Problem–solution and cause–effect essays
Tell causes, problems, effects and solutions apart, match every solution to the cause it fixes, propose realistic measures that say who does what, and use the language of causation and recommendation accurately.
By the end of this lesson you will be able to:
- Identify which elements a prompt asks for (causes, problems/effects, solutions) and plan only those
- Distinguish a cause from a problem or effect, so that you never answer the wrong half of the question
- Match each solution to a specific cause or problem, using a block or paired paragraph structure
- Write realistic, specific solutions that pass the WHO–WHAT–HOW–WHY test instead of 'the government should take necessary steps'
- Use causation language (lead to, stem from, be attributed to, due to) and recommendation language (would be for X to…, suggest that…) without the common grammar errors
The three building blocks
Every essay in this family is built from two of three elements:
CAUSE (why it happens) → PROBLEM / EFFECT (what it leads to) → SOLUTION (what can be done)
Take rising traffic congestion in Dhaka:
- Causes: rapid growth in private car ownership, too few buses and no proper bus lanes, roads used for parking and street trading.
- Problems / effects: millions of working hours lost every day, air pollution, stress, ambulances delayed.
- Solutions: dedicated bus lanes, metro expansion, strict parking enforcement, congestion charges.
The wordings you will meet
| The prompt asks… | Elements you must cover |
|---|---|
| What problems does this cause? What solutions can you suggest? | Problems + solutions |
| What are the causes of this problem? What can be done to solve it? | Causes + solutions |
| Why is this happening? How can this problem be tackled? | Causes + solutions |
| What are the reasons for this? What effects does it have? | Causes + effects (no solutions) |
| What problems are associated with this? How can they be reduced? | Problems + solutions |
Sometimes the second question asks for an opinion instead (Is this a positive or negative development?). That is a two-part question, which you will study in the next lesson.
Rule: write only what is asked
If the prompt asks for causes and effects, solutions are not required. A sentence of recommendation in the conclusion will not be penalised, but a whole paragraph of solutions wastes about 100 words you needed for the effects. If the prompt asks for problems and solutions, a long paragraph on causes is equally off-target.
The matching principle: every solution answers a cause or problem
The single biggest difference between band 6 and band 8 cause–solution essays is matching.
In a band 6 essay, Body 1 lists three causes and Body 2 lists three solutions that have nothing to do with them. A typical example: the causes are cheap fast food and lack of exercise, and the solution is the government should build more hospitals. Hospitals treat the consequences; they do not address either cause.
In a band 8 essay, each solution is visibly linked to a cause:
| Cause | Matched solution |
|---|---|
| Children's diets are dominated by cheap, heavily advertised snacks | Restrict advertising of high-sugar foods during children's television and online programmes |
| Children have few safe places to play outdoors | Open school playgrounds to local children after school hours and at weekends |
The link is often made in the language itself: To tackle the first of these causes…, Where the problem stems from…, the answer is to…, This would address the root of the problem because…
Matching does two jobs at once. It shows the examiner that you have answered both questions, and it makes your essay coherent, because the second half of the essay grows out of the first half instead of starting again.
Two ways to organise the body paragraphs
| Paragraph | Block structure (safest) | Paired structure |
|---|---|---|
Introduction | Paraphrase + outline: the main causes are A and B; solutions include X and Y | Same |
Body 1 | Causes A and B, each explained with an example | Cause A, then solution X that targets it |
Body 2 | Solutions X and Y, in the same order as the causes, each explicitly linked back | Cause B, then solution Y that targets it |
Conclusion | Summarise the causes and the matched solutions | Same |
Best when… | The prompt's two questions are clearly separate; you want one paragraph per question | Causes are very different from each other and each has its own obvious fix |
Risk | Forgetting to link solutions back to causes | Paragraphs becoming too long if each cause needs a lot of explanation |
Realistic solutions: the WHO–WHAT–HOW–WHY test
- 1
WHO acts?
Name a specific agent: the national government, the city corporation, schools, universities, employers, supermarkets, parents, individual commuters. Society and we are too vague. Different agents for different solutions make the essay feel realistic and complete.
- 2
WHAT exactly do they do?
A concrete action, not a wish. ✗ improve public transport → ✓ create dedicated bus lanes on the main arterial roads. ✗ raise awareness → ✓ add a compulsory nutrition module to the secondary school curriculum.
- 3
HOW does it work?
One clause on the mechanism: funding, law, incentive, penalty, partnership. …financed by a small charge on vehicles entering the city centre during peak hours.
- 4
WHY would it work?
Link it back to the cause: Because buses would no longer be trapped behind private cars, journeys would become faster and more predictable, giving commuters a genuine reason to leave their cars at home. This sentence is where Task Response marks are earned.
- 5
Keep it proportionate
Avoid magic and extreme solutions: ban all private cars, everyone should stop using plastic, the problem will be completely solved. Use hedged, realistic language: would go a long way towards reducing…, could significantly ease…, is likely to reduce…
The same solution paragraph at two levels (topic: childhood obesity)
Band 6 paragraph
There are many solutions to this problem. Firstly, the government should take necessary steps to stop obesity. Secondly, parents should be aware about the dangers of junk food. Thirdly, children should do more exercise. If these steps are taken, the problem will be solved.
Band 8 paragraph
Since much of the problem stems from children's diets, the first priority should be to change what they eat. Governments could ban the advertising of high-sugar snacks during children's television and online content, as some countries have already done, which would reduce the constant pressure on children to demand these products. Schools have a part to play as well: replacing fried snacks in canteens with affordable, healthier options would ensure that at least one daily meal is nutritious. Tackling inactivity requires space as much as willpower, so local authorities could open school playgrounds to children after hours, giving families in crowded neighbourhoods a safe place for their children to play.
The band 6 paragraph has three solutions but no agents beyond a vague 'government', no mechanisms and no link to any cause. 'Take necessary steps' and 'be aware' are empty phrases, 'aware about' is a collocation error (aware OF), and 'the problem will be solved' is an unrealistic promise. The band 8 paragraph names three different agents (governments, schools, local authorities), gives each a concrete action, explains how it works, and links each solution back to a cause (diet, inactivity). It is still only about 100 words, because precision, not length, produces the higher band.
Language of causation (with the errors examiners see most)
| Pattern | Example | Watch out |
|---|---|---|
CAUSE leads to / results in / gives rise to / contributes to EFFECT | Long commutes lead to stress and lower productivity. |
|
EFFECT results from / stems from / arises from CAUSE | Much of the congestion stems from poor urban planning. | Result IN = cause → effect; result FROM = effect ← cause. Do not mix them up. |
EFFECT is caused by / is driven by / can be attributed to CAUSE | The rise in obesity can largely be attributed to sugary drinks. | attributed TO, not attributed for |
because of / due to / owing to + noun phrase | Many crops spoil due to a lack of cold storage. | ✗ due to farmers do not have storage → ✓ because farmers do not have storage |
because / since / as + clause | Since buses are unreliable, many people drive instead. | A because-clause needs a main clause: ✗ Because buses are unreliable. (a fragment) |
As a result, / Consequently, / Therefore, + new sentence | Few graduates find suitable work. As a result, many emigrate. | As a result OF + noun; As a result, + clause |
This, in turn, … (a chain of effects) | Poor sleep reduces concentration, which in turn lowers exam performance. | Use in turn only for a knock-on effect, not for a list |
The main reason for X is Y / The main reason why X is that… | The main reason why prices are rising is that demand has grown. | ✗ The reason why… is because… → ✓ …is that… |
affect (verb) / effect (noun) | Pollution affects children's lungs. It has a serious effect on them. | have an effect ON; ✗ a negative affect |
Language of recommendation and solution
| Pattern | Example | Watch out |
|---|---|---|
One effective measure would be to + verb | One effective measure would be to introduce bus lanes on major roads. | would be TO introduce, not would be introducing |
The best solution would be for + agent + to + verb | The best solution would be for universities to work directly with employers. | would be FOR universities TO work |
Agent + should / could / need to + verb | Supermarkets could donate unsold food to charities. | could = a suggestion; should / need to = stronger obligation |
X could be tackled / addressed by + -ing | Food waste could be tackled by standardising date labels. | by + -ing, through + noun |
It is essential / vital that + subject + base verb | It is essential that every school provide a healthy lunch. | provide (formal subjunctive) or should provide; provides is also accepted in British English |
suggest / recommend that + subject + (should) + verb; or + -ing | I would recommend that the city invest in cold storage. / I recommend investing in… | ✗ suggest the government to invest; ✗ recommend to invest |
If + agent + were to + verb, …would… | If the government were to subsidise internships, more firms would hire graduates. | A polite, hypothetical way to propose and predict |
This would + verb, which would in turn… | This would cut journey times, which would in turn reduce fuel use. | Shows the result of the solution: why it works |
go a long way towards + -ing; help (to) + verb | Better storage would go a long way towards reducing losses. | towards + -ing; a hedge that sounds realistic |
Check your understanding
7 questions- 1
'Many children today are overweight. What are the causes of this, and what can be done about it?' Which TWO elements must the essay cover?
Select 2.
- 2
Which of these is a PROBLEM caused by traffic congestion, rather than a cause of it?
- 3
Match each cause of food waste to the solution that targets it.
Supermarkets reject fruit and vegetables that look imperfectFarmers lack refrigerated storageShoppers misunderstand date labelsMulti-buy promotions encourage over-buying - 4
Find and correct the mistake:
Lack of exercise leads to increase obesity among children.
- 5
Find and correct the mistake:
Many students fail due to they do not have enough time to study.
- 6
Which solution passes the WHO–WHAT–HOW–WHY test?
- 7
Much of the congestion in large cities from poor urban planning.
Answer every question to check.
Prompt: In many parts of the world, a large proportion of the food that is produced is wasted. Why does this happen? What can be done to reduce the amount of food that is wasted?
Across the world, a remarkable share of the food grown for human consumption never reaches a plate, rotting in fields and warehouses or ending up in household bins. This waste stems mainly from inadequate storage in poorer countries and from wasteful retail and shopping habits in richer ones, and each cause calls for a different response.
The causes differ sharply between developing and developed economies. In countries such as Bangladesh, much of the loss occurs before food even reaches the market. Farmers often lack refrigerated storage and transport, so perishable crops such as tomatoes and leafy vegetables can spoil within days of harvest, particularly in the heat and humidity of the monsoon. In wealthier nations, by contrast, the problem lies largely with retailers and consumers. Supermarkets reject produce that looks imperfect, multi-buy promotions persuade households to purchase more than they can eat, and confusing date labels lead many people to throw away food that is still perfectly safe.
Because the causes are different, so are the solutions. Where food is lost after harvest, the most effective measure would be for governments to offer low-interest loans that allow farmers' cooperatives to share solar-powered cold rooms near rural markets. This would keep produce fresh until it could be sold, and at a fairer price. In richer countries, legislation could require large supermarkets to donate unsold edible food to charities rather than discard it, as France has done since 2016. Governments could also standardise labelling so that a 'use by' date appears only where there is a genuine safety risk. Such measures would tackle waste at its source instead of relying on consumers to change their habits unprompted.
In conclusion, food is wasted mainly because of poor storage in developing countries and because of retail practices and consumer confusion in developed ones. Targeted measures, from shared cold storage to food-donation laws and clearer labels, could substantially reduce this waste.
- Introduction: paraphrase + outline'Is wasted' becomes 'never reaches a plate… ending up in household bins'. The second sentence previews both causes and signals that the solutions will match them ('each cause calls for a different response'). No opinion is needed, because the prompt does not ask for one.
- Body 1: two causes, clearly separated'By contrast' divides the paragraph into two clear halves: developing economies (storage) and developed economies (retailers and consumers). Each cause is explained through a chain of causation, for example no cold storage → crops spoil within days → worse in the monsoon.
- Causation language in actionstems from, lead many people to, the problem lies largely with, persuade households to: varied and accurate, with no repeated 'cause' or 'because'.
- Pivot into the solutions'Because the causes are different, so are the solutions.' A short, elegant link sentence that tells the examiner the solutions will be matched to the causes in the same order.
- Matched solutions with WHO–WHAT–HOW–WHYWho: governments, farmers' cooperatives, supermarkets. What: cold rooms, food donation, standard labels. How: low-interest loans, legislation. Why: 'keep produce fresh until it could be sold' and 'tackle waste at its source'. Every solution answers a cause from Body 1.
- A real, checkable exampleFrance's 2016 law on supermarket food donation is a precise supporting example. If you are unsure of a fact, keep it general ('some countries have…'). Never invent statistics.
- ConclusionRestates both causes and the matched solutions in one sentence each. 'Could substantially reduce' is a realistic, hedged claim, not 'will solve the problem completely'.
Examiner commentary on the model
Task Response (8–9): Both questions are answered fully and in roughly equal depth: the causes take about 100 words and the solutions about 115. Every solution is linked to a cause, and the ideas are developed with specific detail (monsoon heat, multi-buy promotions, the French law).
Coherence and Cohesion (8–9): The block structure gives one paragraph per question. Within paragraphs, by contrast and where food is lost after harvest… in richer countries… guide the reader without a single Firstly or Moreover.
Lexical Resource (8–9): Precise topic collocations: perishable crops, refrigerated storage, farmers' cooperatives, unsold edible food, a genuine safety risk, at its source.
Grammatical Range and Accuracy (8–9): The most effective measure would be for governments to offer…, passive and modal structures (could require… rather than discard it), a reduced clause (rotting in fields…) and a so are the solutions inversion, all used accurately.
What changes if the prompt asks for causes and EFFECTS?
Imagine the prompt asked: Why does this happen? What effects does food waste have? Body 1 would stay almost the same. Body 2 would replace the solutions with consequences, each developed with a chain:
- Environmental: wasted food rotting in landfill releases methane, a powerful greenhouse gas, and all the water, fertiliser and energy used to grow it are wasted too.
- Economic and social: farmers lose income they cannot afford to lose, while food prices rise for poorer households who already struggle to eat well.
No solutions paragraph would be needed. A one-line recommendation in the conclusion would be acceptable, but nothing more.
Writing Task 2 practice
250+ words · 40 minIn many countries, a large number of university graduates are unable to find jobs that match their qualifications.
What problems does this cause? What solutions can you suggest?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
Self-check before submitting
- ☐ I wrote about PROBLEMS (consequences of graduate underemployment), not causes, in the first body paragraph
- ☐ Each problem is developed with a consequence or example, not just named
- ☐ Each solution names WHO acts (government, universities, employers, schools…) and WHAT exactly they do
- ☐ Each solution has a HOW or WHY clause showing which problem or cause it addresses
- ☐ My solutions are realistic and hedged (could, would go a long way towards…), with no magic or extreme fixes
- ☐ I used causation language accurately: lead to + noun, due to + noun, result in vs result from
- ☐ Both questions received roughly equal development (about 90–120 words each)
- ☐ My introduction outlines both parts, my conclusion summarises both, and the essay is at least 250 words
Final quiz: problem–solution and cause–effect essays
11 questions- 1
'More and more people are living alone. What are the reasons for this? What effects does it have on society?' What should the body paragraphs cover?
- 2
Put these sentences into a logical solution paragraph.
Drag the cards (or use the arrows) into the correct order.
- 1Because such old engines emit far more smoke than modern ones, the combination of a ban and replacement loans would cut emissions at their source.
- 2Specifically, the city authorities could ban buses and trucks more than twenty years old from central routes.
- 3One of the most effective ways to reduce air pollution in Dhaka would be to target the oldest vehicles on its roads.
- 4To make this ban fair, owners of these vehicles could be offered low-interest loans to replace them.
- 5Within a few years, the result would be noticeably cleaner air on the city's busiest roads.
- 3
The rise in childhood obesity can largely be to the popularity of sugary drinks.
- 4
Find and correct the mistake:
The reason why many people move to cities is because there are more jobs.
- 5
Find and correct the mistake:
I suggest the government to build more public parks.
- 6
Find and correct the mistake:
Air pollution has a negative affect on children's health.
- 7
Choose TWO features that make a solution realistic in the examiner's eyes.
Select 2.
- 8
A cause–solution essay explains three causes in Body 1, but Body 2 offers only one solution, which targets a cause that was never mentioned. What is the main weakness?
- 9
Match each phrase to its function.
stems fromgives rise towhich in turnwould go a long way towards - 10
Student's solution paragraph: 'To reduce youth unemployment, it is important to take effective measures and raise awareness. If this is done, the problem will be solved.'
This paragraph identifies who should act to solve the problem.
- 11
The most effective solution would be the government to subsidise internships for graduates.
Answer every question to check.
Key takeaways
Cause and solution vocabulary
Saved as flashcards with a free accounttackle
verb/ˈtækl/
to make a determined effort to deal with a difficult problem
মোকাবিলা করা
The city corporation has finally begun to tackle the problem of waterlogging.
stem from
phrasal verb/ˈstem frɒm/
to be caused by or originate in something
থেকে উদ্ভূত হওয়া
Much of the river pollution stems from untreated waste from tanneries.
attribute (to)
verb/əˈtrɪbjuːt/
to say or believe that something is the result of a particular cause
কোনো কারণের ফল বলে মনে করা
Researchers attribute the fall in road deaths to stricter speed limits.
exacerbate
verb/ɪɡˈzæsəbeɪt/
to make a problem or bad situation worse
আরও খারাপ করা
Unplanned construction has exacerbated flooding in low-lying neighbourhoods.
root cause
noun/ˌruːt ˈkɔːz/
the basic, underlying reason for a problem
মূল কারণ
Fines alone will not work unless we address the root cause of illegal parking.
perishable
adjective/ˈperɪʃəbl/
likely to decay or go bad quickly
পচনশীল
Perishable goods such as fish and vegetables need refrigerated transport.
incentive
noun/ɪnˈsentɪv/
something, especially money, that encourages a person or organisation to do something
প্রণোদনা
Tax incentives could encourage firms to hire more graduate trainees.
alleviate
verb/əˈliːvieɪt/
to make a problem or suffering less severe
লাঘব করা
A new metro line would help to alleviate congestion on the main roads.
implement
verb/ˈɪmplɪment/
to put a plan, policy or decision into action
বাস্তবায়ন করা
The policy was announced years ago but has never been properly implemented.
knock-on effect
noun/ˌnɒk ˈɒn ɪˌfekt/
an indirect result of an action or event that causes a series of further effects
পরোক্ষ ধারাবাহিক প্রভাব
Flooding on the highway had a knock-on effect on deliveries to Chattogram port.
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