3-4 page paper on paradise lost

From Writing Analytically, by David Rossenwaser and Jill Stephen

· Focus on the comparison to give it a point. A comparison will not have a point inherently; you need consciously to give it one. It is often useful to assume that what you have originally taken for a point of comparison/contrast has not yet gone far enough, is still too close to summary.

· Look for significant difference between A and B, given their similarity. Look for difference within similarity. Identify the essential similarity and then ask and answer, So What? Why is the similarity significant? In this context, identify the differences that you notice. Choose one difference that seems revealing or interesting, and again ask and answer, So What?

· Look for unexpected similarity between A and B, given their difference. Focus on unexpected similarity rather than obvious difference.

Comparison and Contrast

For this course, it is suggested that the student take the analysis of one work in the first assignment and bridge (by substantive revision) such an analysis to a second work by another writer in the same or preferably a contingent period, thus establishing the basis for a comparison and contrast. There should be some basis of comparison. One cannot compare/contrast apples and oranges; rather, one compares/contrasts something they have in common, such as their skins. Strangely enough, a contrast is a kind-of comparison. Comparison often implies contrast, and vice versa. Typically in such an assignment, especially as it evolves from a previous one, the main point of comparison-contrast might be theme; sub-points the student would discuss in the paper (topics for paragraphs) might include the elements of each work (speaker, tone, figurative language, imagery, symbolism, character/characterization, etc.) that elucidate such a theme.

Definition of the comparison/contrast:

A comparison/contrast generally contains some or all of the following elements:

A direct thesis or claim identifying the two poems, the method (comparison or contrast), and the purpose for the comparison (what the reader will learn about theme by making the comparison or contrast).

Clear points of comparison which are general and parallel (thematic, structural, contextual)

Ample evidence to support the claim (quotations that provide specific examples).

Avoid common problems that surface when attempting an extended comparison or contrast:

The "so what" thesis: That is, move beyond merely comparing two or more elements to consider a judgment on the elements, what it all means in terms of larger issues and theme. Consider your audience and what readers will gain from your comparison. Find a clear purpose for the essay beyond merely listing similarities or differences. Use descriptions so your reader can see and understand each element.

Choppy Writing: Use transitions to move the reader smoothly from point to point. Do not assume your reader can follow your logic. Spell out clearly how each point follows from the previous point. Consider how words and phrases like "also, similarly, too, both, not only...but also," can work to tie ideas together for comparisons. For contrast, consider words and phrases such as "however, on the contrary, though, instead of."

OTHER Methods used in Critical Thinking Include Analysis, Definition, and Cause and Effect. Cause and Effect is especially prized since it helps explain why something happens.

Analysis

In general, analysis involves taking something apart in order to understand it. Thus, examine separately the speaker/tone, figurative language (images, symbolism, and metaphors) before making any final determination. Analysis is the reverse of synthesis, the putting together of things, which would result in the understanding of theme after one has analyzed the parts. In an analysis, the student examines how things work, why they do what they do, what they mean, and what effects they have. There is a certain level of detachment necessary for analysis. What do we observe; what conclusion do we come to about being in the poem? Working out answers to such basic questions should lead to a thesis or claim. In such a paper, the student is expected to analyze how the evidence relates to and supports the claim.