Each Flipped Learning Module (FLM) is a set of short videos and online activities that can be used (in whole or in part) to free up class time from content delivery for greater student interaction. At the end of the module, students are asked to fill out a brief survey, in which we adopt the minute paper strategy. In this approach, students are asked to submit their response to two brief questions regarding their knowledge of the module.
In this FLM, students are asked to complete a fill-in-the-blank outline which accompanies all three videos, covering the topics of comparative analysis, grounds for comparison, and the structure of comparative analysis. The completed outline will enhance the students’ note-taking skills and will serve as a summary of the FLM that they may refer to in the future.
Key Terms
comparative analysis goals, analytical discussion, interpretation, evaluation, grounds for comparison, organization, point-by-point & block-by-block structure
Module Overview
- Introduction to Comparative Analysis
- What is comparative analysis?
- Reading for and entering the conversation
- The goal of comparative analysis
- Grounds for Comparison
- The 5 grounds for comparison
- Identifying the significance
- Organization
- Point-by-point
- Block-by-block
Download Video Transcripts
Worksheet: Comparative Analysis Outline
Please fill out the following outline while you are watching the videos, and bring a copy to class.
- Comparative analysis is different than a traditional compare/contrast essay in the following way:
__________________________________________________________________________
- The goal of comparative analysis is to:
__________________________________________________________________________
- When you put two articles in conversation with one another in order to shed light on a topic,
continue a discussion, or potentially resolve a problem, you are:
__________________________________________________________________________
- Questions to consider when you are reading for conversation are:
- (Question 1):__________________________________________________
- (Question 2):__________________________________________________
- (Question 3):__________________________________________________
- (Question 4):__________________________________________________
- Once you have identified the conversation your authors are participating in, the next step is to:
__________________________________________________________________________
- There are 5 common methods to comparatively analyze two texts:
- (Method 1):__________________________________________________
- (Method 2):__________________________________________________
- (Method 3):__________________________________________________
- (Method 4):__________________________________________________
- (Method 5):__________________________________________________
- Establishing the grounds for comparison is so important because:
__________________________________________________________________________
- There are two main ways to organize your paper when you are writing a comparative analysis
(explain each one briefly):
- (Method 1):__________________________________________________
- (Method 2):__________________________________________________
Download Outline
Video 1: Introduction to Comparative Analysis
Comparative Analysis Online Activity 1
Choose two of your course texts and identify the following information
(Please submit your response to your instructor):
- What is each author’s claim?
- What claims are these authors responding to?
- What larger conversation are these authors participating in?
- How might you enter that conversation?
Video 2: Grounds for Comparison
Comparative Analysis Online Activity 2
Using the same two texts as before, identify and explain the grounds for comparison and the significance by answering the following prompts
(Please submit your response to your instructor):
- Describe the relationship between the two texts (the grounds for comparison).
- What aspects of this relationship could you analyze?
- What new ideas could your analysis present by exploring the relationship you identified within the context of the conversation you are entering?
- Why do you think it is important to engage in this conversation? Who needs to understand this issue? Why does it matter?
Video 3: Organization
Comparative Analysis Online Activity 3
Using the same two texts as before, decide how you would like to organize your analysis by answering the following questions
(Please submit your response to your instructor):
- What are the main points you want to make?
- Looking at your main claims, can you more easily divide them into different ideas (point-by-point) or into different voices (block-by-block)?
- Write out a topic sentence for each of your main points following the method of organization you chose.
Comparative Analysis Survey
Please answer the following two questions, and submit the responses to your instructor.
- What was the one most important thing you learned from this module?
- Do you have any unanswered questions for me?
Comparative Relationships Between Texts Chart
Comparative Analysis In-Class Activity
Task: Work in groups of 3-4, practice writing claims for comparative analysis based on possible conversations your selected authors could have. Your team will write the claims on a Google doc shared by your instructor. The whole class will then review and evaluate each claim for effectiveness and significance.
Goal: To practice writing and evaluating comparative analysis claims.
Materials: One laptop per group; your notes/annotations on reading material; Google doc link sent by your instructor.
Download Worksheet
Download Digital Implementation of the Activity
References
Folse, Keith, and Tison Pugh.
Great Writing 5: Greater Essays. 3rd ed., Cengage Learning, 2015.
Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves That Matter in Academic Writing. 3rd ed., W.W. Norton & Co., 2014.
Tompkins, Case. “Writing in Literature: Writing the Prompt Paper.” The Purdue OWL, Purdue U Writing Lab, 06 December 2013.
Walk, Kerry. “How to Write a Comparative Analysis.” Harvard College Writing Center, 1998.
Endnote: This module follows the philosophy of the Writing Program and refers to the work of Kevin Barents, Holly Schaff, and Lesley Yoder for specific guidelines, categories, and best practices.
