Assignment: compare and contrast the two film versions of Lolita with the novel.
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This is a three-way comparison, whether you use point-by-point or the oneside-at-a-time method.
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Be clear which version, which character, you are discussing. If you use ’62
put the apostrophe where the “19″ is missing, not at the end, i. e. 62′ is
incorrect, ’62 is correct.
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When you refer to female characters written before the invention of the title
“Ms.” (circa 1969) do not use it. Use Miss or Mrs.
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The essay is due at the end of class next week.
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The more details you include, the better.
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While you are writing, include your opinions of why you think changes were
made and if the changes were effective or ineffective. Please remember:
“Humbert ’62” would just be a way of indicating which version of the
character you are discussing. It is not an actual title! Also, remember NOT
to use quotation marks around film or novel titles: use underlining or italics
for such titles. If you say Lolita ’62 you mean the 1962 movie.
You must include at least three things to compare and contrast but doing more will
probably improve, increase your grade…
You may do the comparison contrast in one of two ways: point by point or one side
at a time.
Comparing or Contrasting explanation
Comparison and contrast are two everyday thought processes. When we
compare two things, we show how they are similar; when we contrast two things,
we show how they are different. We might compare or contrast two brand-name
products (for example, Nike versus Adidas running shoes), two television shows,
two instructors, two jobs, two friends, or two courses of action we could take in a
given situation. The purpose of comparing or contrasting is to understand each of
the two things more clearly and, at times, to make judgments about them.
In this section, you will be asked to write a paper of comparison or contrast. First,
however, you must learn the two common methods of developing a comparison or
contrast paragraph. Read the two paragraphs that follow and try to explain the difference
in the two methods of development.
Paragraphs to Consider
My Senior Prom
My senior prom was nothing like what I expected it to be. From the start of my senior
year; I had pictured getting dressed in a sleek silvery slip dress that my aunt would make
and that would cost $200 in any store. No one else would have a gown as attractive as
mine. I imagined my boyfriend coming to the door with a lovely deep-red corsage, and I
pictured myself happily inhaling its perfume all evening long. I saw us setting off for the
evening in his brother's 2000 BMW convertible. We would make a flourish as we swept
in and out of a series of parties before the prom. Our evening would be capped by a
delicious shrimp dinner at the prom and by dancing close together into the early morning
hours. The prom was held on May 15, 2000, at the Pony Club on Black Horse Pike.
However, because of sickness in her family, my aunt had no time to finish my gown and I
had to buy an ugly pink one off the discount rack at the last minute. My corsage of red
roses looked terrible on my pink gown, and I do not remember its having any scent. My
boyfriend's brother was out of town, and I stepped outside and saw the stripped-down
Chevy that he used at the races on weekends. We went to one party where I drank a lot of
wine that made me sleepy and upset my stomach. After we arrived at the prom, I did not
have much more to eat than a roll and some celery sticks. Worst of all, we left early
without dancing because my boyfriend and I had had a fight several days before, and at
the time we did not really want to be with each other.
Day versus Evening Students
As a part-time college student who has taken both day and evening courses, I have
observed notable differences between day and evening students. First of all, day and
evening students differ greatly in age, styles, and interests. The students in my daytime
classes are all about the same age, with similar clothing styles and similar interests. Most
are in their late teens to early twenties, and whether male or female, they pretty much
dress alike. Their uniform consists of jeans, a T-shirt, running shoes, a baseball cap, and
maybe a gold earring or two. They use the same popular slang, talk about the same
movies and TV shows, and know the same musical artists. But students in my evening
courses are much more diverse. Some are in their late teens, but most range from young
married people in their twenties and thirties to people my grandparents' age. Generally,
their clothing is more formal than the day students'. They are dressed for the workplace,
not for a typical college classroom. Many of the women wear skirts or dresses; the men
often wear dress shirts or sweaters. And they are more comfortable talking about their
mortgages or work schedules or child care than about what was on TV last night. Day
and evening students also have very different responsibilities. For day students, college
and a part-time job are generally the only major responsibilities. They have plenty of time
to study and get assignments done. However, evening students lead much more
complicated lives than most day students. They may come to campus after putting in a
nine-to-five day at work. Most have children to raise or grandchildren to baby-sit for.
When they miss a class or hand in an assignment late, it's usually because of a real
problem, such as a sick child or an important deadline at work. Finally, day and evening
students definitely have different attitudes toward school. Day students often seem more
interested in the view out the window or the cute classmate in the next row than in what
the instructor is saying. They doze, draw cartoons, whisper, and write notes instead of
paying attention. Evening students sit up straight, listen hard, and ask the instructor lots
of questions. They obviously are there to learn, and they don't want their I time wasted. In
short, day students and night students are as different as ...day and night.
Complete this comment: The difference in the methods of contrast in the two paragraphs
is that
"My Senior Prom" discusses one side fully before addressing the other side in a point-bypoint manner.
Compare your answer with the following explanation of the two methods of development
used in comparison or contrast paragraphs.
Methods of Development
There are two common methods, or formats, of development in a comparison or contrast
paper. One format presents the details one side at a time. The other presents the details
point by point. Each format is explained below.
One Side at a Time
Look at the outline of "My Senior Prom":
Topic sentence: My senior prom was nothing like what I had expected it to be.
A. Expectations (first half of paper)
1. Dress (expensive, silver)
2. Corsage (deep red, fragrant)
3. Car (BMW convertible)
"4. Parties (many)
5. Dinner (shrimp)
6. Dancing (all night)
B. Reality (second half of paper)
1. Dress (cheap, pink)
2. Corsage (wrong color, no scent)
3.
Car (stripped-down Chevy)
4.
Parties (only one)
5. Dinner (roll and celery)
6. Dancing (none because of quarrel)
When you use the one-side-at-a-time method, follow the same order of points of contrast
or comparison for each side, as in the outline above. For example, both the first half of
the paper and the second half begin with the topic of what dress would be worn. Then
both sides go on to the corsage, the car, and so on.
Point by Point
Now look at the outline of "Day versus Evening Students":
Topic sentence: There are notable differences between day and night students.
A. Age and related interests and tastes in clothing
1. Youthful nature of day students
3. Older nature of evening students
B. Amount of responsibilities
1. Lighter responsibilities of day students
2. Heavier responsibilities of evening students
C. Attitude toward school
1. Casual attitude of day students s
2. Serious attitude of evening students
The outline shows how the two kinds of students are contrasted point by point. First, the
writer contrasts the ages, clothing styles, and interests of the young day- time students
and the older evening students. Next, the writer contrasts the limited responsibilities of
the daytime students with the heavier responsibilities of the evening students. Finally, the
writer contrasts the casual attitude toward school of the daytime students and the serious
attitude of the evening students.
When you begin a comparison or contrast paper, you should decide right away which
format you are going to use: one side at a time or point by point. An out- line is an
essential step in helping you decide which format will be more work- able for your topic.
Keep in mind, however, that an outline is just a guide, not a permanent commitment. If
you later feel that you've chosen the wrong format, you can reshape your outline to the
other format.
_____________________________________________________________________
Point-by-point method:
Discuss--back and forth--the book, the first film, the other film; the book, the
first film, the other film, the book, the film, the other film, and so forth
(making sure you are comparing at least three aspects of the story and/or
characters—probably resulting in numerous shorter paragraphs, in addition
to an introduction and a conclusion )…
OR
One-side-at-a time- method
The middle sections will either discuss various points about the book first,
then comparable points about the two films (three BIG paragraphs, in
addition to an introduction and a conclusion).