The Compare/Contrast Essay |
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Discuss practical reasons for comparing and
contrasting. |
Selecting subjects that matter to students is critical
for this step. One might be to compare two models of cars
and then write a letter to a benefactor who might buy them
one. Another, would be a store manager writing to a buyer
about two products. |
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Show a model compare/contrast essay. |
Explain that there are two ways to write the essay but don't go into any detail on that yet. |
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Explain compare/contrast cue words. |
Explain that when comparing students should mention
differences but focus on similarities. |
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Teach students how to use my compare/contrast chart. |
I spend two or three periods on this. Although it seems
simple, students doing it for the first time perform better
if not rushed through this step. |
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List and model use of
cue
words used to show similarities and differences
from the Writing Den. |
I have found many tenth graders have difficulty thinking
of these words if this step is skipped. |
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Explain my charts showing how to organize compare/contrast paragraphs and essays. |
I usually have students write the block style first since it is easier. Students should be told that the block is better to show similarities and the feature by feature is better to show differences. |
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Provide a guided practice in writing the first draft. |
Guide students through their first essay providing help with an introduction and transition sentences. It is helpful to allow students to use a chart they have completed as a class, or one that they have done independently and that you have checked. Don't assume they understand the chart until they have done one correctly. |
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Provide in-class writing time. |
By giving in-class writing time, many more students will
work on the assignment. Without it, students with little
motivation usually won't write the essay. |
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Review the steps in the writing process. |
Explain that after writing their essay, students should edit and revise. Tell students they should continue the cycle of editing and revising until they are satisfied with the quality of their essay. Explain the advantages of revising on the computer. For editing tips, Check Suggestions for Revising Prose and Basic Prose Style and Mechanics by the Rensselaer Polytechnic Institute. |
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Review my SWAPS Proofreading Guide and give students time to proofread their essays. |
You may a photocopy and review my proofreading guide, SWAPS. A companion error analysis grid is available for students to record errors in order to identify problem areas. |
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Have students evaluate their peers' essays using my Compare/Contrast Rubric. |
Students evaluate using the rubric, staple rubric to the
essay and then place the essay on a desk in the front of the
room for another student to pick up and evaluate. I've had good results giving 25 points each for
evaluating three essays and another 25 points for quiet
participation. |
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Review the proofreading guide briefly and then devote half a period to proofreading one another's essays. |
Tell students to read their essay aloud or to have someone else read it to them to catch errors. Have students proofread several essays and sign their names at the top of the paper.. "Proofread by ________." |