英语写作对比比较.docx

英语写作对比比较.docx

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英语写作对比比较

WritingAComparison/ContrastParagraph

AIMS:

orderingmaterialusingthepoint-by-pointmethodortheblockmethod

improvingcoherencebyusingtransitionalphrasescommontocomparison/contrastwriting

takingastep-by-stepapproachtocreatecomparison/contrastparagraphs

studyingmodelparagraphstocreatecomparison/contrastparagraphs

Comparisonshowssimilaritiesbetweenpersons,places,things,ideas,orsituations.

Contrastpointsoutthedifferencesbetweenpersons,places,things,ideas,orsituations.

TwoBasicMethodsforOrganizingComparison/ContrastParagraphs

1.IfyouletAandBstandforthetwothings（subjects）beingcompared,thenyoucanusetheblockmethodinwhichyoutellallaboutA,thentellallaboutB.ThusyoudiscussAinablockandBinablock.

2.IfyouletAandBstandforthetwothings（subjects）beingcompared,thenyoucomparethempointbypoint.EverytimeyousaysomethingaboutA,youalsosaysomethingaboutB–rightinthesamesentenceorinthesentenceimmediatelyfollowing.

TheTopicSentence

Yourtopicsentenceshouldidentifybothitems（subjects）tobecomparedorcontrastedandtellthereaderexactlywhatyouaregoingtosayabouttheseitems（attitude）.

.,（poor）Ourpup,Tuffyisdifferentfromourcat,Hector.

（good）Thedifferenceintemperamentbetweenourpup,Tuffy,andourcat,Hector,isaconstantsourceofamusement.

TheBody

Onceyouhavedecidedonagoodtopicsentence,listallthepointsofcomparison/contrastthatyoucanthinkof.Next,reviewthelistandeliminateanypoints,whichareirrelevantorunimportant.Now,organizeyourdetailsinalogicalsequence,andbeginyourroughdraft.

TheConclusion

Themosteffectiveconclusionforacomparison/contrastparagraphisusuallyafinalsentence,whichreinforcesthecontrollingidea.

.,IfyoucouldseeTuffyandHectortogether,youcouldscarcelyhelplaughingatthecontrastbetweenthesetwohouseholdplaymates.

AGoodExampleoftheBlockMethod:

StudentswhohaveMr.JonesandMr.Smithareimmediatelyawareofthedifferenceinthelecturingmannerofeachteacher.Mr.Joneshasapleasantvoice,whichhelpsholdtheinterestofthestudents.Hepronouncesclearlyinarhythmicpatternemphasizingkeywords.Hismoderatetoneandinflectedwordsmakehislecturesinteresting.Mr.Jonesalsoaddshumourtohissubject,andhewelcomesquestionsfromstudentswhodon’tunderstandthematerial.Hetakeshistimeandexplainsslowly.Hetriestomakesurethathisstudentsunderstandaconceptbeforehemovesontosomethingnew,andheisveryenthusiasticabouthissubject.Mr.Smith,ontheotherhand,hasadifferenttone,pronunciation,expressionandattitudefromMr.Jones.Hehasaboomingvoice,whichcommandsratherthanteaches,andsometimesitishardtounderstand

becauseherunshiswordstogether.HislecturesarenotasinterestingasthoseofMr.Jones,either,becauseMr.Smithspeaksinaboringmonotone.Healsohatestobeinterrupted;feelingthathemustcovereverything.Mr.Smithteacheseveryclassinaserious,determinedmood.Thus,astheabovepointsillustrate,thelecturesofMr.JonesandMr.Smitharequitedifferent.

AGoodExampleofthePoint-by-PointMethod:

StudentswhohaveMr.SmithandMr.Jonesareimmediatelyawareofthedifferenceinthelecturingmannerofeachteacher.Mr.Joneshasapleasantvoice,whichhelpsholdtheinterestofthestudents.Mr.Smith,however,hasaboomingvoice,whichcommandsratherthanteaches.Mr.Jonespronouncesclearlyinarhythmicpatternemphasizingkeywords.Ontheotherhand,Mr.Smithmumbles,runninghiswordstogether.ThemoderatetoneandinflectedwordsofMr.JonesmakehislecturesmoreinterestingthanthoseofMr.Smith,whospeaksinaboringmonotone.Mr.Jonesalsoaddshumourtothesubject,whereasMr.Smithisalwaysseriousabouteachlesson.Mr.Joneswelcomesquestionsfromstudentswhodon’tunderstandthematerial,ascomparedtoMr.Smithwhohatestobeinterrupted.Mr.Jonestakeshistimeandexplainsslowly,whereasMr.Smithrushesthrougheachlesson.Mr.Jonesisveryenthusiasticabouthissubject:

hetriestomakesureeveryoneunderstandsaconceptbeforehemovesontosomethingnew.Mr.Smith,however,isalwaysinadeterminedmood;hefeelsthathemustcovereverything.Eachteacherhasadifferentvoice,tone,pronunciation,expression,andattitude:

andasaresult,theirlecturesarequitedifferent.

COMPAREANDCONTRASTKeyWords

comparison:

likesimilarassameinthesamewaytooboth

mostimportanthaveincommonthesameassimilarlyaswellas

contrast:

althoughyetwhereashoweverbutwhiledifferinsteadunless

unlikeonthecontrarycontrarytoeventhoughontheotherhand

thereverse

Whenyoucompareonesubjecttoanother,youshowhowthetwoarealike,orsimilar.

Example:

Thedog,likethecat,isahouseholdpet.

Whenyoucontrasttwosubjects,youshowhowtheyaredifferent.

Example:

Thedog,unlikethecat,isdependentonitsmaster.

Sometimes,bothcomparisonandcontrastareusedinthesamesentence.

Example:

Boththedogandthecatmakegoodhouseholdpets,buta

dogrequiresmoreattentionthanacat.

Exercise

Readtheparagraphsandanswerthequestionsbelow.ThousandsofyearsagotheNativepeopleofNorthAmericahadtobuildhousesthatfittheirlife.Onekindofhousewasatipi.ThePlainspeoplelivedintipis.Tipiswereeasytoputupandtakedown.Infact,itonlytookabouthalfanhourtosetthemup.ThiswasperfectforthePlainspeoplewhospenttheirtimehuntingandfollowingherdsofanimals.

TheInuit,wholivedinthecoldArcticregion,spentpartoftheyearlivinginigloos.Igloosweretemporaryhomesliketipis.However,theywerebuiltforthecoldwintermonths,whereasatipicouldbeusedyearround.Bothtipisandiglooshadonemainroomthatthefamilylivedinandwereusuallymadeforasinglefamily.Tipisandigloosweremadeofverydifferentmaterials.Igloosweremadefromblocksofsnowstackedontopofeachother,whiletipisweremadefrombuffalohide,treebark,orgrass.Theshapeoftipisandiglooswasalsodifferent.Tipiswerecone-shaped,usingthreeorfourpolesforsupport.Incontrast,igloosweredome-shaped.

1.IsthisparagraphcomparingandcontrastingtwothingsYesNo

2.Ifno,howdoyouknowitisnotacompareandcontrastparagraph

3.Ifyes,whattwothingsarebeingcompared

4.Circlethekeywordsintheparagraphthatshowthattheauthorwascomparingandcontrastinginformation.

~~In-classexercise:

UsingComparison/Contrast~~

Togetsomepracticeusingcomparison/contrastasarhetoricaltechnique,preparetowriteacomparison/contrastparagraph（s）basedononeofthefollowingtopics（orcomeupwithoneyoulikebetter）:

HighschoolandCollege

Raisingapetandraisingachild

Twocareerchoicesormajorsyou'recontemplating

Twocollegesyou'veconsideredattending

Twojobsyou'vehad

Twobooksyou'veread,ortwomoviesyou'veseen

Twoclosefriends

Twoteachers

Onceyoudecideonyoursubject,followthethreestepsbelowtohelpyoupracticeusingthistechnique.

STEP1:

Establishcategoriestofocusyouranalysis.

Forexample,ifyou'recomparingcolleges,yourcategoriesmightbecurriculum,price,location,andsociallife.

Brainstormandthendecideuponseveralappropriatecategoriesforyourtopicwhichwillfocushowyoulookateachsubject.Listthembelow:

STEP2:

Brainstormrawmaterialbyapplyingthesecategoriestoquestionsaboutyoursubject.

Basedonthecategoriesyouarrivedatabove,askwhatissimilarandwhatisdifferentaboutthetwosubjects.Writedowneverythingyoucanthinkof—youcanrearrangeitlater.

Comparisons（similarities）between___________________and?

_______________________.

1.

2.

3.

4.

5.

Contrasts（differences）between_____________________and?

_______________________.

1.

2.

3.

4.

5.

?

Step3:

Assembleyouranalysis.

NowexaminethepointsyoumadeandcompileyourrawmaterialintoparagraphsbyusingoneorbothofthemethodsdescribedinChapterSix（pp.339-341）.Writeatopicsentencetofocusyourcomparison/contrast;itshouldstateyoursubjectsandtheassertionyouwanttomakeaboutthemasaresultofyouranalysis.Afteryouwriteyourtopicsentence,writetheparagraph（s）below.Attachextrapaperifyourunoutofroom.Ifyouthinkitwillhelpyougetaclearerideahowtoassembleyourwork,?

viewacompletedsample.