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The Cause and effect essay is another common essay type, either as an essay type on its own, or as part of a larger essay which includes one or more paragraphs examining causes and effects. This page gives information on what a cause and effect essay is , how to structure this type of essay, and how to use cause and effect structure words (transition signals) for this type of essay. There is also an example cause and effect essay on the topic of women at work, as well as some exercises to help you practice this area.
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A cause and effect essay looks at the reasons (or causes) for something, then discusses the results (or effects). For this reason, cause and effect essays are sometimes referred to as reason and result essays. They are one of the most common forms of organisation in academic writing. Sometimes the whole essay will be cause and effect, though sometimes this may be only part of the whole essay. It is also possible, especially for short exam essays, that only the causes or the effects, not both, are discussed. See the examples below.
There are two main ways to structure a cause and effect essay. These are similar to the ways to structure problem-solution essays , namely using a block or a chain structure. For the block structure, all of the causes are listed first, and all of the effects are listed afterwards. For the chain structure, each cause is followed immediately by the effect. Usually that effect will then be the cause of the next effect, which is why this structure is called 'chain'. Both types of structure have their merits. The former is generally clearer, especially for shorter essays, while the latter ensures that any effects you present relate directly to the causes you have given.
The two types of structure, block and chain , are shown in the diagram below.
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Cause and effect structure words are transition signals which show the cause and effect relationships. It is important to be clear which is the cause (or reason) and which is the effect (or result), and to use the correct transition word or phrase. Remember that a cause happens first , and the effect happens later .
Below are some common cause and effect structure words. X is used to indicate a cause, while Y is used to indicate the effect.
Below is a cause and effect essay. This essay uses the block structure . Click on the different areas (in the shaded boxes to the right) to highlight the different structural aspects in this essay, i.e. Causes, Effects, and structure words. This will highlight not simply the paragraphs, but also the thesis statement and summary , as these repeat the causes and effects contained in the main body.
Title: More and more women are now going out to work and some women are now the major salary earner in the family. What are the causes of this, and what effect is this having on families and society?
In the past, most women stayed at home to take care of domestic chores such as cooking or cleaning. Women's liberation and feminism have meant that this situation has been transformed and in contemporary society women are playing an almost equal role to men in terms of work. This has had significant consequences , both in terms of the family , for example by improving quality of life and increasing children's sense of independence , and also for society itself with greater gender equality . The main reasons behind the increase of women in the workplace are women's liberation and feminism. The women's liberation movement originated in the 1960s and was popularised by authors such as Simone de Beauvoir. As a consequence of this, new legislation emerged, granting women equal rights to men in many fields, in particular employment. Because of feminist ideas, men have taken up roles which were previously seen as being for women only, most importantly those related to child rearing. As a result of this, women have more time to pursue their own careers and interests. These have led to some significant effects, both to family life and to society as a whole. Although the earning capacity of a woman in her lifetime is generally much less than that of a man, she can nevertheless make a significant contribution to the family income. The most important consequence of this is an improved quality of life. By helping to maintain a steady income for the family, the pressure on the husband is considerably reduced, hence improving both the husband's and the wife's emotional wellbeing. Additionally, the purchasing power of the family will also be raised. This means that the family can afford more luxuries such as foreign travel and a family car. A further effect on the family is the promotion of independence in the children. Some might argue that having both parents working might be damaging to the children because of a lack of parental attention. However, such children have to learn to look after themselves at an earlier age, and their parents often rely on them to help with the housework. This therefore teaches them important life skills. As regards society, the most significant impact of women going to work is greater gender equality. There are an increasing number of women who are becoming politicians, lawyers, and even CEOs and company managers. This in turn has led to greater equality for women in all areas of life, not just employment. For example, women today have much stronger legal rights to protect themselves against domestic violence and sexual discrimination in the workplace. In conclusion, the increasing number of women at work has brought about some important changes to family life, including improved quality of life and increased independence for children, as well as affecting society itself. It is clear that the sexes are still a long way from being equal in all areas of life, however, and perhaps the challenge for the present century is to ensure that this takes place.
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Below is a checklist for cause and effect essays. Use it to check your own writing, or get a peer (another student) to help you.
The essay is a essay | ||
An appropriate is used, either or | ||
Cause and effect are used accurately | ||
The essay has clear | ||
Each paragraph has a clear | ||
The essay has strong support (facts, reasons, examples, etc.) | ||
The conclusion includes a of the main points |
Find out how to write problem-solution essays in the next section.
Go back to the previous section about compare & contrast essays .
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Author: Sheldon Smith ‖ Last modified: 16 January 2022.
Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .
Compare & contrast essays examine the similarities of two or more objects, and the differences.
Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).
Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.
Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).
Transition signals are useful in achieving good cohesion and coherence in your writing.
Reporting verbs are used to link your in-text citations to the information cited.
Get science-backed answers as you write with Paperpal's Research feature
Essay writing is a fundamental skill, a basic task, that is expected of those who choose to pursue their undergraduate and master’s degrees. It constitutes a key requirement for students to complete a given course credit. However, many students and early career researchers find themselves struggling with the challenge of organizing their thoughts into a coherent, engaging structure. This article is especially for those who see essay writing as a daunting task and face problems in presenting their work in an impactful way.
Read on as we delve into the basic elements of essay writing, outline key principles for organizing information, and cover some foundational features of writing essays.
Essays are written in a flowing and continuous pattern but with a structure of its own. An introduction, body and conclusion are integral to it. The key is to balance the amount and kind of information to be presented in each part. Various disciplines may have their own conventions or guidelines on the information to be provided in the introduction.
A clear articulation of the context and background of the study is important, as is the definition of key terms and an outline of specific models or theories used. Readers also need to know the significance of the study and its implications for further research. Most importantly, the thesis or the main proposition should be clearly presented.
The body of the essay is therefore organized into paragraphs that hold the main ideas and arguments and is presented and analyzed in a logical manner. Ideally, each paragraph of the body focuses on one main point or a distinct topic and must be supported by evidence and analysis. The concluding paragraph should bring back to the reader the key arguments, its significance and food for thought. It is best not to re-state all the points of the essay or introduce a new concept here.
In other words, certain general guidelines help structure the information in the essay. The information must flow logically with the context or the background information presented in the introductory part of the essay. The arguments are built organically where each paragraph in the body of the essay deals with a different point, yet closely linked to the para preceding and following it. Importantly, when writing essays, early career researchers must be careful in ensuring that each piece of information relates to the main thesis and is a building block to the arguments.
The structure of an essay can be determined by the kind of essay that is required.
Also known as the cause-and-effect approach, this is a straightforward way to structure an essay. In such essays, events are discussed sequentially, as they occurred from the earliest to the latest. A chronological structure is useful for discussing a series of events or processes such as historical analyses or narratives of events. The introduction should have the topic sentence. The body of the essay should follow a chorological progression with each para discussing a major aspect of that event with supporting evidence. It ends with a summarizing of the results of the events.
Where the essay focuses on a specific problem, the problem-methods-solutions structure can be used to organize the essay. This structure is ideal for essays that address complex issues. It starts with presenting the problem, the context, and thesis statement as introduction to the essay. The major part of the discussion which forms the body of the essay focuses on stating the problem and its significance, the author’s approach or methods adopted to address the problem along with its relevance, and accordingly proposing solution(s) to the identified problem. The concluding part offers a recap of the research problem, methods, and proposed solutions, emphasizing their significance and potential impact.
This structure of essay writing is ideally used when two or more key subjects require a comparison of ideas, theories, or phenomena. The three crucial elements, introduction, body, and conclusion, remain the same. The introduction presents the context and the thesis statement. The body of the essay seeks to focus on and highlight differences between the subjects, supported by evidence and analysis. The conclusion is used to summarize the key points of comparison and contrast, offering insights into the significance of the analysis.
Depending on how the subjects will be discussed, the body of the essay can be organized according to the block method or the alternating method. In the block method, one para discusses one subject and the next para the other subject. In the alternative method, both subjects are discussed in one para based on a particular topic or issue followed by the next para on another issue and so on.
An essay structure serves as a framework for presenting ideas coherently and logically. It comprises three crucial elements: an introduction that communicates the context, topic, and thesis statement; the body focusing on the main points and arguments supported with appropriate evidence followed by its analysis; and a conclusion that ties together the main points and its importance .
An essay structure well-defined essay structure enhances clarity, coherence, and readability, and is crucial for organizing ideas and arguments to effectively communicate key aspects of a chosen topic. It allows readers to better understand arguments presented and demonstrates the author’s ability to organize and present information systematically.
Yes, while expert recommend following an essay structure, early career researchers may choose how best to adapt standard essay structures to communicate and share their research in an impactful and engaging way. However, do keep in mind that deviating too far from established structures can hinder comprehension and weaken the overall effectiveness of the essay, By understanding the basic elements of essay writing and employing appropriate structures such as chronological, problem-methods-solutions, or compare and contrast, researchers can effectively organize their ideas and communicate their findings with clarity and precision.
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Reliability prediction for new prefabricated track structures based on the fuzzy failure modes, effects, and criticality analysis method.
2. the fuzzy fmeca method, 2.1. construct the factor set, 2.2. constructing the evaluation set, 2.3. constructing the fuzzy evaluation matrix, 2.4. constructing the weight vector, 2.4.1. calculate the entropy value, 2.4.2. construct the weight vector, 2.5. determine the criticality, 3. fuzzy fmeca for new prefabricated track structures, 3.1. composition of track structures, 3.2. fmeca of track structures, 3.3. fuzzy fmeca of track structures, 3.3.1. construction of factor set, 3.3.2. construction of evaluation set, 3.4. constructing the weight vector, 3.5. determining criticality, 4. reliability prediction for new prefabricated track structures, 4.1. reliability prediction model based on a similar product method, 4.2. reliability prediction, 5. discussion, 6. conclusions.
Institutional review board statement, informed consent statement, data availability statement, conflicts of interest.
Number | Failure Mode | Failure Cause | Local Effect | Higher-Level Effect | Final Effect | Fault Detection Method |
---|---|---|---|---|---|---|
MA1 | Shoulder damage, chipping, cracking | Complex mold shape of support table, improper demolding operation; substandard concrete quality; plastic shrinkage and drying shrinkage of concrete; crack propagation at the inner root of the shoulder; track irregularity, excessive lateral force of wheel and rail; cracking of the joint surface between new and old concrete; local bumping | Shoulder damage | Decreased support capacity of track slab | Affects the stability of train operation; reduces track durability | Manual inspection |
MA2 | Support table crush | Insufficient strength of the surface layer of the support table to resist mechanical impact and wear; insufficient elasticity of the plastic lining; insufficient concrete strength | Support table failure | Decreased support capacity of track slab | Affects track smoothness; affects lateral force of rail | Manual inspection |
MA3 | Track slab cracking | Improper construction operation; improper concrete curing; substandard concrete quality; plastic shrinkage and drying shrinkage of concrete; stress concentration; excessive temperature stress; external load; uneven foundation settlement; frost cracking; volume expansion of corroded reinforcement leading to concrete cracking | Track slab damage | Decreased load-bearing capacity of track slab | Reduces durability and service life of track structure; weakens track structure bearing capacity; affects train safety | Manual inspection; non-metallic ultrasonic testing analyzer; folding crack feeler gauge |
MA4 | Track slab chipping and spalling | Improper construction operation; substandard concrete quality; plastic shrinkage and drying shrinkage of concrete; local bumping; excessive temperature stress | Track slab damage | Decreased load-bearing capacity of track slab | Reduces durability and service life of track structure; weakens track structure bearing capacity | Manual inspection; non-metallic ultrasonic testing analyzer |
MA5 | Prestressed tendon rupture in track slab | Substandard quality of prestressed tendons, anchors, and fixtures; improper construction operation; fatigue failure of prestressed tendons under high stress and high-frequency vibration | Prestressed tendon failure | Decreased load-bearing capacity of track slab | Affects the load-bearing capacity and durability of the track structure | Ultrasonic testing |
MA6 | Reinforcement corrosion in track slab | Substandard reinforcement quality; improper construction operation; corrosion media entering the structure through permeation and cracks, corroding the reinforcement | Reinforcement failure | Decreased load-bearing capacity of track slab | Affects the load-bearing capacity and durability of the track structure | Ultrasonic testing, infrared thermography |
MA7 | CA mortar layer cracking | Improper construction operation; improper mortar curing; substandard mortar quality; self-shrinkage and drying shrinkage of mortar; stress concentration; excessive temperature stress; external load; uneven foundation settlement; frost cracking | Structural damage to mortar layer | Decreased load-bearing capacity of mortar layer | Affects the load-bearing capacity and durability of the track structure | Manual inspection; ultrasonic testing |
MA8 | Mortar layer chipping and spalling | Improper construction operation; improper mortar curing; substandard mortar quality; self-shrinkage and drying shrinkage of mortar; stress concentration; cracking and damage of mortar layer induced by train load; local bumping | Structural damage to mortar layer | Decreased load-bearing capacity of mortar layer | Affects the load-bearing capacity and durability of the track structure | Manual inspection |
MA9 | Mortar layer debonding | Warping at the end of the slab caused by temperature gradient; expansion and contraction of track slab, base slab, or mortar layer caused by axial temperature load; insufficient filling of mortar layer; train load; uneven foundation settlement | Decreased integrity between mortar layer and track slab/base slab | Decreased load-bearing and force transmission capacity of mortar layer | Affects the load-bearing capacity and durability of the track structure | Manual inspection |
MA10 | Base slab cracking | Improper construction operation; improper concrete curing; substandard concrete quality; plastic shrinkage and drying shrinkage of concrete; stress concentration; excessive temperature stress; external load; uneven foundation settlement; frost cracking; volume expansion of corroded reinforcement leading to concrete cracking | Decreased load-bearing capacity and durability of base slab | Decreased load-bearing capacity and durability of base slab | Affects the load-bearing capacity and durability of the track structure | Manual inspection; non-metallic ultrasonic testing analyzer; folding crack feeler gauge |
MA11 | Base slab chipping and spalling | Improper construction operation; substandard concrete quality; plastic shrinkage and drying shrinkage of concrete; local bumping; excessive temperature stress | Decreased load-bearing capacity and durability of base slab | Decreased load-bearing capacity and durability of base slab | Affects the load-bearing capacity and durability of the track structure | Manual inspection; non-metallic ultrasonic testing analyzer |
MA12 | Reinforcement corrosion in base slab | Substandard reinforcement quality; improper construction operation; corrosion media entering the structure through permeation and cracks, corroding the reinforcement | Reinforcement failure | Decreased load-bearing capacity of base slab | Affects the load-bearing capacity and durability of the track structure | Ultrasonic testing, infrared thermography |
Number | Failure Mode | Failure Cause | Local Effect | Higher-Level Effect | Final Effect | Fault Detection Method |
---|---|---|---|---|---|---|
MB1 | Shoulder damage, chipping, cracking | Complex shape of support mold, improper demolding operation; substandard concrete quality; plastic shrinkage and drying shrinkage of concrete; crack propagation at the inner root of the shoulder; track irregularity, excessive lateral force between wheel and rail; cracking of the joint between new and old concrete; local bumps | Shoulder damage | Decreased support capacity of track slab | Affects train running stability; reduces track durability | Manual inspection |
MB2 | Support platform crushing | Insufficient strength of the surface layer of the support platform to resist mechanical impact and wear; insufficient elasticity of the plastic liner; insufficient concrete strength | Support platform failure | Decreased support capacity of track slab | Affects track smoothness; affects lateral force on the rail | Manual inspection |
MB3 | Track slab cracking | Improper construction operation; improper concrete curing; substandard concrete quality; plastic shrinkage and drying shrinkage of concrete; stress concentration; excessive temperature stress; external load; uneven foundation settlement; frost cracking; corrosion of reinforcement due to volume expansion | Track slab damage | Decreased load-bearing capacity of track slab | Reduces durability and service life of track structure; weakens track structure bearing capacity; affects driving safety | Manual inspection; non-metallic ultrasonic testing analyzer; folding crack gauge |
MB4 | Track slab chipping and spalling | Improper construction operation; substandard concrete quality; plastic shrinkage and drying shrinkage of concrete; local bumps; excessive temperature stress | Track slab damage | Decreased load-bearing capacity of track slab | Reduces durability and service life of track structure; weakens track structure bearing capacity | Manual inspection; non-metallic ultrasonic testing analyzer |
MB5 | Prestressed reinforcement rupture in track slab | Substandard quality of prestressed reinforcement, anchors, and clamps; improper construction operation; fatigue failure of prestressed reinforcement under high stress and high-frequency vibration | Prestressed reinforcement failure | Decreased load-bearing capacity of track slab | Affects the load-bearing capacity and durability of the track structure | Ultrasonic testing |
MB6 | Reinforcement corrosion in track slab | Substandard reinforcement quality; improper construction operation; corrosion medium entering the structure through penetration and cracks | Reinforcement failure | Decreased load-bearing capacity of track slab | Affects the load-bearing capacity and durability of the track structure | Ultrasonic testing, infrared thermography |
MB7 | Severe rupture or deformation of EPDM interlayer | Improper construction operation; stress concentration; external load; uneven foundation settlement; material degradation caused by environmental conditions | Interlayer structural damage | Decreased load-bearing capacity of the interlayer | Affects the load-bearing capacity and durability of the track structure | Manual inspection |
MB8 | Cracking of base plate | Concrete shrinkage and creep; internal tensile stress in concrete; wind and rain erosion | Decreased load-bearing capacity and durability of base concrete | Decreased load-bearing capacity and durability of the base | Affects track structure stability and track durability | Sonic testing, manual inspection |
MB9 | Chipping and spalling of base plate | Concrete shrinkage and creep; internal tensile stress in concrete; wind and rain erosion; train load; uneven on-site pouring during construction | Decreased load-bearing capacity and durability of base concrete | Decreased load-bearing capacity and durability of the base | Affects track structure stability and track durability | Manual inspection |
MB10 | Reinforcement corrosion in base plate | Rainwater erosion; ionic corrosion | Reinforcement corrosion | Decreased supporting capacity and insulation performance of the base | Affects track structure stability, track durability, and insulation performance | Sonic testing |
MB11 | Severe plastic deformation of elastic connecting ring | Substandard connecting ring quality; improper construction operation; train load; environmental impact | Elastic connecting ring failure | Limiting block failure | Affects the load-bearing capacity and durability of the track structure | Manual inspection |
MB12 | Crushing of UHPC limiting ring | Insufficient performance of the surface layer of the limiting ring to resist mechanical impact and wear; insufficient concrete strength; train load | Limiting ring failure | Limiting block failure | Affects the load-bearing capacity and durability of the track structure | Manual inspection |
Click here to enlarge figure
Rating Level | Severity of Failure Impact |
---|---|
1 | No impact on train operation or track system durability; negligible |
2, 3 | increased wheel–rail interaction; requires maintenance, affects track durability |
4, 5, 6 | Affects train operation stability; moderate damage to the track system, impacts track system durability |
7, 8 | May cause train instability, lead to derailment; severe damage to the ballastless track system, nearly unusable |
9, 10 | Results in derailment, train operation impossible; requires immediate suspension for repair |
Rating Level | Likelihood of Failure Occurrence | Failure Mode Frequency (per Year per km) |
---|---|---|
1 | Almost never occurs | F < 10 |
2, 3 | Rarely occurs | 10 > F ≥ 10 |
4, 5, 6 | Occasionally occurs | 10 > F ≥ 10 |
7, 8 | Sometimes occurs | 1 > F ≥ 10 |
9, 10 | Frequently occurs | F ≥ 1 |
Rating Level | Detection Difficulty | Likelihood of Detection |
---|---|---|
10 | Completely undetectable | Cannot be detected with current methods |
9 | Very slight chance | Nearly impossible to detect with current methods |
8 | Slight chance | Only a slight chance of detection with current methods |
7 | Very low chance | Only a very low chance of detection with current methods |
6 | Low chance | Can be detected with current methods |
5 | Moderate chance | Basically detectable with current methods |
4 | Above average chance | Good chance of detection with current methods |
3 | High chance | Likely to be detected with current methods |
2 | Very high chance | Almost certainly detectable with current methods |
1 | Certain | Definitely detectable with current methods |
Expert ID | Workplace | Title | Education Level |
---|---|---|---|
T1 | China Railway Guangzhou Group Co., Ltd. | Chief Engineer | Masters |
T2 | China Railway Guangzhou Group Co., Ltd. | Deputy Section Chief | Masters |
T3 | China Railway Guangzhou Group Co., Ltd. | Engineer | Masters |
T4 | National Engineering Research Center for High-speed Railway Construction Technology | Department Head | Doctoral |
T5 | Department of Railway Engineering, School of Civil Engineering, Central South University | Associate Professor | Doctoral |
Failure Mode | Influencing Factors | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
MA1 | S | 0 | 0.4 | 0.4 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 |
O | 0.8 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
MA2 | S | 0 | 0 | 0 | 0.6 | 0.2 | 0.2 | 0 | 0 | 0 | 0 |
O | 0.6 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0 | 0 | 0 | 0 | 0.2 | 0.6 | 0.2 | 0 | 0 | |
MA3 | S | 0 | 0.2 | 0.6 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 |
O | 0.4 | 0.2 | 0.2 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0.4 | 0.2 | 0.2 | 0.2 | 0 | 0 | 0 | 0 | 0 | |
MA4 | S | 0 | 0.4 | 0.2 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0.4 | 0.2 | 0 | 0.4 | 0 | 0 | 0 | 0 | 0 | |
D | 0.2 | 0.4 | 0 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | |
MA5 | S | 0 | 0.8 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0.4 | 0.4 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0 | 0 | 0 | 0 | 0 | 0.2 | 0 | 0.4 | 0.4 | |
MA6 | S | 0 | 0.6 | 0.2 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0.4 | 0.2 | 0.2 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0 | 0 | 0 | 0 | 0 | 0.2 | 0.4 | 0.4 | 0 | |
MA7 | S | 0 | 0.4 | 0.6 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0 | 0.4 | 0.2 | 0 | 0 | 0 | 0.2 | 0.2 | 0 | |
D | 0 | 0.2 | 0 | 0 | 0 | 0.6 | 0 | 0.2 | 0 | 0 | |
MA8 | S | 0 | 0.4 | 0.2 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0 | 0 | 0 | 0.4 | 0 | 0.4 | 0.2 | 0 | 0 | |
D | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
MA9 | S | 0 | 0 | 0.2 | 0.4 | 0.4 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0 | 0.2 | 0 | 0 | 0.2 | 0.2 | 0.4 | 0 | 0 | |
D | 0.2 | 0.4 | 0.2 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 | |
MA10 | S | 0 | 0.8 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0.2 | 0 | 0 | 0.4 | 0.2 | 0.2 | 0 | 0 | 0 | |
D | 0 | 0.2 | 0.2 | 0 | 0 | 0.2 | 0.4 | 0 | 0 | 0 | |
MA11 | S | 0 | 0.6 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0.2 | 0.2 | 0.2 | 0.2 | 0 | 0 | 0 | 0.2 | 0 | |
D | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
MA12 | S | 0 | 0.6 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0.6 | 0 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0 | 0 | 0 | 0 | 0.2 | 0 | 0 | 0.4 | 0.4 |
Failure Mode | Influencing Factors | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
MB1 | S | 0 | 0.4 | 0.4 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 |
O | 0.8 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
MB2 | S | 0 | 0 | 0 | 0.6 | 0.2 | 0.2 | 0 | 0 | 0 | 0 |
O | 0.6 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0 | 0 | 0 | 0 | 0.2 | 0.6 | 0.2 | 0 | 0 | |
MB3 | S | 0 | 0.2 | 0.6 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 |
O | 0.4 | 0.2 | 0.2 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0.4 | 0.2 | 0.2 | 0.2 | 0 | 0 | 0 | 0 | 0 | |
MB4 | S | 0 | 0.4 | 0.2 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0.4 | 0.2 | 0 | 0.4 | 0 | 0 | 0 | 0 | 0 | |
D | 0.2 | 0.4 | 0 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | |
MB5 | S | 0 | 0.8 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0.4 | 0.4 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0 | 0 | 0 | 0 | 0 | 0.2 | 0 | 0.4 | 0.4 | |
MB6 | S | 0 | 0.6 | 0.2 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0.4 | 0.2 | 0.2 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0 | 0 | 0 | 0 | 0 | 0.2 | 0.4 | 0.4 | 0 | |
MB7 | S | 0 | 0.4 | 0.6 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0 | 0.4 | 0.2 | 0 | 0 | 0 | 0.2 | 0.2 | 0 | |
D | 0 | 0.2 | 0 | 0 | 0 | 0.6 | 0 | 0.2 | 0 | 0 | |
MB8 | S | 0 | 0.4 | 0.2 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0 | 0 | 0 | 0.4 | 0 | 0.4 | 0.2 | 0 | 0 | |
D | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
MB9 | S | 0 | 0 | 0.2 | 0.4 | 0.4 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0 | 0.2 | 0 | 0 | 0.2 | 0.2 | 0.4 | 0 | 0 | |
D | 0.2 | 0.4 | 0.2 | 0 | 0.2 | 0 | 0 | 0 | 0 | 0 | |
MB10 | S | 0 | 0.8 | 0.2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0.2 | 0 | 0 | 0.4 | 0.2 | 0.2 | 0 | 0 | 0 | |
D | 0 | 0.2 | 0.2 | 0 | 0 | 0.2 | 0.4 | 0 | 0 | 0 | |
MB11 | S | 0 | 0.6 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0 | 0.2 | 0.2 | 0.2 | 0.2 | 0 | 0 | 0 | 0.2 | 0 | |
D | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
MB12 | S | 0 | 0.6 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
O | 0.6 | 0 | 0.4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
D | 0 | 0 | 0 | 0 | 0 | 0.2 | 0 | 0 | 0.4 | 0.4 |
Criticality | CRTS II | Built-in Limit Module Assembly |
---|---|---|
1.4744 | 1.4066 | |
3.8983 | 3.8695 | |
3.5500 | 2.6000 | |
2.6571 | 2.4321 | |
2.8500 | 2.6000 | |
3.6000 | 3.6000 | |
2.4446 | 3.7480 | |
2.4687 | 3.1333 | |
3.1876 | 1.5150 | |
3.8184 | 2.8082 | |
2.4126 | 2.3045 | |
2.2847 | 3.5622 |
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Huang, C.; Wu, J.; Shan, Z.; Wang, Q.; Yu, Z. Reliability Prediction for New Prefabricated Track Structures Based on the Fuzzy Failure Modes, Effects, and Criticality Analysis Method. Appl. Sci. 2024 , 14 , 5338. https://doi.org/10.3390/app14125338
Huang C, Wu J, Shan Z, Wang Q, Yu Z. Reliability Prediction for New Prefabricated Track Structures Based on the Fuzzy Failure Modes, Effects, and Criticality Analysis Method. Applied Sciences . 2024; 14(12):5338. https://doi.org/10.3390/app14125338
Huang, Chao, Jun Wu, Zhi Shan, Qing’e Wang, and Zhiwu Yu. 2024. "Reliability Prediction for New Prefabricated Track Structures Based on the Fuzzy Failure Modes, Effects, and Criticality Analysis Method" Applied Sciences 14, no. 12: 5338. https://doi.org/10.3390/app14125338
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Words and phrases such as "because," "as a result," "therefore," and "consequently" can help signal the cause and effect relationships in your writing. 5. Proofreading and Editing. After completing the initial draft of your essay, take the time to thoroughly proofread and edit your work. Look out for any grammar, spelling, or ...
Cause #1. Cause #2. Cause #3 (and so on…) The effect of the causes. Conclusion. 2. One cause, many effects. This type of cause and effect essay is constructed to show the various effects of a particular event, problem, or decision. Once again, you will have to demonstrate your comprehensive knowledge and analytical mastery of the field.
Choose a compelling topic. Before diving into the process of writing a cause and effect essay, it is crucial to choose a topic that is both compelling and interesting. The topic you select will determine the direction and focus of your essay, so it is important to choose carefully. When selecting a topic, consider something that is relatable ...
Typically, the cause and effect essay layout contains an introduction, three body paragraphs, and a conclusion. Here is the complete outline format structure of a cause and effect writing: Section 1 - Introduction. A hook statement that grabs the audience's attention. Basic historical information about the topic.
Here's a step-by-step process for creating a cause and effect essay outline. Step 1: Choose a Topic. Select a topic that allows you to explore meaningful cause-effect relationships. Consider issues that have multiple causes and effects, such as environmental pollution, technological advancements, or social trends. ...
An outline helps get you started because you no longer have writer's block. You already know what you are going to say, and you have a skeleton for your cause and effect essay. Take the outline and start filling in the flesh and adding muscle to your argument. The flesh consists of your unique words and phrases. The muscle of your cause and ...
A cause is something that produces an event or condition; an effect is what results from an event or condition. The purpose of the cause-and-effect essay is to determine how various phenomena relate in terms of origins and results. Sometimes the connection between cause and effect is clear, but often determining the exact relationship between ...
Cause and Effect Essay Outline. Creating an effective cause and effect essay begins with a well-structured outline. This roadmap helps you organize your thoughts, maintain a logical flow, and ensure that your essay effectively conveys the causal relationships between events. Below, we'll outline the key components of the essay along with examples:
How to Write a Cause-and-Effect Essay. Written by MasterClass. Last updated: Jun 7, 2021 • 2 min read. Cause-and-effect essay structure is a way of exploring relationships between ideas and events.
2.1. Cause and effect chain #1: Chlorofluorocarbons were used to make hairsprays 50 years ago, but they are harmful to the ozone layer - some of them are still in the atmosphere ruining ozone molecules. 2.2. Cause and effect chain #2: Less ozone layer causes icebergs to melt faster. 2.3. Cause and effect chain #3.
Explain the Cause and cause-and-effect relationship. Transition to the next effect relating to this paragraph Cause 2 Effect 2 Support of Thesis Topic sentence (indicates causes, effects, or both) Cause 2 (detailed explanation with examples) effect 2 (detailed explanation with examples) Explain the Cause and cause-and-effect relationship.
Cause And Effect Essay Structure. Introduction: Hook: Start with an attention-grabbing statement or question to engage the reader. Background Information: Provide context and background information on the topic. Thesis Statement: Clearly state the main causes and effects you will discuss in your essay. Body Paragraphs: Paragraph 1: Introduction to Causes Topic Sentence: Introduce the first ...
The cause and effect essay outline consists of the following four sections. 1. Cause and Effect Essay Introduction. An introduction is the starting part of the essay in which you try to grab the reader's attention. Describe the event or situation your essay will explore. Also, discuss the issues and main purpose of the essay.
The sign of a well-written cause and effect essay is the appropriate use of transitional words and phrases that create a clear and logical flow of your narrative and allow the readers to smoothly transition from one idea to another. These words and phrases include "Because of", "As a result", "Therefore", "Owing to", "Thus ...
Creating a cause and effect essay outline is a crucial element of the writing process. It helps in organizing your thoughts and providing a clear structure for your essay. Divide your essay into an introduction, body paragraphs, and conclusion. Step 5: Write the Introduction.
Cause 1: Elaborate on the initial reasoning and its immediate aftermath (s). Cause 2: Delve into the second point, instigated by the result (s) of Cause 1, and its ensuing impact (s). Cause 3: Outline the third basis, influenced by the effect (s) of Cause 2, and its subsequent effect (s). Maintain this pattern for any additional reasons and ...
Charlotte Boykn McKelvy. Essays: The Different Kinds and How to Write Them. Cause and Effect Essay. Outline for a Cause/Effect Essay.
Cause and Effect Essay Outline. A cause and effect essay outline consists of a minimum of four sections - an introduction, at least two body paragraphs, and a conclusion. Each section, in turn, consists of several parts, and their contents vary depending on what pattern - block or chain - you choose. Let's start with a block structure.
Sourced from LibreTexts , licensed under CC BY-NC-SA . 4.3: Cause and Effect is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by LibreTexts. A cause is something that produces an event or condition; an effect is what results from an event or condition. The purpose of the cause-and-effect essay is to determine how ...
Cause and Effect Essay Outline. Before moving towards writing an essay, drafting an outline is quite important. It is essential in the case of writing a cause and effect essay because students have to consider the causes and effects of some issue or situation, without missing anything.
Research and Gather Evidence: Gather relevant data, statistics, examples, and expert opinions to support your arguments. Strong evidence enhances the credibility of your essay. Outline Your Essay: Create a structured outline that outlines the introduction, body paragraphs, and conclusion. This will provide a clear roadmap for your essay and ...
A cause and effect essay looks at the reasons (or causes) for something, then discusses the results (or effects). For this reason, cause and effect essays are sometimes referred to as reason and result essays. They are one of the most common forms of organisation in academic writing. Sometimes the whole essay will be cause and effect, though ...
Essay structures. The structure of an essay can be determined by the kind of essay that is required. Chronological structure. Also known as the cause-and-effect approach, this is a straightforward way to structure an essay. In such essays, events are discussed sequentially, as they occurred from the earliest to the latest.
This paper aims to address the problems of safety and durability in China's ballastless track structures, particularly the lack of accurate analysis and methods for predicting the reliability of the new type of prefabricated track structure during the design phase. We propose a reliability prediction method for a new prefabricated track structure, the modular assembled track structure with ...