英语写作对比比较

1、Writing A Comparison / Contrast ParagraphAIMS:ordering material using the point-by-point method or the block methodimproving coherence by using transitional phrases common to comparison/contrast writingtaking a step-by-step approach to create comparison/ contrast paragraphsstudying model paragraphs

2、to create comparison/ contrast paragraphsComparison shows similarities between persons, places, things, ideas, or situations.Contrast points out the differences between persons, places, things, ideas, or situations.Two Basic Methods for Organizing Comparison / Contrast Paragraphs1. If you let A and

3、B stand for the two things (subjects) being compared, then you can use the block method in which you tell all about A, then tell all about B. Thus you discuss A in a block and B in a block.2. If you let A and B stand for the two things (subjects) being compared, then you compare them point by point.

4、 Every time you say something about A, you also say something about B right in the same sentence or in the sentence immediately following.The Topic SentenceYour topic sentence should identify both items (subjects) to be compared or contrasted and tell the reader exactly what you are going to say abo

5、ut these items (attitude).e.g., (poor) Our pup, Tuffy is different from our cat, Hector.(good) The difference in temperament between our pup, Tuffy, and our cat, Hector, is a constant source of amusement.The BodyOnce you have decided on a good topic sentence, list all the points of comparison/ contr

6、ast that you can think of. Next, review the list and eliminate any points, which are irrelevant or unimportant. Now, organize your details in a logical sequence, and begin your rough draft.The ConclusionThe most effective conclusion for a comparison/contrast paragraph is usually a final sentence, wh

7、ich reinforces the controlling idea.e.g., If you could see Tuffy and Hector together, you could scarcely help laughing at the contrast between these two household playmates.A Good Example of the Block Method:Students who have Mr. Jones and Mr. Smith are immediately aware of the difference in the lec

8、turing manner of each teacher. Mr. Jones has a pleasant voice, which helps hold the interest of the students. He pronounces clearly in a rhythmic pattern emphasizing key words. His moderate tone and inflected words make his lectures interesting. Mr. Jones also adds humour to his subject, and hewel c

9、omes questions from students who dont understand the material. He takes his time and explains slowly. He tries to make sure that his students understand a concept before he moves on to something new, and he is very enthusiastic about his subject. Mr. Smith, on the other hand, has a different tone, p

10、ronunciation, expression and attitude from Mr. Jones. He has a booming voice, which commands rather than teaches, and sometimes it is hard to understandbecause he runs his words together. His lectures are not as interesting as those of Mr. Jones, either, because Mr. Smith speaks in a boring monotone

11、. He also hates to be interrupted; feeling that he must cover everything. Mr. Smith teaches every class in a serious, determined mood. Thus, as the above points illustrate, the lectures of Mr. Jones and Mr. Smith are quite different.A Good Example of the Point-by-Point Method:Students who have Mr. S

12、mith and Mr. Jones are immediately aware of the difference in the lecturing manner of each teacher. Mr. Jones has a pleasant voice, which helps hold the interest of the students. Mr. Smith, however, has a booming voice, which commands rather than teaches. Mr. Jones pronounces clearly in a rhythmic p

13、attern emphasizing key words. On the other hand, Mr. Smith mumbles, running his words together. The moderate tone and inflected words of Mr. Jones make his lectures more interesting than those of Mr. Smith, who speaks in a boring monotone. Mr. Jones also adds humour to the subject, whereas Mr. Smith

14、 is always serious about each lesson. Mr. Jones welcomes questions from students who dont understand the material, as compared to Mr. Smith who hates to be interrupted. Mr. Jones takes his time and explains slowly, whereas Mr. Smith rushes through each lesson. Mr. Jones is very enthusiastic about hi

15、s subject: he tries to make sure everyone understands a concept before he moves on to something new. Mr. Smith, however, is always in a determined mood; he feels that he must cover everything. Each teacher has a different voice, tone, pronunciation, expression, and attitude: and as a result, their l

16、ectures are quite different.COMPARE AND CONTRAST Key Wordscomparison:like similar as same in the same way too both most important have in common the same as similarly as well ascontrast:although yet whereas however but while differ instead unlessunlike on the contrary contrary to even though on the

17、other hand the reverseWhen you compare one subject to another, you show how the two are alike, or similar.Example: The dog, like the cat, is a household pet.When you contrast two subjects, you show how they are different.Example: The dog, unlike the cat, is dependent on its master.Sometimes, both co

18、mparison and contrast are used in the same sentence.Example: Both the dog and the cat make good household pets, but adog requires more attention than a cat.ExerciseRead the paragraphs and answer the questions below. Thousands of years ago the Native people of North America had to build houses that f

19、it their life. One kind of house was a tipi. The Plains people lived in tipis. Tipis were easy to put up and take down. In fact, it only took about half an hour to set them up. This was perfect for the Plains people who spent their time hunting and following herds of animals.The Inuit, who lived in

20、the cold Arctic region, spent part of the year living in igloos. Igloos were temporary homes like tipis. However, they were built for the cold winter months, whereas a tipi could be used year round. Both tipis and igloos had one main room that the family lived in and were usually made for a single f

21、amily. Tipis and igloos were made of very different materials. Igloos were made from blocks of snow stacked on top of each other, while tipis were made from buffalo hide, tree bark, or grass. The shape of tipis and igloos was also different. Tipis were cone-shaped, using three or four poles for supp

22、ort. In contrast, igloos were dome-shaped.1. Is this paragraph comparing and contrasting two things?Yes No2. If no, how do you know it is not a compare and contrast paragraph?3. If yes, what two things are being compared?4. Circle the key words in the paragraph that show that the author was comparin

23、g and contrasting information. In-class exercise: Using Comparison/Contrast To get some practice using comparison/contrast as a rhetorical technique, prepare to write a comparison/contrast paragraph(s) based on one of the following topics (or come up with one you like better):· High school and

24、College· Raising a pet and raising a child· Two career choices or majors you're contemplating· Two colleges you've considered attending· Two jobs you've had· Two books you've read, or two movies you've seen· Two close friends· Two teachersOnce y

25、ou decide on your subject, follow the three steps below to help you practice using this technique.STEP 1: Establish categories to focus your analysis.For example, if you're comparing colleges, your categories might be curriculum, price, location, and social life.Brainstorm and then decide upon several appropriate categories for your topic which will focus how you look at each subject. List them below:STEP 2: Brainstorm raw material by applying these categories to questions about your subject.Bas