English 105 – Week 7!!

1. English 105 – Week 7!! Teri “of Doom” Tosspon

2. “Peer” Review Part I – Revise/Edit Rewrite Intro – Best wins a prize! Rewrite conclusion – Best wins a prize! Part II - Grade according to rubric Part III -create an outline (separate paper) - thesis - main points/topic sentences - Vocabulary words (italicized)

3. Demonstration • You will need paper and writing utensil. • Watch the demonstration • Draw a cluster with causes and effects of the event

4. The components of Causal Analysis Analysis Identify the Causes This is the actual analysis phase. This is the stage where causes are identified and an outline is developed which shows how the relevant causes fit together. Because I had an education to get a job to get the money Because I had a pin Because I had a balloon Because I went to the store to get balloons Because I had the money to get them Because I had a job to get the money to get balloons (and pins)

5. The components of Causal Analysis Solutions Identify the Corrective Actions This is where the causes are evaluated for possible solutions and where the best solutions are chosen to implement. You cannot get here until you have performed a thorough analysis. If you rush to a solution phase prematurely you will not prevent the problem from occurring again in the long term or even the short term forecast. Because I used a pin to pop the balloon Because I had an education to get a job to get the money Because I had a pin Because I had a balloon Because I went to the store to get them Because I had the money to get them Because I had a job to get the money to get them

6. Causal Analysis • Pg 274-286

7. What is Causal? Dictionaries tell you that – caus·al [ káwz'l ] 1. being or involving cause: involving or being the cause of something else or the relationship of cause and effect. 2. grammar expressing cause: expressing or indicating a cause or the relationship of cause and effect

8. What is Analysis? Dictionaries tell you that – a·nal·y·sis [ ə nálləssiss ](plurala·nal·y·ses) 1. close examination: the examination of something in detail in order to understand it better or draw conclusions from it.2. separation into components: the separation of something into its constituents in order to find out what it contains, to examine individual parts, or to study the structure of the whole.3. assessment: an assessment, description, or explanation of something, usually based on careful consideration or investigation.

9. What is a Cause? • One of the reasons for a problem which, when identified and corrected, will minimize the potential for the problem occurring.

10. What is Causal Analysis? • Causal analysis is the process of breaking down an event so that each part and causal factor in the event can be considered, examined, tracked and evaluated. • Analyzing lesser significant trends before they become major issues is a proactive process. • Causal analysis, by its very nature, is a reactive process

11. Causal Analysis is a tool. • Causal Analysis, properly implemented, will reveal thereal reasons for problems and help point out solutions. • Causal Analysisis the building block for determining corrective action. • The primary objective of Causal Analysis is to determine why problems occur, facilitate corrective actions, and prevent the recurrence of problems.

12. What is an Apparent Cause? • The most likely reason for a problem to have occurred based on a review of the relevant facts determined during the preliminary investigation. Note: We are not talking about an event; we are talking about a cause (problem) related to the event. In addition, this is not considered to be the last word until additional analysis has been performed.

13. The components of Causal Analysis Identify the Problem Problem Analysis Identify the Causes Solutions Identify the Corrective Actions

14. Finding Causes All of us are problem solvers . . . although many of us may tend to think of our problem solving process as something less fancy than "cause analysis”.

15. Analyzing Problems Analyzing our problems is an effort we make to control and prevent: interruptions, production obstacles, and counter-quality occurrences. During this process we discover the causal factors that make up an unplanned event and recognize the possible causes for that event. Correcting such causes helps to prevent future reoccurrence.

16. How do I know when I am at a real cause(Or, when do I stop asking why?) • You may have taken root cause classes that tell you to keep asking “why” until you get to the problem, or until the factors are out of your control. • Where do you stop?

17. How do I know when I am at a causal stopping point? (Or, when do I stop asking why?) No policy or process for pre-launch inspection No pre-launch inspection performed Drain plug not installed Water entering through boat’s drain hole Cost impacted AND Bass-boat sunk at pier AND Owner relied on memory to prepare for launch Schedule Impacted Involved parties assumed plug to be in place AND Boat was launched into the water Looking at a Causal Map, you should normally stop asking “why” when you reach a point in which the problem is eliminated by: • The use of a process. • The improvement of a process. • Writing a process. Safety Impacted Boat not designed to operate when filled with water

18. 2+2 = 4 The Capital of Virginia is Richmond The amount of inches in a foot = 12 The most important component of a car? How many ways are there to New York? What is the best car to buy? Right Answer vs.System Thinking There is one correct answer There are many possible answers

19. Cause and Effect Examples 800 Calls come in per hour Knife slipped Knife Contacted Finger Call center response is slow ( x minutes) 6 People are available to answer Cut finger Finger present Holding tomato Average call takes 3 minutes Object Fell Object slipped off of hook $500 was taken out Object struck person Overdrew Checking Acct Insufficient Funds in Acct Person Present Performing work operations $400 was the balance

20. Data types …use bothflavors Soft Data Feelings, opinions, human factors - frictions, attitudes, satisfaction levels, frustrations, personality conflicts, behaviors, hearsay, intuition, “gut” reactions, mental blocks. Hard Data Facts, requirements, statistics, goals, procedures, metrics, trends, deviations, time factors, productivity, quality & performance levels. Many times soft data will lead you to discover additional facts

21. Other Tools We Can Use • Use non-adversarial questioning techniques. • Keep asking “The effect was caused by?” • Look for the Process weakness. • Brainstorming. • Listing unknowns. • Analyze time-lines.

22. In Summary • Causal analysis should be the systematic process of gathering all relevant data. • Breaking an event apart to look at all of it’s pieces. • Identify the causes that have generated or allowed the problem. • Identify the possible solutions. • Provide to the decision-makers, options so the best solutions (Corrective Actions) can be implemented.

23. Practice • Choose a topic (draw from cup) • With your group, do a cause/effect analysis • Each person do a cause/effect analysis on the back of the handout

24. Final Benchmark Assignment English 105

25. Student Learning Outcomes • Write formal academic essay. • Use correct grammar spelling and punctuation when writing. • Critically analyze readings. • Integrate new vocabulary in writing. • Prepare presentation(s) using principles of organization and formal language.

26. Deliverables • Essay must be typed and a minimum of 3 pages in length. MLA format should be used. • Research scaffold handout for each reading and a list of the 10 new vocabulary words. • Presentation should be 3-5 minutes in length.

27. Assignment Description • Develop a three page academic essay. • The essay must be written with correct grammar, spelling and punctuation. • This is a two part assignment with a written and presentation component. (SLO# 1, 2)

28. Part I: Written Component • Option one: Critically analyze two outside readings, by completing the research scaffold handout provided. Integrate 10 key vocabulary words from the readings into your essay. (SLO# 3, 4) • Option two: Critically analyze one reading from the textbook, completing the research scaffold handout and integrate 10 key vocabulary words from the textbook readings into their analysis. (SLO# 3, 4) • The scaffold is on pg 5

29. Writing Option 1. Choice A • A.) You will decide on a problem to solve and write a formal academic essay (SLO#1). It can be a problem in one of following three categories: • An issue or problem in the industry of your chosen major. • An issue or problem in your neighborhood, community, or local school. • An issue or problem in your everyday life. • Use EBSCO and/or GOOGLE SCHOLAR to research information about your topic. • Critically analyze at least two readings you find relating to your topic using the research scaffold handout (SLO#3, 4). • Determine the best solution to the problem . After you have critically analyzed at least two readings. • Use MLA format. • Clearly state the problem, discuss information gathered from your research, and propose the best solution to the problem.

30. Writing Option 1: Choice B • Choose a topic for a Cause/Effect theme and write a formal academic essay. Consider one of the following topics or choose your own: • The Cause/Effect of a social issue such as homelessness. • The Casue/Effect of a health issue such as heart disease. • The Cause/Effect of an educational issue such as tuition costs. • The Cause/Effect of a historical event such as World War II. •  Student topic must be approved by the instructor. • Use EBSCO and/or GOOGLE SCHOLAR to research information about your topic. • Critically analyze at least two readings you find relating to your topic using the research scaffold handout (SLO# 3,4). • Determine the cause(s) of the issue and the effect(s) of that issue. Finally, write your essay using MLA format.

31. Vocabulary component • NOTE: • Students must integrate new vocabulary. • The student can select their own list of vocabulary words from their research.

32. Part 1 Option 2 • Select an essay from the textbook. • Critical Analysis Essay should include: • Discussion of the main ideas expressed by the author in the selected reading and how those themes relate to you. • Analysis of the specific attitude the author takes towards the main ideas. • Analysis essay must be supported with direct evidence from the textbook reading. Evidence may include examples, dialogue, or direct quotes. • Integration of selected vocabulary words. For example, a thesis may read: • (Authors Names) are discussing _______________________; the specific point they are making is that________________. • Support the idea with evidence from the selected textbook reading. • You may have a personal connection to the author’s attitude towards the subject.

33. Part II: Presentation • You will prepare a 3-5 minute oral presentation about your essay. You will not read your essay to the class. • Visual Component Required. • You might want to use a power point presentation, poster board, handouts, or other multi-media for your presentation.

34. Resources • www.google.com/scholar for research • www.easybib.com – to create your MLA format. • http://ttosspon.wikispaces.com/

35. Due • Topic choice (today) • Vocabulary 4 (next class) • Research Scaffold (next class) • For at least 2 articles • MUST Be credible For research, use www.google.com/scholar Or EBSCO

36. Possible topic ideas • Explain the causes for the popularity of fast food restaurants. • What effect does the Internet have on businesses and corporations? • What are the effects of the illiteracy? • Explain the effects of learning to write well. • How mood is affected by weather? • What effect and after-math can have the vanishing of the animal and plant species? • Analyze the effects of excessive television viewing on a particular audience. • The influence of TV advertising on gender identity. • Soccer: Why it can't make the big time in the USA? • Discuss three or four good effects of a college education. Supply appropriate examples for each. • What are the actual and potential consequences of nuclear leaks and meltdowns? • What caused the proliferation of the bubonic plague in the Middle Ages? • What problems do cities cause? • Technology and its effect on human freedom and happiness in society.

37. Good Sentence/Bad Sentence • Teams of 4 students • Decide on a team leader, a name, and a note-taker • Note taker create a sheet w/ all names + team • “Relay Race” order – I must see each team member! • Come to front, select sentence. • Take it back to group, write it on your group paper. • Use Chpt 6 to decide if sentence is “good” or “bad” • Write G or B and WHY on your team paper • Bring it up to check w/ Tosspon