English Teachers Association of NSW • mETAphor Issue 2, 2012 32 Rationale Comparing and contrasting ideas and texts are central to writing in an analytical and critical manner. Indeed, the skill of comparison is included in the “Interpreting, Analysing and Evaluating” content descriptions of the “Literacy” strand of the English National Curriculum from Years 6 to 10. Students’ skills develop throughout high school from “Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences” (ACELY1724, Year 7), to “Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence” (ACELY1754, Year 10). is series of lessons focuses on the language used when comparing and synthesising ideas and texts, explicitly teaching the language used for comparison and the way to structure a comparative text at a paragraph and extended response level. By using the right words and establishing sound notetaking practices in tabular form, comparisons can easily be organised into body paragraphs for an essay. George Orwell’s novella Animal Farm and James McTeigue’s film V for Vendetta are compared to illustrate these ideas. Language terms to be taught: Comparison / Contrast Cohesion Coherence Ellipsis Nominalisation Modality Synonyms Allusion Intertextuality Part One: Writing a Comparison/ Contrast response Across a range of subjects at school and beyond school, whenever you see the words: similarities and difference, relative merits, advantages and disadvantages, parallels, compare and contrast, students are being asked to make a judgement that involves synthesising, analysing, evaluating and ultimately comparing the ideas or texts that are being studied. • • • • • • • • • THE LANGUAGE OF COMPARISON Eve Mayes Writing a response comparing and contrasting ideas or texts will involve effectively structuring a response: 1. At the paragraph level of an essay 2. At the sentence level 1. The paragraph level of an essay Many students become worried about how to structure their response when they see the words ‘Compare’ and/ or ‘Contrast’ in the question. Where do I start? What should my paragraphs be about? e temptation is to write about each text/ idea separately, neglecting to make links between the texts/ideas. Effective planning before writing a response will help determine and guide the subject matter of each paragraph. Before writing, it is essential to figure out the common aspects of the texts to be discussed. e same elements should be considered in both works. Depending on the question, elements of texts may be compared and contrasted include: – e composer’s purpose – e text’s audience – e context of the texts (when it was composed and what was happening around the time of the composition) – e themes of the texts – e mood of the texts – e structure of the texts – Key techniques used in the text Each of these dot points could be used as a paragraph in a comparative response. Notes can be collected in a comparative table that allows students to see quickly the differences and similarities between texts. Elements of study Text one Text two Comment on similarities and differences Purpose Audience Context emes Style Structure Techniques