General Background: Compare/Contrast Strategy

Project ACCEL, MSU

Write-It Strategy Lesson

6 Write It Strategy Lesson

Project ACCEL, MSU

Write-It Strategy Lesson

Write It

Strategies for Helping Students Compose High Quality Informational Papers

· Compare/contrast

· Timeline/Sequence of Events

· Problem/Solution

· Cause/Effect

· Main Ideas/Details

· Argumentation

· Take a Position

· Narrative

Purpose:

To provide effective teaching of key aspects of writing essays:

Introduction Paragraphs

Body Paragraphs

Concluding Paragraphs

Audience Awareness

Audience Sensitivity

Project ACCEL, MSU

Write-It Strategy Lesson

Project ACCEL, MSU

Write-It Strategy Lesson

[1]General Background: Writing Strategy

1. Discuss the strategy (planning, notetaking, organizing, writing).

2. Explain what a (type of genre paper) is and show them an example of well written paper of that type of genre; and show a nonexample. Explain why it is important to know how to write such a paper. Discuss when they might use the strategy to write such paper.

3. Model and explain the strategy(ies). Model using the strategy to pla to write a paper. When you model, think aloud to show the students how they should think when they plan a paper. You can include some thoughts about difficulties and successes.

4. Coach students as they use the strategy

5. Encourage self-evaluation

6. Give lots of practice

esson #1: Introduce the Text Structure & Strategy

Tell students they are going to learn strategies that will help them plan and write (type of text structure genre: position paper, opinion paper, argumentation, compare/contrast) essays.

Discuss when they might be asked to use a particular text structure in writing.

WHAT it is and WHEN to use it:

Compare/Contrast – What is it? / When do you use it? (Prompt)
A compare/contrast paper is when the writer is comparing and contrasting two concepts on specific features to make judgments, decisions and choices. The writer tells the reader how two concepts are alike and different. In a well-written paper, the writer systematically names the important features and describes how they are alike on particular features, and how they are dissimilar on other features. / · In school, for instance, might ask students to write a paper comparing two people in history, two characters in literature, two time periods, countries or two political systems.
· In science class, students might be asked to write a paper comparing mammals and reptiles.
· In social studies class, teachers might ask students to compare/contrast two things or principles in order to write a persuasive paper that might convince their readers that a particular point of view is the preferred position.
· On the MEAP test, students might be asked to compare/contrast two articles, people, are two pieces of data.
· Editorials in newspapers: Writers might also want to compare/contrast two points of view in order to write a position paper that presents the writer’s point of view and makes a strong argument for that position.
· Other Examples In real life? (commercials?)
Features of a well-written compare/contrast paper (Rubric)
· Clearly introduces and names the two topics.
· Clearly names the features/attributes on which the topics are being compared/contrasted
· Says how the two topics are alike on named features
· Says how the two topics are different on named features
· Uses transition words (Likeness: similar, similarly, alike, likewise, comparable;
Differences: in contrast to, different than, however, contrary to, dissimilar, unlike)
Other features of papers, generally:
· Clear introduction to the topic
· Stays on topic
· Elaborates with evidence, examples, support, & details
· Clear conclusion
· Uses complete and varied sentences
Position Paper – What is it? / When do you use it? (Prompt)
A position paper is when the writer presents an arguable opinion about an important issue. The writer’s purpose is to take a position on an important issue and convince the audience that their opinion is valid and worthwhile. In a well-written paper, the author may address both sides of an issue (e.g., opposed, not opposed) to show that s/he is well-informed. However, the writer clearly makes a good argument for one position that is easy for the audience to understand and accept because the evidence is strong. / · In school, for instance, teachers might ask students to write a paper taking a position on an issue in social studies.
· In science class, students might be asked to write a paper in which they take a position on an environmental issue.
· On the MEAP test, students might be asked to take a position on a social issue.
· Writers might also want to take a position that affects their lives on a personal basis, e.g., whether one can skateboard in a public park, whether they can bring cell phones to school, etc.
· Real-life examples?
Features of a well-written position paper (Rubric)
· Clearly introduces and states their position.
· Clearly states the opposing position
· Provides several main points/arguments for their position (e.g., data, experience, history, factual knowledge)
· Offers detailed examples, evidence, support for each of the main points/arguments
· Uses transition words (Opinion: support/oppose, for/against, agree/disagree, should/should not);
Other features of papers, generally:
· Clear introduction to the topic
· Stays on topic
· Elaborates with evidence, examples, support, & details
· Provides a clear conclusion
· Uses complete and varied sentences
· Uses $1 million dollar adjectives
· Makes the paper interesting

Export/Report Paper – What is it? / When do you use it? (Prompt)
A report paper is when the writer presents detailed information about a topic. The writer’s purpose is to inform others. In a well-written paper, the author presents a number of categories or subtopics, and then provides detailed evidence, examples, or facts that provide detailed information about each of the subtopics. / · In school, for instance, teachers might ask students to write a paper or research report about a topic.
· In science class, students might be asked to write their findings in a laboratory report.
· Writers might also want to take a position that affects their lives on a personal basis, e.g., whether one can skateboard in a public park, whether they can bring cell phones to school, etc.
· Writers might want to write a report about their favorite hobby that might teach others.
Features of a well-written position paper (Rubric)
· Clearly introduces and names their topic
· Uses 3-6 information categories
· Introduces and names each category (e.g., topic sentence)
· Provides 3-6 details to explain each category
· Uses transition words (first, second, third, finally);
· Writes a concluding paragraph
Other features of papers, generally:
· Clear introduction to the topic
· Stays on topic
· Elaborates with evidence, examples, support, & details
· Provides a clear conclusion
· Uses complete and varied sentences
· Uses $1 million dollar adjectives
· Makes the paper interesting

Planning the Paper

Lesson #2: Model and Explain the Strategy

Tell students that you are going to show them a strategy for planning their own type of text structure paper (e.g., compare/contrast, position paper, expert paper). Explain that you and they are going to “think out loud” while you plan so that they can hear what you are thinking.

Explain. It is important to plan before you draft your paper. We are going to learn to use some steps to write a paper.

Importance of the Writing Strategy

Writing is an important skill. You’ll have to write throughout life. Writing is an important part of most professional occupations. Most employees must know how to write reports that are logically written and clear. Writing is also important in order to be a good citizen or to manage one’s business. For example, you may want to write a letter to the newspaper editor about a matter of social concern, such as the lack of security in your parks or neighborhood.

Writing is also used to evaluate your knowledge and thinking. There are essay questions on the MEAP, and there are also essay and writing sections of the ACT exam, which is an entrance examination into 2- and 4-year colleges. Further, all colleges require that applicants submit essays in which they write responses to specific questions. Employers, teachers, and colleges use your responses to judge the quality of your thinking and the way in which you support your ideas with evidence and examples. Writing is important.

We’re going to learn some writing strategies that will help you – not only today, but in the future. We’re going to learn to plan, organize, write, and edit our essay. Today, we are going to focus on a planning strategy that will help you get a good start in planning and organizing your paper. There are four steps to the planning strategy. This think-sheet lists some of these strategies.

1. Read the Prompt/Identify the Purpose. The first thing that you do when you receive a writing assignment is read the prompt and the instructions. As you read the prompt, think what is the purpose; what you are being asked to do. What topic are you being asked to write about? You will also want to know the type of paper and text structure that you are being asked to write, such as: Are you being asked to compare/contrast, persuade, inform your audience about a particular topic? Are you being asked to write a story or a report?

You will also want to think about the audience. Who will read the paper?

EXAMPLES: Let’s take some examples:

Tell about how you have developed a strength or talent of your own. (What are you being asked to do? What is the topic? Who might be the audience? What types of categories of information might you provide in your paper? What might be the purpose of this paper? To teach, to entertain, to educate others to help them develop their own topics)

Should the United States drill for oil in Alaska? (What are you being asked to do? What is the topic? What type of text structure is this paper (position paper)? What if the question asked you to think of environmental, social, and economic concerns. How many types of information would you provide in your answer? (What might be the purpose of this paper?)

Should the United States Congress propose an amendment allowing the United States Constitution to be rewritten without gender identification? (What are you being asked to do? What type of text structure is this paper? What types of information should you provide? … What if I told you that this question was on the MEAP and your answer must contain (1) a clear and supported statement of your position; (2) supporting information using a Core Democratic Value of American constitutional democracy; (3) support knowledge from history, geography, civics, or economics; and (4) supporting information from the data section. How many types of information should you provide in your answer? How many paragraphs do you think your paper might be?

Summary

So the first thing you do when you read a prompt or instruction is think about three questions:

· What is the purpose? (text structure)

· What is the topic?

· Who is the audience?

Let’s do one together. The instruction for our essay is:

Let’s take out the planning sheet (figure 1) and identify the purpose. We’re going to fill out the first part of the plan think-sheet. We’re going to Read the prompt. Decide (a) what is the topic we are being asked to write about; (b) who is the audience; and (c) how to write the essay (text structure).

2. Brainstorm and List Subtopics. Second, the plan think-sheet asks that we brainstorm 3 or more subtopics, attributes, or categories that we’re going to write about.

So let’s reread the prompt to see if the question provides information about those subtopics or parts of our essay. Sometimes the question asks that you provide specific information, and you must include all those parts in your answer. Other times the directions allow you to brainstorm topics/subtopics. So the second step of our planning strategy is to brainstorm subtopics or categories of information that you can write about. We’ll look for clues in the instructions, but if there are no clues, we’ll brainstorm the categories or subtopics and write them on these lines (show). On the right half of the page that shows the second column of lines, we can elaborate on those subtopics with details, examples, and evidence. First, good writers begin by generating the categories or subtopics that will form the body of the paper. We’ll always try to include at least 3 subtopics or categories. Let’s do that now. [2][3]

Examples:

Compare/Contrast –
What is it about? / Categories or Attributes that we might include? (Brainstorm 3-5 possible categories)
Two Topics
Concept 1 ______
Concept 2 ______/ · 1 - Physical Features
· 2 - Location
· 3 - Resources
· 4 - Cultural Traditions
Position/Persuasive Paper
What is it about? / Categories or Attributes that we might include? (Brainstorm 3-4 possible categories)
Position 1 ______
Position 2 ______/ · 1 - CDV
· 2 – knowledge from history, geography, civics
· 3 – Data Section
· 4 -
Expert Paper
What is it about?
Topic / · 1 -
· 2 –
· 3 –
· 4 -

3. Add Details, Examples, and evidence Third, the plan sheet guides you to think of details, examples, or elaborations that support each of the topics. You flesh out your subtopics and categories by adding supporting details, examples, and evidence to support your ideas. Good writers do this all the time. They explain their ideas and reasons in detail, by giving examples, evidence, or facts. They help their audience understand and visualize the topic through the logic of their arguments and the strength of their details.