suggested 30 minutes). Section A Reading comes first, so do not let it eat into your writing time: the writing task is worth the same 25 marks.

Minutes	What to do
0-5	G.A.A.P. the task (Genre, Audience, Area of content, Purpose). Underline every bullet point. Write a quick paragraph plan in the planning space.
5-30	Write. Aim for about 350-450 words in 5-7 paragraphs. Keep one eye on your plan so every bullet point is covered.
30-35	Check: spelling of ambitious words, full stops between sentences (no comma splices), verb tenses, capital letters, and that the ending does what the task asks.

6. Common mistakes

Mistake	Why it loses marks	Fix
Choosing a giant problem ("world pollution")	Ideas stay vague and general (Creation of texts)	Narrow it: "plastic bottles in our school playground"
Describing the problem for 300 words and squeezing in one solution	The task asked for solutions too	Plan: roughly half problem, half solutions
Vague solutions ("everyone should be nicer")	Not practical, not developed	Say who, what, how and why
No causes or no effects	Part of the task missed	One paragraph for each
Listing solutions without explaining them	No development or evaluation	Explain how it works and why it would succeed
An angry, complaining tone	Wrong tone for a constructive article	Stay calm and positive: you are fixing, not attacking
Ending without a call to action	A weak ending (Structure of texts)	Tell the reader exactly what to do

Final checklist before you hand in

My headline is catchy and clearly about the problem.
My introduction hooks the reader, names the problem and states the purpose.
I explained the causes, with an example.
I explained the effects, including what happens if nothing changes.
I gave at least two practical solutions, each explained and evaluated.
I used conditionals (would, could, if...) for my proposals.
My conclusion sums up and ends with a call to action.
I checked spelling, full stops and that I used the format the task named.

سر الدرجة الكاملة في مقال المشكلة والحل

اختر مشكلة صغيرة ومحددة (مثل الزحام أمام بوابة المدرسة) بدلاً من مشكلة عامة كبيرة؛ هكذا تكتب تفاصيل حقيقية ومقنعة.
اكتب فقرة للأسباب وفقرة للنتائج، ثم فقرة لكل حل.
الحل الجيد عملي: من سيفعل ماذا؟ وكيف؟ ولماذا سينجح؟ واذكر عيباً صغيراً للحل ثم بيّن أن فائدته أكبر.
اختم بدعوة واضحة للقارئ ليفعل شيئاً محدداً.

Practice tasks

Task 1: Your school canteen throws away a large amount of food every day. Write an article for the school newsletter explaining the problem and suggesting ways to reduce the waste. Plan your six paragraphs.
Show answer
Headline: "Full Bins, Empty Plates? Ending Food Waste in Our Canteen". P1: hook (picture of full bins at 1 p.m.) + why it matters (money, hungry families, the environment) + purpose. P2 Causes: portions are the same size for every age, students buy meals they do not like, and food is cooked before anyone knows how many will eat. P3 Effects: wasted money that could pay for equipment, bins attract insects, and perfectly good food is thrown away while others go hungry. P4 Solution 1: a pre-order system through form tutors each morning, so the kitchen cooks only what is needed — evaluate: takes two minutes in registration. P5 Solution 2: small / medium / large portions, plus a weekly menu vote so meals match what students enjoy. Leftover sealed food is donated to a local charity. P6: sum up + call to action (vote in the menu survey this week).
Task 2: Write a formal letter to your local council about a problem in your area (for example, a park that is no longer safe to use) and suggest how it could be solved. What changes compared with a magazine article?
Show answer
Format: formal letter — "Dear Sir or Madam," (no name known) and "Yours faithfully," + full name, a clear first sentence stating why you are writing, and no subheadings. Tone: fully formal and polite, no slang. Content: same shape — the problem (broken lights, damaged swings, litter), causes (no regular maintenance, no bins), effects (families stop using the park, children play in the street), solution 1 (repairs and new lighting, perhaps funded by local businesses), solution 2 (a volunteer clean-up group of local young people, with the council providing bins and tools). End: a polite request for action and an offer to help.
Improve this weak solution so it is practical and evaluated: "To stop litter, students should stop dropping litter."
Show answer
Possible answer: "A practical solution would be a class litter rota. Each week, one class would collect litter for ten minutes after lunch, and the cleanest area of the playground would be announced in assembly. Because students would see how much rubbish builds up in one day, they would think twice before dropping it. Admittedly, the rota would take a little time from lunch, but the reward of a cleaner playground would far outweigh this."

All pages in this course

Start here: the exam

Reading: grammar & punctuation

Reading: understanding texts

Paper 1 writing: non-fiction

Paper 2 writing: fiction