Today we worked on how to write a script. We began by identifying JUST the key elements of the story- the parts that need to be told and can not be deleted. We focused on 3 areas specifically:
Narration
Dialogue
Stage Direction
For the Macbeth Movie Project, you are required to pass in a typed script. Please use the information covered today in class to complete this part.
Thursday, October 29, 2009
Wednesday, October 28, 2009
Brit Lit:
Readings in British Literature- A St. Jean/Cusick Mash up assignment
VOCABULARY 2 Macbeth
Words are like paint- and new words can often dramatically change the feeling of your writing. Imagine how French impressionism would be if they had the use of florescent color. I present to you some new “color” in the way of Shakespearean vocabulary: guaranteed to push your writing in a drastically new direction.
Write a 1 page story (fiction or non-fiction) using 15 of these 20 words.
Please UNDERLINE every vocabulary word used in your story.
1. largess - gifts
2. palpable - touchable
3. augment - increase
4. bosom franchis'd - heart free from guilt
5. confounds - ruins/confuses
6. Beelzebub - one of Satan's chief devils
7. amiss - wrong
8. office - duty
9. abuse - deceive
10. consort - mix
11. benison - blessing
12. indissoluble - can't be broken
13. knit - bound together in friendship/ close ties to family
14. issue - descendants (children and grandchildren)
15. wrought - to work with
16. sorely charged - sadly burdened with
17. loon - fool
18. pester'd senses - troubled nerves
19. recoil - to jump in fright
20. patch - clown
VOCABULARY 2 Macbeth
Words are like paint- and new words can often dramatically change the feeling of your writing. Imagine how French impressionism would be if they had the use of florescent color. I present to you some new “color” in the way of Shakespearean vocabulary: guaranteed to push your writing in a drastically new direction.
Write a 1 page story (fiction or non-fiction) using 15 of these 20 words.
Please UNDERLINE every vocabulary word used in your story.
1. largess - gifts
2. palpable - touchable
3. augment - increase
4. bosom franchis'd - heart free from guilt
5. confounds - ruins/confuses
6. Beelzebub - one of Satan's chief devils
7. amiss - wrong
8. office - duty
9. abuse - deceive
10. consort - mix
11. benison - blessing
12. indissoluble - can't be broken
13. knit - bound together in friendship/ close ties to family
14. issue - descendants (children and grandchildren)
15. wrought - to work with
16. sorely charged - sadly burdened with
17. loon - fool
18. pester'd senses - troubled nerves
19. recoil - to jump in fright
20. patch - clown
Tuesday, October 27, 2009
WOS:
Today we reviewed Act 4 and I answered questions from your reading last night. I broke you into small groups and asked you to storyboard the play into 8 small squares (best one bellow ;-) )
HW: Please read ACT 5. We will wrap up the play Wed. in class with an assignment geared to our guests filming class.
HW: Please read ACT 5. We will wrap up the play Wed. in class with an assignment geared to our guests filming class.
Brit Lit:
Today we worked on Act 3, sc 1 and 2. As I discussed in class, Act 3 is the high point, or climax of a Shakespearean Tragedy. Macbeth being named king has led many around him to examine his sudden rise to fame a bit more closely.
Last call on your Macbeth lines. Anyone that has yet to go...tomorrow, tomorrow, and tomorrow....
HW: Begin work on your film scripts. New due date due to incessant A block complaining is November 9th.
Last call on your Macbeth lines. Anyone that has yet to go...tomorrow, tomorrow, and tomorrow....
HW: Begin work on your film scripts. New due date due to incessant A block complaining is November 9th.
Monday, October 26, 2009
Is that a Joke?
The Cusick knock knock joke that was posted last week was written by a former student. It was not my intention to take credit for a good joke. My apologize for not giving credit if credit was due. :-)
WOS:
Today in class we concluded our discussion on the use of Parody with She's the Man, looked at your Act 3 re-writes, and began our panel debate on parody of the play.
HW: Please read act 4.
HW: Please read act 4.
Brit Lit:
Today in class we finished your Macbeth lines, and I assigned the Macbeth Video project. As discussed in class, this will be graded on the following rubric:
Macbeth Video Assessment:
Your projects were graded on the following:
Script 5 10 15
Effort 10 20 30
Costuming 5 10 15
Lines 5 10 15
Interpretation 10 20 25
Of the Scene
These are due November 6th. Please see me if you have any questions on the assignment.
Macbeth Video Assessment:
Your projects were graded on the following:
Script 5 10 15
Effort 10 20 30
Costuming 5 10 15
Lines 5 10 15
Interpretation 10 20 25
Of the Scene
These are due November 6th. Please see me if you have any questions on the assignment.
Friday, October 23, 2009
WOS:
Today we looked at parody. Specifically, we watched part of the relatively new film She's the Man. Monday we will have an in class debate on whether parody of a classic is good or bad. Please be thinking about the obvious similarities. Does the story work better in a modern translation? What does it say about the play that it can still work as a timely story?
Brit Lit:
A Block: We watched the Polanski version of Macbeth covering Act 2, and I made the entire 3rd floor smell like a movie theater. I assigned your Macbeth video project and showed you 3 examples from previous years. I will post a rubric online Monday after I give the assignment to my other class.
Reminder: Your Tomorrow, tomorrow and tomorrow speeches are due Monday- so make sure that you are ready to go first thing Monday morning. Have a wonderful weekend.
B Block: Those of you not attending the performance of Animal Farm, recited your Macbeth lines. Video to follow....stay tuned!
If you were not ready, you lose 10 points for each day, so make sure that you look over and learn the lines for this Monday. I will also explain your next project Monday...
Don't look now, but I see many of you laughing and getting perfect grades on Shakespeare. It is a difficult play, and I am very proud of how well you are ALL doing. Keep it up!
Reminder: Your Tomorrow, tomorrow and tomorrow speeches are due Monday- so make sure that you are ready to go first thing Monday morning. Have a wonderful weekend.
B Block: Those of you not attending the performance of Animal Farm, recited your Macbeth lines. Video to follow....stay tuned!
If you were not ready, you lose 10 points for each day, so make sure that you look over and learn the lines for this Monday. I will also explain your next project Monday...
Don't look now, but I see many of you laughing and getting perfect grades on Shakespeare. It is a difficult play, and I am very proud of how well you are ALL doing. Keep it up!
Wednesday, October 21, 2009
WOS:
Today we moved class to the auditorium. I gave a brief quiz on Act 2, and we rehearsed our scenes that we blocked. We performed them on stage and had a chance to give feedback on the comedy in the blocking. We discussed physical humor, and how the play probably had lots of this to help the funny.
HW: Please read act 3.
HW: Please read act 3.
Brit Lit:
Today in class we examined blocking: notes to the actor of movement on stage. We talked about using abbreviations for movement, and I gave you a cheat sheet of often used shortcuts.
I broke you into small groups and had you block a scene of Macbeth. I asked you to include movement every 3-5 seconds to avoid the "cement shoe syndrome."
HW: 10 Macbeth lines this Friday. Please continue to learn the lines and be ready to recite. For anyone looking for a bit of extra credit- ask me about the Shakespeare challenge in class...
I broke you into small groups and had you block a scene of Macbeth. I asked you to include movement every 3-5 seconds to avoid the "cement shoe syndrome."
HW: 10 Macbeth lines this Friday. Please continue to learn the lines and be ready to recite. For anyone looking for a bit of extra credit- ask me about the Shakespeare challenge in class...
Tuesday, October 20, 2009
Late Night
Please be reminded that my late night is Wed., or any other day with appointment. If you need to make up assignments, or a bit of extra help, please drop in.
WOS:
Today we had a discussion on Act 1; specifically, we examined the comic elements of the play.
Part 2 of class, we talked about stage movement, otherwise known as blocking. I broke you into small groups and assigned you a part to block in a comedic way. Videos to follow....
HW: Please read act 2 and per usual, come in prepared with at least 5 discussion questions. Please once again focus on the comedy. Please continue to think: Is this play still funny? How would you make it funny if you were going to direct.
Part 3 we made believe that we were casting the play with modern celebrities. Specifically, I asked you to find characters that would add to the level of comedy.
Part 2 of class, we talked about stage movement, otherwise known as blocking. I broke you into small groups and assigned you a part to block in a comedic way. Videos to follow....
HW: Please read act 2 and per usual, come in prepared with at least 5 discussion questions. Please once again focus on the comedy. Please continue to think: Is this play still funny? How would you make it funny if you were going to direct.
Part 3 we made believe that we were casting the play with modern celebrities. Specifically, I asked you to find characters that would add to the level of comedy.
Brit Lit:
Today in class...
We talked about a Shakespearean Tragedy and looked for the exciting force the propels act 2. I asked you to do a one pg "free write" speculating on what is in store in Act 2. If the death/murder of the king is the explosive force at the start of act 2, and the action continues to rise towards act 3, what else could happen. Macbeth is a blood bath, so be ready for a good ol' Scottish bash.
HW- Please continue to work on your Macbeth lines. I posted them last night for your convenience on the blog, but it is also obviously in your books.
We talked about a Shakespearean Tragedy and looked for the exciting force the propels act 2. I asked you to do a one pg "free write" speculating on what is in store in Act 2. If the death/murder of the king is the explosive force at the start of act 2, and the action continues to rise towards act 3, what else could happen. Macbeth is a blood bath, so be ready for a good ol' Scottish bash.
HW- Please continue to work on your Macbeth lines. I posted them last night for your convenience on the blog, but it is also obviously in your books.
Monday, October 19, 2009
Word O' the Week:
Boondoggle [Boon-dog-uhl]: Noun. A braided cord worn by Boy Scouts. Also; a wasteful activity, especially one funded by the government as a political reward.
Wos:
Today in class we finished working on our "grouping" of lines into 4 categories. I hope that it was clear the Shakespeare had a formula in how he describes love. This holds true in all on his plays, and many of his sonnets.
HW: Read act 2 and please come into class with 5 questions for discussion on Tuesday. Specifically, did any of act 2 make you laugh? Please remember, this is a comedy :-)
HW: Read act 2 and please come into class with 5 questions for discussion on Tuesday. Specifically, did any of act 2 make you laugh? Please remember, this is a comedy :-)
Learn:
To-morrow, and to-morrow, and to-morrow,
Creeps in this petty pace from day to day,
To the last syllable of recorded time;
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
Life's but a walking shadow, a poor player,That struts and frets his hour upon the stage,
And then is heard no more.
It is a taleTold by an idiot, full of sound and fury,
Signifying nothing.
Creeps in this petty pace from day to day,
To the last syllable of recorded time;
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
Life's but a walking shadow, a poor player,That struts and frets his hour upon the stage,
And then is heard no more.
It is a taleTold by an idiot, full of sound and fury,
Signifying nothing.
Brit Lit:
Today in class, A block finished their Act 1 comic/storyboards. After, I asked you to cast Macbeth with modern actors, and discuss why each was selected.
I assigned 10 lines from Macbeth that you will need to memorize for this Friday. 10 points per line, and it is being counted as a test grade- so it should help you averages a bit :-)
Tuesday, we will be acting out Duncan's death scene outside- so please bring a sweatshirt. They are predicting a "return to Summer" but you know that the weather people do not always get it right.
Question: Why do you think that Shakespeare does not "show" Duncan's death? The same with the marriage of R & J....why does he leave out the seemingly most important scene in the play?
I assigned 10 lines from Macbeth that you will need to memorize for this Friday. 10 points per line, and it is being counted as a test grade- so it should help you averages a bit :-)
Tuesday, we will be acting out Duncan's death scene outside- so please bring a sweatshirt. They are predicting a "return to Summer" but you know that the weather people do not always get it right.
Question: Why do you think that Shakespeare does not "show" Duncan's death? The same with the marriage of R & J....why does he leave out the seemingly most important scene in the play?
Friday, October 16, 2009
Wos:
Today in class I passed back your exams. The class average was an 86.
Whether you realize it or not, I have been conditioning you for what we start next week. I tried hard to hold your hand in Hamlet, explain fundamental concepts, and most importantly: break down that inherent fear the students' have around studying Shakespeare. Next week, I take off the safety switch and go full speed.....
Whether you realize it or not, I have been conditioning you for what we start next week. I tried hard to hold your hand in Hamlet, explain fundamental concepts, and most importantly: break down that inherent fear the students' have around studying Shakespeare. Next week, I take off the safety switch and go full speed.....
Brit Lit:
Today in class: Block A: We finished taking notes on Act I in Macbeth, reviewed, and had a quick quiz on Act I. A few of you came in late and missed parts of this- please be diligent about missing class and YOUR responsibility to make up anything missed.
The last 5 minutes I asked you to storyboard Act I, trying to include EVERYTHING in 8 frames. I am sorry that we were rushed on time. I will give you the first 15 minutes Monday to finish the assignment. Make sure you bring them on Monday.
Block A/B: We watched act I in the Roman Polanski version of Macbeth. Most consider this version to be far and above, the best film adaptation. Please be thinking of whether you agree with the screenplay and character interpretations. Do you agree with the depiction of Lady Macbeth?
Next week we be getting deep into the meat of the play. Look forward to some blood and death in class! Have a wonderful rainy weekend, and try and re-charge for next week.
The last 5 minutes I asked you to storyboard Act I, trying to include EVERYTHING in 8 frames. I am sorry that we were rushed on time. I will give you the first 15 minutes Monday to finish the assignment. Make sure you bring them on Monday.
Block A/B: We watched act I in the Roman Polanski version of Macbeth. Most consider this version to be far and above, the best film adaptation. Please be thinking of whether you agree with the screenplay and character interpretations. Do you agree with the depiction of Lady Macbeth?
Next week we be getting deep into the meat of the play. Look forward to some blood and death in class! Have a wonderful rainy weekend, and try and re-charge for next week.
Parent/teacher Night
It was very nice to meet so many of you last night during parent/teacher conferences. If you were unable to attend and would like to speak with me, please feel free to call or email me. I would be happy to meet with you at your convenience. My email at school is cusicks@tantasqua.org
Thursday, October 15, 2009
Wednesday, October 14, 2009
WOS:
Today, we looked at comedy. For HW, I asked each of you to bring in 5 "safe for school" knock knock jokes. We looked at how timing can influence comedy. Specifically, we examined pause, tone, stress and inflection. All of these terms are crucial in understanding the "funny" in Shakespeare's comedies.
Comedy is a difficult topic. Unlike hard drama, it does not always hold up well over large periods of time. Jokes that are topical and funny today, often seem dated and out of place in as little as 5 years time. So, you can imagine what 400 years can do to a joke. But the universal comedies hold true. Please be thinking about what type of jokes are lasting.
Knock Knock.
Who's There?
Qsick.
Qsick who?
Qsick of Shakespeare yet?
I am looking forward to laughing together.
Remember: the average child laughs 30 times a day. The average adult: 3 times per week.
Laughter, and being able to find humor in things, keeps us young.....
Comedy is a difficult topic. Unlike hard drama, it does not always hold up well over large periods of time. Jokes that are topical and funny today, often seem dated and out of place in as little as 5 years time. So, you can imagine what 400 years can do to a joke. But the universal comedies hold true. Please be thinking about what type of jokes are lasting.
Knock Knock.
Who's There?
Qsick.
Qsick who?
Qsick of Shakespeare yet?
I am looking forward to laughing together.
Remember: the average child laughs 30 times a day. The average adult: 3 times per week.
Laughter, and being able to find humor in things, keeps us young.....
Brit Lit:
Today we finished working on our Compare and Contrast Essays. Please see me if you did not have a chance to finish. Block A: We will have a quiz on Act I on Thursday. HW: Review Act I and bring in any questions that you have. I will answer these during our review.
Block B: You took your quiz today. Mr. C will work with any of you still needing time on your essays on Friday. I am also after today if anyone wants help on the paper or Macbeth.
Block B: You took your quiz today. Mr. C will work with any of you still needing time on your essays on Friday. I am also after today if anyone wants help on the paper or Macbeth.
Tuesday, October 13, 2009
Word O' the Week:
Ullage: Noun [Ul-ij] The amount of liquid by which a container falls short of being full.
Wos:
Today I gave a test on Hamlet. I will try hard to get those back to you by this Thursday. We will be switching gears, and downshifting into a comedy next....
I am also looking for feedback of what worked, or did not work, for you with Hamlet. It is my hope at this point in the course that you have a good understanding of the general concepts needed to enjoy his plays.
I am also looking for feedback of what worked, or did not work, for you with Hamlet. It is my hope at this point in the course that you have a good understanding of the general concepts needed to enjoy his plays.
Brit Lit:
Today in class we defined: Stress and inflection. To help you understand both, we broke into groups and I gave you a scenario to recite the same lines. Hopefully, this helped to understand how both can be used to dramatically alter the lines in a play. I am posting some of that for you guys to see...
Which led us to finish Act I in costumes. We discussed the powerful character of Lady Macbeth. I suggested that using stress and inflection can dramatically alter her scene at the end of the act where she learns about Macbeth's encounter with the weird sisters. Please plan on finishing our notes on Act I tomorrow, and expect a small quiz to follow. Please remember that you can use your notes on every quiz- so it is important to have that with you everyday.
HW- Please make sure that you have a first draft of your compare and contrast essay. We will be going to the computer lab Wed and I should have time to help anyone having a difficult time with this paper then.
Which led us to finish Act I in costumes. We discussed the powerful character of Lady Macbeth. I suggested that using stress and inflection can dramatically alter her scene at the end of the act where she learns about Macbeth's encounter with the weird sisters. Please plan on finishing our notes on Act I tomorrow, and expect a small quiz to follow. Please remember that you can use your notes on every quiz- so it is important to have that with you everyday.
HW- Please make sure that you have a first draft of your compare and contrast essay. We will be going to the computer lab Wed and I should have time to help anyone having a difficult time with this paper then.
Thursday, October 8, 2009
Wednesday, October 7, 2009
Wos:
Today we reviewed act 4 and I tried to answer any lingering questions that you may have had. We will finish watching the Gibson version Thursday, and begin to review for a test on Tuesday...
Brit Lit:
Today in class we started Macbeth. We acted out Act 1, sc 1-3. I put on a 10 min clip from the film Braveheart to illustrate what it was like to be in battle 400 years ago. That is what Macbeth feels like as we meet him... Like two spent swimmers clinging....
No HW as long as the sox are still in the playoff.
No HW as long as the sox are still in the playoff.
Tuesday, October 6, 2009
Wos:
Today in class we read Hamlet's speech on Pg 169, pairing it with a musical score that matched the mood of the scene. After lunch, I broke you into rows and asked you to look at all 7 scenes in act 4 and design a rotating set that could have been used in all 7 scenes with no major set changes. As most of you proved in your discussions, Shakespeare could not have used elaborate sets. The fact that sc 6 is a letter reveals the limitations that he would have faced depicting a pirate scene.
HW- Please finish Act 4. We need a Nemesis for Hamlet to fight- and these scenes provide one. Also be thinking as we head into act 5 what would work for a live performance. I would like to stage one of the final scenes for our performance for the Ted Grant recognition brunch next month. I will be interested in hearing your suggestions.
HW- Please finish Act 4. We need a Nemesis for Hamlet to fight- and these scenes provide one. Also be thinking as we head into act 5 what would work for a live performance. I would like to stage one of the final scenes for our performance for the Ted Grant recognition brunch next month. I will be interested in hearing your suggestions.
Brit Lit:
This morning we had a quick quiz on the intro reading that I assigned last night in Macbeth. I also gave notes on "that Scottish" play, and told you the story of Shakespeare and his times. During our study of Macbeth, I have two main objectives:
That you will understand Macbeth and do well academically. There is no reason that you all should not have A's during Macbeth. You may use your notes on every test and quiz.
That you will enjoy Shakespeare and have fun. This is entertainment. Granted it is 400 year old entertainment- but it, more than any other writing, holds up extremely well. We will actively perform the play and have fun with it. I am not doing my job if you are not enjoying my class. Please come to class with an open mind. If you think that you will hate it, you will. Leave your bad experience with reading his plays at the door...
That you will understand Macbeth and do well academically. There is no reason that you all should not have A's during Macbeth. You may use your notes on every test and quiz.
That you will enjoy Shakespeare and have fun. This is entertainment. Granted it is 400 year old entertainment- but it, more than any other writing, holds up extremely well. We will actively perform the play and have fun with it. I am not doing my job if you are not enjoying my class. Please come to class with an open mind. If you think that you will hate it, you will. Leave your bad experience with reading his plays at the door...
Monday, October 5, 2009
Wos:
Today I asked you to write what you thought the moment of final suspense will be in Act 4. I then assigned each row a scene in act 4 to "perform" in front of the class.
Hw:
Make sure you passed in your Hamlet vs. The Lion King writing prompt.
For tonight, please select a musical score that could be placed behind Hamlet's speech on pg 169 Act 4, sc 4. Please pick music that matches the mood and intensity of what is being said. Remember, musical scores are meant to add intensity.
Hw:
Make sure you passed in your Hamlet vs. The Lion King writing prompt.
For tonight, please select a musical score that could be placed behind Hamlet's speech on pg 169 Act 4, sc 4. Please pick music that matches the mood and intensity of what is being said. Remember, musical scores are meant to add intensity.
Brit Lit:
Good to be back, even at 80%. Thank you for being polite and respectful while I was out. Today we started our look at the life and times of the greatest writer of all time, William Shakespeare.
HW: Please read the section in Macbeth on:
Shakespeare's Macbeth, Reading Shakespeare's Language (pgs xiii-xxiv)
HW: Please read the section in Macbeth on:
Shakespeare's Macbeth, Reading Shakespeare's Language (pgs xiii-xxiv)
Wednesday, September 30, 2009
Tuesday, September 29, 2009
Wos:
Today we recited our "To be, or not to be" lines. If you were not ready, or were absent, please be ready to go Wed. Remember, you loose 10 points each day that you are not ready!
Brit Lit:
Today I was finally able to get us into the lab to but together the final draft of your pilgrimage papers. I will look to get us one more day if possible this week.
These will be due this Friday.
These will be due this Friday.
Monday, September 28, 2009
Word O' the Week:
Anile [an-yl]: Adj. Of or like an old woman. Why did that kid and anile get along so well? Because they have a common enemy: mother.
WOS:
Today we translated the famous "To be, or not to be" speech in Hamlet. Reminder, you need to memorize the first 10 lines for Tuesday.
HW: Learn your lines for Tuesday. 10 points per line, with one free line if needed.
HW: Learn your lines for Tuesday. 10 points per line, with one free line if needed.
Brit Lit:
Today we learned about the Compare and Contrast Essay. In class you began the 1st draft of comparing and contrasting the differences between the classic tale A Kinight's Tale and the very modern film of the same name. Below is a brief explaination on how to write this:
How to Write a Compare/Contrast Essay
Compare and contrast essays are the other big essay types in academic writing. These essays will follow a specific question and are fairly easy to complete. There are several ways to write this type of essay. The most important thing to remember is structure. Many wonderful essays fall victim to the woes of bad structure, making any ingenuity to fall by the wayside. Go over the rules on how to write a general essay, and then structure your compare/contrast essay in one of the following two formats:
Introduction
Your introduction — like the five-paragraph-essay, should open generally (with a quotation, anecdote, generalization), and lead into the thesis statement.
Topic 1
This next portion of your essay (which may consist of one paragraph or several) should cover only the first topic of the comparison and contrast. Compare/Contrast essays take two topics and illustrate how they are similar and dissimilar. Do not mention topic 2 in this first portion.
Topic 2
This next portion of your essay (which may also consist of one or more paragraphs) should cover the second of the two topics. Do not discuss Topic 1 in this section. Since you have already gone into great detail about it, you may allude to Topic 1 briefly; however, do not analyze Topic 1 in this section. This portion of the paper is to discuss Topic 2 in great detail.
Topics 1 and 2 Together
Now that you have analyzed both Topic 1 and Topic 2 independently, now it is time to analyze them together. This section may also be one or several paragraphs.
Conclusion
The conclusion — like the introduction — should be a generalization of the thesis. This paragraph should express your certainty and absolute knowledge on the subject matter. You should reaffirm your thesis (essentially restate it in new words) and show how you've proven it.
OR
Introduction
Your introduction — like the five-paragraph-essay, should open generally (with a quotation, anecdote, generalization), and lead into the thesis statement.
All Comparisons (Topics 1 and 2)
This section — which should consists of several paragraphs — should go through all similarities you find in the two topics on which you are writing. There should be at least three comparisons (essentially three short body paragraphs) in which you give an example from both topics of comparisons in each.
All Contrasts (Topics 1 and 2)
This section — which should consist of several paragraphs — should go through all differences you find in the two topics on which you are writing. There should be at least three contrasts (essentially three short body paragraphs) in which you give an example from both topics of comparisons in each.
Conclusion
This conclusion is wrapping up everything you have just proven in your paper. It should restate the thesis in a new, more official way, and you should feel quite confident in your writing.
Here is a quick breakdown on how the Compare-Contrast Essay should appear:
Type A:
Paragraph 1: Introduction (with Thesis)
Paragraph 2: Topic 1 (Comparison a)
Paragraph 3: Topic 1 (Comparison b)
Paragraph 4: Topic 1 (Comparison c)
Paragraph 5: Topic 2 (Contrast a)
Paragraph 6: Topic 2 (Contrast b)
Paragraph 7: Topic 2 (Contrast c)
Paragraph 8: (Optional) — Comparisons/Contrasts together (any topic)
Paragraph 8: Conclusion
Type B:
Paragraph 1: Introduction (with Thesis)
Paragraph 2: Comparison a (Topic 1&2)
Paragraph 3: Comparison b (Topic 1&2)
Paragraph 4: Comparison c (Topic 1&2)
Paragraph 5: Contrast a (Topic 1&2)
Paragraph 6: Contrast b (Topic 1&2)
Paragraph 7: Contrast c (Topic 1&2)
Paragraph 8: Conclusion
How to Write a Compare/Contrast Essay
Compare and contrast essays are the other big essay types in academic writing. These essays will follow a specific question and are fairly easy to complete. There are several ways to write this type of essay. The most important thing to remember is structure. Many wonderful essays fall victim to the woes of bad structure, making any ingenuity to fall by the wayside. Go over the rules on how to write a general essay, and then structure your compare/contrast essay in one of the following two formats:
Introduction
Your introduction — like the five-paragraph-essay, should open generally (with a quotation, anecdote, generalization), and lead into the thesis statement.
Topic 1
This next portion of your essay (which may consist of one paragraph or several) should cover only the first topic of the comparison and contrast. Compare/Contrast essays take two topics and illustrate how they are similar and dissimilar. Do not mention topic 2 in this first portion.
Topic 2
This next portion of your essay (which may also consist of one or more paragraphs) should cover the second of the two topics. Do not discuss Topic 1 in this section. Since you have already gone into great detail about it, you may allude to Topic 1 briefly; however, do not analyze Topic 1 in this section. This portion of the paper is to discuss Topic 2 in great detail.
Topics 1 and 2 Together
Now that you have analyzed both Topic 1 and Topic 2 independently, now it is time to analyze them together. This section may also be one or several paragraphs.
Conclusion
The conclusion — like the introduction — should be a generalization of the thesis. This paragraph should express your certainty and absolute knowledge on the subject matter. You should reaffirm your thesis (essentially restate it in new words) and show how you've proven it.
OR
Introduction
Your introduction — like the five-paragraph-essay, should open generally (with a quotation, anecdote, generalization), and lead into the thesis statement.
All Comparisons (Topics 1 and 2)
This section — which should consists of several paragraphs — should go through all similarities you find in the two topics on which you are writing. There should be at least three comparisons (essentially three short body paragraphs) in which you give an example from both topics of comparisons in each.
All Contrasts (Topics 1 and 2)
This section — which should consist of several paragraphs — should go through all differences you find in the two topics on which you are writing. There should be at least three contrasts (essentially three short body paragraphs) in which you give an example from both topics of comparisons in each.
Conclusion
This conclusion is wrapping up everything you have just proven in your paper. It should restate the thesis in a new, more official way, and you should feel quite confident in your writing.
Here is a quick breakdown on how the Compare-Contrast Essay should appear:
Type A:
Paragraph 1: Introduction (with Thesis)
Paragraph 2: Topic 1 (Comparison a)
Paragraph 3: Topic 1 (Comparison b)
Paragraph 4: Topic 1 (Comparison c)
Paragraph 5: Topic 2 (Contrast a)
Paragraph 6: Topic 2 (Contrast b)
Paragraph 7: Topic 2 (Contrast c)
Paragraph 8: (Optional) — Comparisons/Contrasts together (any topic)
Paragraph 8: Conclusion
Type B:
Paragraph 1: Introduction (with Thesis)
Paragraph 2: Comparison a (Topic 1&2)
Paragraph 3: Comparison b (Topic 1&2)
Paragraph 4: Comparison c (Topic 1&2)
Paragraph 5: Contrast a (Topic 1&2)
Paragraph 6: Contrast b (Topic 1&2)
Paragraph 7: Contrast c (Topic 1&2)
Paragraph 8: Conclusion
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