In teaching comparative writing to my English for Academic Purposes (EAP) grade 10 students, one of the aspects of comparative writing that students struggle with is finding a meaningful purpose for comparison (and to a lesser degree choosing subjects to compare that are similar in nature). Finding or brainstorming similarities and differences between two or more subjects is an easy first step for my students, but to find a meaningful purpose for comparison of two or more subjects that is well supported through the selection and description of key similarities and differences (and grouped into aspects) that themselves make the comparison of subjects meaningful and interesting is the challenge.
In using this picture at the start of the unit to help students understand the importance of choosing two or more subjects similar in nature and aspects of comparison with relevant, meaningful and interesting points of comparison, I would guide my students through the following questions:
1. Who is being shown in the picture? How are they likely related? (~subjects)
2. How are these three girls similar? (~points of similarity)
3. How can we group these similarities into labeled categories? (~aspects)
4. How are these three girls different? (~points of difference)
5. How can we group their differences into labeled categories? (~aspects)
6. Which categories overlap for the similarities and differences identified? (~meaningful subjects and aspects)
7. Why might there be a need to know points of comparison (similarities and differences) between these three girls? and by whom? (~meaningful purpose and target audience)
8. Which of these purposes is most meaningful and interesting? for whom? and which aspects and points of comparison are most meaningful, interesting and relevant in support of this purpose of comparison? (~meaningful purpose, aspects, points of comparison)
By starting the unit on comparative writing with the above image and questions, I can begin to address what is the most challenging aspect of the initial stages of the writing process with comparative writing—choosing subjects similar in nature, where there is a real need to describe (compare and contrast) the subjects through the selection of meaningful, relevant, and interesting points of comparison. Such a start to the unit also allows me to introduce key vocabulary early on (See bold words in parentheses after each question above).
The image itself I believe the students will find memorable and interesting and an effective link now and later to the vocabulary and concepts of comparative writing described above for the following reasons:
1. The photo is unusual for today in being a black and white photo and memorable for the old-fashioned attire (clothes, tights and hair pieces) of the girls.
2. The photo is of children, three young girls, a subject to which we are all drawn—have an emotional (evolutionary) connection.
3. Yet there is an emotional disconnect between the joy and innocence of youth and the stark black and white color of the photo and the lack of emotional affect of the body language and facial expressions of the girls overall.
4. Twins are interesting! Thinking about twins addresses issues of personal identity for us all.
Using this photo as outlined thus helps to jump-start the unit in an interesting way that links key concepts and vocabulary to a salient image for enhanced short and long-term memory retention.
To end this blog, I would like to share one of my favorite uses of an image for facilitation of memory retention on how to start a compare and contrast essay, piece of comparative writing. Students are asked to start their writing with the use of (a)...
S Startling, shocking, surprising Statement or Statistics
Q Question or Quote
D Dialogue or Description
F Flashback or Anecdote
L List of images
S Setting: time, place, atmosphere
H Character: physical or personality traits
* Or a mixture of any of the above.
To help students remember the various options for starting their compare and contrast essay I show students the following picture and tell them to remember Squid Flesh, or a fleshy squid!
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