Character B Character B Character A Character A ENG2D1 COMPARATIVE WRITING TASK Comparative writing discusses how two subjects (characters, objects, works, etc.) are similar and/or different In English, we tend to compare two subjects in blocks of text, based on one central thesis statement For this task, you will develop two arguments that connect two characters (Character A and B) to your thesis Both of your arguments (in P.E.E. format) will involve Character A first, and Character B second Once you begin discussing Character B, your explanations will compare how Character A and B are similar or different Your concluding sentence will take what you ve compared (and contrasted) and put it all together To help you visualize the comparative writing task, consider the organizer below: Thesis Statement Point 1 Evidence 1 (quote or paraphrased example) Explanation 1 New Paragraph Transition word or expression Point 2 Evidence 2 (quote or paraphrased example) Explanation 2 New Paragraph Linking sentence (between Character A & B) Point 1 Evidence 1 (quote or paraphrased example) Explanation 1 (+ comparison with Character A!) New Paragraph Transition word or expression Point 2 Evidence 2 (quote or paraphrased example) Explanation 2 (+ comparison with Character A!) Concluding Sentence (Putting it all together)
Learning Goals By completing this task, you will: explore short stories with a critical eye and examine two characters based on their similarities and differences improve your ability to analyse essential information from text reinforce your understanding of the components of characteristics of comparative writing Objectives Using your knowledge of the characters in two short stories, you will write a comparative writing piece in block method format You must follow proper MLA format (page set-up, font, spacing, properly integrated quotations) You must follow the comparative structure taught to you in class All process work, including the rubric, must be submitted in order for your writing piece to be evaluated Useful Transitional Words and Expressions Transitional expressions used to show similarities: Transitional expressions used to show contrast: - in the same way although - and, also, in addition whereas - as well as but - both, neither however - each of conversely - just as..., so does on the other hand - similarly in contrast - like while - too yet - the same unlike - furthermore MLA Format Reminders page number and last name at top right of every page double spaced present tense no contractions or abbreviations NEVER USE: first/second person pronouns [I, me, my, mine we, us, our, ours, you, yours] ALWAYS USE: third person (objective) pronouns [he, she, his, her, hers, they, them, their, theirs, one, one s] TOPICS 1. Conflict and hardship are present in each of the short stories that we have read. Choose two characters who experience hardship and show how they are admirable in their ability to overcome obstacles. 2. In many of the short stories we have read, characters grow and develop as a result of important realizations that they make. Choose two characters who develop over the course of each story, and show how they experience significant personal growth. 3. Heroism does not have to be a grand gesture of some kind; it is often present in the daily actions and words of regular people. Choose two characters who act heroically and show how they are role models.
COMPARATIVE WRITING TASK EXEMPLAR Jack Merridew, from William Golding s Lord of the Flies, and Abigail Williams, from Arthur Miller s The Crucible, are two characters whose desire for power overtakes their ability to make ethically sound decisions leading to moral decay in their respective communities. In Lord of the Flies, Jack s desire to be chief and subsequently, to be in charge of the other boys on the island leads him to manipulate the boys so that he can gain control of them. He declares: I gave you food and my hunters will protect you from the beast. Who will join my tribe? (Golding 139). Shamelessly, Jack plays upon the boys fear of the island and makes it seem as though the beast is a threat to them even though the beast itself is not real. This immoral attempt to gain power leads to terrible consequences on the island: it causes the breakdown of order and goodness, and it separates the boys community into two enemy tribes. In addition, Jack s desire for power leads him to attack the weakest members of the community so that he can make himself appear more powerful. This is often well-illustrated in Jack s interactions with Piggy. For example, when Piggy challenges Jack over his lack of concern for the fire going out, Jack proceeds to smack Piggy on the head causing his glasses to fly off and break on the rocks, while Piggy cries out in terror (Golding 65). After this violent episode, Jack publicly ridicules Piggy, much to the delight of some of his hunters. By dehumanizing Piggy in front of the others, he turns the other boys against Piggy, too. Because they feel threatened by Jack, many of the boys leave Ralph s tribe and the island becomes a place where survival of the fittest prevails over fairness and equality. Just as Jack uses manipulation and bullying to gain power over the other boys, Abigail Williams uses these same immoral tactics to control the community of Salem in The Crucible. Early on, Abigail s obsession with power leads her to manipulate the court system, which ultimately causes the creation of unjust and illogical legal proceedings. For instance, when Mary Warren attempts to undermine Abigail s credibility in court, Abigail attempts to portray Mary as a witch. She cries out hysterically, Oh, Mary, this is a black art to change your shape. No, I cannot, I cannot stop my mouth; it s God s work I do (Miller 115). Abigail understands that witchcraft is an invisible crime that can only be witnessed by the witch and a victim (100), and she uses this fact to her advantage by deliberately misleading the court to believe that she is possessed by Mary Warren s spirit. In the same way that Jack plays upon the boys fear of the beast to create fear and chaos, Abigail manipulates the court by creating the illusion of guilt. In Salem, however, the stakes are far higher: those who are found guilty of witchcraft are sentenced to death, and fear and hysteria slowly take over the community.
Similar to Jack, Abigail preys on weaker, less respected citizens in Salem so that she can gain control, purge herself of blame, and avoid taking responsibility for the chaos that ensues in Salem. This is best demonstrated when Abigail is accused of dancing in the forest, and she suddenly points at Tituba and screams: She made me do it! She made Betty do it! (Miller 43). Abigail uses Tituba as a scapegoat for her own sins and, in so doing, devalues Tituba s life. Her tendency to blame the weakest members of the community in order to save herself becomes somewhat habitual; consequently, no one in the community feels safe from Abigail s pointing finger unless they join her side. Clearly, this is not unlike Jack s tendency to dehumanize Piggy for his own personal gain in Lord of the Flies. Just as many people in the Salem community swear allegiance to Abigail purely out of fear, the boys on the island join Jack s tribe because they observe his treatment of Piggy and decide that it is safer to be with him than to be against him. Both communities fail, in the end, because they begin to abandon their sense of right and wrong, and self-preservation becomes their only interest. Thus, it is evident that in their quest for power, Jack and Abigail manipulate and dehumanize others often resulting in the moral destruction of their respective communities.
Name: BRAINSTORMING COMPARATIVE WRITING TASK ROUGH WORK THESIS STATEMENT: MY TWO MAIN POINTS (WHICH APPLY TO BOTH CHARACTERS AND SUPPORT MY THESIS STATEMENT): POINT 1: HOW POINT RELATES TO CHARACTER A HOW POINT RELATES TO CHARACTER B POINT 2: OUTLINE THESIS STATEMENT *include the names of both authors, the titles of both texts, and the character names *the thesis statement is the basis for the two main points that you will make *the thesis statement includes the comparison you intend to make CHARACTER A POINT 1
EVIDENCE 1 (quotations must be introduced with proper context; no quote bombs! include proper citation) EXPLANATION 1 CHARACTER A POINT 2 *Move smoothly to your next point with a transition word or expression *Begin the new paragraph by indenting EVIDENCE 2 (quotations must be introduced with proper context; no quote bombs! include proper citation) EXPLANATION 2 **************************************************************************************************** TRANSITION SENTENCE *Signals that you are moving your discussion from Character A to Character B *Begin the new paragraph by indenting CHARACTER B POINT 1
EVIDENCE 1 (quotations must be introduced with proper context; no quote bombs! include proper citation) EXPLANATION 1 and COMPARISON WITH CHARACTER A, BASED ON YOUR THESIS STATEMENT CHARACTER B POINT 2 *Move smoothly to your next point with a transition word or expression *Begin the new paragraph by indenting EVIDENCE 2 (quotations must be introduced with proper context; no quote bombs! include proper citation) EXPLANATION 2 and COMPARISON WITH CHARACTER A, BASED ON YOUR THESIS STATEMENT CONCLUDING SENTENCE *summarize your comparison in a compelling way; do not simply re-state the thesis **************************************************************************************************** NOW CHECK AND REFLECT! Have I provided context for my quotations? Have I properly introduced them? YES NO Do the quotations prove the point I ve made? Are they cited properly? YES NO Do my explanations relate the points I ve made to my thesis statement? YES NO Do my explanations for Character B include a thoughtful comparison with Character A? YES NO
APPLICATION COMMUNICATION THINKING & INVESTIGATION KNOWLEDGE & UNDERSTANDING ENG2D1 COMPARATIVE WRITING TASK EVALUATION NAME: MARK LEVEL ONE (50-59%) / R LEVEL TWO (60-69%) LEVEL THREE (70-79%) LEVEL FOUR (80-100%) demonstrates limited knowledge of structural elements and organization of comparative writing: demonstrates some knowledge of structural elements and organization of comparative writing: demonstrates considerable knowledge of structural elements and organization of comparative writing: demonstrates thorough knowledge of structural elements and organization of comparative writing: - clear thesis statement and concluding sentence that include both authors, both text titles, both characters, and the basis of comparison - clear thesis statement and concluding sentence that include both authors, both text titles, both characters, and the basis of comparison - clear thesis statement and concluding sentence that include both authors, both text titles, both characters, and the basis of comparison - clear thesis statement and concluding sentence that include both authors, both text titles, both characters, and the basis of comparison - point/evidence/explanation format - point/evidence/explanation format - point/evidence/explanation format - point/evidence/explanation format 10 - logical and consistent development of thesis statement (central idea) demonstrates limited understanding of literature/content - logical and consistent development of thesis statement (central idea) demonstrates some understanding of literature/content - logical and consistent development of thesis statement (central idea) demonstrates considerable understanding of literature/content - logical and consistent development of thesis statement (central idea) demonstrates thorough understanding of literature/content demonstrates limited understanding of the relationships that exist between the individual elements of short stories demonstrates some understanding of the relationships that exist between the individual elements of short stories demonstrates considerable understanding of the relationships that exist between the individual elements of short stories demonstrates thorough understanding of the relationships that exist between the individual elements of short stories limited use of processing/planning skills to make reasonable comparisons that support the thesis statement and lead to logical conclusions some use of processing/planning skills to make reasonable comparisons that support the thesis statement and lead to logical conclusions considerable use of processing/planning skills to make reasonable comparisons that support the thesis statement and lead to logical conclusions excellent use of processing/planning skills to make reasonable comparisons that support the thesis statement and lead to logical conclusions limited organization, development, and synthesis of ideas some organization, development, and synthesis of ideas good organization, development, and synthesis of ideas excellent organization, development, and synthesis of ideas 10 limited evidence of focus / purpose in analysis and evaluation of ideas and their significance limited use of examples and quotations that support the thesis statement and are introduced with limited context some evidence of focus / purpose in analysis and evaluation of ideas and their significance some use of examples and quotations that support the thesis statement and are introduced with some context considerable evidence of focus / purpose in analysis and evaluation of ideas and their significance considerable use of examples and quotations that support the thesis statement and are introduced with good context excellent evidence of focus / purpose in analysis and evaluation of ideas and their significance excellent use of examples and quotations that support the thesis statement and are seamlessly introduced with excellent context language is limitedly appropriate, descriptive, and mature for a formal writing piece language is somewhat appropriate, descriptive, and mature for a formal writing piece language is mostly appropriate, descriptive, and mature for a formal writing piece language is highly appropriate, descriptive, and mature for a formal writing piece ideas are expressed and information is conveyed with limited effectiveness, clarity, logic, and concision ideas are expressed and information is conveyed with some effectiveness, clarity, logic, and concision ideas are expressed and information is conveyed with considerable effectiveness, clarity, logic, and concision ideas are expressed and information is conveyed with a high degree of effectiveness, clarity, logic, and concision 10 many spelling/grammar/punctuation errors, particularly with respect to: o run-ons and fragments o comma use o pronouns/antecedents o subject/verb agreement some spelling/grammar/punctuation errors, with emphasis on: o run-ons and fragments o comma use o pronouns/antecedents o subject/verb agreement few spelling/grammar/punctuation errors, with emphasis on: o run-ons and fragments o comma use o pronouns/antecedents o subject/verb agreement almost free of spelling/grammar/punctuation errors, with emphasis on: o run-ons and fragments o comma use o pronouns/antecedents o subject/verb agreement uses 1 st /2 nd person frequently; uses contractions frequently; inconsistent use of present tense sometimes uses 1 st /2 nd person; sometimes uses contractions; somewhat inconsistent use of present tense rarely uses 1 st /2 nd person; rarely uses contractions; mostly consistent use of present tense never uses 1 st /2 nd person; free of contractions; uses present tense consistently limited use of coherent transitional elements; limited variation in sentence structure some use of coherent transitional elements; some variation in sentence structure good use of coherent transitional elements; good variation in sentence structure excellent use of coherent transitional elements; excellent variation in sentence structure applies MLA format with limited effectiveness: first page set-up; spacing; page numbering; citation format applies MLA format with some effectiveness: first page set-up; spacing; page numbering; citation format applies MLA format with considerable effectiveness: first page set-up; spacing; page numbering; citation format virtually error-free application of MLA format: first page set-up; spacing; page numbering; citation format 10 limited use of critical/creative thinking techniques to make connections within the parameters of a formal comparative writing task limited/incomplete use of writing process: brainstorming, outline, rough work, etc. more effort needed some use of critical/creative thinking techniques to make connections within the parameters of a formal comparative writing task some use of writing process: brainstorming, outline, rough work, etc. satisfactory effort and detail considerable use of critical/creative thinking techniques to make connections within the parameters of a formal comparative writing task considerable use of writing process: brainstorming, outline, rough work, etc. positive effort made excellent use of critical/creative thinking techniques to make connections within the parameters of a formal comparative writing task terrific use of writing process: brainstorming, outline, rough work, etc. exemplary effort made ADDITIONAL COMMENTS: