Handout Created By Justine White Wwwrichlandcollegeeduenglishcor ✓ Solved

Handout created by Justine White The English Corner at Richland College Paragraphing and the Tell, Show, Share Method Paragraphing is sectioning and organizing your essay into paragraphs. Paragraphs are a visual way of dividing your essay into sections organized by a unifying idea. Paragraphs help your reader visually know when you change ideas. Without paragraphs, the reader is overwhelmed by the sheer amount of words on a page. Paragraphing helps reduce confusion when reading by focusing on only one point at a time.

How you organize a paragraph helps the reader understand what point you are trying to make in relation to your thesis. Focus and organization are the keys to a good paragraph. Focus Each paragraph needs to focus on one main idea or claim. Your introduction should focus on introducing your topic and providing a roadmap of what you will be writing about in your body paragraphs. Your introduction needs to include your thesis statement as well (See the handout on Creating Thesis Statements for more information about strong thesis statements).

All of your body paragraphs need to focus on one idea that supports your thesis (your claim) stated in the introduction. For an argument essay, each body paragraph should be a reason that supports your thesis. For a literary analysis, each body paragraph should be a different aspect of the poem or literature (symbolism, metaphor, character, setting, voice, tone) that proves the thesis. For a visual analysis, each body paragraph should be an aspect of the visual (color, background, foreground, framing, juxtaposition, superimposition) that proves your thesis. See the handouts Ten Tips for a Visual (or Literary) Analysis for more help with writing those papers.

Organization When putting your body paragraphs together, think about how they flow. Is the flow logical? You might organize chronologically or thematically depending upon your purpose (literary analysis versus visual analysis). Argument essays should be organized on the strength of your evidence. Begin with a strong claim, put your weaker claims in the middle, and end with your strongest evidence.

That way your reader finishes your essay with your best argument. The Tell, Show, Share Method All body paragraphs include three main parts: the topic sentence, the evidence, and the explanation or analysis. The Tell, Show, Share method is a mnemonic device to help you remember the parts of a well-developed paragraph. Tell: your claim (topic sentence) Show: your evidence (quotes, examples, statistics, analogies, anecdotes) Share: your opinion, explanation, or analysis (answer the so what, who cares, why does it matter questions) The Tell, Show, Share method reminds you to open with a topic sentence and close with your own ideas. You shouldn’t have a quote opening or closing a paragraph.

Opening with a quote means that you have forgotten to make a claim about what you will be discussing in your paragraph. A strong paragraph opens with a topic sentence that makes a claim. Handout created by Justine White Ending a paragraph with a quote is called a dangling quote (other terms are quote bomb, quote suicide, hit and run quote, or orphan quote). You must always explain the purpose of another author’s words in your paper. Your job is to relate all quotes back to your main claim or thesis.

It is important that you analyze your quote and explain its purpose. Answer these three questions after each piece of evidence you present: So what? Who cares? Why does it matter? Here’s an example paragraph that uses the Tell, Show, Share method of paragraph development.

Each section of the method is identified in brackets. [Tell] Most Americans will agree that our fundamental rights guaranteed by The Bill of Rights are the cornerstone of our democracy. [Show] In the book, The American Democracy (2009), authors Thomas Patterson, Professor of Government at Harvard University, and Gary Halter, Professor of Political Science at Texas A&M University, assert that citizens have constitutional rights and suggest that these liberties should be upheld at all times. Patterson and Halter are unwavering in their belief by emphatically stating, “A constitutional guarantee is not worth the paper on which it is written if authorities can violate it at will†(86). [Share] In other words, American citizens should demand no less than the liberties afforded them within the four corners of the Constitution.

If a law violates the Constitution, it should be repealed. The question remains, though, whether these red-light cameras infringe upon citizens’ rights. The author has a strong topic sentence that sets up her claim about democracy. She then proves it with evidence from experts. In this example, they are professors from prestigious universities.

But she doesn’t stop there. She ends her paragraph with a relation back to her overall thesis about red-light cameras. Even though her stance is only implied, it is clear from her language that she disagrees with the validity of red-light camera tickets. Here’s another paragraph that uses several quotes as examples and switches back and forth between the Show and Share throughout the paragraph. The example is from Denise Noe’s article “Parallel Worlds: The Surprising Similarities (and Differences) of Country-and-Western and Rap.†Each section of the Tell, Show, Share Method is identified in brackets. [Tell] While the differing attitudes toward law enforcement are real enough, much of the difference between violence in country-and western music and in rap lies not in the songs themselves but in the way they are heard. [Show] Thus, when Ice Cube says, “Let the suburbs see a nigga invasion / Point-blank, smoke the Caucasian,†[Share] many whites interpret that as an incitement to violence. [Show] But when Johnny Cash's disgruntled factory worker in “Oney†crows, “Today's the day old Oney gets his,†[Share] it's merely a joke. [Show] Likewise, when Ice Cube raps, “I've got a shotgun and here's the plot / Taking niggas out with the fire of buckshot†(“Gangsta, Gangstaâ€), [Share] he sends shudders through many African-Americans heartbroken by black-on-black violence, [Show] but when Johnny Cash sings of an equally nihilistic killing in “Folsom Prison Blues†— “Shot a man in Reno / just to watch him die†— [Share] the public taps its feet and hums along…It's just a song, after all.

Notice how smoothly Noe transitions between each quote (and song). After she presents a line, she immediately explains and analyses what the line means in relation to her topic sentence (and overall thesis, which can be identified from the title). The reader can follow her train of thought easily because she continuously explains herself throughout the paragraph and in the end. Paragraphing and the Tell, Show, Share Method Focus Organization The Tell, Show, Share Method Read Chapter 8: Macro-ergonomics: task analysis and process mapping Read Chapter 9: Computer simulation of processes and tasks The purpose of this assignment is for you to practice utilizing these processes toward evaluating common controls for mitigating ergonomic-related hazards.

Instructions: This assignment involves completing a series of four exercises. Exercise 1: Task Analysis Take the simple task of lifting a 25-pound box (18 inches x 18 inches x 18 inches) from the floor and placing it on a desk that is 36 inches high from the floor. In the space below, perform a task analysis by using one of the methods described in the textbook and listing the steps for completing the task. Then, list the potential hazards associated with each step (i.e., stressors, CTDs, MSDs). Also, provide at least three ways to improve the task from an ergonomics perspective.

Task Analysis Identify the method you used = Task = Lifting a box from the floor and placing it on a desk. In the spaces below, list the steps for the task. List the potential hazards for each step Ergonomic Improvements List at least three ways to improve the steps while avoiding the hazards. 1. 2.

3. 4. 5. Exercise 2: Flow Diagram Using the flow-diagram system, describe in detail the task of cart retrieval at the local grocery store or big box store. Start from the point where the customer acquires the cart inside the store and then discards the cart in the cart storage within the parking lot.

This exercise requires two items from you: (1) a paragraph that describes the flow of tasks and (2) the flow diagram that visually represents the flow of tasks by using the shapes below. Copy and paste the shapes as you need to. Also, feel free to resize the shapes as you need to. Be sure to add a label to each shape, excluding the arrow. Label Label Label Exercise 3: The Fault-Tree System This exercise involves using the fault-tree system to help identify the cause of an event.

First, read the scenario and then identify examples within the scenario to insert into the third tier of the fault tree. Second, select ONE of the AND gates and then propose a way to prevent the hazard from occurring (through the AND gate) in the future. While walking in from the parking lot, Beth fell and injured her knee. She was running late because she stopped to get coffee for her supervisor. Usually, Beth carries her purse, personal-items bag, and her laptop computer bag.

Today, she added a coffee-cup carrier and was talking on her cell phone while walking. Beth was also wearing her new dress shoes, a 4-inch heal with ½ inch sole. Beth felt rushed because she was arriving after the start of her regular shift. The surface of the parking lot is asphalt and does not drain properly. Beth regularly parks very close to the front of the employee parking lot because she is usually one of the first to arrive.

Today, because she stopped to get coffee, she had to park near the back of the lot, which is 50 yards farther than her regular parking spot. There is no defined walkway and the lot is not artificially lit during the day. The weather conditions for this incident were an outside temperature right at 32 degrees F with a light rain. The skies were overcast even though it was past 8:00 am. The walking surface was wet with rain and slush building up, which made the walking surface very slippery.

There was some black ice forming on the ground where the incident occurred. Select ONE of the AND gates (i.e., Employee, Walking Surface, and Surrounding Environment) from Beth’s scenario and then propose a way to prevent the hazard from occurring in the future. Exercise 4: Failure Modes and Effects Analysis Using the failure modes and effects analysis (FMEA) method, discuss the potential outcomes when using a cell phone to contact 911 emergency services as opposed to using a landline (house) phone to contact 911. What failures might occur and what effects might those failures have on the outcome of summoning help through the 911 system? Type your response here (in 100 words): Employee with knee pain from a fall Walking Surface Employee Surrounding Environment Insert here Insert here Insert here Insert here Insert here Insert here Insert here Insert here Insert here THE ART OF QUOTING C R E A T E D B Y J U S T I N E W H I T E ORPHAN QUOTES “In a sense, quotations are orphans: words that have been taken from their original contexts and that need to be integrated into their new textual surroundings†(Graff and Birkenstein 43).

COMMON KNOWLEDGE • Common knowledge is information that does not need to be cited. • Common knowledge is defined as words with no synonyms. • It is information and ideas that you deem already known or understood by your audience and widely accepted by scholars, e.g. • It is common knowledge that Pearl Harbor was bombed on December 7, 1941, so it does not need to be cited. • It can be found undocumented in many different credible sources • It is listed in a general encyclopedia • It is considered factual and not controversial COMMON KNOWLEDGE CONT. • Common knowledge is influenced and changed by three things: • Age—Your common knowledge base increases as you get more life experience • Education—Your common knowledge base increases as you learn more • Field of study—If you are in an advanced course, your instructor will expect you to know everything that came before that course.

You will not need to cite it in a paper for that course. However, in another course, like English, you would need to cite much more! • When in doubt, cite your source! HIT-AND-RUN QUOTATIONS The source material must be connected to what you say because • without the proper framework, quotes are left hanging, their meaning is unclear, leaving the reader dazed and confused. • it is better to risk over- analyzing or over- explaining a quote than to leave the quotation dangling and readers in doubt or suspense. THE QUOTE SANDWICH SUCCESSFUL INTEGRATION TIPS • Blend your words with the original author’s words using language and tone that carefully reflects the original material. • Avoid the he said/she said trap by using one of the following (there are more listed on the English Corner website): Professor Smith criticizes… Critic Robert Black predicts that… Dr.

Jones questions the usefulness of… Researcher James Reed complains that… adds questions criticizes announces observes remarks declares responds retorts opines complains proposes FIND THE PARTS OF THE QUOTE SANDWICH • Parts of the quote • Introduction (the bread) • Quote (the meat) • Interpretation (the fixin’s) • Commentary (the bottom bun) The challenge, as college professor Ned Laff has put it, “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes.†To say that students need to see their interests “through academic eyes†is to say that street smarts are not enough. Making students‘ nonacademic interests an object of academic study is useful, then, for getting students’ attention and overcoming their boredom and alienation, but this tactic won’t in itself necessarily move them closer to an academically rigorous treatment of those interests.

On the other hand, inviting students to write about cars, sports, or clothing fashions does not have to be a pedagogical cop-out as long as students are required to see these interests “through academic eyes,†that is, to think and write about cars, sports, and fashion in a reflective, analytical way, one that sees them as microcosms of what is going on in the wider culture. SUCCESSFUL QUOTING: THE BREAD • The introduction or lead-in, introduces the speaker and sets up the quote. • It gives credibility to the quote as well as the author . • Blend the words of the original source with your words. The challenge, as college professor Ned Laff has put it, “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes.†To say that students need to see their interests “through academic eyes†is to say that street smarts are not enough.

Making students‘ nonacademic interests an object of academic study is useful, then, for getting students’ attention and overcoming their boredom and alienation, but this tactic won’t in itself necessarily move them closer to an academically rigorous treatment of those interests. On the other hand, inviting students to write about cars, sports, or clothing fashions does not have to be a pedagogical cop-out as long as students are required to see these interests “through academic eyes,†that is, to think and write about cars, sports, and fashion in a reflective, analytical way, one that sees them as microcosms of what is going on in the wider culture. SUCCESSFUL QUOTING: THE FIXIN’S • The interpretation. • Explain or translate what the writer means in easy to understand terms. • Interpret the quote in relation to your argument.

Not all quotes need to be interpreted. The challenge, as college professor Ned Laff has put it, “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes.†To say that students need to see their interests “through academic eyes†is to say that street smarts are not enough. Making students‘ nonacademic interests an object of academic study is useful, then, for getting students’ attention and overcoming their boredom and alienation, but this tactic won’t in itself necessarily move them closer to an academically rigorous treatment of those interests. On the other hand, inviting students to write about cars, sports, or clothing fashions does not have to be a pedagogical cop-out as long as students are required to see these … SUCCESSFUL QUOTING: THE BOTTOM BUN • The commentary relates the quote back to your central argument, reminding the reader what your thesis and purpose is. …interests an object of academic study is useful, then, for getting students’ attention and overcoming their boredom and alienation, but this tactic won’t in itself necessarily move them closer to an academically rigorous treatment of those interests.

On the other hand, inviting students to write about cars, sports, or clothing fashions does not have to be a pedagogical cop-out as long as students are required to see these interests “through academic eyes,†that is, to think and write about cars, sports, and fashion in a reflective, analytical way, one that sees them as microcosms of what is going on in the wider culture. The Art of Quoting Orphan Quotes Common Knowledge Common knowledge cont. Hit-and-Run Quotations The Quote Sandwich Successful Integration Tips Find the parts of the quote sandwich Successful Quoting: The bread Successful Quoting: the fixin’s Successful Quoting: the bottom bun

Paper for above instructions

Assignment: Ergonomic Considerations for Common Tasks
Exercise 1: Task Analysis
Method Used: Task Analysis
Task: Lifting a 25-pound box from the floor and placing it on a desk that is 36 inches high.
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Steps for the Task:
1. Positioning: Stand directly in front of the box.
- Potential Hazard: Poor posture can lead to muscle stress or lower back injury.
2. Bend at the knees: Lower your body by bending your knees while keeping your back straight.
- Potential Hazard: Improper bending can strain the knees and lower back.
3. Grip the box: Securely grasp the box with both hands.
- Potential Hazard: A poor grip can lead to dropping the box or wrist strain.
4. Lift the box: Push through your legs to lift the box upward.
- Potential Hazard: Lifting with the back instead of the legs can lead to serious injuries.
5. Turn to face the desk: Pivot your body to avoid twisting.
- Potential Hazard: Twisting while lifting can cause back injuries.
6. Place the box on the desk: Extend your arms to set the box down on the desk.
- Potential Hazard: Overreaching can strain muscles in the shoulders and arms.
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Ergonomic Improvements:
1. Use proper lifting techniques: Remind individuals to bend their knees and keep their back straight.
2. Utilize lifting aids: Employ tools like a dolly or cart to transport heavy items, reducing physical strain.
3. Adjust the working height: Ensure that the box is closer to table height to minimize the effort needed to lift and place it.
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Exercise 2: Flow Diagram
Task: Cart Retrieval at the Grocery Store
Paragraph Description: Upon entering the grocery store, customers take a shopping cart from the designated area inside the store. After completing their shopping, they proceed to the parking lot to return the cart. The customer walks through the aisles, collects items, and then makes their way to the checkout register. After payment, they exit the store with their purchases, making their way to the car in the parking lot. Once at the car, they unload their groceries and return the cart to the storage area, ensuring that it is neatly organized for the next customer.
Flow Diagram:
1. Start
- [Customer Enters Store]
2. Acquiring Cart
- [Customer Grabs Shopping Cart]
3. Shopping
- [Customer Shops Aisles]
4. Checkout Process
- [Customer Makes Purchase]
5. Exiting Store
- [Customer Leaves Store]
6. Returning Cart
- [Customer Returns Cart to Lot]
7. Completion
- [End Process]
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Exercise 3: Fault-Tree System
Scenario Analysis: Beth, while walking in from the parking lot, fell and injured her knee as she was preoccupied with multiple personal items, coffee, and a cell phone while wearing high heels.
Selected AND Gate: Walking Surface
Third Tier Examples:
- Wet Surface: Rain created slushy conditions.
- Improper Drainage: Parking lot does not allow water drainage.
- Lack of Defined Walkway: Absence of clear paths for foot traffic.
Preventive Measure:
To prevent future incidents caused by the walking surface, the grocery store management should invest in proper drainage solutions to ensure rainwater does not accumulate, making surfaces less slippery.
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Exercise 4: Failure Modes and Effects Analysis (FMEA)
When contacting 911 for emergency assistance, using a cell phone instead of a landline can lead to potential failures.
One common failure is poor reception or battery issues, which could delay the dispatch of emergency services. In contrast, landline phones typically provide a stable connection and the caller's location automatically. Such failures may lead to critical delays in emergency assistance, potentially exacerbating life-threatening situations.
Additionally, cell phone use can present challenges in identifying the caller's location compared to landlines, hindering efficiency in emergency response coordination. It is essential to underscore that knowing the implications of different communication methods can significantly affect the outcome during emergencies (Connecticut State College of Technology, 2020).
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References
1. Connecticut State College of Technology. (2020). Emergency Preparedness Resources. Retrieved from https://www.ct.edu
2. Occupational Safety and Health Administration (OSHA). (n.d.). Ergonomics: The Study of Work. Retrieved from https://www.osha.gov/ergonomics
3. National Institute for Occupational Safety and Health (NIOSH). (2020). Musculoskeletal Disorders and Workplace Ergonomics. Retrieved from https://www.cdc.gov/niosh
4. U.S. Bureau of Labor Statistics. (2022). Workplace Injuries and Illnesses. Retrieved from https://www.bls.gov
5. American National Standards Institute (ANSI). (2021). Standards for Workplace Ergonomics. Retrieved from https://www.ansi.org
6. International Labour Organization (ILO). (2020). Ergonomics in the Workplace. Retrieved from https://www.ilo.org
7. The National Safety Council. (2021). Creating Safe Workplaces. Retrieved from https://www.nsc.org
8. Centers for Disease Control and Prevention (CDC). (2019). Principles of Ergonomics. Retrieved from https://www.cdc.gov
9. Bureau of Labor Statistics (BLS). (2021). Statistics on Workplace Falls. Retrieved from https://www.bls.gov
10. Preedy, V. R., & Watson, R. R. (2020). Ergonomics for the New Millennium. New York: Springer.