Mátyás Bánhegyi: The Effects of Politics and Ideology on the Translation of Argumentative Political Newspaper Articles
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Chapter 2: Functions of argumentative texts: Hoey’s Problem-Solution Models
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2.5 Hoey’s (2001) second Problem-Solution Model

2.5 Hoey’s (2001) second Problem-Solution Model

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Below, only the novel features of the 2001 model will be summarised and some further remarks concerning signalling will be discussed. Hoey (2001) states that in problem-solution type texts the problem-solution pattern is triggered by a lexical item expressing negative evaluation of the situation, which establishes the problem to be solved. This pattern is activated whenever the situation or the solution is evaluated negatively, which gives rise to a possible recycling mechanism in the pattern. As a consequence, every time the situation or, at a later point in the text, the solution is evaluated negatively, this will surface as a (next) problem to be solved in the text. In this case, the negative evaluation either redefines the problem (e.g. the solution partly works but leaves something to be desired, which causes yet another problem) or prompts the alteration of the response (e.g. another solution to the same problem has to be found and will be offered in the text). Hoey (2001) therefore constructs a model that is capable of accounting for the possible recycling of the solution and evaluation functions. Hoey (2001) thus offers an improved version of his original Problem-Solution Model, which is presented in Figure 2.1.
 
Figure 2.1: The basic Problem-Solution pattern with the recycling option
Note: Adapted from Hoey, 2001, pp. 127–129
 

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In this model, the description of the situation is optional. After referring to the response, the actual response may be positively and negatively evaluated. If there is a positive evaluation, there may possibly be three functional parts composed of the permutation of result and evaluation, mutually excluding each other: (1) positive result (e.g. The machine was operating.) followed by an optional positive evaluation (such as This really worked.), (2) a positive result and the evaluation combined in one single sentence (as in Now they are all academics. with reference to an educator teaching problematic students) or (3) a positive evaluation followed by the basis of evaluation, for instance testing the solution against the backdrops of the situation pictured in the text. The optional recycling, on the other hand, is triggered by the negative evaluation of the solution as shown in Figure 2.1. In this case, a new response is found and the cycle is repeated from response.

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Hoey (2001) also notes that between the functions of the Aspect of Situation Requiring a Response (i.e. Problem) and Response, there can be two optional functions: an element that defines what might count as adequate response (e.g. He needs to be taught a lesson.) or suggestions as to what response to adopt in the given situation as in I have a plan, with or without the elaboration of the response (in this case, the description of the plan). Apart from the improvements described above, the 2001 Model is identical with the 1994 Model.

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Regarding signalling, Hoey (2001) notes that problem, apart from the overt lexical signals and evaluative signals described in Section 2.4, can also be lexically signalled by evoking signals. Such evoking signals describe, in non-evaluative terms, real life events or situations deemed problematic or negative in the culture of the text in question (e.g. poverty and disease in European cultures, etc.). Even if no negative evaluation is present lexically, negative evaluation can be retained culturally, which functions as the description of problem.
 
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