Analytical Thinking and
Writing In All Subject
Areas
Expository Text Structure:
Compare-Contrast
Expository Text Structures
(how authors organize nonfiction texts)
Students need to be taught these text structures so
that they can successfully read and write
nonfiction.
• Compare-Contrast
• Cause-Effect
• Goal-Action-Outcome (procedure/process,
sequential/chronological order, order of
importance)
• Problem-Solution
• Proposition-Support (persuasive, position)
Why should we
encourage comparecontrast thinking and
writing?
“Marzano’s 9”
( Robert Marzano’s research-based strategies
for increasing student achievement)
1. identifying similarities and
differences
2. summarizing and note taking
3. reinforcing effort and providing recognition
4. homework and practice
5. nonlinguistic representations
6. cooperative learning
7. setting objectives and providing feedback
8. generating and testing hypotheses
9. cues, questioning, and advance organizers
Comparing and contrasting are
high-level thinking skills!
Brainstorm topics in
your content area that
can be compared and
contrasted.
“Understanding the expository text structures
gives readers a better shot at determining
important information when reading
nonfiction…The text in standardized tests and
traditional textbooks frequently falls into one
or another of these text structures. If students
know what to look for in terms of text
structure, they grasp the meaning more
easily.”
from Nonfiction Matters,
by Stephanie Harvey
“When students understand how a
text is organized, they are more
likely to identify the relationship of
ideas, comprehend, and retain the
information read. Also, students who
develop an understanding of text
structure are more likely to transfer
this knowledge to their writing.”
Students’ awareness of text structures
improves reading comprehension.
Use Think-Alouds to show your
students how smart readers think as
they read.
Why should our students be doing
analytical writing in all subject
areas?
• Due to the rigor of state testing, our students are
required to think at higher levels.
• Writing is thinking! Students cannot write without
thinking.
• If students are not writing clearly, they are not thinking
clearly.
• Writing is thinking made visible.
• Students need to write (and think!) in all subject areas to
explain what they know and how they know it.
What does a compare-contrast
text look like?
A compare-contrast essay
focuses on the similarities and
differences between things.
The purpose is to develop the
relationship between them and
in the process explain them in
detail to the reader.
Tool for Compare & Contrast
Thinking and Writing
Double Bubble Map
Order of Operations for Essay Writing
Begin with your topic.
Brainstorm on a Thinking
Map, jot list, etc.
Analyze and summarize information on the Thinking
Map, etc. to determine your thesis statement.
Use information on Thinking Map,
etc. to determine supporting ideas
and write topic sentence for each
idea.
Find supporting evidence to
explain supporting ideas in
detail in the body paragraphs.
Write your hook (tells why
we care, states thesis).
Incorporate transitions to
combine and explain your
ideas.
Write your conclusion (rewrite
the thesis, revisit main points
from body paragraphs and
hook).
Using the Writing Order of
Operations in Science
1. Begin with a topic:
Compare and contrast ionic and
covalent bonding.
2. Brainstorm on a Double
Bubble Map.
Transfers
valence
electrons
Chem.
bonds
Between
metals/
nonmetals
nonmetals
ionic
bonding
Produce
ions
Conduct
elec.
Share
valence
elec
High
melting
pts.
Definite
crystal
shape
Use
valence
elec.
Low
melting
pts
covalent
bonding
No
+/-
Bond
to get
stable
No
definite
shape
Don’t
conduct
elec
3. Analyze the Double Bubble Map to
determine a thesis statement .
Between
metals/
nonmetals
Transfers
valence
electrons
Share
valence
elec
Chem.
bonds
nonmetals
Use
valence
elec.
Produce
ions
Conduct
elec.
ionic
bonding
High
melting
pts.
Definite
crystal
shape
Bond
to get
stable
Low
melting
pts
covalent
bonding
Summary of differences:
How they get stable and join
No
+/-
No
definite
shape
Don’t
conduct
elec
Summary of similarities:
Both have common goal to bring compounds
together and be stable
4. Create a thesis statement
based on the analysis of the
Double Bubble Map.
THESIS: Although both ionic and covalent
bonding bring compounds together, they do so
in different ways.
(2 subjects + summary of comparison/contrast =
thesis statement)
The thesis statement … the most important
element of an essay!
• It is an arguable opinion, based on evidence.
• The writer MUST develop the thesis statement before
doing anything else because it drives everything else in
the essay.
• The writer cannot figure out the supporting evidence
unless he knows what he is supporting!
• A thesis statement CANNOT be wishy-washy. The
writer has to choose a side.
• The thesis must be specific.
• After doing research to support the thesis, the writer
may change his mind. That is okay!
Caution!
• Thinking Maps are simply a bridge to more
organized thinking/writing. The critical element of
teaching them to students is how to use them to
develop a thesis statement and how to transfer the
information to one of the six expository text
structures.
• Simply filling out a Thinking Map will not give a
student the thesis statement! Students must analyze
the Thinking Map!
Now it’s your turn……
1. Choose a topic from your previously
created list of topics which can be
compared and contrasted.
2. Compare and contrast the topics using a
Double Bubble Map.
3. Analyze the Double Bubble Map and
summarize the similarities and differences.
4. Create a thesis statement for a comparecontrast essay.
Tips for Writing a
Comparison/Contrast Essay
Introduction
•
Hook (How will this compare/contrast help
someone better understand this topic? Why
is this topic important in the big picture?)
•
Thesis statement (summarizes the major
similarities and differences in the topic)
The Body
Two Organizational formats:
• Item-by-item:
One idea about the first topic is presented
and then the similar information about the
second topic is presented.
• Subject-by-subject:
All features of first topic are discussed before
the features of the second are presented.
The Body
• Writers need solid supporting ideas to develop
an argument.
• Each paragraph should be focused on a single
idea that supports the thesis.
• HOWEVER, write as many paragraphs as
needed to support the thesis.
Students should use transition
words in their writing.
• Transition words tell a reader that the writer is changing
from talking about one item to the other.
• Transition words and phrases help make writing
smoother and more coherent.
• Recognizing these “signal” words will also help students
better comprehend non-fiction texts because they will
read like writers. Students who read like writers
typically have good comprehension.
• They are part of our state framework and are
tested on the MCT2.
Compare-Contrast Transitions
Use transition words to help the reader
follow the flow of ideas.
• Transition words for similarities:
in a similar way, in the same manner, similarly, equally,
equally important, in the same fashion, likewise, in like
manner, as well as, not only….but also, similar to,
compared to
• Transition words for differences:
but, on the other hand, instead of, still, yet, although, in
contrast to, whereas, nevertheless, rather, on the contrary,
however, while, unlike
The Conclusion
of the Essay
• Rewrite the thesis statement using
different wording and/or;
• Revisit the main points from the body
paragraphs and/or;
• End on some memorable thought, such
as a relevant quotation, interesting twist
of logic, or some call to action that is
related to the hook.
Teachers of all subjects are
responsible for:
• Thesis statements
• Organization
• Transitional language
• Content
Remember! Content-area teachers are
not responsible for GUM (grammar,
usage, mechanics, and spelling).
Back in the Classroom
• Post the compare-contrast transition words in your
classroom.
• Model how smart readers think by doing the
Think-Aloud activity and encourage your students
to practice the strategy while they read.
• Use the annotated compare-contrast essays to help
your students become analytical readers and
writers.
• Have your students write a compare-contrast essay
using the Writing Order of Operations on the essay
planning page.
• Model each part of the essay planning page and
provide feedback during the drafting stage.
Back in the Classroom
• Post the compare-contrast transition words in your
classroom.
• Model how smart readers think by doing the
Think-Aloud activity and encourage your students
to practice the strategy while they read.
• Use the annotated compare-contrast essays to help
your students become analytical readers and
writers.
• Have your students write a compare-contrast essay
using the Writing Order of Operations on the essay
planning page.
• Model each part of the essay planning page and
provide feedback during the drafting stage.