Ms. Menard’s Outline for the Short Story Compare and Contrast Essay
Prompt: Compare and contrast “The Bet” by Anton Chekov and “Hey, Come on Out!” by Shinichi Hoshi.
Explain how both authors show the impact of consequences in both stories, and use the third paragraph
to compare and contrast the differences and offer the reader advice about learning from the characters in
both stories.
The Big Picture: There will be five paragraphs: Introduction, Body 1 (about the consequences of the
characters’ actions in “The Bet”), Body 2 (about the consequences of the characters’ actions in “Hey,
Come on Out!”), Body 3 (about what the reader can learn about consequences in general), and a
Conclusion. Each Body Paragraph is in GBYRRYRRYRRPO format.
Introduction Paragraph – include 10 domain vocabulary words and 8 regular words (adjectives , adverbs,
or strong verbs)
 Begin with a hook about the topic of consequences after actions; do not mention either story yet.
Introduce the topic of consequences with EITHER a simile, anaphora (a phrase repeated three
times), or personification.
 Add one sentence of background knowledge that summarizes how characters in both stories face
serious consequences for their actions, and give a tiny summary of each story. (You can tell the
endings of the stories.)
 Write a sentence with PATHOS that causes the reader to feel emotion, like compassion or
frustration, over the consequences faced by a person. Lead this sentence into your green thesis
statement.
 State the green THESIS STATEMENT. In one sentence, restate the key words in the prompt in a
topic sentence that mentions both stories, both authors, the topic (consequences for actions),
and the point of view you choose to write about. (If you need two sentences, use a form of
punctuation that will allow you to have “two sentences for the price of one.” Semicolons are
awesome for this! )
 Write one of your sentences in the paragraph in this pattern: Sentence; however, sentence.
Body Paragraph 1 – include 10 domain words and 10 regular words
 Begin with a topic sentence that matches the thesis from the intro. It should include the domain
words from “The Bet.”
 Yellow/Red/Red 1: Define what consequences are and how they are related to a person’s actions
and/or beliefs. Also, use LOGOS here to show the logical steps of
thoughtsactionsconsequences. Select a quote from “The Bet” to demonstrate your claim.
Then explain it with a second red that shows how thoughts, actions, and consequences are always
related. A brilliant idea is to explain how one leads to the next.
 Yellow/Red/Red 2: Make a claim that the banker experiences consequences in “The Bet” when --------------; include a rhetorical question as an extra sentence. Select a quote from “The Bet” that shows
the banker experiences consequences. Use the second red to analyze if he learns a lesson by the
end of the story. Why does it MATTER?
 Yellow/Red/Red 3: Make a claim about the lawyer and what he learns as a consequence of his
behavior and thoughts in “The Bet.” Defend your claim with a quote with a strong lead in or lead
out. Include a second red that explains how the lawyer’s lesson is the same or different than the
banker’s. Use a metaphor or simile somewhere in your Yellow/Red/Red 3 section. Try to compare
something abstract to something concrete.
 Wrap up the paragraph about what the characters learn about consequences in “The Bet.”
 Write one of your sentences in this pattern: In order to prove his point, Name (add a noun)…..
Body Paragraph 2 – include 10 domain words and 10 regular words
 Begin with a topic sentence that matches the thesis from the intro. It should include the domain
words from “Hey, Come on Out!” in a creative way.
 Yellow/Red/Red 1: Make a claim about how people pay for their actions. They are rewarded or may
experience regret, but the future connects to previous choices. Find an example of a quote that
shows this from “Hey--, Come one Out!” and lead in or lead out of the quote. Then add a second
red to explain why or how the past choices and future consequences are connected. Use
personification in this YRR section.
 Yellow/Red/Red 2: Make a claim that the villagers think they were making a good choice, but
explain how they neglect to consider about the consequences. Find an example from “Hey--, Come
on Out!” that defends this claim and add it as a quote in MLA format. Use your second red to add
your opinion about the consequences in this passage. Use alliteration in this YRR section.
 Yellow/Red/Red 3: Make a claim about which person in “Hey--, Come on Out!” is an expert at
experiencing consequences, and state what the expert learns. Pick your quote wisely and defend
your claim. Then use your second red to make a comparison about two types of people and how
one person learns about consequences in a different way than the other person. Be very specific in
your paper. Use ETHOS to defend your claim here.
 Wrap up the paragraph about what the characters learned about consequences in “Hey, Come on
O-uut!”
 Write one of your sentences in this pattern: Sentence, BOYFANS Sentence. (Reminder: BOYFANS
are coordinating conjunctions: but, or, yet, for, and, nor, so)
Body Paragraph 3 – include 10 domain words and 10 regular words
 Begin with a topic sentence that matches the thesis in the Introduction. This is the most important
topic sentence in the paper because it states how both stories mix into one piece of evidence with
a lesson for the reader. What is the lesson? State it briefly in the topic sentence.
 Yellow/Red/Red 1: Make a claim about how the consequences are the same in some way in both
stories. Find a quote from one of the stories and state it in the first red, but also describe (without a
quote) how it is similar to an event in the other story. Include a second red to explain how
consequences, in general, have similar qualities. Include PATHOS to show how characters and even
real people experience an emotion as a result of a consequence.
 Yellow/Red/Red 2: Make a COUNTERCLAIM about BOTH STORIES. In the yellow main point, state
how EVEN THOUGH there are similarities, the significant DIFFERENCE is ---------------------. Just like the
previous YRR, pick a quote from one story and review a key event from the other. Use
PERSONIFICATION OR ALLUSION to strengthen the point you are making in a second red. What is
the lesson to be learned in this situation? Include a TIMELESS allusion to someone else who is an
expert in consequences in this YRR section. (Hint: Miley Cyrus is not timeless. Romeo and Juliet are
timeless.) Include either ETHOS, LOGOS, or PATHOS to present your evidence.
 Yellow/Red/Red 3: This is the most important YRR in the entire paper. What can be learned about
CONSEQUENCES? Where do they come from? What causes them? Are they good, bad, or does it
depend on the situation? Reach a conclusion and write a one sentence yellow main point to state
your belief WITHOUT saying “I believe” or “This shows.” Just state what you believe without the
“I believe” part. Again, pick a quote and add a second red to emphasize the lesson to be learned.
In this YRR section, include a rhetorical device that you haven’t used yet. Again, use either ETHOS,
LOGOS, or PATHOS to state your point.
 Wrap up this paragraph with a short green conclusion for this section.
 Write one of your sentences in this pattern: Not only does this show…., it also….
Conclusion Paragraph – include 10 domain words and 10 regular words
 Restate the thesis statement – What is your overall belief about consequences and how they are
related to actions and beliefs (or to something else)?
 Review how characters in “The Bet” are impacted by consequences.
 Review how characters in “Hey, Come on Out!” experience consequences in a different way.
 Review the most important lesson to learn about consequences from Body Paragraph 3.
 End with a motivating statement about how learning from the mistakes and successes of others
helps in a specific way.
 Write one of your sentences in this pattern: Either…., or…..
 Include anaphora or an oxymoron somewhere in the conclusion.
REMINDERS:
Yellow – Make the statement. Include a TRANSITION. BURY IT in the middle of the sentence to be
proficient.
Red – Include a quote. Make quotes look exactly like this: “Quote” (Chekov 22). -------OR------- “Quote”
(Name 1).
Red – Explain how your quote proves that your yellow statement is true.
Writing an Argument – Practicing the Pieces in the Paper
PURPOSE: TO GET OTHERS TO THINK, ACT, OR FEEL THE WAY YOU DO 
ETHOS
LOGOS
PATHOS
Definition: the character or
Definition: refers to the logical
Definition: the anticipated
persona of the writer as
content of communication,
emotional reaction of the
perceived by the reader or
including the information being
audience to the content of a
audience. In other words, ethos
presented and the organizational speech or written work. When a
assures your reader, or audience, structure of that information.
writer uses pathos, he or she is
that you know what you’re
Logos might include logical
counting on making the audience
talking about. You’ve done your
content, connections you make
feel a certain emotion. The hope
research, earned your degrees,
between the elements of your
is, this emotion will make the
or experienced it yourself.
argument, and conclusions
audience more receptive to the
Bottom Line: You are an expert.
presented.
speaker’s argument.
Ethos = Expert
Logos = Logic
Pathos = Passion
Example:Dr. Dentist is a member
Example: If the typical car
Example: Call today and save this
of ADA, the American Dental
payment is $200 per month and a sad-eyed lonely puppy from
Association, and she
summer job pays $60 per week,
another night in a shelter. He
recommends…
then…
needs you. He needs a forever
home.