Describing a Problem and Explaining

How it Was Solved

Example 1:
Camels in Arizona
In 1857, when many pioneers were heading west, United States Army soldiers were
asked to carve a wagon trail across Arizona. To help with this challenge and to deal with the
problems of the rocky, desert lands of Arizona, the army brought camels from Egypt and
Arabia. They also asked for help from men in Egypt and Arabia who had experience working
these camels.
An expedition team, including twenty-five camels and some covered wagons, broke a
trail through Arizona. The camels were used as pack animals since they could carry such large
loads. They survived well because they could eat plants that grew in the desert and because
they could survive with only a little water. These animals were also able to swim through rivers
and streams.
The army relied on the men from Egypt and Arabia who knew how to feed, water,
and pack the camels. The army soldiers and scouts had no experience with camels and little
experience crossing deserts. The camels, guided by the Arabians and Egyptians, survived
better than the mules pulling the wagons.
Working together, the team completed the expedition in two months.

Example 2:
Improving Map and Geography Skills
Teachers in our district’s four elementary schools have found a way to solve the
problem of poor map and geography skills. Many third- and fourth-graders had low scores on
geography and maps skills tests. They also struggled in class when they were asked to explain
maps or regions around the world.
To help solve this problem, teachers purchased new software and designed lessons
that give students a chance to access maps online. The software lets teachers work in small
teams to design units based on a common theme for language arts, science, and social studies.
Each part of the unit requires students to use maps and study the geography of a different
country or region. Students now have access to maps that show the history of an area as well
as information about current events impacting a region and its people. The software also
pushes students to learn the names of countries, mountain ranges, cities, rivers, and deserts.
In addition, it lets the media specialists support the project by giving students suggestions for
magazine articles to read and by guiding online searches.
Students now see themselves as experts. Puzzled looks and frustrations about
geography questions have been replaced by clear and confident explanations about places like
Nova Scotia, Taiwan, and Ecuador.

Specific Writing Assignments

© 2008 Sopris West Educational Services. Step Up to Writing • Secondary Tool 9-6c

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