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First Year Writing Program

Teaching Resources: Composing Skills

Tried & True Home  |  Teaching "10 on 1"  |  Generating Analytical Claims.
Linking Evidence to Claims  |  Generating a Comparative Analysis

Genreating Ideas for Comparative Analysis


This may be a good way to generate ideas for assignment two – it asks for comparative analysis on a smaller scale.

What you need: You’ll need materials that can be compared in a number of ways. See below for suggestions.

Timing: About 40 minutes.
  • What to do: Divide your class into groups of four (you could put them into their regular peer groups as well).
  • Each group will receive a set of two texts. Four of your groups will be looking for an unexpected similarity; four will be looking for an unexpected difference.
  • For the unexpected similarity group: you might consider using opposing editorials here. I have some great ones from the Dispatch about the war in Iraq.
  • For the unexpected difference group: Editorials could also work – this would be easy since you could find a great deal of editorials espousing the same view, but doing so while making different rhetorical moves.
  • As students are reading through the materials in their groups, go around to each group and narrow their task. They still are looking for the unexpected similarity or difference, but inform them that they can only use a specific form of brainstorming: one or two groups could use the method, one or two groups could use notice and focus, one or two groups could use “seems to be about x but is really about y.” Make sure that one of your groups is free to choose whatever method of brainstorming they want.
  • After each group has an initial idea in mind, come back together as a large group to present ideas. Ask each group to assess their methods of brainstorming. Why was this method helpful/limiting?
  • As a class, you may want to discuss why all of these methods might be needed for generating ideas for a paper.
Extra activity: depending on where you are in reading, you could also allow students to get back into their groups, brainstorm “freely” some more, and then develop a working thesis for comparing their materials.

Have an idea for Tried and True? Send it to fywp@osu.edu!

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