英語(yǔ)寫(xiě)作-對(duì)比比較

英語(yǔ)寫(xiě)作-對(duì)比比較英語(yǔ)寫(xiě)作-對(duì)比比較英語(yǔ)寫(xiě)作-對(duì)比比較資料僅供參考文件編號(hào)：2022年4月英語(yǔ)寫(xiě)作-對(duì)比比較版本號(hào)：A修改號(hào)：1頁(yè)次：1.0審核：批準(zhǔn):發(fā)布日期：WritingAComparison/ContrastParagraphAIMS:orderingmaterialusingthepoint-by-pointmethodortheblockmethodimprovingcoherencebyusingtransitionalphrasescommontocomparison/contrastwritingtakingastep-by-stepapproachtocreatecomparison/contrastparagraphsstudyingmodelparagraphstocreatecomparison/contrastparagraphsComparisonshowssimilaritiesbetweenpersons,places,things,ideas,orsituations.Contrastpointsoutthedifferencesbetweenpersons,places,things,ideas,orsituations.TwoBasicMethodsforOrganizingComparison/ContrastParagraphs1.IfyouletAandBstandforthetwothings(subjects)beingcompared,thenyoucanusetheblockmethodinwhichyoutellallaboutA,thentellallaboutB.ThusyoudiscussAinablockandBinablock.2.IfyouletAandBstandforthetwothings(subjects)beingcompared,thenyoucomparethempointbypoint.EverytimeyousaysomethingaboutA,youalsosaysomethingaboutB–rightinthesamesentenceorinthesentenceimmediatelyfollowing.TheTopicSentenceYourtopicsentenceshouldidentifybothitems(subjects)tobecomparedorcontrastedandtellthereaderexactlywhatyouaregoingtosayabouttheseitems(attitude).e.g.,(poor)Ourpup,Tuffyisdifferentfromourcat,Hector.(good)Thedifferenceintemperamentbetweenourpup,Tuffy,andourcat,Hector,isaconstantsourceofamusement.TheBodyOnceyouhavedecidedonagoodtopicsentence,listallthepointsofcomparison/contrastthatyoucanthinkof.Next,reviewthelistandeliminateanypoints,whichareirrelevantorunimportant.Now,organizeyourdetailsinalogicalsequence,andbeginyourroughdraft.TheConclusionThemosteffectiveconclusionforacomparison/contrastparagraphisusuallyafinalsentence,whichreinforcesthecontrollingidea.e.g.,IfyoucouldseeTuffyandHectortogether,youcouldscarcelyhelplaughingatthecontrastbetweenthesetwohouseholdplaymates.AGoodExampleoftheBlockMethod:StudentswhohaveMr.JonesandMr.Smithareimmediatelyawareofthedifferenceinthelecturingmannerofeachteacher.Mr.Joneshasapleasantvoice,whichhelpsholdtheinterestofthestudents.Hepronouncesclearlyinarhythmicpatternemphasizingkeywords.Hismoderatetoneandinflectedwordsmakehislecturesinteresting.Mr.Jonesalsoaddshumourtohissubject,andhewelcomesquestionsfromstudentswhodon’tunderstandthematerial.Hetakeshistimeandexplainsslowly.Hetriestomakesurethathisstudentsunderstandaconceptbeforehemovesontosomethingnew,andheisveryenthusiasticabouthissubject.Mr.Smith,ontheotherhand,hasadifferenttone,pronunciation,expressionandattitudefromMr.Jones.Hehasaboomingvoice,whichcommandsratherthanteaches,andsometimesitishardtounderstandbecauseherunshiswordstogether.HislecturesarenotasinterestingasthoseofMr.Jones,either,becauseMr.Smithspeaksinaboringmonotone.Healsohatestobeinterrupted;feelingthathemustcovereverything.Mr.Smithteacheseveryclassinaserious,determinedmood.Thus,astheabovepointsillustrate,thelecturesofMr.JonesandMr.Smitharequitedifferent.AGoodExampleofthePoint-by-PointMethod:StudentswhohaveMr.SmithandMr.Jonesareimmediatelyawareofthedifferenceinthelecturingmannerofeachteacher.Mr.Joneshasapleasantvoice,whichhelpsholdtheinterestofthestudents.Mr.Smith,however,hasaboomingvoice,whichcommandsratherthanteaches.Mr.Jonespronouncesclearlyinarhythmicpatternemphasizingkeywords.Ontheotherhand,Mr.Smithmumbles,runninghiswordstogether.ThemoderatetoneandinflectedwordsofMr.JonesmakehislecturesmoreinterestingthanthoseofMr.Smith,whospeaksinaboringmonotone.Mr.Jonesalsoaddshumourtothesubject,whereasMr.Smithisalwaysseriousabouteachlesson.Mr.Joneswelcomesquestionsfromstudentswhodon’tunderstandthematerial,ascomparedtoMr.Smithwhohatestobeinterrupted.Mr.Jonestakeshistimeandexplainsslowly,whereasMr.Smithrushesthrougheachlesson.Mr.Jonesisveryenthusiasticabouthissubject:hetriestomakesureeveryoneunderstandsaconceptbeforehemovesontosomethingnew.Mr.Smith,however,isalwaysinadeterminedmood;hefeelsthathemustcovereverything.Eachteacherhasadifferentvoice,tone,pronunciation,expression,andattitude:andasaresult,theirlecturesarequitedifferent.COMPAREANDCONTRASTKeyWordscomparison:likesimilarassameinthesamewaytoobothmostimportanthaveincommonthesameassimilarlyaswellascontrast:althoughyetwhereashoweverbutwhiledifferinsteadunlessunlikeonthecontrarycontrarytoeventhoughontheotherhandthereverseWhenyoucompareonesubjecttoanother,youshowhowthetwoarealike,orsimilar.Example:Thedog,likethecat,isahouseholdpet.Whenyoucontrasttwosubjects,youshowhowtheyaredifferent.Example:Thedog,unlikethecat,isdependentonitsmaster.Sometimes,bothcomparisonandcontrastareusedinthesamesentence.Example:Boththedogandthecatmakegoodhouseholdpets,butadogrequiresmoreattentionthanacat.ExerciseReadtheparagraphsandanswerthequestionsbelow.ThousandsofyearsagotheNativepeopleofNorthAmericahadtobuildhousesthatfittheirlife.Onekindofhousewasatipi.ThePlainspeoplelivedintipis.Tipiswereeasytoputupandtakedown.Infact,itonlytookabouthalfanhourtosetthemup.ThiswasperfectforthePlainspeoplewhospenttheirtimehuntingandfollowingherdsofanimals.TheInuit,wholivedinthecoldArcticregion,spentpartoftheyearlivinginigloos.Igloosweretemporaryhomesliketipis.However,theywerebuiltforthecoldwintermonths,whereasatipicouldbeusedyearround.Bothtipisandiglooshadonemainroomthatthefamilylivedinandwereusuallymadeforasinglefamily.Tipisandigloosweremadeofverydifferentmaterials.Igloosweremadefromblocksofsnowstackedontopofeachother,whiletipisweremadefrombuffalohide,treebark,orgrass.Theshapeoftipisandiglooswasalsodifferent.Tipiswerecone-shaped,usingthreeorfourpolesforsupport.Incontrast,igloosweredome-shaped.1.Isthisparagraphcomparingandcontrastingtwothings?YesNo2.Ifno,howdoyouknowitisnotacompareandcontrastparagraph?3.Ifyes,whattwothingsarebeingcompared?4.Circlethekeywordsintheparagraphthatshowthattheauthorwascomparingandcontrastinginformation.~~In-classexercise:UsingComparison/Contrast~~Togetsomepracticeusingcomparison/contrastasarhetoricaltechnique,preparetowriteacomparison/contrastparagraph(s)basedononeofthefollowingtopics(orcomeupwithoneyoulikebetter):HighschoolandCollegeRaisingapetandraisingachildTwocareerchoicesormajorsyou'recontemplatingTwocollegesyou'veconsideredattendingTwojobsyou'vehadTwobooksyou'veread,ortwomoviesyou'veseenTwoclosefriendsTwoteachersOnceyoudecideonyoursubject,followthethreestepsbelowtohelpyoupracticeusingthistechnique.STEP1:Establishcategoriestofocusyouranalysis.Forexample,ifyou'recomparingcolleges,yourcategoriesmightbecurriculum,price,location,andsociallife.Brainstormandthendecideuponseveralappropriatecategoriesforyourtopicwhichwillfocushowyoulookateachsubject.Listthembelow:STEP2:Brainstormrawmaterialbyapplyingthesecategoriestoquestionsaboutyoursubject.Basedonthecategoriesyouarrivedatabove,askwhatissimilarandwhatisdifferentaboutthetw