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Erie Community College Title III English Composition Assignment Interdisciplinary Course Materials Health Sciences

Course: English 021 / 023 Topic: Cause and Effect of Lung Disease Project Title: Writing Cause and Effect paragraphs Project Description: The student will begin with information on the causes or triggers of a lung disease, such as asthma, to explain why it occurs. Author: Lisa Moslow (North Campus English Department) Curriculum Expert: James Bierl (North Campus Respiratory Care Department). Semester Created: Fall 2008

A. Essential Question This project will help students understand the causes/triggers of a particular lung disease, such as asthma.

B. Introduction In the field of Respiratory Care, students need to understand the causes associated with various types of lung diseases such as asthma.

C. Basic Directions This assignment will ask you to write from the following material: www.webmd.com/asthma

First, read the list of three of the many types of reasons for asthma as described by James Bierl, Department Chair Respiratory Therapy and noted on WebMD.com. You should be able to distinguish between them. 1. allergy induced: Airborne substances, such as grass, weed pollens, dust mites, and animal dander can trigger an asthma attack. 2. exercise induced: Strenuous activity can cause an attack. 3. occupational: Exposure to substances found at work such as chemicals, grains, and metals can also serve as triggers.

D. Things to learn before starting the written project Cause and effect is the why or reasons something happens. The details must support your topic. Be sure to read the chapter on cause and effect paragraphs in your textbook.

In order to fulfill this assignment you will need to find a subject who has been diagnosed with asthma. This person could be a friend or family member who lives with this condition. You will ask this person about the causes of his/her asthma and how he/she manages asthma on a daily basis.

Erie Community College Title III Grant E. The Project Assignment Part one: Using the text or handout notes, write a paragraph giving details of the triggers (reasons why) someone you know has asthma. Make sure your paragraph contains a clear topic sentence. Does the person fall into one clear category or is a combination of reasons the cause of his/her condition?

Part two: What strategies does this person utilize to minimize the effects of asthma in his/her life? For example, has the person made changes to his/her home environment such as removing wall-to-wall carpeting or abstaining from pet ownership? Or does the person avoid certain activities that may trigger asthma? Respond in a paragraph with a clear topic sentence.

Part three: Overall, how can society help minimize the causes of asthma? Again, respond to this question in a paragraph.

Each part will contain one coherent paragraph. Write a scratch outline for each paragraph, and then write a logical detailed paragraph for each part. You will hand in your outlines. Make sure each paragraph has a clear topic sentence and at least three examples to support it.

Erie Community College Title III Grant F. Student Resources:

Students may also wish to use the Online Writing Lab from Purdue University (http://owl.english.purdue.edu) for additional writing help. Texts may also provide www.MyWritinglab.com, and students are encouraged to utilize the English Skills Center on campus.

G. Faculty Resources Instructors may also utilize their EN 110 textbook’s Cause and Effect chapter to further explain the cause/effect pattern.

H. Grading Rubric 1 2 3 4 Little Success Partial Success With Revision, Accomplishes Could Be A Four All With Success FOCUS/COHERENCE The writing does not The writing is brief, The writing is clear The purpose of the have a clear focus; it is with few details. Ideas and focused, but may piece is quickly disjointed. are not well- appear predictable established with well- developed. rather than thoughtful. developed topic Opinion is stated but sentences. The writing not fully explored. is focused and insightful. EXPLORATION OF There are no details to Few details to support Many of the claims are Details are specific and IDEAS support the opinions. opinions. supported with details. support the writer’s opinion. VOICE The writing shows no The writing shows The writing may When read aloud, the personal involvement minimal personal express a strong writing sounds natural, on the writer’s part. involvement on the feeling and the fluent, even eloquent. writer’s part. It is language is fluent. The writer is heavily superficial and simple. The writer is involved in the writing. personally involved in the writing. CONTROL OF The writer shows The writer does show The writer The writer shows clear CONVENTION minimal use of knowledge of standard demonstrates control control of standard knowledge of standard writing conventions of standard writing writing conventions writing conventions (e.g. capitalization, conventions (e.g. (e.g. capitalization, (e.g. capitalization, punctuation, usage, capitalization, punctuation, usage, punctuation, usage, spelling, etc.). Some punctuation, usage, spelling, etc.). Very spelling, etc.). Many inaccuracies. spelling, etc.). few inaccuracies. inaccuracies. Minimal inaccuracies. A conference is required if student receives a “1” in any category.

Erie Community College Title III Grant