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Lesson Plan
Career Cluster: Applicable to all
Lesson Four: Types of Compositions: Process, Expository, & Comparison/Contrast

What Academic Skills will the student What Work Readiness Skills will the student
know and be able to do? practice?
Standard(s): Follow directions and show initiative
CCR R-1, R-3 Complete assigned tasks on time
CCR W-2, W-4, W-7, W-8 Speak clearly and sincerely
CCR L-2, L-6 Listen carefully and accept constructive criticism

Learning Tasks
 Academic  Work Readiness  Academic  Work Readiness

Learning Target: Learning Target:

I can effectively integrate information obtained I can work well with others to research a topic, use an
from multiple source documents into several appropriate outline to organize and plan the topic, and
types of expository compositions. I can effectively use Word to write.

Learning Steps: Learning Steps:

DOK 1: Use graphic organizer to brainstorm topic. DOK 1: Effectively work with others to complete
DOK 2: Use information to write a good conclusion. assigned work.
DOK 3: Develop and write an expository composition DOK 3: Explain answers clearly and with justification
DOK 4: Research and write a comparison & contrast
composition.

Methodology: Methodology:

Quick writes, circles, cafés, reading, writing Computer usage, circles, cafés

Resources: Resources:

‘”Lesson Four: Types of Compositions: Process, Internet, computers

Expository, & Comparison/Contrast “

Demonstration of Mastery
How will student demonstrate mastery or proficiency of topic content?

Type multiple well-written Successfully complete exercises

Expository Compositions. with other students and be able to
explain the justifications used to obtain
the answer.

Next Steps?
Use cafés to peer review all final compositions. Students should revise their compositions
according to produce subsequent draft copies until the pieces can be written in final form.
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Expanded Integrated Learning Map Lesson Plan

Lesson Description
Unit Name: Writing for Academic Purposes
Lesson Title: Types of Compositions: Process, Expository, Comparison/Contrast
CCR (College and Career Readiness) Standards (include full wording):
CCR R-1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
CCR R-3 Analyze how and why individuals, events, and ideas develop over the
course of a text.
CCR W-2 Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
CCR W-4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCR W-7 Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
CCR W-8 Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
CCR L-2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CCR L-6 Acquire and use accurately a range of general academic and domain-
specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary when encountering a word or
phrase importation to comprehension or expression.

Learning Targets (Goals and Objectives)

Academic Target(s): Students will understand the multiple types of compositions
presented in the unit and will successfully write at least two
compositions.
Work Readiness Target(s): Students will be able to effectively use Word to produce the
written document and will critique other students responses while
justifying his/her own position.

Materials and Resources

Learning Tasks (Procedures)

Activities and DOK (Depth of Knowledge)
Time Procedure DOK
5-10 min Read and discuss pages 1-2 1
10 min In circle groups, complete exercise #1 on page 3 2
5 min Read and discuss page 4 1
20 min Watch the video shown in the link on page 5. Discuss the information 2
presented in the video.
15 min In circle groups, read pages 5 and 6 to complete exercises #2 & #3 3
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10 min Read and discuss pages 7-8 1

30 min Have students work in café groups to complete Activity #1. First drafts 3
should be reviewed by students in another café group whenever possible.
(if no other café group, first draft should be reviewed by instructor)
10-20 Critiqued draft should be returned to students. Students should individually 4
min write a new draft with appropriate revisions and have other student(s) peer
review before a final draft is completed.
10 min Watch the video shown in the link on page 9. Discuss the information 2
presented in the video.
15 min Read and discuss pages 10-14 1
15 min In circle groups, complete exercises #4-6 3
30 min Have students quick write on their chosen topic.(10 minutes) Then create 3
a graphic organizer of their ideas.(20 min)
Students conduct individual research on topic. (Instructor should set an 4
appropriate amount of time for this)
20 min Create an outline 3
1 hour Type first draft of comparison and contrast composition 4

Transitions:

This lesson is very long and is to be divided into multiple sections as appropriate for the various
ABE classrooms in Wyoming. It is advisable that instructors utilize circles for all exercises so
that students can work together to critique each other’s work while learning to effectively explain
their own reasons for choosing a response. Café’s should be used after each activity so that
students may peer edit each other’s papers.

All video’s should be watched as a group, whenever possible so that discussions can take place
immediately following the video.

Demonstration of Mastery:

Student graphic organizers and outlines should show evidence of understanding of the types of
compositions presented in this module.

Trouble Shooting:

Examples and multiple exercises are given in this module, but instructors should expand upon
topics whenever a student needs further clarification.

Reflection for Instructor:

After each exercise, activity, or peer review, instructors should note those student(s)
who seem to be struggling with the concepts presented. Additional instruction should be
offered to help the student overcome any difficulties. Instructors may also teach
students how to insert graphics, spreadsheets, charts, & graphs into a word document.
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Lesson Four: Types of Compositions: Process, Expository,

Comparison/Contrast

I
n a previous lesson, you learned that knowing who you are writing for (i.e. your

audience) can help you in the writing process. Of equal importance is knowing the

purpose of your writing. Why are you beginning the writing task? Are you writing to describe a

process such as how to construct a building? Or are you writing to describe a specific product?

Understanding your purpose in writing will help you choose the correct type of composition to

write. There are in fact, three main categories under which most composition types fall, but

within at least one of these categories are a number of more distinct types of compositions. But

let’s first look at the three main categories: Expositories, Descriptives, and Narratives. In an

expository composition you have to explain how or why something can or should be done. For

instance, if you are expected to write a composition detailing the implementation of a new e-

commerce management system in a company, you would use an expository type of composition

to not only explain the system, but also to show how the system would be implemented to the

benefit of the company. Each paragraph would involve a step-by-step explanation of the

system, with each paragraph building upon the other until, by the end of the composition, the

reader fully understand the new system being written about.

The second category of compositions is known as ‘Descriptives.’ In a descriptive, the

writer uses special words that provide a ‘written picture’ in the readers’ mind of the object or

objects being described. These words are called sensory words and can

be powerfully used to invoke a feeling of being able to physical see, feel,

hear, taste, or smell the item being described in written form. For example, if you were

responsible for writing an advertisement for a new type of beer, you would want to be able to

use words as a tool to reach out and attract as many people as possible. And because

advertising is not free, you want to be able to use as few words as possible to accomplish your
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goal—encouraging people to try the new product. A simplified slogan such as “Heineken tastes

better than any other beer” would have very little affect upon the general public. It is

uninteresting and does little to encourage people to try the product. It would be

much more effective if the slogan read: “One sip of a cold refreshing Heineken

is ecstasy!” Admittedly, this may not be the perfect slogan, but you should be

able to see that by using almost the same amount of words, the impact upon the reader with the

use of sensory words is quite substantial.

The final category of compositions is called the Narrative. A narrative is basically the

telling of a story, but it requires that the writer utilize a number of descriptives in the writing

process. Try to recall a story that you have read. What was it about the story that kept you

interested in the story? Most likely it was the way the author used descriptives/sensory words to

set the scene, describe a person, a place or the way the plot was being developed. Long

detailed narratives are fun to write but are seldom used in the academic or real world unless you

are a writer or are in some other profession where the writing of narratives can be put to good

use. This is not to say, however, that narratives are unimportant. Indeed, narratives can be a

very useful tool when used in anecdotes that support a topic or a specific point the writer makes

while writing a composition. Figure #1 below, provides you with a brief description of each

composition category.

Figure #1

Compositions

The Expository: The Descriptive:

The Narrative: tells
explains something (how describes something a story. It uses a lot of
something is doen, why using sensory details. transition words, such as
something is or should Sensory details describe 'then, next, finally, etc.'
be or what something is) how something feels,
how it looks, smells, etc.
It provides a 'word
picture' for the reader
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Exercise #1: Read the following passages to determine the type of composition
the extract has been taken from: i.e Is it an expository, descriptive, or a
narrative? Explain your answers.

Passage One:

“The panda’s thumb is not, anatomically,

a finger at all. It is constructed from a
bone called the radial sesamoid, normally
a small component of the wrist. In
pandas, the radial sesamoid is greatly
enlarged and elongated until it almost
equals the metapoidal bones of the true Passage Three:
digits in length. The radial sesamoid
underlies a pad on the pandas’ forepaw:
the five digits form the framework of “One summer day in the year 1997,
anothr pad, the palmar. A shallow furrow two Italian fishing boats, working
separates the two pads and serves as a in tandem with a crew of 19, were
channel way for bamboo stalk.” dragging their nets along the
–Stephen Gould, ‘The Panda’s Thumb’ bottom of the Adriatic. Toward
dawn, as they pulled up the nets
after a long trawl, the fishermen
Passage Two: realized their catch was unusually
heavy. When they finally swung the
The heat of summer was mellow nets inboard they saw an ungainly,
andproduced sweet scents which lay in prehistoric-looking figure missing
the air so damp and rich you could almost both feet. It was, in fact, a 500
taste them. Morning smelled of purpose pound Greek statue covered with
wisteria, afternoons of the wild roses nearly 2,000 yuears of sea encrust-
which tumbled over stone fences, and rations.
evenings of honeysuckle. The men were ovrcome with joy
In the heat of mid-afternoon the women when it was determined that the
would draw the blinds, ,spread blankets statue was one of the missing
on the floor for coolness and nap, while in statues from a vessel sunk all those
the files the cattle herded together in the years ago and it was valued at over
shade of spreading trees to escape the 10 million dollars. The men began
sun. Afternoons were absolutely still, yet to dream of fortunes ahead of them.
filled with sounds. But these dreams were cut short
Bees buzzed in the clover. Far away when……………………..”
Bryan Rosen, “Smuggled!”
over the filds, the chug of an ancient
steam-powered threshing machine could
be faintly heard. Birds rustled under the
tin of the porch roof.
-Russell Baker, ‘Growing Up’
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A. Expository Compositions

As you can probably see from the above exercise, there are many types of

compositions, but in this unit we will look at the functions of each type and then move on to

writing a composition from an outline. Let’s first examine Expository Compositions. An

expository composition, as explained above, explains something, but you should be aware that

withing this broad category there are three sub-types of expositories. These sub-types are

showin in figure #2 below.

Figure 2: Types of Expositories

Process
A process composition gives a reader instructions on how
to do something or it can give information on how
something is or was done.

When writing a process, remember to describe the

equipment (if any is used) and the steps in detail and IN
ORDER.
Examples:
-How to market a new product
-How to implement e-commerce management
techniques in a business
Expositories
Cause & Effect
When you write about the cause or effect, of a topic
remember the following:
 Look at all the possible causes/effects and discuss
them
 Support all of the causes/effect with good examples.
 State the most important cause/effect last. This will
make your composition more interesting

Comparison and Contrast

Compare similarities between two things, people, or ideas.
Constrasting things examines their differences.

When you compare and constrast something, it must be of the same general class. You could
not compare and contrast a mouse with an elephant, but you could compare and contrast the
Afrrican and Asian elephant.

When you compare and contrast two things, the points you use for support must be used for
both things.
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1. Process Expositories

Watch the video shown in the link below to get a basic understanding of
what a process expository is. Discuss what you learned.

https://www.youtube.com/watch?v=0jRErwbopRM

A process expository uses time order to describe eents over a period of time or during a

historical period. This type of composition is simply a logical sequence of events that tells us

what events or actions happened first, next, and last. Time-order words, or transitional words

and phrases, are often used to tell you the exact sequence of events. Quite often these

transitional words are used to introduce something new to the reader. When used as

introductory material, the transitions are followed by a comma.

Some of these time-order are found in the box below.

afterward as long as as soon as after a while

at length presently shortly simultaneiously
at last at that time since so far
when then before earlier
lately in the meantime meanwhile in the past
recently temporarily thereafter now
soon formerly later until
until now subsequently immediately after a short time
first (second, third, etc) next once
finally lastly after three hours later
in the morning (afternoon, etc) at six o’clock…..

Exercise #2: Read the paragraph below and choose an appropriate transitional
word/phrase to complete each blank.

A friend of mine tried to coax a skunk out of her cellar. ___________, she scattered a
trail of bread crumbs up the cellar stairs to the outside entrance. ______________, she closed
the inside door and made sure that the outside entrance was open for the night. ________, in
the morning she checked her cellar and found that a second skunk had followed the
breadcrumbs down into the cellar. _________, she had two skunks! _______________ she
decided to lay a plank over the stairs. The two clumsy climbers were ____________able to
walk up the planks and out of the cellar.
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As mentioned above, commas are quite often used with these transitional words, but

there are other uses for a comma that all writers need to be aware of and use appropriately.

There are, in fact, six main uses of a comma. Commas are used mainly as follows:

1) To set off introductory material.

For example:
Just in time, Sherry slid a plastic tray under the overwatered flowers.
First, he set his alarm.
In a wolf pack, the dominant male holds his tail higher than the other pack members.
2) To separate items in a series.
For example:
The street vendor sold watches, necklaces, and earrings.
Joe peered into the hot, still-smoking engine.
The exercise instructor told us to inhale, exhale, and relax.

3) On both sides of words that interrupt the flow of thought in a sentence.

For example:
The vinyl car seat, sticky from the heat, clung to my skin.
The hallway, dingy and dark, was illuminated by a bare bulb hanging from a wire.
4) Between two complete thoughts connected byand, but, for, or, nor, so, yet
For example:
Sam closed all the windows, but it never rained.
Judy doesn’t envy the skinny runway models, for she is happy with her own well-
rounded body.
5) To set off a direct quotation from the rest of a sentence
For example:
“I’m sorry,” Jim replied. “I’ll repair your broken window.”

The mail carried said, “I will take that package for you.”

6) For certain everyday material

For example:
Persons Susan, I think we are lost.
Spoken To Did you see the game, Bob?
Dates June 30, 2014, was the end of the fiscal year.
Addresses I ordered these jeans from Samantha’s Jean Emporium, Box 222, Chicago,
Illinois 60614.
Openings Dear Santa, Note: In formal letters, a colon is used after the open:
And Closings Dear Fred, Dear Sir: or Dear Mr. Mathers:
Of Letters
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Exercise #3: In each of the following sentence, place the comma in an appropriate
place. In the spaceprovided below each sentence, summaraize briefly
the rule that explains the comma or commas used.

1. I had left my wallet on the store counter but the clerk called me at home to say that it
was safe.

__________________________________________________________________
2. The mail in rebate should be sent to Menards, 2102 Industrial Highway Great Plains
Minnesota 55545.

__________________________________________________________________
3. The fleet of tall ships a majestic sight made its way into the harbor.

__________________________________________________________________
4. My mother asked “Did you know that the family next door is moving to Gillette?”

__________________________________________________________________
5. Second the candle was lit with a match.

__________________________________________________________________
6. I had left my walltetThe musty shadowy cellar with the crumbling cement was our
favorite playground.

__________________________________________________________________
7. Along the once-pretty river people had dumped old tires and loads of household trash.

__________________________________________________________________
8. Dee ordered a sundae with three scoops of vanilla ice cream minature marshmallows
and rasperry sauce.

__________________________________________________________________
9. “Kleenex tissues” said the history professor “were first used as gask mask filters in World
War I.”

__________________________________________________________________
10. Large cactus plans which now sell for very high prices are being stolen from national
parks and protected desert areas.

__________________________________________________________________

Now that you understand the importance of using transitional words/phrases and

commas, we are going to write a process composition using details given in an outline.

As you begin to write any type of composition you must remember what point of view

will be taken in the writing process. In other words, you have to decide if you’re going to write in

the first-person, second or third-person point of view.In the first-person point of view, you draw
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on your own experience and speak toyour audience in your own voice, using pronouns like ‘I’,

‘me’, ‘we’, ‘our’, etc. This approach is most commonly used in narrative essays based upon

personal experiences, but it can also be effectively used where presented evidence consists of

personal observation.

The second-person approach is when the writer speaks directly to the reader, using the

pronoun ‘you’. This approach is considered appropriate for giving direct instructions and

explanations to the reader, as this module has donee. You should only use the second-person

point of view when writing a ‘process’ style composition.

The third-person approach is the most commonly used style in academic writing. In the

third person, the writer includes no direct references to the reader (you) or the self (I, me). Third

person gets its name from the stance it suggests—that of an outsider observing and reporting

on matters of public rather than private importance. In this approach, you draw on information

that you have gotten through observation, research, and reading.

Let’s now turn our attention to the outline format for a process expository composition. In

the activity below, you will find an outline for a process style composition. Use the information

given in the outline to write the first three paragraphs of the composition. You will have to write

your own conclusion. Before you write, decide on what point-of-view you will take and try to

maintain tha tpoint of view throughout your composition. You should also use commas and as

many transitional words/phrases as possible to connect the thoughts and ideas in the

composition.

Let’s Try! Activity #1

Write a process expository composition using the information in the outline for the
introductory paragraph and body paragraphs. Write your own conclusion.

I. Introductory Paragraph:
First sentence: Hawaii is the only state in the United States that was once an
independent country with its own language and culture.
A. Supporting detail: today-still celebrate traditional holidays
1. Prince Khuio Day
2. Kamehameha Day
3. Aloha Week
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B. Supporting detail: to celebrate ancestry

1. wear traditional clothes
a. mumuus
b. colorful shirts
c. leis
C. Supporting detail: American holiday-Thanksgiving
1. celebrate in own special way
Thesis Statement: They might place pumpkins on doorsteps and post cardboard pilgrims on
windows, but chances are there will also be a turkey or a pig roasting
under the ground in an earthen overn or imu.
II. Body Paragraphs:
A. Body Paragraph #1
Topic sentence: Cooking in an imu is an ancient Islands custom that
requires much work and cooperation among family and
friends.
1. preparing an imu
a. family goes to beach/stream
-collect stones of various sizes and shapes
-also important: rocks with holes to prevent rocks from
exploding when hot
B. Body Paragraph #2
Topic sentence: To prepare an imu, the men first dig a large hole in the
shape of a bowl about three feet wide and two feet deep.
1. line bottom and sides with lava rocks
2. firewood cut and piled up
a. on holiday morning, fire lit inside hole
b. when fire bigger and hotter, more rocks added
c. hot lava rocks glow red and white
d. fire brushed aside and hot rocks put into turkey or pig
e. wrap meat in ti leaves and tie with wire
f. cook for about fire hours and then it is ready

Now, type the composition using Microsoft Word.

2. Comparison and Contrast Expository Compositions

The next type of composition we are going to examine is the comparision

and contrast. Watch the video shown in the link below to get a basic
understanding of this type of composition.
https://www.youtube.com/watch?v=uiOuaGPPF1A
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Purpose

(extracted from: http://faculty.southwest.tn.edu/jfriedlander/comparison_contrast.htm)

Comparison-contrast essays can serve a variety of purposes, and develop a variety of

tones as a result. One purpose is evaluation--trying to see which of two or more items is the

best, or the most desirable, or whatever. With this kind of purpose, comparison often stresses

the advantages of one item and the disadvantages of the other, treating the items as if they are

in competition with each other. Sometimes the tone may become almost argumentative, as if

the writer is trying to "prove" that his judgment or evaluation is correct. Some writers, though,

manage to remain neutral or objective in this kind of comparison, as if it doesn't matter to them

which of the items comes out best.

Another purpose of comparison-contrast is understanding--trying to get a clearer picture

or better appreciation of items, events or people, by comparing and contrasting them to other

items, events or people that are in some way similar. With this purpose, none of the items being

compared need to be viewed as superior to the others. When the purpose of comparison is

understanding or appreciation, the tone seldom becomes argumentative; the writer is more

likely to be objective, or positive toward all the items, or even negative toward all the items.

Organization

When we compare, we look at the similarities between two things, people, or ideas.

When we contrast, we look at the differences. It is important to remember these points when

you write a comparison and constrast composition. You must also remem ber that the two

things you compare and contrast must be of the same general class and the points you use for

support must be used for both things. For example, if you write about the vegetables and fruits,

the way of cooking, and the use of spices in one country or region, then you must also discuss

these same points in the other country or region you are coparing the first to. Comparison and

contrast is a writing technique that is usually used in combination with other expository
 P a g e | 11

techniques. Most often, however, it is used to show likeness and differences or advantages and

disadvantages.

There are two types of organizational styles that you can use when writing a comparison

and contrast composition. The first is called a block method where the writer would first write

about topic A, and then topic B. The important part of this approach is that you must be sure

that you use transitions between the topics or you will have written two separate and unrelated

sections. Using this style to organization your composition, an outline would look something like

this:

Topic: Compare the Foods of North and South Korea

I. Introductory Paragraph
II. Body Paragraphs
A. Point One: North Korea
1. Item A: Fruit and vegetables
2. Item B: Use of spices
3. Item C: Famous dishes
4. Item D: International influences
B. Point Two: South Korea
1. Item A: Fruit and vegetables
2. Item B: Use of spices
3. Item C: Famous dishes
4. Item D: International influences
III. Concluding Paragraph

The second organizational method you could use when writing a comparison and

contrast composition is called the point-by-point method. With this type of organization, the

similarities and differences of the same point are discussed together. Using the same topic as

above, the point-by-point pattern would look like this:

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Topic: Compare the Foods of North and South Korea

I. Introductory Paragraph
II. Body Paragraphs
A. Point One: Fruits and vegetables
1. Item A: North Korea
2. Item B: South Korea
B. Point Two: Use of Spices
1. Item A: North Korea
2. Item B: South Korea
C. Point Three: Famous dishes
1. Item A: North Korea
2. Item B: South Korea
D. Point Four: International influences
1. Item A: North Korea
2. Item B: South Korea
III. Concluding Paragraph

With this style of organization, the exact number of body paragraphs you write will

depend upon the number of items you are comparing and contrasting.

In order to write a good comparison and contrast composition, it is important to use

appropriate transitional words/phrases. The following is a list of some of the words you might

want to use when writing this type of composition.

Comparison Words & Phrases Contrast Words & Phrases

Sentence Clause Others Sentence Clause Others

Connectors Connec Connectors Connectors
tors
similarly as like (+ noun) however although but
likewise just as similar to (+ noun) nevertheless even though yet
also and just like (+ noun) in contrast though despite (+ noun)
too (be) similar to on the other while in spite of (+ noun)
in addition to (be) same as hand whereas
furthermore both……and
not only…….but also

Exercise #4: Complete each of the sentences below with an appropriate transition.
Then, in the space provided, explain why you chose that answer.

1. Japanese industry invests considerable sums of money in research and development.

___________________, British investment in this area is low.

_____________________________________________________________________
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2. __________ tobacco ___________ alcohol are dangerous to a person’s health.

_____________________________________________________________________

3. Mercedes Benz is expensive to buy. ______________, it is expensive to operate.

_____________________________________________________________________
4. Residents complain bitterly about potholes in the streets and sloppy trash pick-up,

____________ these same people resist paying higher taxes for the improvement of
these services.

_____________________________________________________________________

5. My boyfriend bought me roses ____________________ I am allergic to them.

_____________________________________________________________________

6. Northern regions experienced record snowfall last year. _________________, southern

regions had one of the mildest winters on record.

_____________________________________________________________________

7. I’ve had breakfast; ________________________, I’m still hungry.

_____________________________________________________________________

8. ___________________ the new senior center, there is a new transportation system.

____________________________________________________________________

9. Grasshoppers are ________________ to locusts.

_____________________________________________________________________

10. Asian elephants are ________________ to African elephants; ________________ the

African elephant has larger ears.

_____________________________________________________________________

Students are quite often confused on how to use many of the contrasting words and

phrase, but the correct usage is often quite simple. Let’s example a couple of these contrasting

words and phrases a bit closer. We’ll start first with ‘while’ and ‘whereas’. Both of these have

the same meaning and both are used in the same way. They are used to show that something

is in contrast to or directly the opposite of something else. They can be used at the beginning or
 P a g e | 14

at the end of a sentence as demonstrated in the examples below. (Note the use of the commas

with both transitions.)

Examples:
 The meat is sweet, whereas the vegetables are salty.
 The meat is sweet, while the vegetables are salty.
 While the vegetables are salty, the meat is sweet.
 Whereas the vegetables are salty, the meat is sweet.

Exercise #5: Join the two sentences using ‘while’ or ‘whereas’.

1. a. In New Mexico, fresh fruit is popular for dessert.

b. In New England, pies are often served for dessert.
______________________________________________________________________
2. a. The British put milk in their tea.
b. The Chinese drink it plain.
_______________________________________________________________________
3. a. The Chinese and Vietnames use chopsticks that are about nine inches
long and round at the eating end.
b. The Japanese prefer shorter chopsticks that have a pointed end.
_______________________________________________________________________

Another set of transitional words/phrases that students often have difficulty with is

‘although’, ‘even though’, and ‘though’. All three of these transitions have exactly the same

meaning and they always introduce an adverbial clause that shows a contrast or an unexpected

idea.

Examples:
 Although the tea was very special, I didn’t like the taste.
 Even though the tea was very special, I didn’t like the taste.
 Though the tea was svery special, I didn’t like the taste.

Exercise #6: Combine the two sentences using ‘though’, ‘even though’ or ‘though’.

1. a. In Asia and Europe, tea is usually made in a ceramic or china teapot.

b. In Moroccos, a brass or silver teapot is used.

_______________________________________________________________________
2. a. Coffee has been regarded as the most popular beverage in the United States.
b. Soft drinks are consumed twice as much.
_______________________________________________________________________
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Now that you have developed an understanding of how transitional words and phrases

are used when writing this type of composition, we will practice writing a comparison and

contrast composition.

Let’s Try! Activity #2: Use a graphic organizer to begin to brainstorm one of the
following topics:
1. basketball and volleyball
2. soul music and country western music
3. Democrats and Republicans
4. the ego and the id
5. two colleges (of your choice)
6. two jobs (of your choice)

Use primary and secondary sources to gather information on your

topic. Outline your topic in either block or point-by-point. Write the first
draft of your composition, citing all sources. Include a reference page,
a bibliography page, or a works cited page (depending upon the
academic style you wish to utilize. Type your composition using
Microsoft Word.