The dog ate my homework and other tales of woe

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Moving from Comparison to Classification and Division

INTRODUCTION

In this lesson, we’ll examine several more patterns of develop- ment. You’ve probably been practicing writing and exploring various approaches to writing since at least junior high, so these techniques will no doubt look familiar. Our purpose is to help you build on what you know and to improve your writing in preparation for real-world communication requirements, as well as college writing.

OBJECTIVES

When you complete this lesson, you’ll be able to

� Define comparing and contrasting as a pattern of development

� Apply the techniques of comparing and contrasting

� Explain the characteristics of classification and division

� Use classification and division in your writing

� Discuss the use of definition as a writing technique

� Employ simple and extended definitions in your essays

� Explain the use of causal analysis to show how one action or event leads to another

Christie Littlefield
Text Box
See page 13 for details of essay - see first try at essay on page 22 along with instructor feed back. I can't change topic because this topic is rolled into another assignment. Can you help with the referencing and correcing the feedback
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ASSIGNMENT 17: COMPARISON AND CONTRAST Read the assignment in this study guide. Then, in the Successful College Writing textbook, read Chapter 15, pages 372–407. To gauge your progress, complete the self-check.

To compare is to point out similarities; to contrast is to point out differences. As you approach a writing assignment, you need to be able to do both. For instance, in an essay on fruit production, you might recognize ways that oranges and lemons are similar: both of them are citrus fruits that pro- duce juice and have flavorful rinds. You could then contrast them in terms of color, sweetness, and typical uses for each in the American diet.

Comparing and contrasting should make a point. For example, a comparison and contrast of two political parties may seek to prove that one party is more progressive or conservative than another. In a similar sense, comparing and contrasting a vegetarian diet with one containing meat may be used to support a thesis on the health benefits of one or the other.

The “Quick Start” for this chapter, on page 372, asks you to compare and contrast the experience of actually playing golf on an actual golf course and playing simulated golf using Nintendo Wii. The exercise consists of making two lists—one listing the similarities (comparisons) and one listing the dif- ferences (contrasts) between the two kinds of experience.

Pages 374–381. While distinguishing between similarities and differences isn’t difficult, writing effective comparisons and contrasts requires discrimination, balance, flow, and all the other characteristics of good writing. It also requires organization, of which there are two types—point-by-point and subject-by-subject.

For example, imagine you’re looking at two photographs depicting a scene from a wedding. In one, you see the full “Hollywood” church-wedding fantasy. The bride wears a wedding gown. She is attended by bridesmaids while a young girl holds the train of her dress. The groom wears a tuxedo. The nuptial pair stands before an altar where a priest or pastor stands ready to officiate. The second photo

When something can be read with- out effort, great effort has gone into its writing.

—Enrique Jardiel Poncela

Lesson 6 97

is of a couple standing before a justice of the peace. The bride wears a tailored suit, as does the groom. The room looks rather like an office, and there are no witnesses. You could use a point-by-point approach to compare the attire of the two brides, the attire of the bridesmaids, or the nature of the audience, then contrast the settings of the two wedding scenarios. Or you could use a subject-by subject approach in which you would describe key facets of the first photo, and then detail the contrast in the second photo. You decide which approach to use based on your purpose and on the parallelism of the shared characteristics—that is, you may not be able to make a one-to-one correlation for all the same points for each item. What if the justice of the peace wedding photo remained as it is but the church wed- ding photo depicted the reception for the newly married pair? Although you would probably draw similar conclu- sions about the similarities and differences, you would describe each photo separately (subject-by-subject).

The text provides two essays that can help you understand these organizational patterns. As you read, note how the specific examples keep the reader’s attention and how the transitional devices guide the reader from one point or sub- ject to the next (from paragraph to paragraph). You may be fascinated by “Amusing Ourselves to Depth: Is The Onion Our Most Intelligent Newspaper?” by Greg Beato. The essay explores the reasons why a newspaper spun of laugh-out- loud satire and devoted to fake news (reflecting actual news) remains both popular and financially solvent. If you con- clude from this essay that humor is a missing ingredient in present-day mainstream journalism, you’ve recognized one of the author’s main points—especially if you’re a fan of The Daily Show and The Colbert Report.

“Dearly Disconnected” uses subject-by-subject. In a person- alized, nostalgic way, Ian Frazier first discusses his love of pay phones. He then describes the loss of that romance with the cell phone as its usurper.

Pages 382–384. As with any other pattern of development, the comparison or contrast essay requires a clear purpose. Just as important, however, is identifying the basis of com- parison. If you were using the topic “means of transportation,”

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you would first establish the specific items to be compared or contrasted, such as rail travel with air travel. Then you would determine the basis of comparison, such as differences in cost or time.

Next, you must identify in a thesis the main point you want to make through your comparison. Why do you want to contrast rail versus air travel? Perhaps you’re trying to persuade readers who are planning a vacation to choose air travel. You might explain the cost and time benefits to convince your readers. However, if you want to convince vacationers to consider rail, you might describe its lively engagement with workers and fellow travelers and the enjoyment of scenic beauty. A possible thesis might be “Although air travel is touted as the most efficient way to get to a destination, rail travel underscores the beauty of the journey itself.” This thesis contains the subjects of air and rail travel, identifies contrast through the use of although, and suggests the main point of enjoying the travel itself. Study the examples of thesis statements on page 381, which make the contrast or comparison meaningful and interesting.

The student essay by Christine Lee, which you studied earlier in your textbook, involved two types of television program- ming. Initially, she began developing an essay trying to show the differences between TV before reality shows with all reality shows (excluding Survivor). As she worked through the writ- ing process, she noticed that her purpose and basis for comparison were unclear. She decided that she wanted to describe the ways the reality show Survivor is one of a kind, despite all the copycats. She used comparison/ contrast as a supporting pattern of development to prove that idea, using a subject-by-subject pattern for most of her illustrations.

Consider the subjects of situation comedies versus dramas. Two possible bases of comparison could be the complexity of plots and timeliness, with a possible thesis of “Situation comedies and drama in popular television programming each provide a break from the stresses of daily living, but situation comedies deal with timeless human foibles and thus are a more positive antidote to stress than drama.”

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Pages 382–383. Figure 12.1, on page 382, provides a graphic organizer for point-by-point organization of an essay. Figure 12.2 on the next page charts a subject-by-subject design. Even if your learning style isn’t spatial-visual, you’ll benefit from studying the two kinds of graphic organizers. Notice that if parallel comparisons/contrasts can’t be laid out in a point-by point essay, it’s best to use a subject-by-subject approach.

Pages 384–385. Carefully study the guide for integrating com- parison and contrast into an essay. The five points of this development style will help you use these techniques in an effective essay.

Pages 385–392. Take a moment to read through the “Guided Writing Assignment,” because it reinforces the characteristics of this pattern of development in terms of the writing choices you must make, providing additional examples and explana- tion. Carefully study the editing and proofreading tips on pages 380 and 392.

Pages 393–395. Your “Students Write” feature for this chapter is “Border Bites” by first-year writing student Heather Glanakos. The analysis for this piece highlights the author’s thesis, which appears as the final sentence of her first paragraph. Note the highlighting of the prime subjects of her essay—Mexican and Southwestern cuisine.

Pages 395–403. After carefully studying the “Working with Text” material, read the comparison and contrast essay by Daniel Golman, Ph.D., “His Marriage and Hers: Childhood Roots.” Golman is probably best known as the author of “Emotional Intelligence.” This essay explores research and studies that inform us that girls and boys are literally brought up in different cultures. You’ll see many points of comparison that illustrate that assertion as you read the essay. The point of the essay is that husbands and wives live in different emotional realities. They speak different emotional languages. That would explain a lot about the “battle of the sexes.”

Pages 403–407. To explore how comparison and contrast may be combined with other patterns of development, read, “Defining a Doctor, with a Tear, a Shrug, and a Schedule,” by Abigail Zuger. It gives some insight into the attitude changes that accompany different stages in the training and expecta- tions of medical students.

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Required Journal Entry 9: Comparison and Contrast

Review Abigail Zuger’s “Defining a Doctor, with a Tear, a Shrug, and a Schedule” on pages 403–405. Describe an experience you’ve had with a doctor or other medical professional. (1 paragraph, 5 sentences)

Compare/contrast: List the similarities and the differences of your own experience, showing how they match up with the work of the two doctors described in Zuger’s article. (2 paragraphs, 5 sentences)

Self-Check 17

1. Essay by Abigail Zuger on pages 403–405: “Examining the Reading”: Respond to items 1–4 in writing. Look up unfamiliar terms in item 5. “Analyzing the Reading”: Respond to all five items.

2. Comparison-contrast exercise: The table that follows on the next page compares and contrasts the competence of the writer’s listening skills in two conversations, the first with her good friend Kim and the second with a supervisor. The writer’s name is Jill.

� Establish a thesis informing Jill’s instructor about Jill’s competency in listening skills. (Remember a good comparison-contrast thesis identifies the subjects; designates focus, whether on similarities, differences, or both; and states the usefulness and/or interest of the information.)

� Choose either point-by-point or subject-by-subject organization and explain your choice.

� Draft one or two paragraphs according to your organizational choice.

(Continued)

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Self-Check 17

Check your answers with those in the online Self-Check Answers supplement.

Points of comparison—

listening skills Conversation with Kim

Conversation with

supervisor

Posture

Leaned forward most of conversation without hunching shoulders or slouching; nodded my head several times

Began sitting straight up; most of conversation leaning backward though shoulders straight; shook head no

Facial expressions

Smiling in response to joke; frowning at unhappy remark; eyes opened wide at a surpris- ing statement

Frowned frequently; squinted my eyes with uncertainty; fore- head wrinkled

Eye contact

Generally held about eight sec- onds before breaking slightly and reengaging; couple times did look at the clock in between.

First minute held about five seconds before break-off but rest of time only one-second glances; looked mostly at wall of photos above her left shoulder or at my lap

Gestures

Hands clapped with delight a couple times; fidgeted with the TV remote some of the time (though I didn’t turn the TV on)

Twisted my hands together several times; put hands in my pocket briefly; crossed arms over my chest for great deal of time

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ASSIGNMENT 18: CLASSIFICATION AND DIVISION Read the assignment in this study guide. Then, in the Successful College Writing textbook, read Chapter 16, pages 408–439. To test your progress, complete the self-check.

In general, classification sorts individual people, ideas, or things into specific groups or categories, while division begins with a single item and breaks it down into parts or subcategories. For example, taxonomy, a classification system for identifying organisms, was developed by Carolus Linnaeus in the 1700s. Living things are grouped under major categories, from kingdom to phylum, class, order, family, genus, and finally, species. Humans belong to the phylum Chordata, animals with backbones, and by genus and species are named Homo sapiens. But how does classification and division apply to writing?

People naturally divide their world and their experience into parts in an effort to simplify and make sense of it. Such a task often involves analysis, which takes the parts and con- siders the relationship of each part to the others and to the whole. When you revise, you analyze the parts of your essay in this manner.

When you use classification and division, you divide your information into parts to help your reader understand and absorb it. For example, the first line in Julius Caesar’s Commentaries on the Gallic War is “All Gaul is divided into three parts.” With this type of opening, the reader immedi- ately knows how the material will be presented and will look for the breakdown of the material into three parts, as well. Remember, the main purpose of classification and division is to clarify subject matter. Both operations organize your ideas so you can present them clearly.

Pages 408–409. Turn to the “Quick Start” exercise on page 409. The “Quick Start” exercise asks you to consider how you would group categories in retail displays or on websites for the convenience of customers or browsers. Interpret the “Swiss Army” personalities; then apply the same idea to yourself and several people you know well. This is a fun way to begin classifying and dividing into categories.

Lesson 6 103

Pages 410–419. Read the textbook’s introduction to classification and division. Skim through the identifying char- acteristics and then read “My Secret Life on the McJob.” As you read this essay, notice the one principle the author’s clas- sification follows: managerial styles are applied to the category managers. (For a division essay, an author might examine one type of manager and break it into components.)

After reading the first essay, study the characteristics more carefully. The most important step for using this pattern is to narrow your topic to one principle under one category. On pages 413–414, the text explains using “birds” as a topic. One category under “birds” is their diet, of which there are several types. The word types indicates that you’ll be using classification, because you aren’t dividing the bird into its parts. On the other hand, you could choose a single type of diet and break that into its parts using division. You proba- bly can see that if you don’t first identify one principle, you could waste time exploring ideas and gathering information you won’t be able to use.

Consider the topic of “sports teams.” If you brainstormed on this topic, you might generate a list of football leagues, hockey penalties, equestrian competitions, offensive versus defensive basketball strategies, coaches, and baseball players’ RBIs. Any one of these represents a principle of organization. How do you decide which one to use? Your choice must be based on your purpose and the interests of your audience. Suppose you wish to encourage more teenagers to try a sport. Although you could describe each sport in general, you would be merely tossing handfuls of information at your readers—the teens—without their knowing why they should care. Instead, identify the organizing principle underlying the purpose and audience. If you determine that most teens believe previous training in a sport is required, classify the sports according to the skill level required to join each one.

If your topic is “fast-food restaurants,” one principle of classi- fication could be “wait time,” for which you would establish categories of wait times and sort the various restaurants into one of those categories. (When classifying, you can assign each item or person to only one category.) If you’re a shift manager writing the owner of your franchise, you might classify a series of shifts according to the wait time to persuade the supervisor to approve hiring additional personnel for a particular shift.

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(Notice that you could incorporate comparison-contrast strategies to develop that purpose further.) If you were writing a news article for the lunch-hour crowd, however, you would classify several fast-food restaurants according to their wait time during 11 A.M. to 1 P.M. to help readers choose the one best meeting their needs. Other principles of organization on the topic might be store layouts, nutrition, or service. Again, the key is to focus your topic on one principle.

Pages 417–419. These pages present another example of a classification/division essay, “A Brush with Reality: Surprises in the Tube.” Study the graphic organizer for this essay on page 419.

Pages 420–431. Skim through the “Guided Writing Assignment” to reinforce what you’ve read, and note the edit- ing tips on pages 425 and 428. Then read the student essay “Immigration: Legal and Illegal.” Identify the basis or princi- ple of classification, the categories used, and any other patterns of development he integrates into his essay.

Pages 432–437. Read the material on reading a classifica- tion or division essay. Then read “The Dog Ate my Flash Drive, and Other Tales of Woe,” by Carolyn Foster Segal. As you evaluate the essay, keep in mind that the English profes- sor’s essay combines classification with description and illustration. Take a look at the boxed display in page 437 to see the types of support given for each of the five categories, from “family” to “The Totally Bizarre.”

Lesson 6 105

Self-Check 18

1. Exercise 16.2, on page 415: For the topics “novels” and “academic subjects,” choose a principle of classification or division.

2. Essay “Immigration: Legal and Illegal” on pages 429–431. Respond to all four items under “Thinking Critically.”

3. Classification revision exercise: This exercise has been adapted from “Module 7: Classification and Division Essay” by Camille Willingham of Kennedy-King College.

1. The thesis statement for the essay containing the following paragraph is “One attractive way to have fun exists in the free-admission shopping mall.” What might be the organizing principle and categories for this essay?

2. Identify the topic sentence of the following paragraph and reorganize its sentences into a more coherent, logical order for that topic sentence. Delete any sentences that don’t fit with the topic sentence.

They come to “pick up chicks,” to “meet guys,” and just to “hang out.” Mall managers have obviously made a decision to attract all this teenage activity. The guys saunter by in sneakers, T-shirts, and blue jeans, complete with a package of cigarettes sticking out of a pocket. Traveling in a gang that resembles a wolf pack, the teenagers make the shopping mall their hunting ground. The girls stumble along in high-heeled shoes and daring tank tops, with a hairbrush tucked snugly in the rear pocket of their tight-fitting designer jeans. The kids’ raised voices, loud laughter, and occasional shouted obscenities can be heard from as far as half a mall away.

(Continued)

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Self-Check 18

3. Identify two sentences from the following which could be used as the topic sentences for two supporting paragraphs that develop the thesis.

a. For many people, “fun” involves getting out of the house, seeing other people, having something interesting to look at, and enjoying a choice of activities, all at a reasonable price.

b. The mall provides something special for every member of the family.

c. Mall managers have obviously made a decision to attract all this teenage activity.

d. Couples find fun of another sort at shopping malls.

e. Mom walks through a fabric store, running her hand over the soft velvets and slippery silks.

Check your answers with those in the online Self-Check Answers supplement.

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Lesson 6 Examination: Classification and Division Essay Prewriting

Objective You’ll use a graphic organizer to prewrite a classification/ division assignment around a selected topic from the given list. The prewriting will demonstrate an understating of this method of categorization and arrangement. This information should come from your own knowledge on the topic. No out- side research should be used.

Topic You will choose one of the following topic areas. Review the graphic organizer on page 416. The graphic organizer that you create doesn’t need to have boxed outlines or arrows, but it should show your organization.

Choose one of the following topics, and divide it into classes.

� Sports, either general or types of fans

� Genres of movies, television shows, or video games

� Animals, either general or one specific breed

� Illnesses, either general or a specific illness

� Parenting styles

As an example, the following is a graphic organizer for the topic “Types of Food.”

Essays must be typed, double-spaced, using a standard 12-point font and left justification. Use 1-inch margins at the top and bottom and 1.25-inch margins for the left and right sides of the document. Each page must have a properly formatted header containing your name, student number, exam number, page number, mailing address, and e-mail address (see page 6 for an example). Name each document using your student number first, then the six-digit lesson number, and finally your last name (for example, 23456789_050177 Doe). Save each as “File Type: Rich Text Format,” regardless of your word- processing program.

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Submitting Your Assignment

To submit the assignment, follow these steps:

1. Type the graphic organizer.

2. Save the document.

3. Go to your Student Portal.

Title: Types of Food

Topic announcement: Restaurants

Introduction Background: Dieting is more difficult when eating out.

Thesis statement: Watching one’s diet is far more difficult when dining out, especially when eating out more than eating at home.

Burger King and McDonald’s; Burgers and fries, basic kind of chain everyone is familiar with; too much sodium.

Taco Bell: Mexican and other cultural restaurants; Drive-thru Starbucks, Dunkin Donuts: Coffee and donuts,

on-the-run convenience

Good things: Convenience, speed, consistency, usually friendly, clean, and open most of the time. Bad issues: Salt, fat, sometimes not clean, sometimes staffed by teens or others that don’t

Body Paragraphs seem to really care.

Outback: Popular steak and potato chain

Olive Garden: Italian; Chinese: good food, relatively inexpensive

Sit-down Good things: Once again, chains are familiar, consistent, and have standards to meet. Bad issues: Often processed, microwaved food. Portions are too large.

Silver diners or bowling alley: Family style and greasy spoons, but when you want to spend time

Homestyle/fancy with friends, this is where you go.

Five-star dining: Has a reputation for special occasions

Local hangouts are inexpensive but often serve large portions and fried food. Expensive places may serve smaller portions but may add high-

Conclusion calorie sauces.

Every type of eating establishment has pitfalls for a dieter. There are trade-offs for convenience, price, companionship, and enjoyment of special occasions.

Lesson 6 109

4. Go to My Courses.

5. Find the section for this project.

6. Click on the Take Exam icon.

7. That will bring up a Browse menu. You must then find where you’ve saved your work in your computer. The organizer should have been saved under your student number_exam number_last name_first name. Your exam number for this assignment is 05017900.

8. Click on the exam.

9. Click on Open.

10. Enter a correct e-mail address.

11. Click on Upload file.

12. There’s no need to worry about the project sheet. The instructor will add one for you.

13. You’ll receive an e-mail within 24 hours that tells you the exam has been received. You’ll notice a label indicat- ing RCD on your record next to that exam until a grade is posted.

14. Exams are evaluated within five days of receipt, although sometimes they’re evaluated sooner.

15. You’ll receive the evaluation and exam with comments from an instructor by clicking on View Exam Results once you see your grade posted.

If you choose to mail the project, here’s the address:

Penn Foster Student Service Center 925 Oak Street Scranton, PA 18515-0001

Evaluation Rubric

Your instructor will evaluate your prewriting based on the following criteria.

The Penn Foster Student Service Center is under contract with Penn Foster College.

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Traits of Good Writing

Review your study guide for an explanation of the traits.

Skill Realized

Skill Developing

Skill Emerging

Skill Not Shown

Ideas and Content The writer has chosen one of the assigned topics. The essay has at least three categories with at least three characteristics for each. The writer provides content that can effectively be worked into a classifi- cation and division essay.

30 28 26 24 22 15 0

Organization The writer fills in each of the boxes with a phrase or sentence. A complete thesis statement is present, and the conclusion reworks the thesis.

25 23 22 21 19 12 0

Voice The writer appropriately interacts with the assigned audience by using consistent point of view, tone, and enough evidence to build into a clas- sification and division essay. The writer maintains a clear stance on the topic.

10 9 8 7 6 4 0

Word Choice The writer makes correct verb and word choices, defines any terms that may have been unfamiliar, and con- veys a clear message. Transitional words are present and used correctly.

10 9 8 7 6 4 0

Grammar and Sentences The writer uses correct grammar, spelling, punctuation, and sentence structure. There are no typographical errors.

10 9 8 7 6 4 0

Format The student uses an appropriate graphic organizer. All the required header information is present.

15 14 13 12 11 8 0

Exam number: Exam Grade: Date of evaluation: Evaluated by:

Important note: Along the right-hand side of your evaluated exam, you should see marginal or “bubble” comments from your instructor. You should also see a series of highlighted numbers in the evaluation chart identifying the rating you earned on each trait. If you don't see this feedback, click on the “View” tab and “Print Layout,” or click on “Review” and the option “Final Showing Markup.” If you still cannot see the feedback, please contact the school for the complete evaluation.

Classification and Division Prewriting

Monty Littlefield 21772952 050179 Page 1

6757 N 431

Pryor, Oklahoma 74361

arkphenixgold@yahoo.com

Dear Student,

I am returning this exam to you so that you may provide parenthetical citations for the

information provided. A “Works Cited” is also required. Otherwise, this is considered

plagiarism. For information on MLA style please refer to

http://owl.english.purdue.edu/owl/resource/747/01/

For help with an MLA “Works Cited” please see

http://owl.english.purdue.edu/owl/resource/747/05/

It should be noted, however, that outside sources are not encouraged or required for this

paper. If you have any questions on your assignment, you may contact the school by email

or at 1-888-427-1000.

Lesson 6 Examination:

Classification and Division

Essay Prewriting

Title: Occupational Lung Diseases

Introduction Background: Occupational lung diseases are collection of diseases that come as

a result of continuous and extensive exposure to toxic material

Thesis statement: Work environment is the biggest cause of occupational lung

diseases. Comment [WU1]: THESIS: A thesis must not be a statement of fact. A thesis statement should express an opinion, it should not express a fact.

Since the thesis statement expresses an attitude,

opinion, or idea about a topic, the thesis statement is really a statement that someone could disagree with.

It is something that needs to be explained or proved.

Your thesis statement should either show how ideas

or objects may be grouped into at least three

categories (classifying) or how an idea or object may

be separated into at least three parts (dividing).

Review page 424 in your textbook on how to write a thesis for a classification and division essay.

http://owl.english.purdue.edu/owl/resource/747/01/
http://owl.english.purdue.edu/owl/resource/747/05/
Christie Littlefield
Text Box
Monty Littlefield 21772952 050179 Page 2

6757 N 431

Pryor, Oklahoma 74361

arkphenixgold@yahoo.com

Body Paragraphs

Examples of

Lung diseases

Two

categories

Examples of

Occupational

Lung Diseases

Causes of

Occupational

Lung diseases

Lung disease refers to many disorders affecting the lungs

Asthma, chronic obstructive pulmonary disease, infections

such as pneumonia, influenza lung cancer, tuberculosis and

many other breathing problems.

Specific- caused from environments dealing with coal,

asbestos such as pneumoconiosis (black lung), farmer’s lung

and berylliosis (brown lung)

Non Specific- diseases that aggravate due to the work

environment such as asthma

Mesothelioma, silicosis, occupational asthma, sick building

syndrome, asbestosis, Asthma, Lung cancer, COPD (chronic

obstructive pulmonary disease) although caused mainly by

smoking but can also be caused by the work environment

Work environment

 environments dealing with coal, asbestos such as

pneumoconiosis

 metals or dusts,

Comment [WU2]: http://www.nlm.nih.gov/med lineplus/lungdiseases.html The term lung disease refers to many disorders

affecting the lungs, such as asthma, chronic

obstructive pulmonary disease, infections like influenza, pneumonia and tuberculosis, lung cancer,

and many other breathing problems.

Without proper citations this may be considered plagiarism.

Comment [WU3]: When you make reference to someone else's idea, either through paraphrasing or

quoting them directly, you must provide a parenthetical citation.

SOURCES: Any and all outside sources must be

properly cited in-text, as well as included in a works cited page at the end of your exam in order to receive

full credit. Any exams that use outside sources that

are not properly documented could result in a grade

of 1% for plagiarism. Information on how to

properly document sources in a paper can be found

in Chapter 18 of your textbook. In MLA style, referring to the works of others in

your text is done by using what is known as

parenthetical citation. This method involves placing relevant source information in parentheses after a

quote or a paraphrase. Please refer to

http://owl.english.purdue.edu/owl/resource/747/02/

http://www.nlm.nih.gov/medlineplus/lungdiseases.html
http://www.nlm.nih.gov/medlineplus/lungdiseases.html
http://www.nlm.nih.gov/medlineplus/asthma.html
http://www.nlm.nih.gov/medlineplus/copdchronicobstructivepulmonarydisease.html
http://www.nlm.nih.gov/medlineplus/copdchronicobstructivepulmonarydisease.html
http://www.nlm.nih.gov/medlineplus/flu.html
http://www.nlm.nih.gov/medlineplus/pneumonia.html
http://www.nlm.nih.gov/medlineplus/tuberculosis.html
http://www.nlm.nih.gov/medlineplus/lungcancer.html
http://www.nlm.nih.gov/medlineplus/breathingproblems.html
http://homeworktips.about.com/od/reading/qt/paraphrasing.htm
http://owl.english.purdue.edu/owl/resource/747/02/
Christie Littlefield
Text Box
Monty Littlefield 21772952 050179 Page 3

6757 N 431

Pryor, Oklahoma 74361

arkphenixgold@yahoo.com

Symptoms

 irritants and infections

Other occupations are more prone to occupational lung cancer

than others.

 Construction and industrial work expose workers to

asbestos.

 Farming exposes workers to harmful chemicals and

dusts,

 Miners have a higher risk of exposure to minerals and

coal.

 Firefighters get exposed to more harmful substances

such as gases, dust, fumes, combustion particles, and

toxic particles.

Occupational lung diseases can easily lead to lung cancer

from exposure to silica, asbestos, and arsenic.

Lung illnesses get worse in the work environment and it is

especially harmful to workers.

Wheezing, and coughing

Breathing problems and other symptoms.

Severe symptoms include chest pains while coughing and

Monty Littlefield 21772952 050179 Page 4

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Pryor, Oklahoma 74361

arkphenixgold@yahoo.com

Conclusion

Prevention

coughing up blood.

Occupational lung diseases can easily be prevented by:

 Avoiding any exposure to harmful particles.

 Ventilation to let out harmful fumes to avoid

congestion.

 Using face masks or respiratory masks in risky areas

Diagnosis is important in order to treat the disease

Occupational lung diseases are mainly caused by continuous

and extensive exposure to toxic material in unfavorable

environment.

Occupational lung diseases can be treated through medication

Christie Littlefield
Text Box
Monty Littlefield 21772952 050179 Page 5

6757 N 431

Pryor, Oklahoma 74361

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Christie Littlefield
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To develop an effective set ofcategories or parts, a writer needs to choose one dple of classification or division and IJ-IC it consistently throughout the essay or piece of writing. In "My Secret Life on the McJob: Fast Food Managers," classifies managers according to their management style.

Once a writer chooses a principle of classification or division, the next step is identify a manageable number ofcategories or parts. An essay dassiJYing birds ing to dict, for example, might use five or six types ofdiet, not twenty.

Classification or Division Follows a Principle Determined by the Writer's Purpose and Audience

Because several different principles can be used to categorize any group, the er's purpose and audience sh

To develop a meaningful classification, therefore, choose a principle that will interest your readers and fulfill your purpose. If, for instance, you want to parents about the types of day-care facilities in your town, you could dassiJY Gay­ centers according to the services they offer because your readers would be looking that information. A journalist writing to persuade readers ofhis newspaper that a aquariwn is designed for children might divide the exhibits according to their ity for children ofdifferent ages.

~ Brainstorm three diffrrent prindpks ofclassification Or division you could use for each following topics:

1. Sports teams

2. Fast-food restaurants

3. Internet access

4. Academic subjects 5. Novels

ClaSSification Uses Categories and Division Uses Parts That Are Exclusive and Comprehensive

The categories or parts you choose should not overlap. In other words, a lar item should fit in no more than one category. A familiar example is categories 25 to 30 and 30 to 35 are not mutually exclusive since someone thirty would fit into both. In an essay about the nutritional value ofpizza, you divide your topic into carbohydrates, proteins, and fats, but you should not

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separate category for saturated fat, since saturated fat is already contained in the futs category.

The categories or parts you choose should also be comprehensive. In a division essay, all the major parts of an item should be included. In a classification essay, each member of the group should fit into one category or another. For example, an essay categorizing fast-food restaurants according to the type of food they serve would have to include a category for pizza.

Choose aprinciple ofclassification or division for two ofthe topics listed in Exercise 16.1. Then 11UIke " list ofthe ctmgories in which eJU;h item could be included orparts into which each item could be divided.

Classification or Division Fully Explains Each Category or Part

A classification or division essay contains adequate detail so that each category or part can be understood by readers. In "My Secret Life on the McJob: Fast Food Managers,» Newman dearly presents the four types of managers, using personal experience, exam­ ples, and description. Details such as these enable readers to "see" the writer's categories or parts in a classification or division essay.

Classification or Division Develops a Thesis The thesis statement in a classification or division essay identifies the topic and may reveal the principle used to dassiJY or divide the topic. In most cases it also suggests why the classification or division is relevant or important.

Here are two exanlples of thesis statements:

Most people consider videos a form of entertainment; however, videos can also serve educational, commercial, and political functions.

The Grand Canyon is divided into two distinct geographical areas-the North Rim and the South Rim-each ofwhich offers different views, facilities, and climatic amditions.

Visualizing a Classification or Division Essay: A Graphic Organizer

The graphic organizer shown in Figure 16.1 outlines the basic organization of a clas­ sification or division essay. The introduction announces the topic, gives background information, and states the thesis. The body paragraphs explain the categories or parts and their characteristics. The conclusion brings the essay to a satisJYing dose by rein­ IOrcing the thesis and offering a new insight on the topic.

Read the division essay on page 417 and then study the graphic organizer for it in 16.2 (on p. 419).

For more on graphic orgonizers. see Chapter 3, W. 59-61.

• CLASSIFICATION AND DIVISION

...---------:--,--, r Topic announcement Introduction r-t Background information

Thesis statement

Characteristic

Category 1or Part 1 Characteristic

Characteristic

Characteristic

Category 2 or Part 2 Characteristic

Characteristic Bocly~Categories or Parts- ., -

Characteristic

" Category 3 or Part 3 Characteristic

Characteristic

Characteristic

Category 4 or Part 4 CtJaracteristic

Characttfristic

I r Reinforce thesis ""'----Co'"''''-'n-c:::-W'''s7'o''n"C'·--"''"C'7h Offer new insight or perspective

seams are splayed, pressure waves are generated inside, and the paste begins to flow.

But what's in this toothpaste, so carefully being extruded out?

Water mostly, 30 to 45 percent in most brands: ordinary, everyday simple tap water. 2 It's there because people like to have a big gob of toothpaste to spread on the brush,

and water is the cheapest stuff there is when it comes to making big gobs. Dripping a bit from the tap onto your brush would costvlrtuaUy nothing; whipped in with the rest

of the toothpaste, the manufacturers can seU it at a neat and accountant-pleasing $2 per pound equivalent. Toothpaste manufacture is a very lucrative occupation.

Second to water in quantity is chalk: exactly the same material that schoolteachers

use to write on blackboards. It is collected from the crushed remains of long-dead

ocean creatures. In the Cretaceous seas chalk particles served as part of the wickedly

sharp outer skeleton that these creatures had to wrap around themselves to keep from

getting chomped by all the slightly larger other ocean creatures they met. Their massed

graves are our present chalk deposits.

The individual chalk particles-the size of the smallest mud particles in your

garden-have kept their toughness over the aeons, and now on the toothbrush

they'll need it. The enamel outer coating of the tooth they'll have to face is the

hardest substance in the body-tougher than skull, or bone, or nail. Only the chalk

particles in toothpaste can successfully grind into the teeth during brushing, ripping

off the surface layers like an abrading wheel grinding down a boulder in a qu.arry.

The craters, slashes, and channels that the chalk tears into the teeth will also

remove a certain amount of built-up yellow in the carnage, and it is for that polishing function that it's there. A certain amount of unduly enlarged extra-abrasive chalk frag­

ments tear such cavernous pits into the teeth that future decay bacteria will be able to

bunker down there and thrive; the quality control people find it almost impossible to

screen out these errant super-chalk pieces, and government regulations allow them to stay In.

In case even the gouging doesn't get all the yellow off, another substance is worked 6 into the toothpaste cream. This is titanium dioxide. It comes in tiny spheres, and it's

the stuff bobbing around in white wall paint to make it come out white. Splashed around onto your teeth during the brushing it coats much of the yellow that remains.

Being water SOluble it leaks off in the next few hours and is swallowed, but at least for

the quick glance up in the mirror after finishing it wil\ make the user think his teeth

"""__"_..___ DAVID BODANIS A BRUSH WITH REALITY: SUR IS IN THE TUBE

A Brush with Reality: Surprises in the Tube David Bodanis

David Bodanis is a journalist and the author of several books, including The Body Book (1984), The Secret Garden (1992), The Secret Family (1997), Electric Universe: The Shocking True Story ofElectricity (2005), and Passionate Minds: The Great Love Affair ofthe Enlighten­ ment (2006). The following essay is from The Secret House (1986), a book that traces a family of five through a day, analyzing foods they eat and products they use_ As you read the selec­ tion, highlight the writer's thesis and the sections where he divides his topic into parts.

-""-----"- ---,~---- -- ---, ­ Into the bathroom goes our male resident, and after the most pressing need is satis­

fied, it's time to brush the teeth. The tube of toothpaste is squeezed, its pinched metal

__ _

.- __~~~~~~!.F~~ND DIVISION? 419 418 CHAPTER 16 CLASSIFICATION AND DIVISION ____.,.~_____.~_"_".'~.",.__•. .--.,,,_._"~~"_~.__.~ '.. ~ ··_,.h ~""'_,~~_,_, _~"_ ~ .,,_""

are trUly white. Some manufacturers add optical whitening dyes-the stuff more com· monly found in washing machine bleach-to make extra sure that that glance in the mirror shows reassuring white.

These ingredients alone would not make a very attractive concoction. They would stick in the tube like a sloppy white plastic lump, hard to squeeze out as well as revolt­ ing to the touch. Few consumers would savor rubbing in a mixture of water, ground-up blackboard chalk, and the whitener from latex paint first thing in the morning. To get around that finicky distaste the manufacturers have mixed in a host of other goodies.

To keep the glop from drying out, a mixture including glycerine glycol-related to the most common car antifreeze ingredient-iS whipped in with the chalk and water, and to give that concoction a bit of substance (all we really have so far is wet colored chalk), a large helping is added of gummy molecules from the seaweed Chondrus crispus. This seaweed ooze spreads in among the chalk, paint, and antifreeze, then stretches itself in all directions to hold the whole mass together. A bit of paraffin oil (the fuel that flickers in camping lamps) is pumped in with itto help the moss ooze keep the whole substance smooth.

With the glycol, ooze, and paraffin we're almost there. Only two major chemicals left to make the refreshing, cleansing substance we know as toothpaste. The ingredi· ents so far are fine for cleaning, but they WOUldn't make much of the satisfying foam we have come to expect in the morning brushing.

To remedy that, every toothpaste on the market has a big dollop of detergent too. You've seen the suds detergent will make in a washing machine. The same sub­ stance added here will duplicate that inside the mouth. It's not particularly necessary, but it sells.

The only problem is that by itself this ingredient tastes, well, too like detergent. It's horribly bitter and harsh. The chalk put in toothpaste is pretty foul·tasting too, for that matter. It's to get around that gustatory discomfort that the manufacturers put in the ingredient they tout perhaps the most of all. This is the flavoring, and it has to be strong. Double rectified peppermint oil is used-a flavorer so powerful that chemists know better than to sniff it in the raw state in the laboratory. Menthol crys· tals and saccharin or other sugar simulators are added to complete the camouflage operation.