Monday, June 30, 2014

Comparison and Contrast

Comparison and Contrast


Apples and Oranges

Writing a Compare and Contrast Essay



All you need do in writing a compare and contrast essay is take two subjects and show their similarities and their differences, then make a larger assessment of the significance of your findings. When writing a compare and contrast essay, the basic essay form of title, introduction, three paragraph body, and conclusion makes it one of the easiest essays to write.

Before you begin writing, brainstorm to find similarities and differences between your subjects.

Subject
Apples & Oranges

Similarities
Both are tree fruits, grown commercially in large orchards

Differences
Oranges tropical, apples temperate

Subject
Apple juice and orange juice

Differences
Apple juice has no pulp. Orange juice has pulp.

Differences
Sauce Pulp and peeling from oranges is used in sauce. Applesauce contains only the pulp of the pared apple.

Use your essay introduction to introduce both subjects and present the points you intend to make.

Ex: However, although apples and oranges are both fruits, they are each ripe with differences, some of which are shown in the way they are grown and processed.

Format the body of your compare and contrast essay in one of several ways:

You can compare and contrast different elements of each subject in each paragraph of your essay body. This is also called “point by point” comparison and contrast.

Example 1:

(Compare) Apples and oranges are both tree fruits often grown commercially in large orchards. (Contrast) However, apples grow in every climate and oranges need tropical temperatures to produce fruit. (Compare) Although both fruits can be juiced, (Contrast) apples are pressed and only the juice is bottled while both pulp and juice is squeezed from oranges. (Compare) Again, while fruit sauce is made from both apples and oranges, usually applesauce comes from the pared and pureed apple (Contrast) while orange sauce may contain both the rind and the pulp of the orange.

You can use one paragraph to discuss one subject, the second paragraph to discuss the other and the final paragraph of the body to compare and contrast the two subjects.

Example 2:

Apples are a tree fruit that is often grown commercially in large orchards. As well as eaten from the tree, apples are also both pressed into apple juice or pureed and processed into applesauce.

Oranges are also a tree fruit, often grown commercially in large orchards. Like apples, they can be eaten from the tree, squeezed into juices or processed into orange sauce.

(Compare and contrast points discussed in paragraphs one and two.) One big difference between apples and oranges is the way they are processed. Notice that while apples are pressed for juice, orange juice is squeezed from the orange. Another difference is that while apple juice contains only the liquid pressed from the apple, orange juice may also contain the pulp from the orange. Although applesauce contains the pureed pulp of the pared apple, orange sauce may contain bits of orange rind as well as the pulp of the fruit.

You can also limit your essay to discuss only one similarity and one difference between the two subjects.

You can structure you essay to compare only similarities or to contrast only differences between your two subjects.

Note: To avoid confusing your reader, it’s best to follow the same order of representation in each paragraph. For instance, in example one notice that the order is subject one (apples,) comparison, and then contrast and followed by subject two (oranges,) comparison, and then contrast.

You may want to try a couple of different formats for your topic in order to choose which best suits your subject. In addition, using appropriate transitions between paragraphs is very important in writing the compare and contrast essay. Transitions help your essay flow smoothly from point to point yet keep your essay on topic.

Cue Words

Similarities:

Is similar to
Both
Also
Too
As well
Like

Differences:

On the other hand
However
But
Although
Unlike
While

Cue Words

Another technique in writing the compare and contrast essay is to use cue words that links one paragraph to the next. Cue words are clues to whether you are comparing your subjects or contrasting them and make it easier for your reader to understand your points.

Like in any essay, finish your essay by summarizing the points you made in the body.

Ex: Although each is a commercially grown tree fruit, growing temperatures and differences in processing apples and oranges clearly makes a distinction between the two fruits.

Appropriate use of transitions and cue words help make your essay conclusion easy to summarize.

Writing a contrast and compare and essay is as easy as comparing apples and oranges!

Friday, June 27, 2014

IN CLASS ESSAY OUTLINE

AIM:
To successfully prove a clear, specific thesis. The thesis should, obviously, address the prompt given in class. Following directions here, as always, is crucial to receiving a good grade.

ORGANIZATION:
An in-class essay is organized into five paragraphs. The first paragraph is the introduction, and then comes three body paragraphs, then a concluding paragraph. No more—no less!

You will want to make a brief outline before you write your essay.* Make sure the body paragraphs appear in a logical order, not simply the order they came to your mind in. Build on the information as you go.

Introductory Paragraph: Make sure not to take too much time writing in introduction. This paragraph should be about five sentences long (give or take a sentence or two). Provide a clearly arguable, well-qualified, thesis.

Body Paragraph One: Don’t forget to provide clear examples to back up your argument, as well as a topic sentence at the beginning of the paragraph.

Body Paragraph Two: Don’t forget to provide clear examples to back up your argument, as well as a topic sentence at the beginning of the paragraph. And remember, Body Paragraph Two should follow Body Paragraph One in terms of building logically upon it.

Body Paragraph Three: Don’t forget to provide clear examples to back up your argument, as well a topic sentence as the beginning of the paragraph. And remember, Body Paragraph Three should follow Body Paragraph Two in terms of building logically upon it.

Concluding Paragraph: Re-state your thesis. Summarize what has been successfully argued in the essay. End with a thoughtful and strong statement. This paragraph, like your introductory paragraph, need not be longer than five sentences, but should also not be shorter.

Grammar and formatting: Make sure to check your grammar and spelling as you go along. There is a bit more room for error in an in-class essay, but your essay must be readable and legible (so make sure your handwriting is clear). Double-check your essay for errors before you turn it in. You may choose to double-space or single space an in-class essay (depending on what your teacher requests).



SAMPLE OUTLINE FOR IN-CLASS ESSAY

Par. 1: THESIS: Write out thesis statement here.
Par. 2: TOPIC SENTENCE/MAIN IDEA: Write out topic sentence/main idea for Paragraph 1 here.
Par. 3: TOPIC SENTENCE/MAIN IDEA: Write out topic sentence/main idea for Paragraph 2 here.
Par. 4: TOPIC SENTENCE/MAIN IDEA: Write out topic sentence/main idea for Paragraph 3 here.
Par. 5: CONCLUSION: Final thought to leave reader with.

*Remember, this is just a sample outline—yours can differ slightly. Also, you obviously will want to fully develop your intro, body paragraphs, and conclusion—so while you are providing the main idea of these paragraphs here in the outline, you will flesh them out with evidence/support in your actual essay.

Thursday, June 26, 2014

COURSE SCHEDULE

Course Schedule
Note: Make sure you complete your readings and homework before class begins.
Note: Additional readings and homework assignments may be added to the syllabus on an as-needed basis.  Any questions about your reading or homework should be directed to me via email. "Misunderstandings" are not excuses not to do your work.

            M 6/23: Daily Topics: Diagnostic writing; Discussion of syllabus; Getting-to-know-you
            
            Reading & Homework Due Tuesday: get book
         
         T 6/24: Daily Topics: Description and Grammar
    
        Reading & HW: Grammar Reading “Working with Verb Forms” p.483-487; Grammar Exercise   
        p.487-489;  Narration Reading p. 99-103,125-127; Description Reading p. 133-138

        W 6/25: Daily Topics: Paper #1 Introduction & Pre-Writing, Narrative & Description

        Reading & HW: Exemplification Reading p. 166-170; 179-183; Exemplification Exercise 5 
        p.   183; Paper #1 Outline

     Th 6/26: Daily Topics: Paper #1 Outline, Description

Reading & HW: Review Exemplification reading; Grammar Reading “Making Subjects and 
Verbs Agree” p. 489-491; Grammar Exercise p.492-293; Grammar Reading “Balancing  
Sentence Parts” p. 503; Grammar Exercise 503-505; Finish Essay #1, print and bring one copy 
to class.

F 6/27: Daily Topics: Exemplification and In-Class Essays

Reading & HW: Comparison and Contrast Reading p. 282-286, 291-293;  
Comparison and Contrast Exercise 3 p. 293; Grammar Reading “Giving Verbs Voice” 
p. 493-494;    Grammar     Exercise p. 494; Grammar Reading “Mastering Punctuation” 
p. 505-509; Grammar Exercise “Inserting Commas” p.511-513

M 6/30: Daily Topics: Comparison and Contrast, In Class Essay 


Reading & HW: Grammar Reading “Selecting Pronouns” p. 495-496; Grammar
Exercises (2) p.496-498; Cause & Effect Reading p. 317-320, 340-344

T 7/1: Daily Topics: Cause and Effect

           Reading & HW: Grammar Reading “Using Adjectives and Adverbs” p. 499-500;  Argumentation
             Reading p. 388-392, 401-403, 404-408; Grammar Exercises (2) p.500-502; Complete Paper Outline 3

W 7/2: Daily Topics: Argumentation and Workshop 

               Reading & HW: Grammar Reading "Correcting ESL Problems" p. 524-527; Grammar      
    Exercise (1) p. 528; Argumentation Reading p. 409-414, p. 415-417, finish Exercises on p. 397-398 if you didn't finish them in class, finish Paper #3 and bring printed copy to class on Thursday

Th 7/3: Daily Topics: Argumentation and Persuasion

Reading & HW: Reading and HW: Grammar Reading "Combining Sentences" p. 476-478; Grammar Exercise  
              (1) p. 478-480;  Process Analysis Reading p. 253-256, p. 262-263, p. 264-269; read first 50 pages of Parable of the Sower

M 7/7: Daily Topics: Argumentation and In-Class Essay

Reading & HW: Review reading from last class; Grammar Reading "Writing Different Kinds of Sentences" p. 473-475;                         Grammar Exercise (1) 475-476

T 7/8: Daily Topics: Process Analysis 

Reading & HW: Definition Reading p. 351-357, p. 363-369, p. 370-372; read up to page 100 in Parable of the Sower, do rough draft of Process Analysis essay and bring to class for workshop

W 7/9: Daily Topics: Process Analysis

Reading & HW: finish final draft of Process Analysis essay, review last night's reading, look through Writer's Handbook, bring Parable of the Sower and Handbook to class

M 7/14: Daily Topics: Definition & MLA Formatting

Reading & HW: Read "Analysis by Division" p. 194-195, p. 200-202, p. 204-207, Grammar Exercise 1 (p. 469), Grammar Exercise 2 (p.472)

T: Daily Topics: Analysis by Division

Reading & HW: Rough draft of Analysis by Division paper, read Classification p.222-225, p. 231-237

W: Daily Topics: Analysis by Division Workshop

Reading & HW: Final draft of Analysis by Division paper, work on portfolio, review Classification reading

Tuesday, June 24, 2014

Essay 1 Outline


Essay 1 Outline


Basic Outline for Essay #1

Please create a basic outline for Essay 1 that mimics the outline on pg 105 of your book.

Situation

A.
B.

Conflict

A.
B.
C.

Struggle

A.
B. 
C.

Outcome

A.
B.
C.

Meaning

A.
B.
C.

Essay 1


Essay 1

2 pages typed and double-spaced
Please use paragraphs
Write a narrative about an unusual or chance encounter that led to a satisfying relationship OR write about a date that started badly and ended well

Make sure your narrative includes all the elements listed on page 131 of your book (use this a a checklist)

Make sure to include many descriptive details. Each of the five senses must be utilized at least twice in your descriptions. These include taste, touch, sight, smell and sound.

Monday, June 23, 2014

SYLLABUS

 Summer Writing Intensive

*This syllabus is a contract. Your continued attendance in this course implies that you have read and will abide by all the guidelines listed below. I will abide by them as well--that is my promise to you.

Kate Durbin
Summer 2014 / Room: HV104
MTWThF 1:00-3:00
E-mail: katedurbinteacher@gmail.com
Class Blog: www.SASISUMMER.blogspot.com 

Required Texts: 

 From Self to Sources: Essays and Beyond by Lee Brandon
A Writer’s Reference by Hacker (Strongly recommended)
The Parable of the Sower by Octavia Butler

*Make sure you have the copies of the books that are in the Whittier College bookstore. You do not have time to order them online. Every student must have a book or will receive a severe grade penalty. If you have any trouble obtaining your book talk to me immediately!

Course Description:

This is a 19-day writing-focused course designed to help prepare international students enrolling as regular WC students to meet the expectations instructors will have for their writing, as well as to help current students refresh their writing skills. Students will review a variety of common academic genres, and assignments will emphasize writing with and documenting sources. A peer mentor will help support students' mastery of the basic conventions of written English. Because the class meets for such a short time, the workload will be intense, and students are expected to keep up.

Grading:
All work will be given a point value based on this scale:
A=10    A-=9    B=8    C=7    D=6    F=5    Unsubmitted=0 
The course grade will be determined on the following percentages:
Homework/Class Assignments/Participation                                            30%
Portfolio                                                                                                     60%
Grammar Final                                                                                           10%

Essays/Portfolio/Written Work:
We will study multiple styles of essay development. You will write five papers to be revised outside of class, and three in class under time limits. We will also spend portions of each class period workshopping your papers in class, preparing them for their final, Portfolio versions. These workshops emphasize the process-based nature of writing. Don’t be afraid to ask your peer mentor and me lots of questions, and please remember your writing is always a work-in-process. Improvements can always be made, and a good attitude goes a long way!

All papers must be typed, stapled, and carefully proofread. Papers should always have a title. If you have grammatical or stylistic questions consult reference guides such as A Writer’s Reference or the OWL @ Purdue website. If you are using a computer lab, always be sure to give yourself extra time, and to save your material frequently.
All papers will be submitted via hard copy, at the beginning of class on the day they are due. Be on time. For every half hour your paper is late, your grade is lowered one whole letter score. Do not turn in late papers and don’t be late to class on the day papers are due. While your final drafts of your papers are not due until your portfolio is due, incomplete papers turned in on the class dates that your original drafts are due will receive severe grade penalties.

You must submit your essays with post-workshop revisions for credit on the last day of class, and the averaged grades of these essays yields the portfolio grade. Essays not submitted will be assigned a grade of “zero” (0). No late portfolios will be accepted.

Plagiarism—claiming ownership of ideas and language that are not your own—is simply unacceptable. Plagiarized papers will result in a failing grade for the course, and a report will be submitted to the office of Student Life.

Participation and Attendance:

There will be moments when I will lecture. Aside from these times, class should operate like a seminar. This means that it is imperative that you read the material--on time--and are prepared to discuss this material in class. Your involvement and enthusiasm will make our classroom an engaging and fascinating place to be. Participation also counts for 30 percent of your overall class score.

Always come to class on time. More than two tardies will lower your grade, and more than one absence will also lower your grade. Never be absent on a day when we are taking an in-class writing exam.

More than three absences may result in your removal from the course. 

Class Policies:

No laptops or iPads are allowed unless I approve of them for note taking (ask me first). I don’t want to see your phones out—if I do, I will take them away, no exceptions. If it seems you are not paying attention or you are talking while I am talking, you may be asked to leave the classroom and take an absence for the day. If you show up without having done your work, you may also receive an absence for the day.
Class is lengthy, so we will take breaks. If you have to leave the classroom during a time when we are in session, you must ask first, and there should be no reason to be gone more than a few minutes (to use the restroom, for example). Feel free to bring drinks and food to class as long as you are careful with it. 

Abiding by these policies will allow us a pleasant, productive class session. Anyone who repeatedly abuses these policies is treating his or her peers with disrespect, and will be subject to appropriate disciplinary action.
Communication (Blog & Email):
I will communicate with you regularly via this class blog, so check it for updates there several times a day (or sign up for alerts via blogger). I will also post any updates to the Course Schedule there. You don’t need to print the syllabus out, but you may want to.
I will be checking my email regularly, and that is the best way to get in touch with me. However, I will stop responding to emails around 8:00 pm at night, so if you have paper-related questions get them in to me before that.

I do not check the Whittier email address so please contact me via katedurbinteacher@gmail.com if you have any questions. Please do not send me facebook messages related to class concerns. Thank you.


Students with Disabilities:
Students desiring accommodations on the basis of physical, learning or psychological disability for this class should contact Disability Services. Disability Services is located in the Library building, first floor, room G003 and can be reached by calling extension 4825.