1

Unit 2: SPSE essays

Learning objectives
Eje de comprensión lectora: Lectura comprensiva y análisis de ensayos SPSE. Inferencia de
información a partir del análisis de la estructura del texto. Paratexto. Identificación de tema, ideas
principales y secundarias. Comprensión e interpretación de información explícita. La referencia. Uso
de diccionarios bilingües online.
Eje de comprensión y producción oral: Comprensión y producción oral sintética sobre casos SPSE
relacionados a videojuegos y medios audiovisuales. Marcadores del discurso. Language Learning
strategies: estrategias para superar las limitaciones en la oralidad.
Eje de producción escrita: Escritura de notas usando graphic organizers. Redacción de párrafos
atendiendo a la estructura de un SPSE essay. Language Learning Strategies: cooperating with peers
and giving feedback. Summarizing.
Eje sintáctico y semántico: Consolidación de tiempos verbales. Voz pasiva como elección de
escritura. Modales. Conectores y marcadores del discurso. Vocabulario técnico específico. Language
Learning Strategies: técnicas de organización y aprendizaje de vocabulario en inglés II
ACTIVIDAD OBLIGATORIA 2: Producción oral (presentación oral)
ACTIVIDAD OBLIGATORIA 3: Producción escrita (ensayo SPSE)

Lesson 5
Warm up

Think about your experience as a student and answer these questions:

What type of essays have you written so far?
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
Do you remember the structure of your essays? How did you organize the information?
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
Do you know what SPSE stands for? Guess about the structure of these types of essays.
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..

Learning from others

SPSE essays (situation, problem, solution, evaluation) are common at university. Their purpose
is to examine a problem and discuss possible solutions. This kind of essay ends with an
evaluation of these solutions. We will read and analyze one sample and you’ll start thinking about
your own SPSE essay ;-)
 2

BEFORE READING
Before reading, we will analyze its paratext. As it is a text written for instructional purposes,
it may have few paratextual elements and yet we can analyze its structure and guess its
content.
Read the title to get the main topic, check its source, how is the information organized? Are
there sections or paragraphs? Is it about Latin American migrations? How do you know?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..

Migrations
[paragraph 1]
Around the world today we can observe populations on the move. Where there
is freedom of movement, migration tends to take place for economic and other
reasons. Migration is thus the phenomenon of people travelling across national
borders for economic or political reasons. North-western European countries of
the EU, notably Ireland and the UK, have seen mass influxes of workers since
2005 from the poorer, newer EU countries such as Poland. Significant
movement of people, however, is likely to cause tensions. Concerns have been
raised over access to limited healthcare and educational resources, possible
increases in crime, pressure on jobs, and language problems. Of all the possible
problems, this essay focuses on language issues, in particular meeting the
educational needs in the UK of workers whose first language is not English.
Then, I offer two solutions, and assess these from financial, practical and social
perspectives.
[paragraph 2]
Since the introduction of the single market in the European Union in 2005, large
numbers of people have migrated from eastern European countries such as
Poland to the British Isles. Many have found work in the agriculture sector and
service industries from hotels to coffee shops. These workers have gained
survival language skills. Yet many migrants are now hoping for something
better: with more advanced vocational training and academic qualifications,
superior opportunities await. The key to education in the UK and Ireland is, of
course, the English language. What significant numbers of potential applicants
are discovering is that while their spoken language might be passable, their
academic writing is insufficient. The problem here is one of language level
rather than intellectual capability.
[paragraph 3]
The first solution is for educational institutions to assist their students. This
solution recognizes that where there are needs, with good planning these needs
can be met. Education is needs-driven. The UK marketplace has known needs
for well-qualified personnel from healthcare professionals through bankers to
lawyers. There are needs not only at the top levels but also among all the
 3

middle tiers of management. If prospective applicants lack sufficient English

language skills for their studies, the education sector should liaise between the
marketplace and the individual. In other words, colleges should help the
migrant workers secure appropriate funding for their preparatory language
studies. After all, the migrants are contributing to the national economy and it
is in the country’s wider interest to maximize this resource.
[paragraph 4]
The second solution is essentially a skills exchange: the migrant offers one hour
of work (or more) in exchange for access to one hour’s language lesson,
whether by the employer or their delegated professional. The principle of a
skills exchange is that no money actually changes hands; rather, a similar
amount of time is spent by two parties, each giving the other what they require.
With the employers needing a motivated workforce and the migrants requiring
English language skills this solution is straightforward.
[paragraph 5]
To evaluate the effectiveness and workability of the two solutions proposed, I
suggest examining them firstly in practical terms. Although the first solution
appears to follow the principles of economics and supply and demand, there are
clearly practical difficulties. Foremost among these is the principle of trust: a
prospective employer is unlikely to offer financial help for a candidate who is
not yet an employee. There is too much at stake. The second solution,
meanwhile, is relatively simple: the employee is in place and presumably
trusted, and the mechanism should be easy to implement.
[paragraph 6]
From a financial perspective, again the first solution offers high risk. Provided
the arrangement works and the candidate does eventually work for their
sponsor, the risk is minimized as the employee in effect pays back what they
have been loaned. Nevertheless, there is much room for the arrangement not
to work. Solution two, though, clearly offers minimal financial risk necessitating
as it does no real exchange of money: indeed only in the sense that time is
money.
[paragraph 7]
Finally, in social terms the question of effectiveness is more finely balanced.
The first solution is characterized by an impersonal relationship between
migrant worker and sponsor. In the second scenario the relationship is likely to
be more familiar. Which of these is the more desirable is a matter of debate,
but I would suggest a degree of impartiality is desirable for the exercise not to
become little more than an unfocused conversation.
[paragraph 8]
To sum up, we have seen that for the important issue of language facing today’s
migrant workers in the UK and Ireland there are a number of possible solutions.
From those proposed here, the skills-exchange appears to offer a low-cost and
 4

easily-administered solution to the language training problem. Whether the

employer, as provider of training, is able to fulfil the employee’s needs
effectively is perhaps a question which needs further examination. Over the
coming years we should be able to observe how migrants and the countries
themselves overcome the problem of language training for further study.
source: [Link]

GETTING THE MAIN IDEAS

a) Now we will read the text for the first time, to check your previous guesses.
b) We will read once more to get the main ideas and purpose for each paragraph.
Complete the following chart:

paragraph functions options

#

1 *states the problem

*introduces the topic and
the situation, and defines
2 key concepts
*evaluates solutions by
3 offering arguments for and
against each solution
4 *concludes the essay
*offers a possible solution
5

c) Go back to each paragraph and identify the main ideas and key words or definitions.
Use that info to summarize its content:
paragraph # main ideas (in Spanish)

3
 5

READING FOR SPECIFIC INFORMATION

Read again to find this information:
a) What problems does this essay focus on?
b) context:
c) migration to:
d) migration from:
e) Definition of a key concept

LANGUAGE FOCUS

Let’s focus on the basic structure for SPSE essays:

Introduction: outline background and aims

Situation: background and context of the problem

Problem: what is the problem and its effects?

Solution: 2 or more potential solutions

Evaluation: How effective are the solutions? Which is the most effective?

Conclusion: Summarize all the main points

Source: Academic English UK
 6

So to start thinking about it:

Write down the SITUATION today.
● Write down the PROBLEM as you see it.
● Considering the research you have done so far, write down what could
be two or three prospective SOLUTIONS for that problem.
● Write down how you intend to EVALUATE those prospective solutions –
analyzing research already conducted? Carrying out further research?
Conduct experiments? Other options?

SITUATION
● Offer relevant background information on subject, with a focus on the
situation today (not ‘throughout time…’)
● Provide a statement or claim that should draw your reader into the text.
● Phrase this situation in a positive light – you will be offering a solution
(not complaining about the problem)
● note who is offering the proposal (why you? qualifications? expertise?)
● briefly, address the purpose and scope of the proposal (include a
reference to the document which prompted the proposal, if any)
● briefly, outline what is to come – offer a concise description of the
contents of the proposal
PROBLEM
● Provide a clear and specific description of the problem – what is your
proposed solution going to solve, fix, or improve?
● Begin the transition from positive to practical – there is a problem (a
key issue), but it can be resolved, and you are moving to discuss the
practical issues involved
● Why bother? provide a concise background and description of the
problem
SOLUTION
While your research and your analysis may provide a number of options, you
should:
● offer one specific and possible solution (there are likely to be multiple
options, but because most proposals tend to be short texts, it is usually
preferable to focus on one).
Your proposed solution may be your own or connected to your research. You need
to clarify:
● Why have you chosen this solution or approach?
● What evidence can you provide that demonstrates the quality of this
solution / approach?
EVALUATION
As your discussion section continues and you move into your conclusion, address:
● How far does your proposed solution work?
● How certain are you that this is the answer?
● How does the language you use reflect the breadth of your solution and
confidence in it? Confidence involves clear, persuasive language rather
than markers that something is self-evident (like ”obviously” or ”clearly”,
which might make readers wonder why the proposal is necessary if its
merits are already common knowledge).
● As you move into your conclusion, does your use of language and tone
 7

reflect a balanced yet positive attitude towards your solution?

Source: [Link]
framework/ (text modified for instructional purposes)

If we focus again on the text we can see that1:

1) The introduction moves from the general to the particular, or the global to the
local. One purpose is to gain the reader’s interest; also the subject needs to
be contextualized; we set out the situation clearly (time and place). It is also
helpful to define any key concepts or technical terms in the introduction, for
example in this essay: Migration is thus the phenomenon of people travelling
across national borders for economic or political reasons. The reader should
be clear by the end of the introduction exactly what the essay is about - the
topic and any subtopics - where it is going and how it is going to get there.
The introduction should also state what is not included. This essay mentions
such problems as healthcare, educational resources crime, jobs, and language,
but then effectively excludes all but the latter, with the result that only language
is focused on.
2) Where there are two or more solutions to put forward, we can either explain and
then evaluate each one in turn, or, as here, present all the solutions first, then
evaluate them together in a separate section. Evaluation is not just about
giving personal opinions, but putting forward an assessment, judgment
or comment together with clear reasons and evidence where possible. In
this essay, evaluation is presented from three perspectives; practical, financial
and social. Although the writer’s stance is clear, favoring the ‘skills exchange’
solution, arguments for and against each solution are offered in the evaluation
section.
3) This essay has a good balance. It describes the situation and problem clearly
in the first two paragraphs, it sets out two possible solutions in paragraphs 3
and 4, then evaluates these in paragraphs 5, 6 and 7, before summarizing and
confirming the writer’s stance in the conclusion. The reader should be able to
follow the thread clearly from title through the thesis statement in the
introduction to the concluding remarks.

We already have an idea of SPSE essays structure, now go back to the text and focus on
language:
a) Read the highlighted words: Do they state strong direct or soften statements?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
The use of these types of words or phrases are known as the use of Hedges
We use hedges to soften what we say or write. Hedges are an important part of polite
conversation. They make what we say less direct. The most common forms of hedging
involve tense and aspect, modal expressions including modal verbs and adverbs,
vague language such as sort of and kind of, and some verbs. …

1
source: [Link]
 8

b) Go back to the text and complete this activity:

language devices examples from the text new examples

Modal verbs

vague language/phrases

Adverbs

Modality is about a speaker’s or a writer’s attitude towards the world. A speaker

or writer can express certainty, possibility, willingness, obligation, necessity
and ability by using modal words and expressions.

c) Go to Moodle and download the file “[Link]”. Analyze each example with
your classmates.

d) Go back to the text and analyze the use of the modal verbs or modal words
within that context:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Sharing with others

You will write a SPSE essay in pairs or groups, but before writing follow these steps:
1) Think about a topic related to your career and create your graphic organizer or chart
to organize your ideas.
2) After creating your graphic organizer, check these tips for writing your paragraphs:
About the problem:
When you brainstorm your ideas for problem solution essays, think about (a) what the
problem is (b) how you will explain it (c) and what the effect is. Your paragraph will
then follow this pattern.

Here is an example of the brainstorming for this paragraph:

Problem 1: children can access potentially dangerous sites

● Explanation / Example: Pornography sites

● Result: Affects thought & development - negative for children

Problem 2: growth of online fraud and hacking

● Explanation / Example: Evident from the constant news stories

 9

● Result: Criminals get sensitive information

Here they are illustrated in the paragraph, with the introductory expressions
underlined:

One of the first problems of the internet is the ease with which children
can access potentially dangerous sites. For example, pornography
sites are easily accessible to them because they can register with a
site and claim to be an adult. There is no doubt that this affects their
thoughts and development, which is a negative impact for the children.
Another major problem is the growth of online fraud and hacking. These
days, there are constant news stories about government and
company websites that have been hacked, resulting in sensitive
information falling into the hands of criminals.

About the solutions:

Solution 1: Governments

● Idea: Adequate legislation and controls for young people

● How: More complex website access criteria

Solution 2: Parents

● Idea: Monitor children and restrict access

● How: Use a computer program

Solution 3: Companies

● Idea: Improve IT security systems

● How: Review current systems in place

Here is the paragraph again. Note how it follows the plan and the clear topic sentence
that tells the reader the essay is moving on to discuss solutions (modals verbs are
underlined):

It is important that action is taken to combat these problems.

Governments should ensure that adequate legislation and controls
are in place that will prevent young people from accessing
dangerous sites, such as requiring more than simply confirming that you
are an adult to view a site. Parents also have a part to play. They need
to closely monitor the activities of their children and restrict their
access to certain sites, which can now be done through various
computer programs. Companies must also improve their onsite IT
security systems to make fraud and hacking much more difficult by
undertaking thorough reviews of their current systems for weaknesses.

3) Write your draft and check the organization for each paragraph. Check grammar
tenses, sentence structure, connectors, spelling, paragraph balance, etc. Go back to
 10

the LANGUAGE FOCUS section and check the uses of modal verbs or phrases in your
statements.
4) Analyze the draft in pairs or groups: write a detailed feedback for each section: analyze
all the previous items.
5) Read your classmate’s feedback, make any necessary changes and write the final copy
to hand in. Upload it to moodle (one essay per group or pair)