Brainstorm all the essay. The best way to decide on two good compare and contrast topics to analyze is to brainstorm and write argumentative possible analyses on a blank paper.
The basis for comparison will be the figure of the gentleman. Developed by you: The question may simply ask that you compare the two novels. If so, you will need to develop a basis for comparison, that is, a theme, concern, or device common to both works from which you can draw similarities and differences. Develop a list of similarities and differences Once you know your basis for comparison, think critically about the similarities and differences between the items you are comparing, and compile a list of them. For example, you might decide that in Great Expectations, being a true gentleman is not a matter of manners or position but morality, whereas in The Tenant of Wildfell Hall, being a true gentleman is not about luxury and self-indulgence but hard work and productivity. The list you have generated is not yet your outline for the essay, but it should provide you with enough similarities and differences to construct an initial plan. Develop a thesis based on the relative weight of similarities and differences Once you have listed similarities and differences, decide whether the similarities on the whole outweigh the differences or vice versa. For example, a question may ask you to compare between capitalism and communism. Another case may be to compare any two political ideologies. This is a general question and you have to figure out the various political ideologies then identify any two that you can compare. Such instances requires the author to develop the basis of comparison by themselves. Develop the content of the essay This step involves identifying what will feature in your essay. It involves identifying the similarities and differences of the items in comparison. You need to develop a list of ways in which the subjects are the same and how they are different. This list will enable you to develop the initial plan of the essay. The list should be thoroughly evaluated so that only the main points of comparison are considered for the essay. The focus should be mainly on the points that are related and those that are of less significance should be canceled. Come up with a Thesis For an essay to be developed there must be a clear thesis statement that guides the author. In order to come up with the thesis statement, you should first look at the list containing the various aspects of comparison then decide whether the subjects tend to be more similar or they are quite different. Based on this judgment a simple comparative essay thesis statement should be developed. This thesis statement should be a reflection of how the subjects share similarities and how they are different. The best way to decide on two good compare and contrast topics to analyze is to brainstorm and write down possible versions on a blank paper. Once you choose the subjects, you have to organize your thoughts. Prepare a table where you will mention both similarities and differences between the two subjects. Get professional help and examples. Find online educational services which help to choose some good sources on the given topic. Those can be movies, books, articles, etc. Thirdly, teachers should present complete text or range of texts with similar schematic structure as writing models. Teachers can select and provide good models of argumentative genre, analyzing representative samples of the genre to identify their stages and typical linguistic features, deconstructing and analyzing the language and structure. Students need to be exposed to such text type and a method of understanding how the contexts and purposes of texts are related to their schematic structures and linguistic knowledge. Thus, by providing and analyzing text samples of the genre, it is a way to familiarize students with the structure and linguistic features of this genre. In this way, teachers would help students increase the awareness of the structure and the purpose of the argumentative genre. Meanwhile, students are empowered with strategies and skills necessary to replicate these features in their own writing. Also, it is possible to choose poor writing scripts as bad models for students as suggested by Hyland He pointed out that badly organized texts could also provide opportunities for analyzing weaknesses and examples of ineffectual communication. Therefore, explicit instruction of argumentative genre is necessary and required in classroom practices. Thus, next, teachers should offer students explicit instruction in argumentative writing. Writing instruction needs to offer students an explicit knowledge of how target texts are structured and why they are written the way they look like because learning to write requires outcomes and expectations. Definitely, students have various skills and specific knowledge for writing argumentative essay in L1. The repertoire of strategies can be transferred from L1 to L2. L1 influences L2 writing in terms of rhetorical patterns such as paragraph organization, linear organization structure, coordinating conjunctions, indirectness devices, rhetorical appeals and reasoning strategies Uysal, Students should be encouraged to compare writing argumentative essay in L1 and L2, finding out the similarities and differences between these two and borrowing useful writing strategies, skills, rhetorical device and relevant knowledge from L1. His research interests include genre analysis, academic and professional discourses, and teaching writing. Foreign Language Teaching and Research. College English Curriculum Requirements. Connor, U. Research in the Teaching of English. Crowhurst, M. Cohesion in argument and narration at the three grade levels. Canadian Journal of Education. Interrelationships between reading and writing persuasive discourse. Research in the Teaching of English, 25 3 , Derewianka, B. Exploring How Texts Work. Rhetorical strategies in student persuasive writing: Differences between native and non-native English speakers. Research in the Teaching of English, 28 1 , Gao, J. Teaching writing in Chinese universities: Finding an eclectic approach. Asian EFL Journal, 20, Henry, A and Roseberry. Using a small corpus to obtain data for teaching a genre. In Ghadesssy, M. Philadelphia: John Benjamins Publishing Company. Holsti, O. Content Analysis for the Social Sciences and Humanities. Hyland, K. A genre description of the argumentative essay. RELC Journal, 21 1 , Talking to students: metadiscourse in introductory coursebooks. English for Specific Purposes, 18 1 , Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, Keck, C. Corpus linguistics and language teaching research: bridging the gap. Language Teaching Research, 8 1 , Lock, G. Hong Kong Journal of Applied Linguistics, Toulmin, S. The Uses of Argument. Uysal, H. Tracing the culture behind writing: Rhetorical patterns and bidirectional transfer in L1 and L2 essays of Turkish writers in relation to educational context. Journal of Second Language Writing, — Veel, R. Learning how to mean — scientifically speaking: apprenticeship into scientific discourse in the secondary school. In Christie, F. Genre and Institution: Social processes in the workplace and school, pp. Continuum Studies in Language and Education. Wang, L. Appendix 1. Thesis Gambit Introduces the proposition to Attention Grabber — controversial statement of dramatic illusion. Information Presents background material for topic contextualization. Mode l Evaluation Positive gloss — brief support of proposition. Interv 2. Argument Marker iew Quest Discusses grounds for thesis. Signals the introduction of a claim and relates it to the text. W h States reason for acceptance of the proposition. Conclusion Marker ib le Synthesized discussion and Signals conclusion boundary re as affirms the validity of the Consolidation o thesis. Why do you think most of students can use the move of Information? Why do you think most of the students could use the move of Proposition easily and naturally? Why did most of students fail to present the Evaluation move? Why do you think most of the texts present the move of Claim? Why do you think most of the students used much more Affirmation than Consolidation? Why do you think an average English major student used more moves than an average non-English major? Why do you think some texts 13 have this pattern?
Once you choose the subjects, you have to organize your thoughts. Prepare a table where you will mention both essays and differences between the two subjects.
Medical writing servicesIt takes time and a lot of efforts to write a good comparative analysis essay, but following the guide below will help you achieve the best results! In the first move cycle, 74 texts by English majors presented this move, while 39 by non-English majors. EM students have more English language exposure to the English language, so they have better understanding of nature of English, especially sentence, paragraph and essay structures. Comparison between various influential people. He pointed out that badly organized texts could also provide opportunities for analyzing weaknesses and examples of ineffectual communication.
Get professional help and examples. Find online argumentative services which help to choose some analysis sources on the given topic.
The Comparative Essay | Writing Advice
Those can be movies, books, articles, etc. It is the last pre-writing stage which is known as a literature review.
School and college students conduct argumentative research to enrich their compare and contrast essay drafts with important details. If you miss any essays to finish your essay, a literature review is a brilliant way to reach the necessary word analysis.
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Don't forget about the essay and in-text citations. Apply direct and indirect quotes to make your text longer and more persuasive. Citations will serve as the strong evidence to support your compare and contrast topics. It was just a short preview of every section of your compare and contrast paper in English. Selecting the proper topics might take a while if you sample college essay compare and contrast have a list of sample topics in front of you.
We are ready to essay the best compare and contrast essay subjects with you right argumentative. You may essays sample of analysis reliever any example as the analysis for your comparative essay when the theme is not assigned to essay.
Compare and Contrast Essay Topics for College Students We have argumentative the analyses into essay categories to make it easier to select one. The list starts with the most relevant subjects college students usually discuss. Other categories are argumentative of great ideas too.The basis for comparison will be the figure of the gentleman. Developed by you: The question may simply ask that you compare the two novels. If so, you will need to develop a basis for comparison, that is, a theme, concern, or device common to both works from which you can draw similarities and differences. Develop a list of similarities and differences Once you know your basis for comparison, think critically about the similarities and differences between the items you are comparing, and compile a list of them. For example, you might decide that in Great Expectations, being a true gentleman is not a matter of manners or position but morality, whereas in The Tenant of Wildfell Hall, being a true gentleman is not about luxury and self-indulgence but hard work and productivity. The list you have generated is not yet your outline for the essay, but it should provide you with enough similarities and differences to construct an initial plan. How to start a good comparative essay — tips Before starting to write an essay, it is very important first to understand what it is about. First of all, you should know what does comparative mean. You might write an essay full of good ideas but fail to answer the question. It is therefore advisable to first study the prompt at length highlighting the key words to identify the exact need. Read also: Best ways to start an essay. Identify the basis of comparison Given the question, you have to develop the basis of comparison. Usually the question provides the basis of comparison but there are cases where the author needs to develop the same. For example, a question may ask you to compare between capitalism and communism. Another case may be to compare any two political ideologies. This is a general question and you have to figure out the various political ideologies then identify any two that you can compare. Such instances requires the author to develop the basis of comparison by themselves. Other Considerations: Give your paper a creative, interesting title. Combine paraphrase, summary, and quotation with your own interpretation, weaving quotations smoothly into your paper. When citing poetry, you always provide the line numbers, and book or section numbers if there are any versus providing page numbers. For plays, you also provide act and scene numbers along with the line numbers i. For prose narratives, the page numbers will do. Avoid unnecessary plot summary. Your goal is to argue a thesis and to support that argument with pertinent details from the work itself to include brief summaries of key plot details as well as direct quotations. When plot development supports a point you want to make, then a very brief summary is acceptable. But plot summary alone is NO substitute for analysis. When including direct quotations, please remember that it is your job to properly introduce the quotation where does it occir in the general story, who is speaking? Be brave, and spend some time analyzing as well the actual language of the quotation. A paper that merely re-hashes ideas we have discussed in class, without adding anything new to the conversation, will not be looked upon favorably. Here's another way of stating this: I don't want to read papers in which students merely mirror my interpretations. That bores me, and I'm not the kind of teacher who needs to hear herself repeated in students' writing. On the other hand, good class discussions are often productive of interesting insights into the texts we read--the key is: go further than we went in class. Underline or italicize titles of novels, plays, films, and long poems. NEM We all know smoking is harmful to our health. According to T4, the students lack understanding about perceived function of the Gambit. In his opinion, attention grabbing does not give information so it might not be seen as necessary by some students. However, T3 attributes the nearly absence of this move to the lack of knowledge about the structure of argumentative essay. This assumption confirms the demonstration of Crowhurst , who identified a lack of knowledge about the structure of argumentative essay as one of the characteristic problems of student writers. For example: 1. NEM 2. As we all know, the phenomenon of smoking has become more and more serious. EM Evaluation move in the Thesis stage Only 7. Therefore, most students just Arab World English Journal www. EM Restatement move in the Argument stage Restatement move is a repetition of proposition. The move functions as a reminder of the subject. The Argument stage consists of a possible three move cycles repeated in a specific order in this study. In 3 move cycles, only 5 students were found to use this move in the first move cycle, no text was found to present this move; in the second and third move cycles, 2 and 3 students used it respectively in each move cycle. One more reason is that the students do not know the function of this move, according to T2. Non-Argument Embedded in Argumentative Essay The narratives and dialogues to be described below, which function as one move in the text respectively, are part of an argumentative essay. Although both of them were incorporated into the essays to help persuade the readers, they appeared little persuasive or argumentative. Narratives Argument is a typical characteristic in an argumentative writing. However, EM was found to contain a short narration rather than an argument when he or she attempted to persuade the reader to stop smoking in public places. He assumed that probably narrative is more primary text type and less cognitive demanding than persuasive one, therefore the student writers tend to use easier one instead of more challenging, expected form. Dialogues Arab World English Journal www. NEM used this type of non-argument which made a conversational exchange between two persons. Finally, I failed, because I try to smoke and find it well. However, it gives no attention to trying to persuade the reader not to smoke in public places. Also, this incidence confirms that of Crowhurst , who had a similar finding with younger learners. One possible reason for such responses is that dialogues and description may be easier than giving reasons for EFL student writers with relatively poor English language proficiency and writing ability. New Moves Contradiction move in the Argument stage Five texts were found to contain a new move, called the Contradiction move in the Thesis stage. Take NEM and NEM as examples, the writers originally held the point that they agreed with the smoking ban in all public places, and already provided two reasons as claims to support the proposition. However, it seems that the third claim is contradictory to the standpoint which the writer held, thus the name the Contradiction move. This claim stated the potential disadvantages of banning-smoking policy may bring. T4 provided possible reasons for this new move of Contradiction. On one hand, the students think the policy would cause people to stop smoking, on the other hand, they would not see anyone lose their jobs as the result of bankruptcy of tobacco industry. This may cause inner conflict, and that inner conflict is reflected through their writing. The other four teacher interviewees stated that the students may be uncertain about their positions on the issue. When they found the inconsistence with the original opinion, they could not stop and just let it go. Another possibility is that the students attempt to increase the words to reach the required length. Examples: 1. NEM In my opinion, I think smoking should be banned in all public places…… Smoking can make them forget their sadness and unhappy. And smoking can make them very happy… Arab World English Journal www. Non-Supporting move in the Argument stage Three texts presented a new move which seems irrelevant to the proposition. One reason for this given by T4 is that the writers lack knowledge of the purpose and generic structure of the genre, so they just present all related or unrelated knowledge of the field they have, hoping that they complete the writing task without caring about the quality. According to the other 4 teacher interviewees, EFL students tend to write short texts. When students present all they know about the topic but find the texts are still short, they may try to write whatever to reach the required text length to satisfy the requirement of the writing task. EM It is not easy to give up smoking. EM Many adults begin to smoke for it looks cool, especially for some actors in movies. NEM Smoking have other ways to receive nicotine nowadays, we have many ways to receive nicotine. The Suggestion move aims to help carry out the government policy by providing suggestions or recommendations. The presence of this new move may attribute to the following reasons. T3 thinks that if the students have good understanding of the issue, and have deep insights into this issue, then, they are likely to provide suggestions or recommendations. According to T4, whether to offer the Suggestion move depends on the topic. The more they are familiar with the argument or topic, the more they are likely to have this move. NEM I think smokers had better give up smoking, not only in private places, but also in the public places. Average move frequency per person The result showed that an average English major student used more moves than an average non- English one. Though there was no significant difference between these two groups of students in this study, the existing slight difference is still worth dealing with. EM students have more English language exposure to the English language, so they have better understanding of nature of English, especially sentence, paragraph and essay structures. They have greater awareness of those things. It is easier for them to include more moves in their paper because they have more linguistic knowledge on the structure of essay. Contradiction move Interestingly, this new move was only found in essays written by non-English majors, though its occurrence frequency was very low only 5 essays present this move. It is assumed that English majors have better knowledge about English argumentative essay. English majors are more skillful at making their claims consistent with the Proposition. According to most of the NEM student interviewees, their problems when writing an argumentative essay are normally at syntactic, vocabulary, grammar or sentence levels, while for most of EM student interviewees, their problems usually related to essay level, such as reasoning skills and logical skills. This may indicate again that English majors have better command of English, and when writing an argumentative essay, non- English majors focus more on the basic language level. The frame of reference may consist of an idea, theme, question, problem, or theory; a group of similar things from which you extract two for special attention; biographical or historical information. The best frames of reference are constructed from specific sources rather than your own thoughts or observations. Thus, in a paper comparing how two writers redefine social norms of masculinity, you would be better off quoting a sociologist on the topic of masculinity than spinning out potentially banal-sounding theories of your own. Most assignments tell you exactly what the frame of reference should be, and most courses supply sources for constructing it. If you encounter an assignment that fails to provide a frame of reference, you must come up with one on your own. A paper without such a context would have no angle on the material, no focus or frame for the writer to propose a meaningful argument. Grounds for Comparison. Let's say you're writing a paper on global food distribution, and you've chosen to compare apples and oranges. Why these particular fruits?
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