Date of publication: 2017-09-06 13:11
A subject-by-subject structure can be a logical choice if you are writing what is sometimes called a 8775 lens 8776 comparison, in which you use one subject or item (which isn 8767 t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you 8767 ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the 8775 lens 8776 ), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.
Toads too have numerous shapes, sizes, and texture, but they don’t have much variety in color. Toads are chubby and have warty skin. They do spend of their time in water, but they live in moist places like woods, fields and gardens. Their pupils do have different shapes, sizes, and colors, but generally they are egg-shaped, small and black. Usually they have webbed feet.
The next few pages show the kinds of work students create while engaged in Compare & Contrast lessons. Figure includes a variety of student work samples that span a wide range of content areas and grade levels. As you examine this work, ask yourself, What skills are students demonstrating in this work?
Thinking About Phase Three: Guided by questions, students are forced to distill the evidence they have gathered from the passages and analyze the two readings in greater depth. By asking students to take a position and draw conclusions about the content, we enhance their retention and understanding.
The three texts we have just described are all excellent resources for using the compare-contrast structure with learners. Table 6 provides additional information about these texts, along with a detailed list of other compare-contrast books.
Joanne now moves her students into the comparison phase by having them work with partners to identify similarities and differences between the two households and then to record those similarities and differences using the Top Hat Organizer (see Figure ).
Arts & Humanities
Teacher: I learned a lot about alligators and crocodiles from that passage. I noticed that the way the passage compared and contrasted alligators and crocodiles really helped me understand the ways that alligators and crocodiles are the same, and the ways that they are different. I also noticed that there were certain words and phrases that I saw as I was reading that let me know that this was a compare and contrast passage. Let's go back to the passage now and see if we can find any words or phrases that let us know that the passage is comparing and contrasting two types of animals. [Teacher and students read through the passage again, and create a list of compare-contrast words and phrases that includes both, similar, but, different, compare, and to tell apart.]
Some assignments use words—like compare, contrast, similarities, and differences—that make it easy for you to see that they are asking you to compare and/or contrast. Here are a few hypothetical examples:
Compare and Contrast
Graphic Organizers compare - to examine (two or more objects, ideas, people, etc.) in order to note similarities and differences to compare two pieces of literary work (Webster's. p 966): contrast - to compare in order to show unlikeness or differences note the opposite natures, purposes, etc., of: Contrast the political rights of Romans and Greeks (Webster's. p 997).
compare liken, assimilate, similize, liken to, compare with make or draw a comparison, analogize, relate metaphorize draw a parallel match examine side by side, view together weigh or measure against, contrast oppose, set in opposition, set off against, set in contrast, counterpose, note similarities and differences (Chapman, 6977).
But it 8767 s not always so easy to tell whether an assignment is asking you to include comparison/contrast. And in some cases, comparison/contrast is only part of the essay—you begin by comparing and/or contrasting two or more things and then use what you 8767 ve learned to construct an argument or evaluation. Consider these examples, noticing the language that is used to ask for the comparison/contrast and whether the comparison/contrast is only one part of a larger assignment:
The danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper—generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.
Begin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you 8767 re comparing/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it 8767 s more likely that you 8767 d have several paragraphs per item. Using our pizza place comparison/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper 8767 s, a paragraph about its location, and a paragraph about its ambience. Then you 8767 d have three similar paragraphs about Amante, followed by your conclusion.