요약과 문제 해결 paragraph

Mina is preparing a problem-solution paragraph about a long lunch line in the school cafeteria. The first draft has many correct sentences, but the ideas do not yet move in a clear order. Mina reads the draft again and marks three parts: the topic, the helpful details, and the sentence that shows why the idea matters.

The biggest obstacle is not the food; it is the schedule, so Mina proposes two smaller lines. The proposal has a benefit and a limit, which makes the decision easier to discuss. Mina explains one action the class can try without using outside statistics.

During revision, Mina does not add facts from a website or copy a textbook example. The class uses only their own classroom situation, so every sentence can be checked by the writer. One partner asks, "What is the main point?" Another partner asks, "Which sentence helps the reader most?" These questions make the writing slower, but they also make it more accurate.

The final version is still short. It has one clear opening, two or three useful details, and one sentence that connects the details to the result. When Mina reads it aloud, the paragraph sounds calm and organized. That is the goal of this lesson: not a long essay, but a paragraph that a reader can follow without guessing.

The lunch line is too long.
One solution is a second line.
This action saves time but needs a clear schedule.

My topic is ______.
One detail is ______.
This matters because ______.
Therefore, ______.