The Comparison-Contrast Essay TONIGHT’S HOMEWORK Submit final classification essay on Canvas and bring any hard copies (group discussion notes, proofreaders’ marked- up copies, and maybe prewriting, outline, and / or tutoring) to class, read LBCH sections 38-44b (pp. 279- 318), AND Begin brainstorming / prewriting and outline for comparison-contrast essay, due next Thursday, March 30
The Comparison-Contrast Essay The Writing Process 1. Brainstorming (Inventing & Collecting) (Prewriting & research) 2. Organizing (Outlining) 3. Drafting (First time in paragraph form) 4. Revising (Editing: adding, cutting, moving) 5. Proofreading (Checking grammar, spelling, etc.) Rationale: This slide previews the five steps of the writing process. Each element forms a part of a successful writing experience. Key Concept: The facilitator may explain that the writing process is not necessarily sequential--a linear path from invention to proofreading. Writers may generate a topic, collect some information, organize their notes, go back and collect more information, invent subtopics for their work, go back to organization, etc. The writing process is recursive--it often requires going back and forth between steps to create the strongest work possible. Knowing these steps and strategies, however, can be a great help to writers who struggle with their work.
What is a COMPARISON-CONTRAST essay? The Comparison-Contrast Essay What is a COMPARISON-CONTRAST essay? In a comparison-contrast essay, the writer carefully explains the similarities or differences among two or more related subjects. By explaining these similarities and/ or differences, the writer informs the reader so that the reader can form an educated opinion on the topics.
Winona Ryder character loves him Prewriting Try a Venn diagram. It will help you realize that the two topics have both things that are similar and things that are different. “monster” lovable freak Dr. Frankenstein terrified of him his creator loves him wants Dr. to create a bride for him; Dr. won’t father figure Winona Ryder character loves him wants love TOPIC A: Frankenstein’s monster TOPIC B: Edward Scissorhands society’s treatment kills Dr.’s loved ones gave ladies haircuts villagers terrified landscaping ultimately tries to kill Dr. and himself banished from town jealous rival
COMPARISON-CONTRAST thesis statement The comparison-contrast thesis statement includes both narrowed topics and the controlling idea. = + + Ex: Although Edward Scissorhands looks similar to Frankenstein’s creation, the two characters display unique tones in regard to humanity. THINK IN TERMS OF POINTS, NOT SIMILARITIES AND DIFFERENCES! narrowed topic 1 narrowed topic 2 TS controlling idea tones in regard to humanity Edward Scissor-hands Franken-stein’s creation TS
How to ORGANIZE a comparison-contrast essay Because it has two topics, a comparison-contrast essay cannot be organized in the usual way. It must use WHOLE-TO-WHOLE organization or POINT-BY-POINT organization.
How to ORGANIZE a comparison-contrast essay WHOLE-TO-WHOLE organization Introduction ending with thesis statement (¶ #1) TOPIC #1 (¶ #2) First way in which they may be similar and/or different Second way in which they may be similar and/or different Third way in which they may be similar and/or different TOPIC #2 (¶ #3) Conclusion (¶ #4)
How to ORGANIZE a comparison-contrast essay POINT-BY-POINT organization Introduction ending with thesis statement (¶ #1) FIRST WAY in which they are similar and/or different (¶ #2) Topic #1 Topic #2 SECOND WAY in which they are similar and/or different (¶ #3) THIRD WAY in which they are similar and/or different (¶ #4) Conclusion (¶ #5)
How to ORGANIZE a comparison-contrast essay WHOLE-TO-WHOLE organization Introduction ending with thesis statement (¶ #1) TOPIC #1 (¶ #2) First way in which they are similar and/or different Second way in which they are similar and/or different Third way in which they are similar and/or different TOPIC #2 (¶ #3) Second way in which they are similar and/or different Third way in which they are similar and/or different Conclusion (¶ #4) POINT-BY-POINT organization Introduction ending with thesis statement (¶ #1) FIRST WAY in which they are similar and/or different (¶ #2) Topic #1 Topic #2 SECOND WAY in which they are similar and/or different (¶ #3) THIRD WAY in which they are similar and/or different (¶ #4) Conclusion (¶ #5)
The introduction… should grab the reader's attention, maybe with a vivid juxtaposition of the topics (sort of “what if A were like B?”) before addressing similarities and differences should contain the thesis (usually last sentence) should NOT make an announcement, ask a question, or be too general: “In this paper I will tell you about…” NO! “Here is how A and B are alike.” NO! “A and B are alike in many ways.” NO! “Have you ever wondered how A and B are different?” NO!
The body… must contain the same three points about the two topics, must contain at least one secondary detail to enliven each primary point must connect its support back to the thesis for the reader’s understanding must use a transition between one point and the next
The conclusion… must refer back to the thesis must NOT just repeat the thesis, even if the words are slightly different should make an observation or offer a solution (bring the two sides together): What do you hope the reader has learned from your essay? Is one a valuable improvement upon the original? Is one a poor imitation of the original? Should readers choose one over the other? Should readers accept both to appreciate how important the differences are?
Common comparison or contrast TRANSITIONS FOR COMPARISON FOR CONTRAST also another similarity as well both comparatively correspondingly furthermore in addition in the same manner likewise similarly another difference contrarily conversely different however in contrast meanwhile most important difference one difference on the contrary on the other hand
Tom Regan and Stephen Rose on Animal Rights (80R, pp. 274-284)
YOUR COMPARISON- CONTRAST ESSAY TOPIC: The Comparison-Contrast Essay YOUR COMPARISON- CONTRAST ESSAY TOPIC: Write a 900- to 1,100-word, four- or five-paragraph essay analyzing (not just listing) how two issues or two groups of people compare and contrast. Following are some suggested topics: 1. Two different views of a social or political issue (like gun ownership, animal rights, or immigration) 2. Men and women, Republicans and Democrats, or two different groups of people 3. Two religions or beliefs, or two types of believers 4. Two types of prejudice or discrimination 5. A book and movie version, or an original and a remake/sequel 6. Life with a college degree and life without one You must use one or more quotes from expert sources to support your body paragraphs. You MUST use a library database. (Opposing Viewpoints in Context is a good place to start.) Be sure that you quote and cite the source(s) correctly. (Ask me or a tutor!)
Comparison-Contrast Essay (cont.) Be sure that your thesis includes both topics and makes an overall point of significance. The essay must contain an introduction paragraph that ends with the thesis statement. It must also include two or three body paragraphs making three points (the same for both topics) and providing specific evidence and details. The body should not just state facts but should explore and explain the significance of those facts. The essay should end with a concluding paragraph that returns to the idea of the thesis statement and provides a sense of closure. Also, be sure you complete and submit all five steps in the writing process: 1. brainstorming/prewriting (bring to class Thursday, March 30), 2. organizing/outline with thesis statement (bring to class March 30), 3a. drafting (first draft is due on Canvas April 4; bring one printout), 4. revising (with classmates on April 4 and with a tutor), 3b. drafting again (second draft on Canvas April 11; TWO printouts), and 5. proofreading (by two classmates on April 11). The final version of the essay is due on Canvas before class begins April 20. Final essays will NOT be accepted if you do not participate in and submit all five steps!
Three Ways to Get a Quote into a Sentence Without Floating Pronoun Case (Grammar #9) and Checking the Comparison-Contrast Outline Three Ways to Get a Quote into a Sentence Without Floating Make it part of the grammar of your sentence: With Brown v. Board of Education, “[a]n irreversible shift had begun” (Williams 21). Add a source phrase and a comma, and ID the source: Historian and commentator Juan Williams writes, “An irreversible shift had begun” (21). “An irreversible shift had begun,” writes historian and commentator Juan Williams (21). Add a colon: With Brown v. Board, America changed: “An irreversible shift had begun” (Williams 21).
WHEN YOU USE A QUOTE IN AN ESSAY: When people think of a man, they generally think of “an adult male human being” (“man, n.1). However, some think they have to “[b]e stupid, be unfeeling, obedient and soldierly, and stop thinking” to be manly (Theroux, par. 2). Put the words you have borrowed in quotation marks and include the author’s last name and page number in parentheses after the quote. Then you will also need a works-cited page. (See the next slide, page 6 of the syllabus, and the MLA section of LBCH.)
Peer Proofreading of Classification Essay Works Cited Author’s Last Name, First. “Title of Source (article, short story, poem, etc.).” Title of Container (book, journal, website) in Italics, Other Contributors, Version, Number, Publisher, Publication Date, Location. “man, n.1 (and int.).” OED Online, Oxford University Press, March 2016, www.oed.com.db11.linccweb.org/view/ Entry/113198. Theroux, Paul. “The Male Myth.” The New York Times, Sunday, Late City Final Edition, 27 Nov. 1983, p. 116. LexisNexis Academic, www. lexisnexis.com.db11.linccweb.org/ lnacui2api/api/version1/getDoc Cui?lni=3S8G-HPY0-0008-Y1KC&csi=270944,270077,11059, 8411&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true. Put the works-cited page on its own page Alphabetize by first word in each entry Double-space 11:52, 4:22, 7:52 Use hanging indentation Include only works actually cited in the essay
Where can you go for additional help? The Comparison-Contrast Essay Where can you go for additional help? Academic Success Center: YLRC 105, BACA 207, DLRC 312 My Office: YADM 108 Phone: 813-259-6470 E-mail: jbielecki@hccfl.edu Websites (links on MyHCC): SmarThinking (access through hccfl.edu) Library Guide for this course (http://libguides.hccfl.edu/databases) Re: Writing (http://bcs.bedfordstmartins.com/rewriting/) http://owl.english.purdue.edu Key Concept: If your students are struggling with developing a writing process, they can find help at the Purdue University Writing Lab. By making a half-hour appointment with a tutor, students can receive help with any area of the writing process, from invention to proofreading. Click mouse after the title question. 20