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Student Samples – Contrasting Body Paragraph Name _______________________________________________

TOPIC: contrasting the expenses of college versus high school for students.

|Topic S./CLAIM |First, in terms of cost, college is more expensive than high school because of tuition, living expenses, and books. Anyone who wishes |

|(Identify the specific |to attend college must pay fees, whereas it is free to attend high school. |

|difference(s) between the two | |

|subjects) | |

|Evidence #1 |College tuition can start at roughly $1,500 per term and can wind up costing as much as $2,000. In addition to tuition, college |

|(specific facts, details, |students must also worry about the residence or rental costs for living close to the college’s campus. In Toronto, rental costs for a |

|descriptions, quotes, features, |basement apartment can range from $400 to $600 per month (not including utilities), and residence fees at most colleges work out to |

|events, etc. that make the 1st |roughly $2,000 per term. College is also more expensive than high school when it comes to the cost of learning materials, such as |

|subject unique/different from the |textbooks, which students must purchase for every course they take. |

|2nd) | |

|Reasoning #1 |Tuition, living expenses, and textbooks are not cheap; the learning materials alone often wind up costing students several hundreds of |

|(How/why do the specific details |dollars once students have purchased the books for all their classes. These additional costs quickly add up and overwhelm students who|

|you cited as evidence illustrate or|have grown accustomed to the benefits of free tuition, free rent, and free books. |

|reveal how the 1st subject is | |

|different from the 2nd) | |

|Evidence #2 |Unlike college, the government funds high school, which means students do not have to pay tuition fees for their own education. In |

|(specific facts, details, |contrast to the financial struggles that college students must face, high school students have no living expenses because the majority |

|descriptions, quotes, features, |of high school students live at home with their parents for free. Furthermore, High school students never have to worry about buying |

|events, etc. that make the 2nd |their textbooks because high schools always keep a set of books, which students use and then return at the end of the year. |

|subject different from the 1st) | |

|Reasoning #2 |Clearly, high school students face fewer financial obstacles than college students. Whether it is the government or the students’ own |

|(How/why do the specific details |parents, someone else bears most of the financial burden for high school students, while college students must pay for their extensive |

|you cited as evidence illustrate or|educational expenses out of their own pockets. |

|reveal how the 2nd subject is | |

|different from the 1st) | |

|Concluding S. |Not only do college students have to pay more money than high school students for their education, the college students also have much |

|Explain a final “big picture” |more work to do once their bills have been paid. |

|difference between the societies or| |

|summarize the paragraph | |

Student Samples – Contrasting Body Paragraph Name _______________________________________________

TOPIC: contrasting the speaking styles of Abraham Lincoln and Frederick Douglass.

|Topic S./CLAIM |Both Abraham Lincoln and Frederick Douglas captivated their audiences and sought to change the country through speeches filled with |

|(Identify the specific |compelling diction and tone. However, while Lincoln spoke peacefully and optimistically about his desire for peace and reconciliation, |

|difference(s) between the two |Douglas focused instead on depicting the terrors of slavery in graphic detail. |

|subjects) | |

|Evidence #1 |Lincoln made an effort to unite himself with his audience. He addressed the nation, Northerners and Southerners alike, with the words |

|(specific facts, details, |“Fellow-countrymen…” to make himself socially equal with his audience. Like Lincoln’s diction, his tone conveyed harmony, |

|descriptions, quotes, features, |reconciliation, and unyielding unity. Lincoln encouraged peaceful Reconstruction “…with malice toward none; with charity for all, with |

|events, etc. that make the 1st |firmness in the right…” |

|subject different from the 2nd) | |

|Reasoning #1 |The informal way in which Lincoln addressed his audience removed the typical formalities between president and citizen and allowed him |

|(How/why do the specific details |to speak to all Americans at a more personal level; he isolated no one, reaching out to everyone in his audience. Throughout his |

|you cited as evidence illustrate or|speech, Lincoln’s careful word choice also allowed him to remain positive and hopeful for the future. By calming and reassuring |

|reveal how the 1st subject is |Americans that the nation’s wounds would eventually heal and peace would once again return to the United States, Lincoln reveals the |

|different from the 2nd) |primary purpose of his speeches: to reunify a splintered and divided nation. |

|Evidence #2 |Like Lincoln, Douglass had a very clear, singular purpose in making his speeches. However, rather than unifying the nation, Douglass |

|(specific facts, details, |sought primarily to gain civil liberties for blacks. Because Douglass was a former slave who had experienced the terrors of slavery |

|descriptions, quotes, features, |firsthand, he was able to use condescending diction and pessimism in his speech to describe how he and his fellow black Americans felt.|

|events, etc. that make the 2nd |Unlike Lincoln, who tried to sooth and calm his audience, Douglass used inflammatory language and even derogatory remarks to force his |

|subject different from the 1st) |audience to contemplate the issue of slavery from his perspective. He called the Fourth of July “…a day that reveals [to the American |

| |slave]…the gross injustice and cruelty to which he is the constant victim.” He went on to call the celebration a “…sham…” and his |

| |audience “...unholy…”, “…empty…”, “…heartless…”, “…impudent…”, “…savage…”, “…mocking…”, and “…deceptive…” |

|Reasoning #2 |The primary purpose of Douglass’ insulting diction was to shock the audience and awaken them to the reality of the situation. In this |

|(How/why do the specific details |way, Douglass was able to reach out to his white audience (who might have otherwise shrugged him off) and communicate his message |

|you cited as evidence illustrate or|extremely effectively. He further hammered home the point by isolating himself from the audience with words like “…you…”, “…us…”, |

|reveal how the 2nd subject is |“…yours…”, and “…ours…” Rather than unifying himself with his audience or the country as a whole, Douglass sought to highlight the |

|different from the 1st) |extreme differences in the experiences of whites and blacks in order to close this gap. |

|Concluding S. |Lincoln and Douglass, though both great American patriots, reached out to their audiences and eventually changed the world in entirely |

|Explain a final “big picture” |different ways. |

|difference between the societies or| |

|summarize the paragraph | |

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