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Comparative Essay Assignment
Comparative Essay Assignment
Comparative Essay Assignment
Directions: Please read the following carefully. Make sure you follow the rubric.
For this essay you will be comparing The Kite Runner novel and The Kite Runner movie. Your essay
must include the following elements:
-
Have specific examples, evidences, and details from the text as support
Have sufficient analysis of your examples & evidences & relate them to your thesis statement
Expository Essay
A brief reminder about the structure of an expository essay (in case you had forgotten)
The structure of the expository essay is held together by the following.
A clear, concise, and defined thesis statement that occurs in the first paragraph of the
essay.
It is essential that this thesis statement be appropriately narrowed to follow the guidelines set
forth in the assignment. If the student does not master this portion of the essay, it will be quite
difficult to compose an effective or persuasive essay. Your thesis statement should make it clear
what the grounds are for comparison.
Clear and logical transitions between the introduction, body, and conclusion.
Transitions are the mortar that holds the foundation of the essay together. Without logical
progression of thought, the reader is unable to follow the essays argument, and the structure will
collapse.
Body paragraphs that include evidential support.
Each paragraph should be limited to the exposition of one general idea. This will allow for clarity and
direction throughout the essay. What is more, such conciseness creates an ease of readability for
ones audience. It is important to note that each paragraph in the body of the essay must have some
logical connection to the thesis statement in the opening paragraph. In the case of a comparative
essay one idea can be applied to both texts being compared within a single paragraph.
Evidential support (whether factual, logical, statistical, or anecdotal).
Often times, students are required to write expository essays with little or no preparation;
therefore, such essays do not typically allow for a great deal of statistical or factual evidence. In
this case, however, you have ample time to find evidence from both texts to support every claim you
make. The best evidence is a direct quote.
A bit of creativity!
Though creativity and artfulness are not always associated with essay writing, it is an art form
nonetheless. Try not to get stuck on the formulaic nature of expository writing at the expense of
writing something interesting. Remember, though you may not be crafting the next great novel, you
are attempting to leave a lasting impression on the people evaluating your essay.
A conclusion that does not simply restate the thesis, but readdresses it in light of the
evidence provided.
It is at this point of the essay you will inevitably begin to struggle. This is the portion of the essay
that will leave the most immediate impression on the mind of the reader. Therefore, it must be
effective and logical. Do not introduce any new information into the conclusion; rather, synthesize
and come to a conclusion concerning the information presented in the body of the essay.
Organization of a comparison
There are two primary patterns of organization used in comparison essays
Block method
Alternating method
Block Method
also called Summary approach; also called One Side at a Time
Focus is on the items being compared.
The writer presents one work, describes all of its relevant grounds and attributes, and then does
the same with the second item, using the same grounds for comparison.
Points of comparison are discussed in terms of the works being compared
Advantage--guarantees that each object will have a unified discussion.
Disadvantage--points of comparison, being so widely separated in the essay, may be less clear
to the reader.
This approach works best when:
--two objects compared are relatively simple
--points of comparison are general and few in number
--amount of information presented is not great
Generally, this a poor organizational choice when comparing something as complex as literature.
Alternating Method
Also called element by element or point by point.
Focus is on the grounds and attributes of comparison
Works being compared are discussed in terms of the grounds and attributes of comparison
Advantage--it is easy to grasp specific points of comparison
Disadvantage--it might be harder to pull together details and form a distinct impression of
what each object is like.
Thesis Statement
Remember that comparison is an organizational and analytical structure that supports your ideas but
you still need a thesis.
Thesis statement
1) Names the items to be compared
2) Indicates the purpose of the comparison
3) Names the grounds for comparison
Criterion A Content
understand and analyse language, content, structure, meaning and significance of both familiar and previously unseen
oral, written and visual texts?
compare and contrast works, and connect themes across and within genres?
compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention?
apply language A terminology in context?
Level
Published Criteria
1-2
This task requires the same things as the other essays you
have written about literature this school year. Before you
write it take a moment to reread your essays on Nature
versus Nurture and Macbeth. Take note of the levels of
achievement you reached for those essays and make a
conscious decision about what you will do to improve your
grade this time. Also, reread the rubrics for those tasks and
consider some of the task specific clarifications.
7-8
9-10
Notes
The quality and explanation of supporting material is assessed against criterion A, while the structure, ordering and integration of supporting material are
assessed under criterion B.
The task being assessed against criterion A may involve more than one work or more than one author.
Responses to literature must reflect a meaningful personal interaction with the text that shows genuine understanding and analysis.
This criterion can be applied to oral, written and visual work.
Criterion B Organization
Level
create work that employs organizational structures and language-specific conventions throughout a variety of text types?
organize ideas and arguments in a sustained, coherent and logical manner?
employ appropriate critical apparatus?
Published Criteria
Task Specific Clarification
1-2
9-10
Coherence:
Critical apparatus
Notes
Organizational structures and language-specific conventions include the systems used in a language A, for example, paragraphs and transitions. What is considered as appropriate
structure or convention will be dependent on the language.
Examples of critical apparatus include quotations, citations, references, footnotes, bibliographies, table of contents, outlines, appendices, tables, graphs, labels, headings, italicizing,
underlining, superscripting, subscripting.
The quality and explanation of supporting material is assessed against criterion A, while the structure, ordering and integration of supporting material are assessed under criterion B.
This criterion can be applied to oral, written or visual work.
use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings?
use language accurately?
Level
Published Criteria
1-2
The student employs a very limited range of appropriate vocabulary, idiom and sentence
structure. There are very frequent errors in grammar and syntax, which persistently hinder
communication.
There is little or no evidence of a register and style that serve the context and intention.
There are very frequent errors in punctuation and spelling, which persistently hinder
communication.
3-4
The student employs a limited range of appropriate vocabulary, idiom and sentence
structure. There are frequent errors in grammar and syntax, which hinder communication.
There is some evidence of a register and style that serve the context and intention.
There are frequent errors in punctuation and spelling, which hinder communication.
5-6
The student generally employs a range of appropriate vocabulary, idiom and sentence
structure. Grammar and syntax are generally accurate; occasional errors sometimes hinder
communication.
The student often uses a register and style that serve the context and intention.
Punctuation and spelling are generally accurate; occasional errors sometimes hinder
communication.
7-8
The student employs a range of appropriate vocabulary, idiom and sentence structure.
Grammar and syntax are accurate; occasional errors rarely hinder communication.
The student consistently uses a register and style that serve the context and intention.
Punctuation and spelling are accurate; occasional errors rarely hinder communication.
9-10
The student employs a wide and effective range of appropriate vocabulary, idiom and
sentence structure. Grammar and syntax are accurate; very infrequent errors do not hinder
communication.
The student demonstrates mastery of a register and style that serve the context and intention.
Punctuation and spelling are accurate; very infrequent errors do not hinder communication.
Notes
Spelling: students should consistently use a standard form of the language being studied, appropriate to the task (you may choose
to use British, North American or Australasian conventions but your work must be consistent to the one you chose).
The same recurring error will be treated as a single error .