Analytical Thinking and Writing In All

Subject Areas

Expository Text Structure:

Compare-Contrast

Expository Text Structures(how authors organize nonfiction

texts)Students need to be taught these text

structures sothat they can successfully read and write

nonfiction.• Compare-Contrast• Cause-Effect• Goal-Action-Outcome

(procedure/process, sequential/chronological order, order of importance)

• Problem-Solution• Proposition-Support (persuasive,

position)• Concept-Definition (descriptive)

Why should we encourage compare-contrast thinking and

writing?

“Marzano’s 9”( Robert Marzano’s research-based strategies

for increasing student achievement)1. identifying similarities and

differences 2. summarizing and note taking3. reinforcing effort and providing recognition4. homework and practice5. nonlinguistic representations6. cooperative learning

7. setting objectives and providing feedback8. generating and testing hypotheses9. cues, questioning, and advance organizers

Comparing and contrasting are high-level thinking skills!

Brainstorm topics in your content area that can be compared and contrasted.

“Understanding the expository text structures gives readers a better shot at determining important information when reading nonfiction…The text in standardized tests and traditional textbooks frequently falls into one or another of these text structures. If students know what to look for in terms of text structure, they grasp the meaning more easily.” from Nonfiction Matters, by Stephanie Harvey

“When students understand how a text is organized, they are more likely to identify the relationship of ideas, comprehend, and retain the information read. Also, students who develop an understanding of text structure are more likely to transfer this knowledge to their writing.”

Students’ awareness of text structures improves reading

comprehension.

Use Think-Alouds to show your students how smart readers

think as they read.

Why should our students be doing analytical writing in all

subject areas?• Due to the rigor of state testing, our students are required to think at higher levels.• Writing is thinking! Students cannot write without thinking.• If students are not writing clearly, they are not thinking clearly.• Writing is thinking made visible.• Students need to write (and think!) in all subject areas to explain what they know and how they know it.

What does a compare-contrast text look like?

A compare-contrast essay focuses on the similarities and differences between

things. The purpose is to develop the relationship between them and in the process explain them in detail to

the reader.

Tool for Compare & Contrast Thinking and Writing

Double Bubble Map

Order of Operations for Essay WritingBegin with your topic.

Brainstorm on a Thinking Map, jot list, etc.

Analyze and summarize information on the Thinking Map, etc. to determine your thesis statement.

Use information on Thinking Map, etc. to determine supporting ideas and write topic sentence for each idea.

Find supporting evidence to explain supporting ideas in detail in the body paragraphs.

Incorporate transitions to combine and explain your ideas.

Write your hook (tells why we care, states thesis).

Write your conclusion (rewrite the thesis, revisit main points from body paragraphs and hook).

Using the Writing Order of Operations in Science

1. Begin with a topic: Compare and contrast ionic and covalent bonding.

2. Brainstorm on a Double Bubble Map.

Between metals/

nonmetals

Conduct elec.

Chem. bonds

covalent bonding

High melting

pts.

ionicbonding

nonmetals

Share valence

elec

Produce ions

Bond to get stable

Use valence

elec.

Transfers valence

electrons

Low melting

pts

No +/-

Don’t conduct

elec

Definite crystal shape

No definite shape

3. Analyze the Double Bubble Map to determine a thesis statement .

Between metals/

nonmetals

Conduct elec.

Chem. bonds

covalent bonding

High melting

pts.

ionicbonding

nonmetals

Share valence

elec

Produce ions

Bond to get stable

Use valence

elec.

Transfers valence

electrons

Low melting

pts

No +/-

Don’t conduct

elec

Definite crystal shape

No definite shape

Summary of differences:How they get stable and join

Summary of similarities:Both have common goal to bring compounds together and be stable

4. Create a thesis statement based on the analysis of the Double

Bubble Map.THESIS: Although both ionic and covalent

bonding bring compounds together, they do so in different ways.

(2 subjects + summary of comparison/contrast = thesis statement)

• It is an arguable opinion, based on evidence.• The writer MUST develop the thesis

statement before doing anything else because it drives everything else in the essay.

• The writer cannot figure out the supporting evidence unless he knows what he is supporting!

• A thesis statement CANNOT be wishy-washy. The writer has to choose a side.

• The thesis must be specific.• After doing research to support the thesis,

the writer may change his mind. That is okay!

The thesis statement … the most important element of an essay!

Caution!• Thinking Maps are simply a bridge to

more organized thinking/writing. The critical element of teaching them to students is how to use them to develop a thesis statement and how to transfer the information to one of the six expository text structures.

• Simply filling out a Thinking Map will not give a student the thesis statement! Students must analyze the Thinking Map!

Now it’s your turn……

1. Choose a topic from your previously created list of topics which can be compared and contrasted.

2. Compare and contrast the topics using a Double Bubble Map.

3. Analyze the Double Bubble Map and summarize the similarities and differences.

4. Create a thesis statement for a compare-contrast essay.

Tips for Writing a Comparison/Contrast

EssayIntroduction• Hook (How will this

compare/contrast help someone better understand this topic? Why is this topic important in the big picture?)

• Thesis statement (summarizes the major similarities and differences in the topic)

The BodyTwo Organizational formats:

• Item-by-item: One idea about the first topic is

presented and then the similar information about the second topic is presented.

• Subject-by-subject: All features of first topic are

discussed before the features of the second are presented.

The Body• Writers need solid supporting ideas to

develop an argument.• Each paragraph should be focused on

a single idea that supports the thesis.• HOWEVER, write as many paragraphs

as needed to support the thesis.

Students should use transition

words in their writing. • Transition words tell a reader that the writer

is changing from talking about one item to the other.

• Transition words and phrases help make writing smoother and more coherent.

• Recognizing these “signal” words will also help students better comprehend non-fiction texts because they will read like writers. Students who read like writers typically have good comprehension.

• They are part of our state framework and are tested on the MCT2.

Compare-Contrast Transitions

Use transition words to help the reader follow the flow of ideas.

• Transition words for similarities: in a similar way, in the same manner, similarly,

equally, equally important, in the same fashion, likewise, in like manner, as well as, not only….but also, similar to, compared to

• Transition words for differences: but, on the other hand, instead of, still, yet,

although, in contrast to, whereas, nevertheless, rather, on the contrary, however, while, unlike

The Conclusion of the Essay

• Rewrite the thesis statement using different wording and/or;• Revisit the main points from the

body paragraphs and/or;• End on some memorable

thought, such as a relevant quotation, interesting twist of logic, or some call to action that is related to the hook.

Remember! Content-area teachers are not responsible for GUM (grammar, usage, mechanics, and spelling).

Teachers of all subjects are responsible for:• Thesis statements• Organization• Transitional language• Content

Back in the Classroom• Post the compare-contrast transition

words in your classroom.• Model how smart readers think by doing

the Think-Aloud activity and encourage your students to practice the strategy while they read.

• Use the annotated compare-contrast essays to help your students become analytical readers and writers.

• Have your students write a compare-contrast essay using the Writing Order of Operations on the essay planning page.

• Model each part of the essay planning page and provide feedback during the drafting stage.

Back in the Classroom• Post the compare-contrast transition

words in your classroom.• Model how smart readers think by doing

the Think-Aloud activity and encourage your students to practice the strategy while they read.

• Use the annotated compare-contrast essays to help your students become analytical readers and writers.

• Have your students write a compare-contrast essay using the Writing Order of Operations on the essay planning page.

• Model each part of the essay planning page and provide feedback during the drafting stage.