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The attached assignment has already been done, submitted, and returned by the professor with a failing grade and feedback on how to correct. Please review the attached file and let me know if you can help.
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Classification and Division
INTRODUCTION
In this lesson, we’ll examine still more patterns of development,
as we continue to help you build on what you know and to
improve your writing in preparation for college writing and
real-world communication.
OBJECTIVES
When you complete this lesson, you’ll be able to
� Define cause-and-effect as a pattern of development,
and apply its techniques
� Effectively integrate definition into your writing
� Employ classification in a cause-and-effect essay
ASSIGNMENT 19: DEFINITION
Read the assignment in this study guide. Then, in the Successful
College Writing textbook, read Chapter 17, pages 440–471.
American psychologist and philosopher William James said
our consciousness is always engaged in sorting out the “bloom-
ing, buzzing confusion” of the sensory world. Language is a
vital tool in this struggle to adapt to events and mental
impressions. Through language, we share a code that names
persons, places, and things and permits people to define
relationships among all of these. For example, in the
Required Journal Entry 10: Classification and Division
Review “Generating Ideas” on pages 421–423. Using either Method 1
or Method 2, explore the reasons students may be tempted to cheat
on one or more assignments in their college program. Whichever
method you choose, identify the principle of classification or division
and devise a set of categories or parts in which you list the exam-
ples, situations, or other details you would use to describe each
category or part. You may simulate a graphic organizer.
Christie Littlefield
Text Box
page 9 is the essay details
page 13 is the first attempt at paper along with instructor feed back.
Can you reduce the word count and help with the referencing?
English Composition112
American kinship system, the word uncle is defined as the
brother of a person’s mother or father. Words like here or
there indicate places. Rose and anvil designate things.
In writing, language may be used to provide extended defini-
tions. An extended definition should follow a theme and
have a purpose. Consider, for example, the concept of the
freegans, which is the topic of one of your readings in this
chapter. A simple definition doesn’t suffice for a person who
has never heard of a freegan. An extended definition like the
one offered by Jan Goodwin in her essay, not only defines the
concept, but also describes freegans through extended exam-
ples, especially in the case of Leia MonDragon. A surprising
finding in the piece is that people who systematically live on
the food people throw away are generally quite healthy. As
you’ll see, definition is one more pattern of development that
may be used alone or in conjunction with others, such as
narration or comparing and contrasting.
Pages 440–441. As you can see from the “Quick Start”
exercise on page 463, definition requires interpretation. You
can’t define something you don’t understand. Because words
are our tools for both interpreting and defining things, defini-
tions require effective writing.
Pages 442–449. A formal definition (1) states the term, (2)
identifies the general nature of the term by placing it in a
class, and (3) differentiates the term from other terms in the
same class. Identifying the nature of a term and differentiat-
ing it may remind you of the classification and division pattern
of development. These strategies are part of writing a definition.
However, defining focuses on a specific term (instead of ana-
lyzing the entire category) and identifies the ways the term is
unique in that category. For example, while reviewing a student
draft, Jack found himself confused by the way Alana used the
term animal in her essay because she seemed to have a
more narrow view of the term than he had as a science
major. After discussing the matter, Alana decided to include
a definition in her essay so her readers would know what she
meant by animal whenever she used it: An animal is a living
creature that moves and ingests food through its mouth. The
term is animal; it’s placed in the class of living creature and
is differentiated from other living creatures according to
Lesson 7 113
movement and food ingestion. Although Jack felt her defini-
tion was unscientific, he agreed that once he knew what
Alana meant, he could better understand her essay.
A definition addresses the reader’s need for clarity. A definition
essay focuses solely on the class and differentiating character-
istics of the term and therefore is considered an “extended”
definition. Of course, your essay must have a point for
developing the definition, such as correcting misconceptions
some readers might have about the term. An extended-
definition essay almost always uses other patterns of develop-
ment that clarify the uniqueness and the specific nature of
the term, particularly through illustrations.
Review the text’s introduction to definition essays, and, before
reading the sample essay “Freegans: They Live on What We
Throw Away,” skim through the characteristics of this pattern.
(Then, study those more closely after reading the essay.)
Read pages 452–453, “Integrating Definitions into an Essay.”
Flag page 452 because the instructions establish four kinds of
terms you should define no matter what the essay’s purpose or
pattern of development is. The need to define technical and
abstract terms may be obvious, particularly for an audience
unaware of the jargon. Although defining judgmental and
controversial terms requires a bit more reflection, they’re
perhaps the more important ones to define. For example, if
you use the term slow learners in your writing, you need
to clarify your use of it because for most readers the term
implies a negative judgment. The same applies to words like
feminism, which carries different implications (and connota-
tions) for different readers.
By referring to these categories whenever you write something,
particularly for the other courses in your degree program, your
instructor will see that you understand the concepts and know
how to avoid misconceptions.
Pages 451–453. The essay by Mike Crissey, “Dude, Do You
Know What You Just Said?” is an amusing and fascinating
piece on the evolution of the “dude” concept as our culture
becomes increasingly youth centered. Following the essay,
be sure to think carefully about integrating definitions into an
essay. Think about the four tips on page 452 to differentiate
judgmental, technical, abstract, and controversial terms. Study
the graphic organizer for the “Dude” essay in Figure 17.2
on page 453.
English Composition114
Pages 454–461. Scan the “Guided Writing Assignment.” Look
through all of it but pay special attention to the editing and
proofreading tips on page 460–461.
Pages 461–471. The “Students Write” section for this chapter
features an essay by Kate Atkinson, “Guerilla Street Art: A
New Use of Public Space,” on pages 461–463. Note the high-
lighted words and passages in the essay while you analyze
the reading. Having done that, proceed to the section under
“Reading Definitions” before your read and analyze the rather
disturbing essay by Jessica Ramirez on pages 466–469, “The
Appeal—and Danger—of War Porn.” You’ll want to spend some
time thinking about the messages conveyed by the shocking
photo on page 468.
Required Journal Entry 11: Classification and Division
Think about the information you’ve read concerning definition, classification, and division. How
would you define or classify yourself? As you freewrite, consider all your aspects, including your
roles, personality, background, and experiences.
Self-Check 19
1. Exercise 17.1, on page 448: Define two of the five terms.
2. Exercise 17.2, on page 448: Based on Exercise 17.1, write an explanation for how you might
use other patterns of development in an extended definition.
3. Exercise 17.4, on page 449: Following the instructions for the exercise, respond to items 1
(dance) and 4 (a term related to an academic course), being sure you correct misconceptions
and use negation in an extended definition.
(Continued)
Lesson 7 115
Self-Check 19
4. After reviewing the essay by Jessica Ramirez on pages 467–469, turn to page 469. Respond
to all four items under “Examining the Reading.” Then turn to page 470 and respond to all six
items under “Thinking Critically about Text and Images.”
5. Word-choice revision exercise: In each of the following items, correct errors in word
choice, including everyday expressions, slang, and other informal terms.
a. My family lived in Trinidad for the first ten years of my life, and we went through a lot;
but when we came to America, we thought we had it made.
b. Only recently have ladies landed seats on the Supreme Court.
c. The Democrats are plotting and conspiring on a new education bill.
d. Last night, a group of firemen came into the emergency room with minor scrapes
and burns.
e. Every doctor in the emergency room performs his job under tremendous pressure.
f. The totally weird practice of trepanation, which involves drilling a hole in a person’s skull,
has found modern supporters in today’s society.
g. Ancient people may have used trepanation to relieve pressure from head injuries, or
perhaps it is possible that they thought it was a headache cure.
h. We’re not talking about accidents here; these holes were intentionally drilled.
i. Trepanation supporters are perhaps not playing with a full deck, but they insist that
having a hole drilled in one’s skull produces a permanent euphoria.
j. The International Trepanation Advocacy Group is aware of the fact that many people find
trepanation very uniquely disturbing.
Check your answers with those in the online Self-Check Answers supplement.
English Composition116
ASSIGNMENT 20: CAUSE
AND EFFECT
Read the assignment in this study guide. Then, in the Successful
College Writing textbook, read Chapter 18, pages 472–509. To
test your progress, complete the self-check.
Isaac Newton’s third law of motion, based on scientific princi-
ples, states that for every action, there’s an equal and
opposite reaction. “The price of Bride Electronics stock will
rise if the company merges with Canberra Enterprises.” This
statement is an opinion, probably based on research and prior
learning. “Whenever I watch The Wizard of Oz, I think of my
childhood in Kansas.” This statement refers to a subjective
response to a film and applies to only one individual. Each
statement, in its own way, is an example of cause and effect.
Pages 472–473. Imagination is among any writer’s most
valuable tools. In this “Quick Start” exercise, your assignment
is to imagine what led to the scene in the photo on page 472.
What could have been the cause, or sequence of causes,
that led to this apparent disaster? Consider several
possible scenarios.
Page 474. A cause-and-effect essay, also called a causal
analysis, is sometimes intended as an argument that supports
a set of observations, identifying a particular cause or sequence
of causes. In other cases, a causal analysis is intended to
inform readers. Read the information in this section as an
introduction to this pattern of development.
Pages 475–477. Read “Can Diet Help Stop Depression and
Violence” by Jurriaan Kamp.
Pages 477–482. The characteristics of properly written
cause-and-effect essays are explained. Note that effects
may have multiple causes. Poverty, for example, results from
factors (variables) that can include age, parent education,
quality of education, and racial discrimination, to name a
few. But apparent causes may be misleading. For example, if
ice cream consumption is statistically related to higher crime
rates, one could conclude that ice cream promotes criminal
behavior when, in fact, it’s warmer temperatures that are
among the causal factors leading to both higher crime rates
and higher levels of ice-cream consumption.
Lesson 7 117
There are three general approaches in a causal analysis. First,
a cause-and-effect essay may focus on one or more causes
with respect to an effect, or it may explore how a cause, such
as poor health in children, may produce multiple effects,
such as poor reading skills, absenteeism, and disruptive
behavior. Second, an essay may explore chains of events.
For example, low self-esteem in a child may produce asocial
behavior. Asocial behavior, in turn, may lead to delinquency,
and so on. A third approach may explore multiple causes and
effects. Figures 18.1, 18.2, and 18.3 are graphic organizers
for cause-and-effect essays.
Pages 496–498. Read the “Students Write” essay, “An Early
Start,” by Harley Tong. The author specifies the causes for his
decision to leave high school and move on to community college.
Be sure to appraise the essay following the steps on page 498.
Pages 498–509. Under the heading “Reading Cause-and-
Effect Essays,” you’ll encounter two essays. After working
through the material on “Working with Text” and “Thinking
Critically about Cause and Effect,” read the causal analysis
essay by Courtney E. Martin on pages 500–502. “Why Class
Matters in Campus Activism” raises thorny questions. The
springboard question is this: Why is student activism so
much more robust in the United Kingdom than it is in the
United States? In partial response to that question, you’ll be
challenged to think about the role of social class in either
country. And you may wonder why British student are more
tuned into basic economic and social inequality issues.
The second essay, “Hitting the ‘Granite Wall,’” by Gary M.
Stern, raises another social issue. Why is it the case that
white Americans are disproportionately represented in cor-
porate management? What factors are involved that work
against blacks, Hispanics, and Asians? You’ll have an
opportunity to explore those questions as you examine and
analyze the essay.
English Composition118
Self-Check 20
1. Exercise 18.1, on page 478: List one or more causes for each of the five events.
2. Exercise 18.2, on page 478: List one or more possible effects for each of the five events.
3. Exercise 18.3, on page 485: Draw a graphic organizer for “Can Diet Help Stop Depression
and Violence,” on pages 475–477. Use Figure 18.3 on page 482 as a model, listing various
research studies as causes and then outcomes as effects.
4. After reviewing the “Students Write” essay by Harley Tong on pages 496–497, turn to
page 498. Respond to all three items under “Thinking Critically about Cause and Effect.”
5. After reviewing “Hitting the ‘Granite Wall’” on pages 503–506, turn to page 507 and
respond to all three items under “Reacting to the Reading.”
Check your answers with those in the online Self-Check Answers supplement.
119
Lesson 7 Examination:
Classification and
Division Essay
Objective
To prepare a classification and division essay of 1,200 to
1,500 words using either method 1 or method 2.
Topic: Use your topic from the previous classification and
division assignment. Your topic should be one of these:
� 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
Pattern of Development
Using your prewriting and the feedback you received
from your instructor, expand on your ideas from the
classification/division from your graphic organizer into an
essay of 1,200–1,500 words (approximately five paragraphs).
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Examination, Lesson 7120
Submitting Your Assignment
To submit the assignment, follow these steps:
1. Type the assignment.
2. Save the document.
3. Go to your Student Portal.
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 writing should have been saved under your student
number_exam number_last name_first name. Your exam
number for this assignment is 05018000.
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.
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 num-
ber, and finally your last name (for example, 23456789_050177 Doe). Save each as “File Type:
Rich Text Format,” regardless of your word-processing program.
Examination, Lesson 7 121
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.
Examination, Lesson 7122
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 provides suggestions from
the prewriting exercise and identifies
a clear cause and effect scenario.
Use of classification and division is
present throughout the whole essay.
30 28 26 24 22 15 0
Organization
There is a clear introduction with a
thesis, body, and conclusion. The
body paragraphs incorporate other
patterns of development coherently.
The conclusion restates the findings.
25 23 22 21 19 12 0
Voice
The writer interacts with the assigned
audience by using appropriate, con-
sistent point of view, tone, and
evidence. The essay 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.
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 writer meets the required length
(1,200–1,500 words), and uses a
standard font and margins. 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 Essay
Lesson 9 161
ASSIGNMENT 26: ESSAY
EXAMINATIONS
Read the assignment in this study guide. Then, in the Successful
College Writing textbook, read Chapter 25, pages 716–735. To
test your progress, complete the self-check.
Please note that your text’s Chapter 25, “Essay Examinations
and Portfolios,” ends on page 735. However, your required read-
ing for this chapter ends on page 728. Your focus should be on
the excellent advice and guidelines you’ll find for responding to
essay exam questions. Feel free to skim over the material on
creating a portfolio. However, none of this material will appear
on your exam for Lesson 9.
Required Journal Entry 14: Notes and Citations
Reread “Writing Summary Notes,” “Writing Paraphrases,” and “Avoiding Plagiarism” on pages
611–614 of the textbook. Also review both the MLA and APA formats for citing Internet sources
on textbook pages 652–655 and 673–674. Then, go to http://www.careerbuilder.com. Scroll
to the Job Search Tools section. Click Career Advice from the bulleted list. From the list pro-
vided, choose any article related to a job search. Actively read and reread that article several
times.
Summary: Summarize the article. (1 paragraph, 3–5 sentences)
MLA format: Write an accurate citation for the article using MLA format.
APA format: Write an accurate citation for the article using APA format.
Self-Check 25
1. Exercise 23.1, on page 625: Follow the instructions for one of the three listed topics.
Check your answers with those in the online Self-Check Answers supplement.
English Composition162
Why do many colleges require students to write essays or essay-
type answers within time limits? Time limits assess the extent to
which students understand ideas or concepts, and their critical-
thinking and writing skills. Because proctored exams are part
of your program requirements, this chapter can help you deal
with time limits while still writing at a college level.
The “Quick Start” exercise is explained on page 717. After
you’ve studied the cartoon, limit your response time to 15
minutes. The exercise will help you prepare for time-limited
writing responses.
Pages 719–722. In this section, you’ll consider four ways to
prepare for essay exams:
� Write out study sheets to organize and/or visualize a
response to an essay or essay question.
� Learn to predict essay exam questions by studying
previous exams and grouping topics into categories.
� Draft possible answers in an outline form based on your
predictions.
� Reduce your essay outline to an informal key-word outline.
Pages 725–727. The art of taking an essay exam involves
applying all the skills you’ve learned in this course. In addition,
you’re expected read the directions carefully and preview the
exam so you can budget your time for each question. By
following a few guidelines, you can score higher on your exam,
even if you don’t actually know more about the subject
matter than you did before.
When you analyze an exam question, look for the key verbs,
such as identify, explain, or discuss. If the requirement is to
explain, you can probably limit your approach to one point
of view; however, if you’re told to discuss, you must consider
opposing points of view as well as specific examples. Study
Figure 25.1 on page 725, which presents a guide to identify-
ing and understanding the key words found in essay exam
items. Then approach your answer as you would any essay—
compose a thesis statement, develop supporting details, and
proof your answer for obvious errors.
Lesson 9 163
Pages 727–728. Study the sample essay exam question and
the student response. Does the student adequately distinguish
between fads and fashions? Where’s the thesis statement?
What is the five-phase process?
Required Journal Entry 15: Course Reflection
Reflect: Reread what you wrote for Journal Entry 1: “Me, a Writer?” Compare and contrast your
attitude then with your attitude now. Reflect on how knowing who you are as a learner has helped
you with the course activities. Reflect on ways you’ve changed as a writer, reader, and/or thinker
throughout the course. (3 paragraphs, 5 sentences each)
Evaluate: Evaluate this English Composition course. Explain what you found most helpful, least
understandable, and/or least helpful. Suggest ways to improve the course so it better accom-
plishes its objectives for college students. (2 paragraphs, 5 sentences each)
Self-Check 26
1. Exercise 25.1, on page 720: Prepare a study sheet for a topic from one of your semester
courses for use on your proctored exam
2. Exercise 25.2, on pages 720–721: As instructed, use the guidelines for predicting essay
exams and key verbs to create three possible questions.
3. Exercise 25.3, on page 726: Write thesis statements for two of the four essay
exam questions.
Check your answers with those in the online Self-Check Answers supplement.
English Composition164
EXAMINATIONS
The remainder of this course consists of two examinations.
First, you’ll complete the Lesson 9 exam on research and MLA
citation. After the Lesson 9 exam, you’ll complete your final
examination by preparing your course journal for submission.
Now that you’ve spent significant time learning the material
for this course, it’s time to show both what you’ve done and
what you can now do!
Monty Littlefield 21772952 050180 Page 1
6757 N 431
Pryor, Oklahoma 74361
arkphenixgold@yahoo.com
Introduction
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. One severe contact to any toxic waste can also be a cause of acute or persistent
respiratory illness. It is a difficult task to control one’s environment in terms of the type of air
inhaled. Most industries have a risk of exposing their workers to toxic fumes and substances.
There have been a lot of cases reported on lung illnesses in private industries more than the local
government. The rate of lung related conditions was higher in health services and education
departments in private industries. Occupational lung diseases occur when someone inhales
harmful chemicals, dusts, molds or bacteria. Knowledge about the diseases can help prevent
them or keep them under control (American Thoracic Society).
Occupational Lung Diseases
Lung illnesses get worse in the work environment and it is especially harmful to workers.
Occupational lung cancer lies under two categories. There are specific occupation caused
diseases from environments dealing with coal, asbestos such as pneumoconiosis also known
black lung, farmer’s lung and berylliosis also known as brown lung. The other category is the
non-specific occupation diseases that aggravate due to the work environment such as asthma.
There are also different groups of occupational lung diseases; work associated asthma, allergies,
lung diseases caused by metals or dusts, lung cancer, reactions caused by irritants and infections.
Frequent diseases consist of mesothelioma, silicosis, occupational asthma, sick building
syndrome, and asbestosis. Asthma from an adult can easily be triggered by exposure to the work
Comment [WU1]: Word count: 1880. The essay
should not be longer than 1500 words.
Comment [WU2]: What is the source of this
information?
Without a citation explaining the source of this
information this can be considered
plagiarism.
Comment [WU3]: What is the source of this
information? Without a citation explaining the
source of this information this can be considered
plagiarism.
Comment [WU4]: You need a citation like this
for each factual statement including the two above.
Comment [WU5]: http://www.lung.org/assets/do
cuments/ALA_LDD08_OLD_FINAL.PDF
Many occupational lung diseases are related to a
specific occupation or exposure to hazardous
materials, such as asbestosis, coal workers’
pneumoconiosis
(black lung), silicosis (exposure to fine sand as in
ceramic workers), berylliosis,
byssinosis (brown lung, exposure to raw cotton) and
farmer’s lung.
This is plagiarism.
Comment [WU6]: http://patients.thoracic.org/i
nformation-series/en/resources/occupational-
lung-disease
The major groups of occupational lung
diseases are: □ work-related asthma. □ lung
disease from dusts and metals … from
irritants. □ lung or other cancers. □
infections. What is work-related asthma? …
an allergic reaction. … Lung disease that is
caused by inorganic dusts is … Asbestos also
causes mesothelioma,
This is plagiarism.
http://www.lung.org/assets/documents/ALA_LDD08_OLD_FINAL.PDF
http://www.lung.org/assets/documents/ALA_LDD08_OLD_FINAL.PDF
http://patients.thoracic.org/information-series/en/resources/occupational-lung-disease
http://patients.thoracic.org/information-series/en/resources/occupational-lung-disease
http://patients.thoracic.org/information-series/en/resources/occupational-lung-disease
Christie Littlefield
Text Box
Monty Littlefield 21772952 050180 Page 2
6757 N 431
Pryor, Oklahoma 74361
arkphenixgold@yahoo.com
environment. Lung cancer and COPD (chronic obstructive pulmonary disease) are diseases
mainly as a result of smoking but can also be caused by the work environment (American
Thoracic Society).
Other occupations are more prone to occupational lung cancer than others. The
environment they associate with increase the risk of the disease developing. Occupations such as
construction and industrial work expose workers to asbestos. Farming also is a hazardous
environment as it exposes workers to harmful chemicals and dusts, while miners have a higher
risk of exposure to minerals and coal. Firefighters get exposed to more harmful substances than
the rest such as gases, dust, fumes, combustion particles, and toxic particles while working. So
much money goes towards compensating occupational illnesses and injuries with up to 150
billion dollars. It is easier to prevent an occupational lung disease than it is to cure it. The work
environment should provide workers with preventable measures from contracting any harmful or
toxic particles. For example dusty areas or paces that release fumes should be well ventilated and
workers need to wear protective gear. It is also important to change the procedures of work to
prevent a worker’s over-exposure to a certain substance. A work place should also offer its
workers education on the dangers of the work environment. It will increase the chances of
preventing any reports of illnesses or injuries.
Dusts like asbestos, coal, and silicon causes lung diseases by fatally scarring the lungs,
which forms a condition known as fibrosis. Pneumoconiosis is an occupational lung illness that
comes as a result of exposure to inorganic dust. The symptoms include tiredness and running out
of breath, but unobvious and difficult to detect it. It usually develops slowly taking up to 20
years to fully appear if there is continued exposure to dust all this time. Exposure to metal in
Comment [WU7]: 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/
Comment [WU8]: Once again you need to
identify the source of this material.
Comment [WU9]: You can not simply
paraphrase since this is very specific information.
You must identify the sources.
http://homeworktips.about.com/od/reading/qt/paraphrasing.htm
http://owl.english.purdue.edu/owl/resource/747/02/
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nuclear fields or metal cutting factory can also cause fibrosis and reduces the amount of blood
oxygen. Scarring on the lungs is what causes an individual to easily run out of breath. The
presence of mould in a work environment can lead to inflammation of the nose and major
illnesses such as asthma. Healthcare workers are also at risk of contracting airborne diseases
such as tuberculosis and influenza (Centers for Disease Control and Prevention).
Occupational asthma is the most popular lung illness related to the work environment.
Also identified as work-related asthma, occupational asthma worsens due to exposure to certain
things in the work place. There are two types that identify the disease namely, work-related and
work-exacerbated. The main causes can be exposure to an irritating substance or even a reaction
to an allergy. Occupational asthma that comes as a result of an allergic reaction develops due to
exposure to a certain substance that gradually makes a person allergic. These can be substances
such as spray paints, lab animals, or latex gloves. On the other hand, work-exacerbated asthma is
an existence asthmatic conditions that worsens due to the work environment. Asthmatic
individuals are very sensitive when it comes to cold weather and dust particles. Chemical
irritants and exertions can also be a huge trigger to asthmatic person. According to studies, 20
percent of asthma in adults is usually a result of work. A study took statistics of four states on
cases of occupational lung illnesses over a period of seven years. The results showed that 33%
was the highest percentage with these individuals working as fabricators, operators and laborers.
The lowest case was that of indoor pollutants with only 10%. The common agents that caused
the illnesses were miscellaneous chemicals, inorganic and mineral dust, and cleaning materials
(U.S. Department of Labor, Bureau of Labor Statistics).
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Mesothelioma is malignant and fatal in nature. It is a cancer caused when an individual
constantly exposes themselves to asbestos. Workers in industrial and construction areas have
more exposure to the substance. Plumbers, electricians, pipefitters, mechanical engineers and
plumbers report the most mesothelioma related deaths. This cancer mainly occurs on the lining
of the abdomen and chest. Most manufacturing and construction materials in the twentieth
century are asbestos. There has been a 99 percent decline of the use of asbestos in 2007 in the
United States. The illness is not easily detectable and takes up to 40 years to show. Most deaths
related to mesothelioma are exposure that happened years ago, probably 30 years. This is why
these occupational lung diseases should be prevented as they are not easily curable. There has
been a lower use of asbestos over the years, but there are estimated deaths in 2010 due to
mesothelioma. The disease is common in Caucasian males in the United States.
Silicosis is the oldest occupational lung illness and it is dust-related. The main cause of
silicosis is continued exposure to crystal silica and inhalation as well. Silica is a mineral found in
clay, blasting operations, mines, stone, foundries, and manufacturing of glass. Silica particles can
easily infiltrate the respiratory system and affect the alveoli. The alveolus is an airsac that allows
the swapping of gases, but silica particles form scar tissues that prevent this. There are almost a
million workers exposed to particles of silica every year. The symptoms can not easily be
detected but they develop as years go by. The symptoms included running out of breath,
respiratory failure, chest pains, and lack of appetite. All these symptoms can easily lead to death.
The disease also causes vulnerability to lung diseases such as tuberculosis. Reported deaths form
silicosis are normally low, but can be prevented none the case. There were a higher percentage of
deaths in men in fields of mining and non construction workers, which is relatively lower.
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Occupational lung diseases can easily lead to lung cancer from exposure to silica,
asbestos, and arsenic. Smoking is one habit that in most cases leads to cancer. Non smokers are
not exactly safe as second hand smoke can easily affect the lungs. Inhaled cigarette smoke,
exhaust fumes, chromates, and beryllium are some of the materials that increase chances of
acquiring lung cancer. Second hand smoking increases the risk of getting lung cancer. There are
two types of lung cancer namely non small cell and small cell. Cancer of the lungs mostly affects
the cells lining the trachea. Lung cancer usually starts in the lungs, but if it spreads from other
areas of the body it is metastatic cancer. Cases of lung cancer are common in older adults of the
ages of forty and above. Risks of getting lung cancer are mainly due to the amount of cigarettes
smoked and the time spent smoking. The earlier a person starts to smoke in their life, the more
prone they are to acquiring lung cancer. Exposure to radiation, air pollution, and radon gas also
increase the risk to lung cancer (Centers for Disease Control and Prevention). Family history can
affect a person’s chances. Symptoms of lung cancer include coughing continuously, chest pain,
having shortness of breath, tiredness, wheezing, and coughing up blood.
Symptoms and Treatment
Occupational lung cancer affects Caucasian and African Americans in different ways.
Silicosis affects African Americans more severely than Caucasians. There are more deaths from
African Americans when it comes to silicosis, but Caucasians suffer malignant mesothelioma
more. This tendency has been so for years. Statistics show that there have been malignant
mesothelioma deaths of up to 24 million in Caucasians. There is the emergence of new
symptoms such as wheezing, and coughing that can normally occur during work. Some
symptoms usually deteriorate when away from work, which means there are particles or
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substances that affect the lungs at work. Work related lung illnesses will also display on
workmates, they will experience breathing problems and other symptoms. These symptoms
mean that there has been exposure to harmful chemicals that cause pneumoconiosis or asthma.
Some severe symptoms include chest pains while coughing and coughing up blood. When these
symptoms become too elevated consulting a doctor is very important as occupational lung
illnesses could lead to cancer.
Occupational lung diseases can easily be prevented by avoiding any exposure to harmful
particles. Ventilation is important so as to let out harmful fumes to avoid congestion. Using face
masks or respiratory masks can prevent the particles from getting into the lungs through the nose.
In order for the disease to be treated, diagnosis is an important step. One of the ways to diagnose
occupational lung disease is by observing any obvious symptoms such as coughing and fatigue.
The next step would be to explain to a doctor the symptoms and let him or her do the diagnosis.
It is also important to report the type of job and substances around the work environment. An
environment can be tested for harmful materials by using Material Safety Data Sheet (MSDS).
Asbestosis can be prevented by avoiding any further exposure to asbestos. A person should
immediately stop smoking as this increase chance of getting lung cancer. Asbestosis is not
curable but there are treatments that help in managing the symptoms. This is also the case for
someone suffering from silicosis.
Comment [WU10]: You have some very good
information and it is well organized.
Comment [WU11]: Remember that this is not
supposed to be a research paper. You have a very
large amount of material that is not original.
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References Works Cited
American Thoracic Society. Occupational Lung Diseases. 11
th
May 2009.
Web. 4
th
Apr. 2012.
Centers for Disease Control and Prevention. (2008). Asbestosis-Related Years of Potential Life
Lost Before Age 65 Year. Morbidity and Mortality Weekly Report.
Ritter, Malcolm. Afghanistan, Iraq Soldiers Returning Home With Untreatable Lung Disease in
Some Cases, Doctors Report. Feb 2011. Web. 4
th
Apr 2012.
ScienceDaily.. Occupational Lung Diseases in Iraq and Afghanistan Veterans. 18
th
May 2011.
Web. 4
th
Apr 2012.
U.S. Department of Labor. Labor Force Statistics from the Current Population Survey:
Employed Persons by Detailed Occupation, Sex, Race and Hispanic or Latino Ethnicity,
2008. Bureau of Labor Statistics, 2008. Print.
Classification and Division
Traits of Good Writing
Review pages 164-169 in your study guide for
a complete explanation of the rating you
earned for each trait as well as references
you can study to improve your writing skills.
Skill
Realized
Skill
Developing
Skill
Emerging
Not
Shown
Ideas & Content The writer identifies a clear
classification and division scenario based on
one of the provided options. Use of
classification or division is present
throughout the whole essay.
30 28 26 24 22 15 0
Organization There is a clear introduction
with a thesis, body and conclusion, with body
25 23 22 21 19 12 0
Comment [WU12]: Having a “Works Cited” is
very good. However you need to use the citations in
your text (even when paraphrasing).
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paragraphs incorporating other patterns of
development coherently. The writer’s
conclusion restates the findings.
Voice The writer interacts with the assigned
audience using appropriate, consistent point
of view, tone and evidence. Maintains a clear
stance on the topic.
10 9 8 7 6 4 0
Word Choice The writer makes correct verb
and word choices, defined any terms that may
have been unfamiliar, and conveyed a clear
message. Transitional words are present and
used correctly.
10 9 8 7 6 4 0
Grammar & Sentences The writer used
correct grammar, spelling, punctuation and
sentence structure. Their essay was free of
any typographical errors.
10 9 8 7 6 4 0
Format The writer met the required length
(1,200-1,500 words). Used a standard font
and margins. All of the required header
information was present.
15 14 13 12 11 8 0
Exam number: 050180 Exam grade: 1% Plagiarism
Date of evaluation: 1 march 2013 Evaluated by: JC
IMPORTANT NOTICE
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.
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REQUIRED RETAKE INSTRUCTIONS – PLAGIARISM
ENG100: 050180 “Classification and Division”
Student name: Monty Littlefield Student number: 21772952
Grade: 1% Plagiarism Date: 1 March 2013 Evaluator: JC
Dear Student,
Since you did not write an original essay, you have earned a grade of 1% for this exam
submission. Please review in your study guide the syllabus and exam instructions that cautioned
you about not using outside sources but only your own knowledge and experience. Also review
the sections entitled “Academic Integrity” and “Academic Policies” in the Penn Foster College
Student Handbook.
Review these textbook page references as well as Chapters 12-15 and the study-unit discussions
related to writing a classification and division essay. The following are key revisions you must
make to ensure a passing grade on your retake. If you do not understand how to rewrite your
essay in order to accomplish these goals, please contact the school.
Purpose: Write to express your feelings about a particular subject to your fellow Penn Foster
College students about the various effects or impacts that result of your desired topic (512).
Strong thesis: State a specific thesis which includes the subject (curing cancer would be
easier if researchers had better access to stem cells) and identifies your principle of
classification for the various effects you will describe in the essay (423, 433, 512, 527).
Possible classifications include sorting effects by the types of people or groups impacted, by
the ways they are impacted, or by the consequences.
Effective introduction: Draw your fellow Penn Foster students into the topic and include
your thesis (468-471, 524).
Well-developed explanations: Based on your principle of classification, develop at least one
paragraph for each type of effect or subdivision. Provide specific evidence (433-436, 511,
526-527). Explain each effect or division fully as you affirm/dispel assumptions (513-514).
Satisfying conclusion: Remind fellow students of your thesis and encourage people to adopt
your view on a particular issue.
Clear, logical organization: Use appropriate transitions to guide your reader (513, 529-530).
Editing and proofreading:
Please include this set of instructions with your retake submission, or there may be a problem
completing your evaluation. For electronic submissions, copy and paste them at the beginning of
your retake document. As part of your file name, include “Retake” after your last name. Then
submit your retake essay for grading.
Best wishes on your retake,
Instructor
Christie Littlefield
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Christie Littlefield
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Christie Littlefield
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Monty Littlefield 21772952 050180 Page
10
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Pryor, Oklahoma 74361
arkphenixgold@yahoo.com
Penn Foster College
Christie Littlefield
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