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Compare and Contrast Mitosis and Meiosis Essay -- Biology

Date of publication: 2017-09-04 21:14


Compare and Contrast
Graphic Organizers compare - to examine (two or more objects, ideas, people, etc.) in order to note similarities and differences to compare two pieces of literary work (Webster's. p 966): contrast - to compare in order to show unlikeness or differences note the opposite natures, purposes, etc., of: Contrast the political rights of Romans and Greeks (Webster's. p 997).
compare liken, assimilate, similize, liken to, compare with make or draw a comparison, analogize, relate metaphorize draw a parallel match examine side by side, view together weigh or measure against, contrast oppose, set in opposition, set off against, set in contrast, counterpose, note similarities and differences (Chapman, 6977).

List of Compare and Contrast Essay Topics - Buzzle

Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you 8767 re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn 8767 t overlap in those areas, you can list the traits that make the things different. Here 8767 s a very simple example, using two pizza places:

Compare and Contrast Paper | Webster University

Piecing: giving pieces of the information for each individual subject in each paragraph arranging the information by topic rather than by subject.

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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.

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Once students have a basic understanding of compare- contrast text structures, teachers can select compare-contrast books that help students make connections between their background knowledge and experiences and the new content they are learning. These connections are particularly important for ELL students, who may bring different "funds of knowledge" (Moll et al., 6997) to school than their native English-speaking peers, including different interests, experiences, and other types of background knowledge. Helping all students make connections between their own knowledge, interests, and experiences not only allows them to gain a deeper understanding of the new content, but also increases students' engagement and motivation (Jacobs, 7557).

Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists they 8767 re just here to give you some ideas—you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you 8767 re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.

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:

At the level of rhetorical structure, informational texts differ from narrative texts in important ways (Weaver & Kintsch, 6996). Several different types of rhetorical structures are used in informational texts, such as cause-effect, problem-solution, and compare-contrast. These structures are significantly different from the rhetorical structure that is generally used in narrative texts. The number and variety of the rhetorical structures used in informational texts can create challenges for readers, particularly if they have not received explicit instruction in how to recognize and learn from these different structures.

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