NBE3U Comparison Essay
ESSAY REQUIREMENTS
● The essay must have formal writing (no contractions, no use of first person, in present
tense, etc.)
● Incorporate eight quotations from the texts as support. (4 quotes in first body
paragraph, then 2 in second, and 2 more in third)
● Use MLA Style and formatting and proper citation (includes a Work Cited or Works Cited
page).
● Approximate Length: 800-1000 words, in addition to your Work Cited page.
● Have a minimum of four paragraphs (introduction, 2 body paragraphs, and a conclusion)
and a maximum of five paragraphs (introduction, 3 body paragraphs, and a conclusion)
● Use 12 point font Times New Roman, 1 inch margins, double spaced, black font.
● SHARE THE GOOGLE DOC with your teacher with permission to EDIT (I will not unless
permission is given) so feedback can be provided on paragraphs 1 and 2 during work
periods.
● Avoid plagiarism (borrowing words or ideas without proper documentation). It is a
serious academic offense! Make sure that your paper is a reflection of your thoughts
and efforts. If you borrow ideas/words from other sources, use MLA style
documentation.
WRITING STAGES
1. Brainstorm ideas, look for connections across the texts, think about key moments that
made you pause to consider/think.
2. Develop a thesis and supporting points based on the topic selected (review thesis
requirements – specific, argumentative, includes complete text titles and names; ensure
each supporting mapping statement point connect to thesis).
3. Write a rough copy of your essay including the introduction, then your body paragraphs,
your quotes and imbedded citations must be included, and a conclusion that is all
DOUBLE SPACED
4. Self-edit your rough copy and share with the teacher to get feedback.
5. Finish editing and removing all comments so good copy is ready to be submitted for
evaluation. (double check rubric)
Comparative Essay Structure
The Divided Pattern:
1. Introductory paragraph embodying thesis statement, followed by body paragraphs.
Body Paragraph 1:
Topic Sentence: Life in the country…
– Food
– Work
– Recreation
– Concluding Sentence which relates back to thesis
Body Paragraph 2:
Topic Sentence: Life in the city…
– Food
– Work
– Recreation
– Concluding Sentence which relates back to thesis
Create a concluding paragraph summarizing the argument (above) and restating the thesis.
————————————————————————-OR————————————————————-
The Alternating Pattern:
1. Introductory paragraph embodying thesis statement, followed by body paragraphs.
Body Paragraph 1:
Topic Sentence: Food…
– In the country
– In the city
– Concluding Sentence which relates back to thesis
Body Paragraph 2:
Topic Sentence: Work…
– In the country
– In the city
– Concluding Sentence which relates back to thesis
Body Paragraph 3:
Topic Sentence: Recreation…
– In the country
– In the city
– Concluding Sentence which relates back to thesis
Create a concluding paragraph summarizing the argument (above) and restating the thesis.
ESSAY Rubric NAME:
Criteria Level R Level 1 Level 2 Level 3 Level 4
Thinking
Uses critical,
creative, and inquiry
skills to interpret
the texts and
formulate a thesis
and supporting
arguments,
selection of
evidence
D1, A1 or A3
No evidence of
critical thinking.
No identifiable
thesis and
supporting
statements.
No evidence
provided.
Very little critical
thinking resulting in
an unfocused thesis
or a thesis that is not
argumentative.
Supporting ideas are
combined with thesis
into one sentence.
Limited evidence to
back up arguments.
Evidence of critical
thinking resulting in a
simply stated thesis
that uses a literal
approach.
Supporting
arguments are listed
in a separate
sentence.
Some effective
evidence selection to
back up arguments.
Substantial critical
thinking resulting in a
clear, argumentative
thesis that uses a literal
approach.
Supporting arguments
are written in separate
sentences.
Considerably effective
evidence selected to
back up augments.
A high degree of critical
thinking resulting in an
insightfully
argumentative thesis
that uses a non-literal
approach (symbolic,
character development,
subtext, etc. – relational
comprehension).
Supporting arguments
are complex and written
in separate sentences.
Strong, highly effective,
and detailed evidence
selected to back up
arguments.
Application
Makes connections
(analysis-explanatio
n)
C2
Use of a works cited
& application of
MLA format
guidelines
throughout essay
D2
No connections
made, no
analysis – only
summary.
Did not include
any citations or a
works cited list.
Simplistic
connections with no
analysis provided.
10-12 errors in
format and
punctuation in works
cited and application
of MLA guidelines.
Simple connections
between the text and
thesis, with little
analysis provided.
7-9 errors in format
and punctuation in
works cited and
application of MLA
guidelines.
Clear connections
made between the text
and thesis, with
sufficient analysis
provided.
4-6 punctuation errors
in works cited and
application of MLA
guidelines.
Exceptional connections
between the text and
thesis, with very
developed and detailed
analysis provided.
1-3 punctuation errors in
works cited and
application of MLA
guidelines.
Communication
Language
conventions to
facilitate word
efficiency and
fluency (vocabulary)
D3
Proper use of
writing conventions
(spelling, grammar,
punctuation)
D2, D3
Organization of
essay and focus.
D1
Does not use
appropriate
vocabulary.
Essay is unclear.
Excessive errors
(more than 12
errors) that
impedes
understanding.
Lacks
organization,
structure. Essay
has no focus.
Utilizes basic
vocabulary that
makes most of the
text unclear.
Limited mastery of
writing conventions
(10-12 errors) which
severely limits
understanding.
Structure of essay
and paragraphs is
limited, several
errors that limit
clarity and focus.
Utilizes basic
vocabulary to
produce some
degree of clarity.
Some mastery of
writing conventions
(7-9 errors) that is
starting to confuse
the reader.
Moderately
organized structure
of the essay and
paragraphs, with
some errors that
hinder clarity and
focus.
Utilizes varied
vocabulary to produce
a considerable degree
of clarity.
Considerable mastery
of writing conventions
(4-6 errors) that do not
interfere with
understanding.
Considerably organized
structure of the essay
and paragraphs with
few errors that no not
hinder clarity and
focus.
Utilizes sophisticated
vocabulary to produce a
high degree of clarity.
Exceptional mastery of
writing conventions (1-3
errors) that do not
interfere with
understanding.
Highly organized
structure of the essay
and paragraphs that
facilitates clarity and
focus.
Knowledge
Knowledge &
understanding of
the class text
C1
Demonstrates no
understanding of
the class texts.
Demonstrates no
understanding of
the class texts
Demonstrates a basic
understanding of the
class texts
(identifying few plot
or characters but is
non-specific/vague);
7-9 errors in
references to the
Demonstrates clear
understanding of the
class texts through a
literary elements
approach (plot,
character, etc. –
factual
comprehension);
Demonstrates
considerable
understanding of the
class texts through a
literary elements
approach (plot, setting,
character, etc. – factual
comprehension); 1-3
Demonstrates an
exceptional
understanding of the
class texts through a
non-literal approach
(symbolic, character
development, themes,
subtext, etc. – relational
with 10+ errors,
texts are unclear.
texts, basic
information.
4-6 errors in
references to the
texts, general/broad.
errors in references to
the texts, slightly
specific.
comprehension); specific
and detailed with no
errors in referencing the
texts.
Essay Outline – Alternating Pattern
Original and Creative Essay Title: ________________________________________________________
INTRODUCTION: The Brains of the Paper (tell me what you’re going to prove!)
Sentence 1 Topic Sentence
What the essay will
be about (text type,
genre) – keep it
factual
Sentences 2-3 AS NEEDED …
Provide any
additional context
(1-2 sentences)
Sentence 3 or 4 Thesis
State WHAT you are
arguing in regards to
texts, ensure you
include the complete
titles in italics and the
full name of the
author in the thesis
Sentences 4/5-6/7 Mapping Statement:
HOW you are proving
your thesis with three
sub-topics – they are
your three body
paragraphs, strongest
is your first body
paragraph, weakest is
the second body
paragraph, and your
second strongest is
the third body
paragraph.
Sentence 7/8 Concluding Sentence
Conclude the focus of
the introduction and
lead in to your first
main body paragraph
FIRST BODY PARAGRAPH (strongest mapping statement point- your proof)
Sentence 1 Topic Sentence
What this specific
paragraph will be
about, keep it
factual
Sentence 2 Mapping Statement Point
First point of your
mapping
statement
Sentence 3 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text A
Sentence 4 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text B
Sentences 5 – 7 Explanation (provide insight, analysis)
Explain the
quotes; what it
means; how it
works; how it
proves your point
and thesis.
Sentences 8 – 12 are as needed, but there should always be a concluding sentence no matter how long or short a
paragraph is!
Sentence 8 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text A
Sentence 9 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text B
Sentences 10 -12 Explanation (Provide insight, analysis)
Explain the quote,
what it means,
how it works, and
how it backs up
the point you
made originally.
Sentence 8 or 13 Concluding Sentence (Reflect topic sentence)

SECOND BODY PARAGRAPH (weakest mapping statement point – your proof)
Sentence 1 Topic Sentence
What this specific
paragraph will be
about, keep it
factual
Sentence 2 Mapping Statement Point
Second point of
your mapping
statement
Sentence 3 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text A
Sentence 4 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text B
Sentences 5 – 7 Explanation (provide insight, analysis)
Explain the
quotes; what it
means; how it
works; how it
proves your point
and thesis.
Sentences 8 – 12 are as needed, but there should always be a concluding sentence no matter how long or short a
paragraph is!
Sentence 8 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text A
Sentence 9 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text B
Sentences 10 -12 Explanation (Provide insight, analysis)
Explain the quote,
what it means,
how it works, and
how it backs up
the point you
made originally.
Sentence 8 or 13 Concluding Sentence (Reflect topic sentence)

THIRD BODY PARAGRAPH (second strongest mapping statement point – your proof)
Sentence 1 Topic Sentence
What this specific
paragraph will be
about, keep it
factual
Sentence 2 Mapping Statement Point
Third point of
your mapping
statement
Sentence 3 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text A
Sentence 4 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text B
Sentences 5 – 7 Explanation (provide insight, analysis)
Explain the
quotes; what it
means; how it
works; how it
proves your point
and thesis.
Sentences 8 – 12 are as needed, but there should always be a concluding sentence no matter how long or short a
paragraph is!
Sentence 8 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text A
Sentence 9 Introduce example, include quote, include in-text citation following quotation.
Intro first piece of
evidence from
text B
Sentences 10 -12 Explanation (Provide insight, analysis)
Explain the quote,
what it means,
how it works, and
how it backs up
the point you
made originally.
Sentence 8 or 13 Concluding Sentence (Reflect topic sentence)

CONCLUSION (tell me what you have proven)
Sentence 1 Introduce topic
What the subject of this
essay is about, no new
information can be given
in a conclusion!
Sentence 2 Re-State Thesis
DO NOT copy and paste
from the introduction
Sentences 3-5 Re-State Outline Support Point(s)
What each of the body
paragraph(s) were about
– DO NOT copy and paste
from the introduction
Sentences 6-7 Concluding sentences
Wrap up the focus of the
entire essay, reinforce
your opinion, try and
close with a clincher/mic
drop final sentence.