Division and Classification

1. Division and Classification Visual: Cloud Chart Essays: The Extendable Fork by Calvin Trillin The Plot Against People by Russell Baker M/C: Meghan Daum: “Music Is My Bag: Confessions of a Lapsed Oboist” p. 45

2. Division and Classification • Division: separating something into sections • Somewhere University: College of Liberal Arts; College of Engineering; College of Education; etc. • Classification: placing examples of something into categories or classes • Restaurants: • Very expensive: Taste of Texas, Babin’s • Moderately expensive: Cheesecake Factory, P.F. Chang’s • Inexpensive: Cheddar’s, Chili’s, Rudy’s • Cheap: McDonald’s, Subway

3. Division: Moves downward from a concept to its subunits Classification: Moves Upward from its examples to classes or categories Another way of looking at it Division and Classification College Sports Sports Budget Baseball Basketball >$500,000 per season: Football Football <$500,000 per season: Tennis Basketball Tennis Baseball

4. Purpose Division and Classification can be used: • To Explain • To Entertain • To Persuade

5. Purpose • To Explain: Division and Classification essays are typically attempting to explain something. In this context, division and classification works on two levels: • First: you are showing how something works. (Ex: the Library of Congress’s method of organizing information) [dividing up tasks into steps] • Second: you are defining, analyzing, and justifying the principle that underlies the system [classifying purposes and results into each of the divisions]

6. Purpose • To Entertain: opportunity to be witty and clever • example: you might concoct an elaborate scheme for classifying fools, determining distinguishing factors for each class, and providing striking examples

7. Purpose • To Persuade: classification and division adds structure and weight to a persuasive essay; • example: comparing several types of health care plans, you point out the decision-governing principles each employs, the overall cost to the individual, the quality or quantity of providers under each plan

8. Audience • What do your readers already know? • How deep must you go with your explanation? • If they already understand the classification system (ex: movie ratings), just provide a brief sketch, and move on. • How might they use this information? • If they will not be using your explanation, but might discuss it later, an informal division or your subject with vivid examples would be appropriate. • If they may need or want to use your system, give careful and strict guidelines, being sure to divide your topic into all its possible classes, illustrating each with concrete examples.

9. Strategies • Divide your subject into major categories that exhibit a common trait • Create any necessary subdivisions • Arrange your categories into a sequence that shows a logical progression. • Define each of your categories by showing how it differs from the other categories and by providing vivid examples.

10. Points to Remember • Determine whether you want to: • Explain an existing system of classification • Create your own system • Divide your subject into smaller categories by applying the same principle of selection to each category. • Make sure that your division is complete by establishing separate and consistent category types. • Arrange your categories in a logical and emphatic sequence. • Demonstrate the significance of your system by calling your reader’s attention to its significance. • Can be done by demonstrating its use to your reader.

11. Roz Chast • In this quirky cartoon Roz Chast classifies the different kinds of clouds one can see in the sky. Examine the various categories in the “Cloud Chart.” • What categories have been omitted or mislabeled? Why?

12. Read it! • Read The Plot Against People by Russell Baker. • Answer the For Study and Discussion questions that follow the piece. • Due tomorrow.

13. When You Come In: • Get out your questions over The Plot Against People • Answer the following (in a short paragraph): • Do objects defeat people, or do they provide us with ways to extend our creativity?

14. Analyze This! Answer with your group: (write your group’s answers down, everyone must have the same notes) • Speaker: • What do Baker’s categories tell you about his experiences? • Why does Baker use so many references to science? • Audience: • What do Baker’s examples tell you he has assumed about his audience? • Purpose: • What was the principle Baker used to make his divisions? What does that tell you about his purpose?

15. In Groups: Each group will be assigned one of Baker’s categories: • Those that don’t work • Those that break down • Those that get lost Subdivide the category into smaller subcategories- take a piece of colored paper for each new subcategory • Include specific parameters for each subcategory • Provide examples to illustrate your subcategories • Explain why each example fits into its subcategory

16. End of Day Before you leave: • Staple your group’s answers to your questions. • Turn it in at my desk! Coming up Next: • Multiple Choice Practice Friday, 3/12 • Outside Reading due the week of 3/22 (*hint: read something over Spring Break)

17. Weekend Essay • Read The Extendable Fork by Calvin Trillin. • See the Weekend Essay 3/22 document on the wiki for your prompts.