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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
English Composition96
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,”
English Composition98
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.”
Lesson 6 99
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.
English Composition100
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)
Lesson 6 101
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
English Composition102
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.
English Composition104
(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)
English Composition106
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.
English Composition108
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.
English Composition110
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 43
1
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
6757 N 431
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
arkphenixgold@yahoo.com
Christie Littlefield
Text Box
414
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 To develop a meaningful classification, therefore, choose a principle that will ~ 1. Sports teams
2. Fast-food restaurants
3. Internet access
4. Academic subjects ClaSSification Uses Categories and Division Uses Parts The categories or parts you choose should not overlap. In other words, a AND DIVISION? 415
separate category for saturated fat, since saturated fat is already contained in the futs The categories or parts you choose should also be comprehensive. In a division Choose aprinciple ofclassification or division for two ofthe topics listed in Exercise 16.1. Classification or Division Fully Explains Each Category or Part
A classification or division essay contains adequate detail so that each category or part Classification or Division Develops a Thesis Here are two exanlples of thesis statements:
Most people consider videos a form of entertainment; however, videos can also serve The Grand Canyon is divided into two distinct geographical areas-the North Rim and Visualizing a Classification or Division Essay: The graphic organizer shown in Figure 16.1 outlines the basic organization of a clas Read the division essay on page 417 and then study the graphic organizer for it in For more on graphic orgonizers. • CLASSIFICATION AND DIVISION
…———:–,–, r Topic announcement Thesis statement
Characteristic
Category 1or Part 1 Characteristic Category 2 or Part 2 Characteristic Characteristic ” Category 3 or Part 3 Characteristic Category 4 or Part 4 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 and water is the cheapest stuff there is when it comes to making big gobs. Dripping a of the toothpaste, the manufacturers can seU it at a neat and accountant-pleasing $2 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 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 In case even the gouging doesn’t get all the yellow off, another substance is worked 6 the stuff bobbing around in white wall paint to make it come out white. Splashed 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 is a journalist and the author of several books, including The Body Book -“”—–“- —,~—- — —, fied, it’s time to brush the teeth. The tube of toothpaste is squeezed, its pinched metal __ _
.- __~~~~~~!.F~~ND DIVISION? 419 are trUly white. Some manufacturers add optical whitening dyes-the stuff more com· These ingredients alone would not make a very attractive concoction. They would To keep the glop from drying out, a mixture including glycerine glycol-related to With the glycol, ooze, and paraffin we’re almost there. Only two major chemicals To remedy that, every toothpaste on the market has a big dollop of detergent The only problem is that by itself this ingredient tastes, well, too like detergent. Is that it? Chalk, water, paint, seaweed, antifreeze, paraffin oil, detergent, and pep So it’s chalk, water, paint, seaweed, antifreeze, paraffin oil, detergent, peppermint, Classification and Division: WRITING QUICK START
photograph on the opposite page shows fruits and vegetables on display at
arm market. Notice that they are arranged according to type of produce. Can
imagine how difficult it would be to find what you need if all produce were
piled onto a table or shelf, with broccoli, pears. peppers, and bananas
mixed together? Most stores and markets arrange or group their products for
convenience of their customers. or could group its products for customer convenience. You may propose a
method or construct a humorous one. Then write a paragraph describing
system. Come up with a title for each group and describe what products
in it. Include the characteristics of each product group.
409 410 CHAPTER 16 CLASSIFICATION ANO DIVISION-…~””’-~-“‘~~”.
WRITING A CLASSIFICATION OR DIVISION ESSAY
Whoever arranged the fruits and vegetables in the market used a process called classifica What Are Classification and Division?
You use dassi6ca:tion to organize things and ideas daily. Your dresser drawers are prob stores, phone directories, libraries, and even restaurant menus arrange items in groups Classification. then, is a process of sorting people, things, or ideas into groups or Division, similar to classification, begins with one item and breaks it down into A classification or division essay explains a topic by describing rypes or parts. For You will find many occasions to use classification and division in the writing _,______. ____•______.____ JERRY NEWMAN MY SECRET LI
My Secret Life on the McJob: Jerry Newman is a professor of management at the State University of New York- Buffalo
and coauthor of the textbook Compensation, tenth edition (2010). He has also worked as a ohna!lagef that Newman estabtlshes.
I thought aU my fast food stores would be pretty similar. They weren’t. Some stores 1
made employees wear name tags, going as far as sending people home if they some stores crews socialized after work, but in others they barely talked to each
other, even during work. Even though every chain had strict rules about every facet
of food production and customer interaction, how employees were treated was part could often be traced to the managers’ values and practices and how consistently
they were applied both by the managers and by their sensei,’ much more so than the worst-run store was also a Burger King. If corporate rules had a controlling
impact, shouldn’t stores have been much more similar? At one McDonald’s the
employees were extremely friendly; at another the tension between groups was
palpable. The differences, I think, can be traced to the managers. The following
is a sampler of the types of managers I encountered. Only the last group, perfor
mance managers, was good at finding a sensei and developing consistent people
practices.
THE TOXIC MANAGER relatively little ego involvement in feedback; good managers seem to know this and
in early days of employment are quick to point out better ways of doing a task. [Toxic]
managers, though, use sarcasm or disrespectful comments to indicate when they are Arby’s, who admitted that the main reason he was hiring me was to change the store
culture. He said he was tired of employees who were vulgar and disrespectful, but it
“didn’t take long for me to realize that the role model for their behavior was actually store. Almost as bad, the key individual with the necessary attributes to be a sensei Japanese word for “teacher” or “master.” Newman uses it to mean an employee who is not a manager McJOB 411 412 CHAPTER 16 CLASSIFICATION AND DIVISION
his wrath to “bad” employees. Bill, a diligent long-timer, messed up a coupon order.
A customer had an entertainment book coupon for one Value Meal free with the pur
chase of another. There was a labyrinth of steps to complete some of the discounts
correctly. When Bill made the error, it was right before the end of Don’s shift, and Don
tore into him, saying loudly enough for everyone to hear, ·Well, I’m leaving before BiU
can make my life any more miserable,” It didn’t take long to infect others with this lack
of respect for employees.
TKE MECKANICAL MANAGER
The most common type of manager I encountered was the Mechanical Manager, who 1
was for the most part either an assistant manager or a shift manager, not a full store
manager. You could spot the Mechanical Managers from across the room-they
did their jobs, day after day, as if fast food was slow death. They didn’t wall! to bl!’
there, and they were just going through the motions. They typically had gotten their
jobs because they were reliable crew members and had put in enough time that
some reward was needed to keep them working. A promotion has a certain finality,
though-it makes you confront reality: 15 this what I want out of life? Most say “No,”
and that’s probably why I didn’t see very many store managers who were mechani
cal. Before most store managers had reached that level (one store manager told me
it was a ten·year journey), those who weren’t interested in fast food as a lifetime
career had moved on to other career pursuits. While looking for other opportunities,
though, they did what was necessary to get by. Luis at McDonald’s was the perfect
example.
In my first McDonald’s experience I made myself a grid showing all of the sand- ,
wiches and their ingredients. After a day of having instructions blasted at me, I needed
a visual training aid to finally put things together. ! shared this grid with Luis on my
third day, expecting he might already have training materials like this ( .”_._••_ .._….~__ .”’_.__J:,,E::..R,C.RY NEWMAN MY LIFE ON THE McJOB 413
way James responded to my quitting was refreshing. With my back problems becoming
increasingly worse,’ called James to tell him that’ was quitting and dreaded leaving
him in the lurch. But he was amazingly kind, telling me to take care of myself and force·
fully telling me to pick up my check.
TKE PERFORMANCE MANAGER
It’s easy to spot the Performance Manager. Here relationships are still important, but
now they serve as a means to ensure performance. Through word or deed she very
quickly lets you know what is expected. I like this. No ambiguity, no doubt about what
it takes to make the grade. The best at this was Kris, who, it seemed to me, watched
for slackers much more closely than did the managers at other fast food places. She
told me during the interview that I would be watching DVDs rny first day. She also
mentioned that one of the new people had taken three to four bathroom breaks while
watching the videos, which was an excessive number, she thought. She also com
mented that she rnight be losing some people because she thought they were slower
than they should be. ‘got the message: She would be watching my work and looking
to see if’ was going to goof off. My experience in other places was that you got fired for
only two things: not showing up and insubordinate behavior. Clearly she was adding a
third reason-poor performance. Good for her! that taking breaks, even unpaid ones, wasn’t allowed unless legally required. Ap
parently in New York State, you’re not entitled to a break until after five hours of
work. So when I asked Kris for a break before the appointed time, she answered with
an emphatic “No.” Kris’s message was clearly that we do our jobs by the book, no
exceptions. time. Sure, during busy times she was prone to exhort the staff to work faster. And
she didn’t tolerate leaning (remember, “If you’ve got time to lean, you’ve got time to
dean”). But this attitude relaxed a bit during slower times, and it especially relaxed for
leave it for Kris, the store manager. Clearly he saw the value in it-he didn’t toss it,
after all-but a reinforcing response for my initiative required a level of involvement he
didn’t or couldn’t muster.
TKE RELATIONSKIP MANAGER
The Relationship Manager was a relatively rare breed in my experience. james was \
the prototype. He led by building relationships and demonstrating that he cared about
our destinies-hard to do when it seemed like every week someone was leaving and what! was used to. When I first met him for my job interview, he was fifteen minutes
late because he was out picking up an employee whose car had broken down. I never
saw any other manager pick up or take home a crew member who had transportation
problems. In fact, at one store I watched Mary, an older worker teetering on the edge
of poverty, sit in a booth out front for two hours waiting for her husband to pick her James. And in being kind, james created a culture that was much rnore friendly and
supportive than that in many of the other fast food places’ had experienced. Even the
the better workers like Daniel, Eric, and Craig, three of the fastest guns on the sand
wich assembly board.
Characteristics of Classification and Division Essays
A successful classification or division essay is meaningful to its audience. The writer Classification Groups and Division Divides Ideas items into groups, a writer needs to decide on what basis to do so. For example, aquarium could divide me topic according to type of fish displayed, suitability for 414 A GUIDED WRITING ASSIGNMENT
2. State the prindple of classification. Do so briefly but make sure it is clear to 3. Name the categories or parts. In the sentence that introduces the classification or In “The Dog Ate My Flash Drive, and Other Tales ofWoe” on page 433, Carolyo A GUIDED WRITING ASSIGNMENT The following guide will lead you through the process a classification or Depending on yoU! The Assignment
Write a classification or division essay on a Classification
1. Types of pets ofyour own choosing or on a
place.
Generating Ideas
There are tWO primary methods for generating ideas and for classifying or essays and division essays:
CLwification
Method 1: First think ofderails that de. Method 2: First identify categories. Then think of details that describe each category.
Divisron
Method 1: Brainstorm details about your topic and then group the details into partS or Method 2: Think about how yOUt can be divided into easy-to-understand partS. Then
each part.
toMethod 1 is effective when you approach the classification or division from slyle and your topic, it may be casier to start by creating categories or parts and 420 CHAPTER 16
To draw detafled graphh::
orgamzer5 using a computer. CLASSIFICATION AND DIVISION Exercise 16.3
Draw a graphic organizer for “My Secret Lifo on the McJob: Fast Integrating Classification or Division Classification or division is often used along with one or more other patterns of Use the following tips to incorporate classification or division into an essay based 1. Avoid focusing on why the classification or division is meaningful. When used 3. lypes of movies Division 1, Your family Depending on the topic you seiect, you may need to use Internet or library sources Ali. you develop your classification or division essay, consider using one or more For more on descnpt/On,
ifhutration, and compari.’iOn and
contrast, ,See Chapters 12, 13,
ond 15, www.bed[ord$tmortins 422 CHAPTER 16
Fot more Oil purpo!>e, Qudience,
and point of view, see Chapter 5,
pp.
For more on prewriting !>trate-ies, For more on oblervotfon, see
Chapter 22.pp. 617~78.
leoming Style OptJOIIS
For mote 0″ fibrary end Internp.t CLASSIFICATlOI\I AND DIVISION
Your principle of I ‘fi’ d’ .. ‘ WConSidering Your Purpose, Audience and Point of Vie users about the comr::se an ~u lence. ~ your purpose is to inform novice compute an nontee mea How’f’puter technicians to rch I .ever, I your purpose IS to persuade com > • • of your local newspaper. ‘ r au lenee consists 0 reade
As. you work on your classification or division essay k If h £ II’ q audience? assl cation or divlSlon appropn<1te for my purpose and
• Do my categories d .
Will my readers o~parts :; h my detatls advance the purpose of the essay? View WI st SUit my purpo d d’ fi Generating Details and Grouping Them into Categories or Parts
Work through the following tasks in whatever order suits your topic and your Generat:ing tiet4i1s. For each category or part, you need to supply specific details A GUIDED WRITING ASSIGNMENT 423
and worthwhile to your audience. Experiment with several principles of classification Choosing categorics or part.. Use the following suggestions to determine your
‘ categoncs or parts: . . .r .. b’ Idyour categones. For example, m an essay about unsare dnvmg ha Its, you wou
include the most common bad habits. In a division essay, no essential parts should not exclude the infield or bleachers. should fit into one category only. In the essay about unsafe driving habits, the I .” .over ap. In the essay about the parts of a baseball stadIUm, the parts playmg parts of the field – infield, outfield, and foul-ball area. tion essay, categorizing drivers by their annoying driving habits would be more describing different seating sections of the stadium. “home-tun heaven” to name one part.
Do not hesitate to create, combine, or eliminate categories or partS, as needed.
or part. Use one or more of the following strategies:
1. Visit a place where you can observe your topic or the people associated with it. 2. Discuss your topic with a classmate or friend. Focus your talk on the qualities 3. Brainstorm a list of aU the features or characteristics ofyour topic that come to 4. Draw a map or diagram that illustrates your topic’s features and characteristics. about your topic.
Choosing a principle ofclassification or division. Look for shared features or Essay in Progress 1 Developing Your Thesis topic and reveal your principle of division or classification. In most cases, it following weak theses have been strengthened by showing both what the cat-
are and why they are important.
For mon:: on thesis statements,
see Chapter 6 http:classificatr.on 424 CHAPTER 16
SR~,’ Chapter 7.
CLASSIFICATION AND DIVISION WEAK
RllVISED
WEAK REVISED
There arc four types of insurance that most people can
If you understand the four common types of insurance, Conventional stores are only one type other types are
conventional stores are still where most people pur Draft your thesis and then check your prewriting to make sure you have Essay in Progress 2
Using the preceding guidelines, develop a thesis for your classification Or division essay.
Evaluating Your Ideas and Thesis
Take a few minures to evaluate your ideas and thesis. Start by rereading everythIng you Trying Out Your Ideas on Others
Working in a group of two or three students, discuss your ideas and thesis for this
chapter’S assignment. Each writer should describe to the group his or her topic, prin·
ciple of classification or division, and categories or parts. Then, as a group, evaluate
each writer’s work and suggest recommendations for improvement.
Essay in Progress 3 thesis, your categories or parts, and the details you plan to use in your essay. Refer to
the list of characteristics on pages 413-15 to help you with your evaluation.
Organizing and Drafting
Once have evaluated your categories or parts, reviewed your thesis, and considered A GUIDED WRITING ASSIGNMENT 425
Choosing a Method of Organization you classifY physical objects). describing the parts of a baseball stadium, you might move from stands to playing field important areas first (operating rooms and emergency department) and then move to Drafting the Classification or Division Essay first draft. Use the following guidelines CO draft your essay:
1. Explain each category or part. Begin by defining each one, taking into account contrasts. each of your categories or parts. For instance, if you give an example of one or part. numbered list or in sections wim headings can or within a number of
categories or parts. . from one category or part to anomer. In addition, transitions help distinguish key
featutes between and within categories or parts. of classification or division clearer for your rcaders. statement and suggests why the classification or division is usefuL It also should classification or division. close, reemphasizing your thesis or offering a new insight or oCI:solective
For more on methods of pp- 144-4r
For mOle on tramitiom,
see Chapter 7, pp. 150–52.
For mon? on writing effective For more on keepmg an error log, [-or more on combmmg sentem:.e5 Essay’ ~n Pr,,;:.gc(‘1SS 5 Editing and Proofreading
The last step is to check your revised essay for errors in grammar, spelling, punctuation. I When editing a classification or division essay, pay specific attention to two par· 1. Avoid short, choppy sentences, which can make a classification or division ,sliCh as German sheph?rds end sheephprding dogs
.. Working dogs”””, another one of the American Kennel Club’s breed
categories. The.e iRelud. German “”_pheM. aad sheeph
.. ,.Qne standard type ofwriting instrumen; is the c….”taifl pen.-It-is some 3. Underline the categories or parts. Do YES
4. Place checkmarksV beside the details yis
• Brainstorm or do research to add • Revise your categories or parts so that • Brainstorm or do research to discover (continued on next page)
1 421 426 CHAPTER 16
For more on the benefit5 ofpeer CLASSIFICATION AND DIVISION If you have trouble finding an appropriate way to conclude your essay, return to tjiS’;:Vy 1r. f~fQ$!:t<-::~s 4
Draft your classification or division essay, using an appropriate method of organization
and the preceding guidelines for drafting.
Analyzing and Revising
As you review your dran, remember that your goal is to revise your classification or I. Reread your essay aloud. You may “hear” parts that need revision. ofyour categories of classification or division. Compare your reader’s impressions 3. Draw a graphic organizer, make an oudine, or update the organizer or Use Figure 16.3 to guide your analysis of the strengths and weaknesses in your =:;;;;—___ QUESTIONS
1. tlfg\j'(i~ht your thesis statement. YES 2. Write the principle of classification you YES REVISION STRATEGIES
• Revise your thesis to make your justifica· • Review or brainstorm other possible • Revise your categories and parts to fit ei • Rewrite your thesiS to relied your (Figure 16.3 continued)
QUESTIONS S. Write the method of organization you appropriate organizing plan. ganization clear? Does this method suit parts.followed it consistently? tion clear.
6. ~ the top.ic sentel’tce of each splitting paragraphs that cover more 7. Reread your conclusion. Does it offer topic? mean?” Build your answers into the which he was asked to address the national debate about immigration. As
2. Add a comma after opening phrases or clauses tb:at are longer than four
,. When describing types of college studen~ be sure to consider variations in
II Although there are many types of camera~ most are easy to operate.
Essay in Progress 6
Edit and proofread your essay, paying particular attention to sentence variety and Students Write
Sunny Desai was a student at the University of Maryland at College Park etiqibility to enter, but with particular constraints, including purpose of visit and length of stay.
The Web site of the Department of State points out that when the holder of a visa arrives at
acheckpoint for entry into the United States, an immigration officer will determine whether
he or she is actuali1l allowed in, There are many types of visas; in fact, according to the
Department of Homeland Security (DHS), there are over seventy types altogether (Immigration
Oassijlcations). The OVerwhelming majority of visa holders, however, fall into four inain groups.
The most common one is i:l1elotlllst·’lis~; which allows a person to remain in the countrY only that they have enough money to cover their visit.
~.~I1~,i~~I~!\V~~ of visa is .th~’ f{1~ irisa, for those seeking temporary residence for In 2007, Microsoft and Intel were among the ten highest receivers of H1S visas; the rest of
,the top ten were outsourcing companies, mostly based in India (Herbst 63). However, many
doctors and nurses also arrive in the United States in this way. As explained on the Web site
.,e U.s. Citizenship and Immigration Services, a DHS agency, the HIS visa is used mostly by
professional workers, since a bachelor’s degree or its equivalent is often an eligibility require
Even where this is not the case, unskilled laborers are often excluded because of the
country legally, most DesaI indicates that rhe second subcategory: Desai provides details to read the essay, notice how Desai uses classification as his primary method of Immigration: Legal and Illegal
Sunny Desai
The immigration debate in the United States has raged on for a number of years without
much movement toward an agreement on how to deal with the issue. Some Americans
believe immigration needs to be curtailed; they argue that immigrants are draining our
economy and social services. and take jobs that citizens coold I!()ld. Others believe that
immigration is beneficial and maintains America’s identity as a melting pot of cultures.
Reflecting the views of the public, lawmakers and political candidates are also sharply
divided on the immigration issue. From the standpoint of legal status, there are many types
and subtypes of people who are currently in the United States but not American citizens,
Understanding thes.edistlrtctions i~ the key to good policy decisions and to informed choices
by voters.
For the millions ofdt1~4!n~ of ottler,c:oliritrie, w~o are Int!JeUni\:~ SU!~~ le9~lly,.. the Title: Desai identifies the Introduction: Desai Desai introduces the fi,rst 430 CHAPTER 16 CLASSIFICATION AND DIVISION
limited number of visas available. For those who are eligible, the H1B visa is a desirable path to
naturalization–the process that leads to U.S. citizenship. Typically, it is issued for three years,
. STUDENTS WRITE.——-_.._—–_._—–_.._— ._…………… _.__…_—_.._._—_.__.. workers.” Currently, illegal immigrants are doing mostly jobs Americans do not want to do. But if we
make them leave, the economy would suffer. Therefore, creating a program that allows laborers to
find seasonal work and then return home is a plausible solution to the immigration debate.
Works Cited
Herbst, Moira. “Guess Who’s Getting the Most Work Visas.” Business Week 6 Mar. 2008: 62-64. Print.
Pew Research Center. “Estimates of the Unauthorized Migrant Population for States Based on the
March 200S CPS.” Pew Hisponic CeM!r, 2006. Web. 16 May 2011.
United States. Dept. of Homeland Security. Office of Immig ration Statistics. u.s. Legal Permanent
with the option to renew it once. However, the employer can decide to apply for fewer years
(Employment Authorization).
Apart from tourists and H1B workers, the other two major categories of noncitizens with
temporary legal status in the United States are holders of student visas and business visas.
Temporary entrance is allowed for those seeking to study in the country or having some sort of
business to conduct, whether they are employees of a multinational corporation or foreign
entertainers touring America. The duration of these visas varies greatly, ranging from months to
years. The rules of entry also differ: Some visas allow for mUltiple entries whereas others only
allow one entry.
The :M:O~.iIDcll!!!8ory: presence is illegal) and the Theiei:?i!ii~t:Ii~ of Conclusion: DesaI Ihisidi5 these 9’OU ps who are allowed tov1~h th e States temporarily, some
people maintain permanent legal residency here but remain citizens of other nations.
Permanent legal residents have identification cards generally called “green cards,” also known
as permanent resident cards. Most people who get green cards already live in the United
States and had some sort of family relationship that helped them obtain it. According to the
DHS’s Office of Immigration Statistics, other factors that may enhance a person’s ability to
become a permanent legal resident are employment-based skills, birth in a country with a low
rate of immigration to the United States, and status as a refugee or seeker of political asylum.
For many, hoLding a green card is the first step toward becoming a citizen. Unlike a visa, it
allows someone to travel abroad for up to a year without losing permanent residency status.
The card is valid for ten years, after which it can be renewed (Office of Immigration
Statistics).
and,~~!laYi$as, there are a large number of
noncitizens living illegally in the United States. By one estimate, up to twelve million illegal
immigrants were in the country as of 2006, the vast majority from latin America (“Estimates’ 2).
AU of these people are committing a crime under the Immigration and Nationality Act. The phrase
“illegal immigrants” may conjure up images of people secretly crossing the U.S.-Mexico border,
and certainly many do enter by hiding in trucks, walking through the desert, or swimming across a
border river. According to the Pew Hispanic Center, more than half of illegal immigrants ente(
the country without a visa. Many enter for seasonal employment opportunities and return back
home; however, such immigration is also deemed illegal.
l!\lt!leoR~¥il\if~dt~d~he; ~oun~fyil\egal(y.are1’iottheollty<)tl~·Wl19sepresen~ ~"
iis Rle9~t. The other type of illegal "immigrants" is the visa ovarstays. Members of this group
entered the country legally, using a visa, but have stayed beyond its exPiration date. When they
past their allotted time, they, like those who have entered without a visa, are subject to deportation.
Many immigrants, legal or illegal, are in the country because they want to work here. The
temporary-work visa program is now fairly limited and restrictive, but since we already have
Residents: 2006. U.S. Dept. of Homeland Security, 2006. Web. 16 Mar. 2011.
—.—.U.S. Citizenship and Immigration Services. Employment Authorization. Dept. of Homeland
Security, 2008. Web. 16 Mar. 2011.
……-.-.. Immigration Classifications and Visa Categories. Dept. of Homeland Security, 2008.
Web. 12 Mar. 201l.
-. Dept. of State. What Is a U.S. Visa? Dept. of State, 2008. Web. 16 Mar. 2011.
Analyzing the Writer’s Technique
1. According to Desai, why is it important to understand the classification of 2. What types of evidence does Desai use ro develop his essay? readers’ interest?
Critically about Classification and Division
is the connotation of the phrase “melting pot” (para. 1)1 Desai’s sources. What additional kinds of sources might have been useful?
Desai’s tone. What kind of audience does he address?
other reasons could Desai have used to establish the importance ofhis
other principles of classification that might be used to c1a.ssifjr noncitizens. • ;r:;, 432 For more on reading ~trategies, For more on discovering
ideos for a re~ponse paper, READING A CLASSIFICATION OR DIVISION ESSAY downsized and those who lack skills for employment-because many people are
– ” to work due to illness; those who were fired for personal reasons, such as incompetence;
J The following section provides advic C d’ I’ . and those who choose not to work while they raise children or pursue an education. covered In thiS chapter. The second ess: uses la ‘fi e <;haractenstlcs of ciasslficatlo whether there are other £)'pes ofmanagers that Newman did not observe or recogruze.
of development. Both essays provide y C. 551 cation ~Iong With other meth(
the writers' ideas. opportunities to examllle, analyze, and react
Working with Text: Reading a ClaSSification A classification or division essay is usually tightly organized and relatively easy to What to Look For, Highlight, and Annotate
1. Highlight the thesis statement, the principle ofclassification, and the name or 2. Use a different color highlighter (or another marking method, such as asterisks 3. Mark important definitions and vivid examples for later reference. you think more detail is needed.
How to Find Ideas to Write About
To gain a different perspective on the reading, think of other ways of classifYing Thinking Critically about ClaSSification When reading classification or division, particularly if its purpose ‘is to persuade, 1. Does the ClaSSification or DiviSion Cover To be fair and honest, a writer should discuss aU the significant categories or parts 2. Does the Writer Provide Sufficient Detail An objective and fair classification or division analysis requires that each category be 3. Is the Principle of Classification Appropriate When evaluating a classification or division essay, determine whether the subject is classi In “A Brush with Reality: Sutprises in the Tube,” Bodanis devotes several para CLASSIFICATION COMBINED WITH OTHER PATTERNS
In the fullowing essay, Carolyn Foster SegaJ combines classification with other patterns The Dog Ate My Flash Drive, and Other Carolyn Foster Segal Is professor of English at Cedar Crest College in Allentown, Pennsylvania, after week, semester after semester, year after year, in offering excuses aoout why their The Family. The death of the grandfather/grandmother is, of course, the grandmother 2 Another favorite excuse is “the family emergency, n which (always) goes like this: HOM’E’NoR~ ~OM-eWoRI( \:’: ‘.,~~~. ‘. ~~…….——- . ,,”‘” ” ……….—’.;:~ .’ :.~.: , …. I …..~_ • “”:”” ‘ . . the prime of her life has allegedly committed suicide, and no professor can prove other· The Evils ofDorm Life. These stories are usually fairly predictaole; almost always fea· 6 The Evils ofTechnology. The computer age has revolutionized the student story, in· • The computer wouldn’t let me save my work. this, out do you still want it, or wait. here, take my flash drive. File name? I don’t • I swear I attached it. hospital because she was throwing up blood • name. I just want you to know that its really me who wrote all those messages, you tad/unct: A part-time instructor.
434 CHAPTER 16 CLASSIFICATION AND DIVISION
ofHigher Education, aweekly newspaper for college faculty and administrators. The following Taped to the door of my office is a cartoon that features a cat explaining to his feline , THE DOG ATE MY FLASH
oaskets of food and copies of Pilgrim’s Progress, but I do not understand why anyone The Best Friend. This heartwarming concern for others extends beyond the family to At one private university where I worked as an adjunct,’ I heard an interesting spin 436 CHAPTER 16 CLASSIFICATION AND DIVISION
The Totally Bizarre. Icall the flrst story “The Pennsylvania Chain Saw Episode.” A com· That wasn’t her first absence. In fact, this student had missed most of the class meet THINKING CR FICATION AND
Category Types of Support
1.TheFamfly
DIVISION 437
and that making up so much missed work might be difficult. ·Oh, no,· she said, “I can’t You may be thinking that nothing could top that excuse, but in fact I have one more 10 Examining the Reading
1. Identify the categories ofstudent excuses that identifies. reading. excuse? . bizarre (para. 1). veracity (2), conjures (3), motifi (5), and harp (9). Refer to your Analyzing the Writer’s Technique 1. Is it helpful or for Segal to list her five categories in her mesis? Visualizing the Reading
What types ofsupporting information does Segal supply to make her categories seem Thinking Critically about Text and Visuals
1. What other categories could be included in mis essay? would not benefit from more sources. might she have included? students? “Homework Done” frowning and the boy selling “Homework Eaten” smiling? Reacting to the Reading
1. As a student, how do you react (0 me essay? Have you observed these excuses 2. Write a journal entry exploring how you think instructors should handle students 3. Write an essay classifying the excuses you have seen coworkers or mnt’I’Vu”,,,, 439
For more on locating and
documenting SOU((es, see Part 5,
Applying Your Skills: Additional Write a classification or division To Express Your Ideas
using what you 1. Explain whether you are proud of or frustrated with your to budget 2. Explain why you chose your career or major. the job opportunities or 3. Divide a store-such as a media shop. To Inform Your Reader
4. Write an essay for the readers of your college newspaper classifYing college in 5. Explain the parts ofa ceremony or an event you have attended or participated in. with Reality: Surprises in the Tube” (pp. 417-18).
438 CfoIAPTER 16 CLASSIFICATION AND DIVISION
~Q§,~.NECTIONS) Both “My Secret Life on the McJob: Fast Food Managers’ (pp. 411-13) and ‘Sell who were working under the guise of learning the habits, characteristics, and prob
lems that everyday workers face in such jobs.
Analyzing the Readings
1. What workplace problems did both Ehrenreich and Newman observe? tween working at Wal-Mart and working at fast-food restaurants.
Essay Idea
Write an essay in which you explore attitudes toward and expectations about work.
You might consider its value, besides a weekly paycheck, Or you might examine what R SKILLS: ADDITIONAL
To Persuade Your Reader
7. Categorize types of television violence (0 develop the argument that violence on 8. In an essay that categorizes types of parenting skills and demonstrates how they Cases Using Classification or Division
9. Write an essay for an introductoty education class identifying a problem 10. You oversee the development of the annual catalog for a large community col XXXX X 21772952 050179 Page 1 XXXX XXXXX Lesson 6 Examination: Classification and Division Essay Prewriting Title: Occupational Lung Diseases Body Paragraphs Conclusion Examples of Occupational Lung Diseases Causes of Occupational Lung diseases Symptoms Prevention MontyLittlefield 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/
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: There are many causes that trigger lung diseases but most of
the cases reported are as a result of the working environment and conditions of
an individual.
Comment [WU1]: http://www.homeworkmarke http://owl.english.purdue.edu/owl/resource/747/01/ http://www.homeworkmarket.com/sites/default/files/21772952_050180_littlefield_jc http://www.homeworkmarket.com/sites/default/files/21772952_050180_littlefield_jc http://www.homeworkmarket.com/sites/default/files/21772952_050180_littlefield_jc Christie Littlefield Monty Littlefield 21772952 050179 Page 2
6757 N 431 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
According to Medicineplus the diseases include: chronic
obstructive pulmonary disease, emphysema, asthma, cystic
fibrosis, infections such as influenza, pneumonia, bronchitis,
tuberculosis, lung cancer among other myriad diseases.
Specific-caused from environments dealing with coal,
asbestos such as pneumoconiosis (black lung), farmer’s lung
and berylliosis (brown lung).
Non Specific- diseases that arise and aggravate as a result of
the conditions in the workplace such as asthma (Kraft 83).
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
(Kraft 83). Work environment
environments dealing with coal, asbestos such as
Comment [WU2]: http://patients.thoracic.org/i and http://www.homeworkmarket.com/sites/default/fil occupation caused diseases from environments pneumoconiosis
also known http://patients.thoracic.org/information-series/en/resources/occupationallung-disease http://patients.thoracic.org/information-series/en/resources/occupationallung-disease http://patients.thoracic.org/information-series/en/resources/occupationallung-disease http://www.homeworkmarket.com/sites/default/files/21772952_050180_littlefield_jc http://www.homeworkmarket.com/sites/default/files/21772952_050180_littlefield_jc Christie Littlefield Monty Littlefield 21772952 050179 Page 3
6757 N 431 Symptoms
pneumoconiosis metals or dusts,
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.(Kraft 83)
Lung illnesses get worse in the work environment and it is
especially harmful to workers.
Wheezing, and coughing Christie Littlefield Monty Littlefield 21772952 050179 Page 4
6757 N 431 Conclusion
Prevention
Breathing problems and other symptoms.
Severe symptoms include chest pains while coughing and
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( Kraft 83)
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 Monty Littlefield 21772952 050179 Page 5
6757 N 431 References
Kraft, M. Approach to the Patient with Respiratory Diseases.24 ed. Philadelphia PA: Saunders
Elsevier, 2011: 83, Print.
MedicinePlus. Lung diseases. Christie Littlefield
er’s purpose and audience sh
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:
5. Novels
That Are Exclusive and Comprehensive
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
category.
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.
Then 11UIke ” list ofthe ctmgories in which eJU;h item could be included orparts into which
each item could be divided.
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.
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.
educational, commercial, and political functions.
the South Rim-each ofwhich offers different views, facilities, and climatic amditions.
A Graphic Organizer
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.
16.2 (on p. 419).
see Chapter 3, W. 59-61.
Introduction r-t Background information
Characteristic
Characteristic
Characteristic
Bocly~Categories or Parts- ., –
Characteristic
Characteristic
CtJaracteristic
It’s there because people like to have a big gob of toothpaste to spread on the brush,
bit from the tap onto your brush would costvlrtuaUy nothing; whipped in with the rest
per pound equivalent. Toothpaste manufacture is a very lucrative occupation.
function that it’s there. A certain amount of unduly enlarged extra-abrasive chalk frag
stay In.
into the toothpaste cream. This is titanium dioxide. It comes in tiny spheres, and it’s
around onto your teeth during the brushing it coats much of the yellow that remains.
David Bodanis
(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
418 CHAPTER 16 CLASSIFICATION AND DIVISION ____.,.~_____.~_”_”.’~.”,.__•. .–.,,,_._”~~”_~.__.~ ‘.. ~ ··_,.h ~””‘_,~~_,_, _~”_ ~ .,,_””
monly found in washing machine bleach-to make extra sure that that glance in the
mirror shows reassuring white.
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.
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.
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.
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.
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.
permint? Not quite. A mix like that would be irresistible to the hundreds of thousands
of individual bacteria lying on the surface of even an immaculately cleaned bathroom
sink. They would get in, float in the water bubbles, ingest the ooze and paraffin, maybe
even spray out enzymes to break down the chalk. The result would be an uninviting
mess. The way manufacturers avoid that final obstacle is by putting something in to
kill the bacteria. Something good and strong is needed, something that will zap any
aCCidentally intrudant bacteria into oblivion. And that something is formaldehyde-the
disinfectant used in anatomy labs.
formaldehyde, and fluoride (which can go some way towards preserving children’s
teeth)-that’s the usual mixture raised to the mouth on the toothbrush for a fresh
morning’s clean.lfit sounds too unfortunate, take heart. Studies show that thorough
brushing with just plain water will often do as good a job.
Explaining Categories
and Parts
like a few minutes to brainstorm other ways a particular store or Web site
tion-grouping things into categories based on specific characteristics. ‘This chapter will
show you how to write effective classification and division essays as well as how to incor
porate classification and division into essays using other patterns ofdevdopment.
organized by categories, with socks and sweatshirts in different drawers. Grocery
according to similar characreristics.
categories to help make them more understandable. For example, your college caralog
classifies its course offerings by school. division, and department.
pam. Thus, for example. the humanities department at your college may be divided …
into English, modern languages, and philosophy, and the modern language courses
might be further divided into Spanish, French, Chinese, and Russian. Division is
closely related to process analysis, which is covered in Chapter 14.
example, a classification essay might explore rypes of advertising-direct mail. radio,
television, newspaper, Internet, and so forth. A division essay might describe the pans
of an art museum-exhibit areas, museum store, visitor services desk, and the like.
do in college and the workplace (see the accompanying box for a few examples). In
following essay, Jerry Newman classifies the kinds of managers he round in fast-food
restaurants. An example of a division essay, “A Brush with Realiry: Surprises in the
Tube” by David Bodanis, appears on page 417-18.
Fast Food Managers
Jerry Newman
business consultant at AT&T, Hewlett·Packard, RJR Nabisco, and McDonald’s. This selection
is from My Secret Life on the McJob: Lessons In Leadership Guaranteed to Supersize Any
Management Style (200n, which Newman wrote after working at various fast·food restau
rants to learn about their operation and management. As you read, highlight each category
repeatedly didn’t wear their name tags, while other stores didn’t seem to care. In
of an individual store culture, and this varied from store to store. These differences
any edicts from headquarters. The best·run store I worked at was [a] Burger King;
Most new employees learn through feedback. When you’re first learning a job, there’s 2
unhappy with your work. One of the worst offenders I ran into was the store manager at
the manager himself-Oon. His attitude and style set the tone for everyone else in his
•shared Don’s disregard for the feelings of others. Don, in particular. didn’t confine
but who is both highly skilled at his or her job al1d sociallyinfiuential among fellow employees.
Kris’s watchful eye extended beyond bathroom breaks. I found out the hard way
Over time at this Burger King I began to notice that Kris wasn’t a taskmaster all the 8
another person was coming on board. From the first day, james was very different from
up after his shift at a Sam’s Club. As , came to learn, this kindness wasn’t unusual for
uses one principle of classification or division, with exclusive categories or parts that
are broad enough to include all of the members of me group.
According to One Principle
could be classified in terms of their size, habitat, or diet. For a division essay, the
must decide into what parts to divide the topic. A journalist writing about a
of different ages, or quality of the exhibits.
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
your readers.
division, name the categories or parts to focus your readers’ attention on the expla
nation that follows.
Foster Segal uses classification along with other patterns of development to develop
her thesis about student excuses.
division essay. Note that you may need to integrate one or more
velopment in your essay to develop your thesis or make a
learning sryle, you may choose various ways of generating
patterns ofde
organizing ideas.
one of the followin!! lisrs:
2. Types of sPOtts fans
those ideas. With method 1, you first generare details and then group the details into
categories or parts. With method 2, you first generate categories or parts and then
generate details that support them. Here is how both methods apply to classification
seccions.
rhink of details that
__ identifying details and then grouping the details. Depending on your
filling in details about each one. In this case, use method 2.
visl! www.bed[ord$tmortins.
.com/slJ((fmfulcollege.
411-13). Note that because this is an excerptfoam a book, it does not
into an Essay
opment. For example, an essay that argues for stricter gun control may categorize
in terms of their firepower, use, or availability. A narrative aboU( a writer’s frustrat-.
ing experien= in a crowded international airport terminal may describe the A;f.l’~rpn’
parts or areas of the airport.
on another pattern of development:
as a secondary pattern, its significance should be dear from the context in which
the classification or division is presented.
4. Types of classmates
5. Types ofshoppers
6. Types of television dramas
2. A machine or a piece of equipment
3. An organization
4. A sports team or an extracurricular dub
5. Apublic place (building, stadium, department store, or theme
6. Your college
to develop and suppott your ideas about it. You may also need to narrow the topic.
Your audience consists of readers ofyour local newspaper.
other patterns of development. For example, in a classification essay, you might
compare and contrast rypes of sportS fans or give examples of types of movies. In
a division essay, you might describe the partS of a theme park or another public
see Chapter 5, pp” 110-18,
research, see Chaptet 22.
pp,597-606,
c asSl catton or d’ lV1SIon ‘ vn’J ~ur categories or parts, and your detail must aU fit your purp d
be straightforward dnents 0 ha ~erslon computer (PC), your parts and details mus
. p~ ,a~e a parttcu ar kind of PC, your parts and details Idmore techmcal. For this GUIded Writing Assignment you d’ . wfou
uesno ns. . ,as yourse t e 10 owm
• Is my principle ofcl ‘fi’ . . ..
What point of un er:’ltlaben t e .categones or parts?
third person? The Ii I se an au lencc- rst, second, or;
in informal writ’ ~t person ( , we) ~r second person (you) may be appropriate
ence with the to;g 1 you or t~r ~udlence have personal knowledge ofor experi
they) is appropria:~ you are ~assl~lflg.o.r dividing. T~e third person (he, she, it,
your audience. m more orma wrmng or for tOpiCS less familiar to you or
style, using either method 1 or method 2 (p. 421).
will make it clear and understandable to your readers. As you work on your
then, write down examples, situations, or sensory details that illustrate each categorlll
d’lVlSlon. . untt you find one that fits your purpose an d .or ‘1 audience.
‘ . .1. In a classificatr.on essay, make sure most or all members of the group fit mto one of
be e out. For example, III an essay about partS of a baseball stadIUm, you would 1ft’ ‘
2. In a classification essay, be sure the categories are exclusive; each group member
categories of reckless drivers and aggressive drivers would overlap, so exclusive
categories should be used instead. In a division essay, make sure the partS do not
field” and “infield” would overlap, so it would be better to use three distinct
3. Create specific categories or parts that will engage your readers. In a classifica
interesting than simply distinguishing between “good” and “bad” drivers.
A division essay on players’ facilitieS in a baseball stadium-dugout, locker
room, and bullpen _ might be more interesting to sports fans than an essay
Choose descriptive names that emphasize the distinguishing feature of the
category or part. In a classification essay, you might categorize highway drivers
as “I-own-the-road” drivers, “I’m-in-no-hurry” drivers, and “I’m-daydreaming”
drivers. In a division essay about the parts of a baseball stadium, you might use
example, to generate details about pets, visit a pet store or an animal shelter.
notes on what you see and hear. Record conversations, physical chara<.1:eristics,
haviors, and so forth.
characteristics ofyour topic.
mind.
5. Conduct library or Internet research to discover facts, examples, and other details
teristics. Your principle ofclassification or division should be interesting, meanmgtID,
Choose a topic for your classification or division essay from the list of assignmen~ op
tions on pages 420-21, or choose one on your own. Then use the preceding guidelines
for method 1 or method 2 to generate details about your topic, choose a principle of
classification or division, and devise a set of (‘.categories or parts. Whatever method you
use, list the examples, situations, or other details that you will use to describe each cat
egory or part. You might try drawing a graphic organizer.
nee you choose categories or parts and are satisfied with your details, you are ready
develop a thesis for your essay. Remember that your thesis statement should iden
also suggest why your classification or division is useful or important. Notice
be able to make sure that you, your family members,
property arc protected.
becoming more
chase products, three new types of shopping are becoming
increasingly popular -face-co-face sales conducted in a home,
sales via telephone or computer, and sales from automatic vend
ing machines.
details to support the thesis. If necessary, do some additional prewriting.
have written with a critical Highlight the most useful details and delete mose that
are repetitious or irrelevant. are working on a computer, highlight useful details
in bold type or move them to a separate file. As you review your work, add useful ideas
that come to mind.
Using the preceding suggestions and comments from your classmates, evaluate your
the
ofyour classmates, you are ready to otganize your ideas and draft your essay.
Choose the method of organization that best suits your purpose. One method that
works well in classification essays is the least-co-most or most-to-Ieast arrangement.
You might arrange your categories in increasing order of importance or from most
to least common, difficult, or frequent. Other possible sequences include chronologi
cal order (when one category occurs or is observable before another) or spatial order
Spatial order often works well in division essays, as does order of importance. In
order). In writing about the parts of a hospital, you might describe the most
less importantiiKililies (waiting rooms and visitor cafeteria).
Once you decide how to organize your categories or parts, your next step is to write a
the complexity of your topic and the background knowledge of your audience.
Define any unfamiliar terms. Then pcovide details that describe each category
or part, and show how each is distinct from the omers. Include a wide range of
details-sensory details, personal experiences, examples, and comparisons and
2. Provide roughly the same amount and kind of detail and description for
type of mental disorder, you should give an example for every other type dis
cussed in the essay. Generally, allow one or more paragraphs for each category
3. Consider using headings or lists. Presenting me
tinct. Headings or lists can be especially useful
make them clear and dis
4. Use transitions. You need transitions to keep your reader on track as you move
5. Consider using a visual. Diagrams, charts, or other visuals can make your system
6. Write an effective introduction. Your introduction usually includes your thesis
provide background information and explain further, if needed, your principle of
7. Write a satisfying conclusion. Your conclusion should bring your essay ro a
organization, see Chapter 7,
paragtapns, including
introdwction;. and wne/usions,
sep Chapter 10, rP. 221-22.
and varying sentence patterns,
see Chapter JO, pp. 206–12.
Revise your draft using Figure 16.3 and any comments you received from peer review”
and mechanics. Watch for the types oferrors you tend to make (refer to your error log).
ticular kinds ofgrammatical error-choppy sentences and omitted commas followio~.
introductory elements.
essay sound dull and mechanical. 11-y combining a series of shorr sentences and
varying sentence patterns and lengths.
times messy and inconvenient to use.
they cover all or most members of the
group or all major parts of the topic?
Are your categories or parts eJ
that explain each category or part.
Does your essay fully explain each one?
[If it reads like a list, answer “No.”)
categories or parts.
each item fits into one group only.
more details.
Add eJ
” GUIDED WRITING ASSIGNMENT
revIew; see Chapter 9, pp.
statement about why the classification or division is useful and imporrant, and try
extend or elaborate on that statement.
vision essay to make it dearer and more effeai”e. Focus on content and ideas and
on grammar, punctuation, or mechanics. Use one or more of the following
to analyze your draft:
2. Ask a friend or classmate to read your draft and to give you his or her impressicl
with what you intend to convey, and revise your draft accordingly.
you drew or made earlier. In particular, look for any categories or parts that
sufficient details, and revise to include them.
essay. You might also ask a classmate to review your draft using the questions in
flowchart. For each “No” response, ask your reviewer to explain his or her answer.
·,FIg:ut~.1~.·a:t
Do it and the rest of your introduction NO
eJ
used at the top of your paper. Do you
use this principle consistently through·
out the essay? Does it fit your audience
and purpose? Does it dearly relate to
your thesis?
tion stronger or more appa rent.
Add explanatory information to your
introduction.
principles of classification of your topic,
and decide if one of them better fits your
audience and purpose .
ther your existing principle or a new one.
principle of classification.
REVISION STRATEGIES
o Refer to Chapter 7 to discover a moreused at the top of your essay. Is the or.
your audience and purpose? Have you o Revise the order of your categories or
o Add transitions to make your organiza.
paragraph. Is each paragraph focused
o Consider combining paragraphs that
on a separate category or part? cover a Single category or part and
than one.
o Ask yourself: ·So what? What does this a new insight or perspective On the
conclusion.
as well as comma usage.
he wrote the following essay in response to an assignment for his writing
temporarily, for a variable length of time. Applicants must pass a security clearance and show
work·related reasons. The visa is mostly used by outsourcing firms and technology companies.
commonly through holding
visas. He cites sources for
his information, as he
continues to do
throughout the essay.
his c1asslfkation is
comprehensive. induding
all major categories, and
introduces the fi~t
sub<:ategOl)' of the legal
category: people on tourist
visas.
those on H1B visas.. Notice
that at the beginning of
this paragraph and the
next four. Desai uses a
l!!if\i
expl3in this type of visa.
organization.
most common method of entry is through a visa–a document that demonstrates a person’s
subject and its two primary
classifications,
describes the controversy
over immigration, identifies
legality as his principle of
classification, and explains
the Importance of classifying_henondtizens. In identif1esthe hisIII
two major categories he will
discuss.
program in place, it would not be too difficult to add new categories to cover other kinds of “guest
permanent legal residents
:~t$~li
illegal residents: visa overstays
proposes a solution to
the immigration debate.
immigrants?
:\, Evaluate Desai’s introduction and conclusion. How successful are they at engaging
the second sentence ofparagraph 8. Is this fact or opinion? How can you
a journal entry describing Desai’s attitude toward noncitizens.
4 ———~~=”::-.-:·-‘:–~=—~~~’~~~~~!’~~~-p-I·~~-‘I-~~——-___.______~.____.~_____ . ____””_________ CAROLYN FOSTER SEGAL THE DOG ATE MY FLASH DRIVE 433
see Chapter 3.
see Chapter 4.
jnemPIoyed for other reasons. This classification fuils to consider those who are unable
II e ror rea lllg a c asslficaoo d” . d'”‘c h – “. h kwe as two model essays The first es’ll h n or IVISlOn essay When rea lllg My Secret lire on t e McJob: Fast Food Managers, you mig t as’. . sa I ustrates t . . ‘. . ‘
or Division Essay
low. Use the suggestions below to read classification essays, division essays, or any
lng that uses classification or division.
ofeach category or parr.
numbers) to identify the key details ofeach category.
4. Add annotations indicating where you find a category or part confUsing or
dividing the topic. for example, consider an essay that classilies types of exercise
grams at health clubs according to the benefits th~”Y offer for cardiovascular
Such exercise programs could also be classilied according to their cost, degree
uousness, type ofexercise, and so forth.
and DiVision
on both the comprehensiveness and the level ofd<.'tail by asking the follOwing
All Significant Categories or Parts?
which a subject can be classified or divided. It would be misleading, for example,
writer to classifY unemployed workers into only two groups-those who have been
about Each Category?
treated with the same level ofdetail. To provide many details for some categories and
just a lew for others suggests a bias. For example, if a writer classifYing how high school
students spend their time goes into great detail about leisure activities and offers little
derail on part-time jobs or volunteer work, the writer may create a &lse impression that
students care only about having fun and make few meaningful contributions to society.
for the Writer’s Purpose?
fied or divided in a way that fits the writer’s purpose. Newman, in “My Secret Life on the
McJob: Fast Food Managers,” classifies managers according to management style. It would
be possible, however, to compare managers according to other criteria such as productiv
ity, experience, training, or location. Newman’s purpose is to comment on relationships
between employees and managers and to explore his experience as a fust-food worker, so his
decision to use management style was appropriate. However, ifhis purpose had been ro ex
amine why some McDonald’s fianchises are more profitable than others, then classification
of managers by financial profitability might have been a more appropriate choice.
graphs to chalk and gives far less coverage to detergent, for example. This discrepancy
may be justified because chalk is, in terms of quantity, the second most important
ingredient in toothpaste.
of development to support a thesis about student excuses.
Tales ofWoe
Carolyn Foster Segal
where she specializes in American literature, poetry, creative writing, and women’s film. She
has published poems in Buffalo Spree magazine, Phoebe: Alournal ofFeminist Scholarship,
Theory, and Aesthetics, and the Bucks County Writer, as well as many essays in the Chronicle
woti<: is not ready. Those reasons fall into several broad categories: the family, the best
friend, the evils of dorm life, the evils of technology, and the totally bizarre.
of all excuses. What heartless teacher would dare to question a student’s grief or ve·
racity? What heartless student would lie, wishing death on a revered family member,
just to avoid a deadline? Creative students may win extra extensions (and days off)
with a little careful planning and fuller plot development, as in the sequence of “My
grandfather/grandmother is sickn; “Now my grandfather/grandmother is in the haspi·
taln; and finally, “We could all see it coming-my grandfather/grandmother is dead.n
“There was an emergency at home, and I had to help my family.” It’s a lovely senti·
ment, one that conjures up images of louisa May Alcott’s little women rushing off with
‘CbN€
~ ~/~O
‘EATEf’J
~ 50~
• ~ ~ ,” .. \. ,”” ~~ .. t’l l,.” .”~~”” ;~.
.’ .’~. \l, f .,.t _ ~
. –
~E~
wise! And I admit I was moved, until finally I had to point out to my students that it was
amazing how the simple act of my assigning a topic for a paper seemed to drive large
numbers of otherwise happy and healthy middle·aged women to their deaths. I was care·
ful to make that point during an offweek, duringwhkh no deaths were reported.
ture the evil roommate or hallmate, with my student in the role of the innocent victim;
and can oe summed up as foHows: My roommate, who is a horriole person, likes to
party, and I, who am a good person, cannot concentrate on my work when he or she is
partying, Variations include stories about the two people next door who were running
around and crying loudly last night because (a) one ofthem had ooyfriend/girlfriend
proolems; (0) one of them was throwing up blood; or (c) someone, somewhere, died.
A friend of mine in graduate school had a student who claimed that his roommate at·
tacked him with a hammer. That, in fact, was a true story; it came out in court when the
bad roommate was tried for killing his grandfather.
spiring almost as many new excuses as it has Internet ousinesses, Here are just a few
electronically enhanced explanations:
• The printer wouldn’t print.
• The printer wouldn’t print this file.
• The printer wouldn’t give me time to proofread.
• The printer made a olack line run through all my words, and I know you can’t read
know what you mean.
• It’s my roommate’s computer, and she usually helps me, but she had to go to the
• ‘did write to the Ustserv, out all my messages came back to me.
• I just found out that all my other listserv messages came up under a diferent
can tel which ones our mine oecause t didnt use the spelcheck! But it was yours
truely:) Anyway, justin case you missed those messages or don’t belief its my writ·
ting, I’ll repeat what I sad: I thought the last movie we watched in clas was oorring.
essay appeared In the Chronicle in 2000. With the author’s permission, It has been revised
slightly to update some technological references. As you read, notice how Segal’s classification
essay also uses description and illustration to fully explain each category she identifies.
teacher. “The dog ate my homework.n It is intended as a gently humorous reminder to my
students that I will not accept excuses for late work, and it, like the lengthy warning on my
syllabus, has had absolutely no effect. With a show of energy and creativity that would be
admiraole if applied to the (miSSing) assignments in question. my students persist, week
would turn to my most irresponsiole students in times of trouble.
friends, as in, “My best friend was up all night and I had to (a) stay up with her in the
dorm, (0) drive her to the hospital, or (e) drive to her college oecause (1) her boyfriend
oroke up with her, (2) she was throwing up olood [no one catches a cold anymore;
everyone throws up oloodl, or (3) her grandfather/grandmother died.”
that incorporated the motifs of ooth oest friend and dead relative: “My oest friend’s
mother killed herself.” One has to admire the cleverness here: A mysterious woman in
muter student called to explain why she had missed my morning class. She had gotten
up early so that she would be wide awake for class. Having a bit of extra time, she walked
outside to see her neighbor, who was cutting some wood. She caHed out to him, and he
waved back to her with the saw. Wouldn’t you know it, the safety catch wasn’t on orwas
broken, and the blade flew right out of the saw and across his lawn and over her fence and
across her yard and severed a tendon in her right hand. So she was calling me from the
hospital. where she was wailing for surgery. Luckily, she reassured me, she had remem·
bered to bring her paper and a stamped envelope (in a plastic bag, to avoid bloodstains)
along with herin the ambulance, and a nurse was mailing everything to me even as we spoke.
Ings, and I had atreacly recommended that she withdlllw from the course. N6W ! suggested
again that it might be best if she dropped the class. I didn’t harp on the absences (what if
even some ofthis story were true?). Idid mention that she would need time to recuperate
drop this course. Ihad been planning to go on to medical school and become a surgeon,
but since 1 won’t be able to operate because of my accident, I’ll have to major in English,
and this course is more importantthan ever to me.” She did come to the next class,
wearing-as evidence of her recent trauma-a bedraggled Ace bandage on her left hand.
story, provided by the same student, who sent me a letter to explain why her final assign·
ment would be late. While recuperating from her surgery, she had begun corresponding
on the Internet with a man who lived in Germany. After a one·week, whirlwind Web roo
mance, they had agreed to meetin Rome, to rendezvous (her phrase) atthe papal Easter
Mass. Regrettably, the time of her flight made it impossible for her to attend class, but
she trusted that I-just this once-would accept late work if the pope wrote a note.
2. Do some student excuses turn out to be an example from the
3. What obvious mistake was made by the student who offered the chain-saw
4. Explain the meaning of each of the following words as it is used in the reading:
dlcltion:arv as needed.
2. What is the function essay’s title?
3. Who is Segal’s audience? How can you tell?
4, What other patterns of development does Segal use in the essay?
real and believable? Review the and complete me chart above by filling in at
least one type of support for each category. The first one has been done for you.
2. What is me connotation of “an interesting spin” (para. 5)?
3. Other than students, what sources does Segal use? Explain why me essay would or
4. Does Segal provide sufficient detail in each category? What other kinds of details
5. Is the classification appropriate for Segal’s purpose? Why or why not?
6. Describe the tone of me essay. What does it reveal about Segal’s attitude toward
7. What does me inclusion of the cartoon add to me essay? Why is the boy selling
What is the implied message? What omer visual differences do you visual differ
ences do you notice becween the cwo
being made (or perhaps even made them yourself)? Do you agree that they are
overused? Or did you find the essay inaccurate, unfair, or even upsetting?
who make false excuses.
make in the workplace to cover up or JUStifY their poor performance, tardiness, Or
irresponsibility.
Essay Assignments
learned about classification and
choose, you may need to conduct
Depending on the topic you
money. For example. you might classify budget categories that are easy to master
versus those that cause problems.
benefits ofyour chosen field, and indicate why
departments. Describe where you are most
structors’ teaching styles.
6. Divide a familiar substance into its components, as Bodanis does in “A Brush
The Workplace
ing in Minnesota” (pp. 254-56) deal with employment in low-level service jobs. As
you answer the following questions, keep in mind that both authors are professionals
2. Write a journal entry exploring the differences and/or similarities that exist be
type of work is rewarding.
television is either harmful to children or not harmful to children.
arc learned, dL-velop the argument that efkctive parenting skills can be acquired
through practice, training, or observation.
have experienced or observed in the public education system. Divide
education into parts to bener explain your problem.
lege, including the section deseribing the services ofkred to students. Decide
how that section of the catalog should be organized. and then list the cat:egc,n”,
it should include. Finally, write a description of the services in one categoty.
XXXX
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.
Examples of Lung diseases
Two categories
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,
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 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
t.com/sites/default/files/21772952_050180_littlefie
ld_jc Work environment is the biggest cause of
occupational lung diseases. They are a collection of
diseases that come as a result of continuous and
extensive exposure to toxic
Material
This is plagiarism.
Text Box
Pryor, Oklahoma 74361
arkphenixgold@yahoo.com
nformation-series/en/resources/occupationallung-
disease
es/21772952_050180_littlefield_jc
dealing with coal, asbestos such as
black lung, farmer’s lung and berylliosis also known
as brown lung.
This is plagiarism..
Text Box
Pryor, Oklahoma 74361
arkphenixgold@yahoo.com
Text Box
Pryor, Oklahoma 74361
arkphenixgold@yahoo.com
Text Box
Pryor, Oklahoma 74361
arkphenixgold@yahoo.com
th
Text Box
