Writing a comparative

text response
When comparing …what new
information can be

and contrasting… learned? What

ideas change?
Remember your comparative vocabulary:
To say the texts are similar:
 Similarly
 In the same way / In much the same way
 In ______, we also see ___________
 These characters react in the same way, both __________
because _____
 These characters react similarly but for completely different
reasons….
 Both texts reveal that __________
 This is also obvious in ________ when _______, just like
____ decides __________
 We also see this in ________
 Likewise, in __________
 This is mirrored in _________
 The two texts share a similarity in that __________
To point out differences
 By contrast, in _________
 In a different way ________
 The opposite is seen in _________
 Unlike _________
 A completely different situation is clear in _________
 In direct contrast to this, in _________, _________
 The reverse is true in ________
 Nothing like this is evident in _________ because they don’t value
_______
 These two texts could not be more different, particularly in thier
outlook on _________
 This is very different to ___________
 This is somewhat different to _______
Approaching a question

a. Look up, define and find synonyms for all words that are unfamiliar, even
if you think you know what they mean.

b. Identify and underline all the KEY words. Find synonyms and antonyms
for these words; find examples from the texts that connect to the words.
Consider what is unsaid, but is implied in your topic. If the topic includes
quotations think about the quotations and how they connect to the topic.

c. If your topic is in the form of a statement CHANGE the topic into a

question so you understand what exactly is being asked of you. Answer
this question.

d. From your answer to the question, create your own contention or thesis
using your own words, changing word and sentence order. You will use this
in your introduction.
Differences and similarities

It may help to write

Don’t forget to always them out at the top of
be thinking about your SAC page before
these. you start, just to
remind you.
 Narrative voice,

When Reflect on how structure shapes a

reader’s responses,
discussing
elements of Consider the influence of genre on the
comparison texts’ construction,

Acknowledge differences in style or

authorial purpose
Narrative voice

• Yousafzai acknowledges that she is ‘only human’ and that at the sound of the guns
‘my heart used to beat very fast’. By drawing the reader back to herself, amidst
her description of the Taliban and Pakistani army checkpoints Yousafzai confronts
readers with her own fears and vulnerabilities. (P128).
• Warchus entwines Jonathan’s humorous speculating of cigarettes, ‘grass’, keeping
him alive, layered over the top of the macabre terminal Aids and that Jonathan’s
time is limited. In doing this Warchus not only demonstrates the positive impact
of solidarity, in this instance Gethin, on supporting an individual but also the calm
resignation of not being able to win all battles, as seen with Mark.
Style and text construction

• Memoir vs fictional representation of real events (also film)

• Yousafzai’s use of appendixs/images/maps vs Warchus’ use of real
footage of miner’s strike and the impact of unions as well as
concluding stories of the key characters.
• Yousafzai’s elements of humour, harsh realism, hope vs Warchus’
use of the same elements.
Genre of text
 Block
method
When writing:

Integrated
method
Block method
Paragraph What to include:
Introduction  Key details of both texts (title, author, possibly also the form or genre)
 A clear line of argument in response to the topic
 The main points to be developed in the body paragraphs
Body Paragraph on Text #1  Main points, evidence and explanation in relation to text #1.
(1 or 2 Paragraphs)  Clear links to the topic, especially in topic sentences and at the end of each paragraph
 Brief connection to text # 2, identifying similarities or differences
Body Paragraph on Text #2  Main points, evidence and explanation in relation to text #2.
(1 or 2 Paragraphs)  Clear links to the topic, especially in topic sentences and at the end of each paragraph
 Brief connection to text # 1, identifying similarities or differences
Body Paragraph COMPARING  Direct comparison of the two texts
text #1 and text #2.  Strong points of connection between the texts
 Explanations of differences as well as similarities
 Clear links to the topic
Conclusion.  Direct comparison of the two texts
 Summary of the main points and central argument
 One or two big picture messages presented by the texts.
Integrated method (preferred)
Paragraph
Introduction
Body Paragraph on first idea
(1 or 2 Paragraphs)
Body Paragraph on second idea
(1 or 2 Paragraphs)
Body Paragraph on third idea
(1 or 2 Paragraphs)
Conclusion.
What to include:
 Key details of both texts (title, author, possibly also the form and genre)
 A clear line of argument in response to the topic
 The main ideas to be developed in the body paragraphs
 First main idea: argument, evidence and explanation/analysis in relation to text #1 and text #2
 Points of connection between the texts, with discussion of similarities and differences
 Links to the topic, especially in topic sentences and at the end of each paragraph
 Second main idea, discussed in relation to both texts
 Points of connection; similarities and differences
 Links to the topic
 Third main idea, discussed in relation to both texts
 Points of connection; similarities and differences
 Links to the topic
 Summary of the main points and central argument
 One or two big picture messages presented by the texts
First steps…
(integrated)
• Developing your contention is your first step. It must answer,
and connect to the essay question. It should also equally
embody both texts.
• Think about the big ideas and concepts which could support the
question. These will form your body paragraphs.
• As always, try to develop ideas, as opposed to character based
paragraphs.
Developing contentions: Examples

• Question: “’I am Malala’ and ‘Pride’ are as much about personal

growth as they are about protest. To what extent do you agree?

• Contention: Personal growth is fostered through the strength of

community, by overcoming adversity through protest and by the
purpose of faith.
 From here…
Question: “’I am Malala’ and ‘Pride’ are as much about personal
growth as they are about protest. To what extent do you agree?

Can the ideas also build on

Paragraphs can be structured
around each of the three major
ideas: community, adversity
and faith.
For each idea, it must be
understood how it is conveyed
in each text, along with does it
provide for personal growth or
protest? Or Both??.
each other? Could the
strength of community
allow for the triumph
against adversity, in turn
showing personal growth
is as important as the
protest it allows?
Community

• For Malala, community is a source of conflict and support, as she is

burdened by the contradictions between her Pashtun culture, and her
own views which are nurtured by her family. Yousafzai still takes
strength from these communities, despite the contradictions.
• For Pride, communities are where a majority of the characters find
strength to face their challenges, as well as the challenges imposed
by the government and societal stigmas.
Developing contentions: Examples

 Question: How do the texts demonstrate the need to

challenge preconceived ideas? Discuss.

• Contention: Preconceived ideas gender and sexual stereotypes can

lead to social stigma and persecution, whereas challenging these
ideas can lead to solidarity, development of others and development
of self.
Essay question and contention

• Question: Compare the importance of role models in ‘I am Malala’

and ‘Pride’.

• Contention: ???
What do we think
When we think of role models in both texts?
• Who are the role models?
• What do they believe?
• What do they encourage?
• Are they significant?

• How are they different and similar in each text?

• Question: Compare the importance of role models in ‘I am Malala’
and ‘Pride’.

• Contention: Both texts demonstrate the importance of role models

in discovering yourself, fighting for a change and oppression
Tasks

• 1* Develop a contention for the following question:

• “How do ‘Pride’ and ‘I am Malala’ demonstrate the importance of
solidarity?”

• 2* Start to draft out a practice essay to this question.

• 3* Think about the idea of ‘the power of words’. How is this presented in each
text? Create a list of examples for each text where this idea comes across.