![]() ![]() The point-by-point outline is used when we make an assessment about which item is better.Įlocution begins with a review of Level I’s metaphor lesson. You will find the block outline used when comparing is for the purpose of further understanding. The third outline is repeated in Essay Four to allow for more practice with the most difficult form. The first is simple then complexity builds with each successive outline. Three outlines are presented in this book of comparison essays. Also, deciding repeatedly about our writing hones our ability to make wise decisions when they matter in our lives. Comparing can help us find the similarities and differences we need to know in order to decide which choice is best. We can only attend one college, play a limited time in a recital, and eat one meal for lunch. Sometimes we compare because we do need to choose one thing over the other. Comparison essays can help us gain understanding. But sometimes, as is often the case with studies in history and literature (and friendships), we simply desire to gain a deeper understanding of both people. Sometimes we want to assess which one is better than the others. When we compare two items we can do so for different reasons. ![]() ![]() The Overall Picture of a Comparison Outline As long as they are given an outline (those forms that come to us by tradition and make each kind of writing what it is) they can execute any kind of writing. Further, they will see that the common topics and elocution tools they learned in Level I have prepared them to complete any kind of writing. They will find that all writing requires coming up with something to say (invention), organizing the material (arrangement), and expressing ideas in a fitting way (elocution). Internalizing the means of thinking frees us to think about about our decisions and the people, places, and things that are in them-to think with the tools and not about them.īy writing comparison essays after persuasive essays, students will be able to compare the two kinds of writing to each other. Just as repeated practice allows a player to throw a football without thinking about how to grip it or a musician to play a piece of music without thinking of where to put her fingers, repetition allows us to internalize thinking skills so that we can put our focus where it needs to be: on the people and things in our decisions. The goal of using the common topics is not to think about the topics, but to think with them. Students can learn and practice principles and habits of decision-making for their own lives. The bigger purpose of these thinking and writing skills is to grow in wisdom and prudence by practicing making finer distinctions and better decisions. ![]() LTW: Comparison Essays fulfills the purpose of understanding people, things, or ideas more deeply, or assessing whether one is better or in some way more desirable than another. The skills students gain through LTW: Comparison Essay extend beyond academics to life in the world, cultivating more refined and careful thinking about people, things, ideas, and their own decisions. Through LTW: Comparison Essays, students will solidify the foundations laid in LTW I, develop deeper thinking skills, master an additional form of essay-writing, and delve more deeply into analogical thinking with different kinds of metaphor-writing. This semester-long program provides a way for students to gain more practice in foundational thinking skills plus practice in writing a different kind of essay. Welcome to The Lost Tools of Writing: Comparison Essay. LTW: Comparison Essays does not have a separate teacher guide. Foundational metaphor plus more complex metaphorsĪll-in-one combination Student Workbook/Teacher Guide.Understanding a new kind of writing after the persuasive essay.Comparing for understanding or for assessment.A focus on the common topic of comparison.What You’ll Find in LTW: Comparison Essay The Comparison Essays Complete Set includes a LTW Comparison Essay Guide and Online Instructional Videos. ![]()
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