notes: compare & contrast essays vocabulary compare: use examples to show how two things are...

NOTES: COMPARE & CONTRAST ESSAYS

Vocabulary

compare: Use examples to show how two things are alike, and perhaps also how they are different.

contrast: Use examples to show how two things are different.


1.Take out a piece of paper

2.Label it “Essay Outline.”

Universal/Christian Morality and Nature’s Imprint

1.In pairs, rewrite the following sentences from “Universal/Christian Morality”

2.You will have 3 minutes

3.I will call on you

4.MSC: Meaning-Sense-Clarity

In the novels Crime and Punishment by Fydor Dostoyevsky and Heart of Darkness by Joseph Conrad, characters fight and resist the abyss of immorality.

Provide a context for “abyss of immorality” after reading the first paragraph. Is the abyss of immorality in basketball, marriage, gun rights?

Whether it’s someone else’s influences or your self-conflicting psyche.

Whether it’s someone else’s influences or your self-conflicting psyche, there are forces in the world that try to assault the natural Christian morality with which we are endowed.

The authors were attempting to convey that Christian morals are the morals that are supposed to be followed in life optimally and that we are all born with them.

The authors attempt to convey Christian ideals that are supposed to be followed in life optimally.

The authors were attempting to convey that Christian morals are supposed to be followed in life.

The authors were attempting to convey that Christian morals should be followed in life to which we are naturally given.

The authors were attempting to convey we are born with Christian morals and that we are born with them.

The authors are arguing that Christian morals are supposed to be followed in everyday life, and that we are born with these morals.

The authors were attempting to convey that Christian morals are the morals that are supposed to be followed in life optimally and that we are all born with them.

The authors argue that we are born with Christian morals, and these innate morals are the optimal guides by which to live.

Tommy Kim

Repetition. "Christian morals are the morals"


Thesis

Too broad: The causes and effects from displacement had similarities and differences between The Grapes of Wrath and When the Emperor Was Divine.

With whom? What causes and effects?

Too Narrow: The displacement of the farmers in the Midwest into California were similar to the displacement of the Japanese Americans sent to internment camps during World War II in that both were forced off the land by law, both experienced alienation from society, but the differences in their experiences were in the way they faced discrimination based on race versus class, and the way they settled into a new life after the crisis.

Too much information…TMI This thesis simply lists all your topics.

Where is the sweet spot? A thesis that is somewhere in the middle? The answer, my friends, lies in the skill of summarizing.


Thesis

Too broad: The causes and effects from such displacement had similarities and differences.

Too Narrow: The displacement of the farmers in the Midwest into California were similar to the displacement of the Japanese Americans sent to internment camps during World War II in that both were forced off the land by law, both experienced alienation from society, but the differences in their experiences were in the way they faced discrimination based on race versus class, and the way they settled into a new life after the crisis.

Sweet Spot: Although separated through time and space, these two families, these two American families, shared an experience of displacement. The causes of displacement were different, from racial to class motivated discrimination, but being forced off their land had similar effects in their experiences with alienation from society and their own history.

Notice the summarized version

point-by-point method: The basic way of organizing a compare & contrast essay. In the point-by-point method, you deal with one point of comparison after another, going back and forth between the two topics being compared. Similarities and differences may be easier to see, but it may also be more confusing if your subjects are complex.

Please turn in your “On Your Own Questions” in the back (chapter 19-23)

Reverse engineer “Universal/Christian Morality.” Reverse Outline this mug in PAIRS. Label the paper “Reverse Outline.”

Thesis: Christian Morality is proven to be the ideal morality when the world seems to inadequately provide one with any sense of morals? That to construct your own sense of morality will only result in a false way of life? It’s unclear.

First Point (Paragraph 2-3):?Write as a class.Christian Morality is inborn but following them is a choice

Second Point (Paragraph 4-5)Third Point (Paragraph 6)Fourth Point (Paragraph 7)Fifth Point (Paragraph 8)

Turn in “Reverse Outline” in the back tray.

Sample Outline: Point-By-Point MethodIntroductory ¶

•Intro: Statement of Fact, scene, opinion.•Thesis: Though neither is native to this continent . . .

First point•History of oranges•History of apples

Second point•Nutritional benefit of oranges•Nutritional benefits of apples

Third point•Marketing of oranges•Marketing of apples

Conclusion•Restated thesis•Suggestion, opinion or prediction

Sample Outline: Point-By-Point Method (Make worksheet for this)Introductory ¶

•Intro: Statement of Fact, scene, opinion.•Thesis: Displacement in America creates similar yet vastly different experiences depending on…

First point•Compare and contrast one point between GOW and WTEWD

Second point•Compare and contrast one point between GOW and WTEWD

Third point•Compare and contrast one point between GOW and WTEWD


Sample Outline: Point-By-Point Method (Make worksheet for this)Introductory ¶


First point•Causes for displacement for JA’s WWII (p. 3)•Causes for displacement for Okies during Depression (p. 6-7)

Second point•How alienation was created for JA’s WWII (p. 120)•How alienation was caused for Okies during Depression (p. 206)

Third point•How past is erased for JA’s WWII (p. 75)•How past is erased for Okies during Depression (p. 148)


Sample Outline: Point-By-Point Method: A. De LeonIntroductory ¶

•Intro: Statement of Fact, scene, opinion.•Thesis: In the novel When the Emperor Was Divine by Julie Otsuka and The Grapes of Wrath by John Steinbeck, both families had similar experiences with adversity, yet the experience was different because of the way they were treated by the natives who felt invaded by the families.

First point•The Law forced both families out of their homes.

Second point•Both families were discriminated by the rest of society.

Third point•Both families had their beliefs in hope and optimism challenged.


Sample Outline: Point-By-Point Method

1. Find at least 1-2 comparisons, and 1-2 contrasts from both books. A total of 3-4 topics to compare.

2. NEED PAGE NUMBERS OF PROOF

3. When finished with outline, turn it in.

4. Potential topics to compare/contrast: 1. Causes of displacement (Legal removal vs quest for a better

life)2. Race versus class (JA versus poor white folks)3. Effects on identity (How does displacement cause shame/fear

of holding on to cultural signs and rituals?)4. Historical contexts (War versus economic events)5. Effects on the family unit (Strain or strength?)6. How displacement effects the non-displaced: breeds paranoia,

fear, and distrust from natives who receive displaced.7. How the system of democracy can tyrannize and keep people

down, politically and financially (P 162 GOW)

1. Take out your “essay outline topics”2. Based on your topics, begin to write

a thesis for your essay.3. Title this paper “Working thesis.”

5 Page Essay Question: What does American history reveal about the effects of displacement on the displaced, and those who receive the displaced? Use When the Emperor Was Divine and The Grapes of Wrath to support your answer.

1. Causes of displacement (Legal removal vs quest for a better life)

2. Race versus class (JA versus poor white folks)3. Effects on identity (How does displacement cause shame/fear



down, politically and financially (P 162 GOW)8. How displacement affects spiritual life (allusions to Christ and

the “Holey Sperit!”

• Take out your quote banks.• Choose two out of these 8 “synthesis” ideas for your essay.• Find 2 quotes for each of the chosen “synthesis” ideas. Total of 4

quotes.• Share your quotes with a partner!

1. Causes of displacement (Legal removal vs quest for a better life)

2. Race versus class (JA versus poor white folks)3. Effects on identity (How does displacement cause shame/fear



down, politically and financially (P 162 GOW)8. How displacement affects spiritual life (allusions to Christ and

the “Holy Sperit!”

• Choose a partner. You will work in pairs• Take out ONE piece of paper for each pair• Imagine you are teaching yourself at the beginning of the year, as if

you know little about a synthesis essay• Write down how you would use each move for a body paragraph. Use

the following terms.• Quote• Paraphrase• Introducing a quote• Synthesis• Mean• Matter

• “Assume the reader hasn’t read either books. The topic sentence of the body paragraph introduces the main idea for the paragraph. You first introduce this main idea as it relates to book #1. Then you…”

1. Take out a piece of paper.2. Work in pairs.3. Write BOTH names on the paper.4. Write a thesis for each topic.5. You have 5 minutes each.

Rubric1.Hook catch reader’s attention 2.F.A.T.T. Thesis with argument 3.Make sure the thesis answers the writing prompt 4.Smooth transitions 5.Introduce your quote6.Say, mean, matter7.Another transition8.Introduce the quote9.Say, mean, matter10.Synthesis [compare, contrast, flow]11.*repeat to page 5*12. Conclusion: Restate thesis, bring back hook [optional]*flow, don’t get away from the topic, no redundancies, make sure you have the author and page number for quote, *

1. What did we learn how to do yesterday?

As a class:


1. Causes of displacement (Legal removal vs quest for a better life, economically and socially)

In the novels, The Grapes of Wrath, by John Steinbeck and When the Emperor Was Divine, by Julie Otsuka, displacement in American history exposes

How the people being displaced have unequal rightsBased on ethnic and economic status.

As a class:


2. Race versus class (Japanese Americans versus poor white folks)

In the novels, The Grapes of Wrath, by John Steinbeck and When the Emperor Was Divine, by Julie Otsuka, displacement in American history exposes differences between race and class as being the main causes for discrimination.

As a class:


3. Effects on identity (How does displacement cause shame/fear of holding on to cultural signs and rituals? How does displacement cause an erasure of identity?)

In the novels, The Grapes of Wrath, by John Steinbeck and When the Emperor Was Divine, by Julie Otsuka, displacement in American history exposes fear toward the weaker community, causing the disenfranchised to forget who they are.

As a class:


4. Historical contexts (War versus economic events)

In the novels, The Grapes of Wrath, by John Steinbeck and When the Emperor Was Divine, by Julie Otsuka, displacement in American history exposes how during the Great Depression, the Okies were displaced from their homes and migrated to the west while the Japanese Americans were forced out of their homes due to fear created during the war, which caused both groups to feel as if they had no worth.

As a class:


5. Effects on the family unit (Strain or strength?)

In the novels, The Grapes of Wrath, by John Steinbeck and When the Emperor Was Divine, by Julie Otsuka, displacement in American history exposes how it deteriorates the family unit, alienating the family from society, but by this separation, the family members develop a strong kinship.

As a class:


6. How displacement effects the non-displaced: breeds paranoia, fear, and distrust from natives who receive displaced.

In the novels, The Grapes of Wrath, by John Steinbeck and When the Emperor Was Divine, by Julie Otsuka, displacement in American history exposes the fear those with power have, and how the fear drives them toward cruelty and suffering for others.

As a class:


7. How the system of democracy can tyrannize and keep people down, politically and financially (P 162 GOW)

In the novels, The Grapes of Wrath, by John Steinbeck and When the Emperor Was Divine, by Julie Otsuka, displacement in American history exposes the falsehood in democracy, in that those with political and financial power can destroy culture.

As a class:


8. How displacement affects spiritual life (allusions to Christ and the “Holey Sperit!”

In the novels, The Grapes of Wrath, by John Steinbeck and When the Emperor Was Divine, by Julie Otsuka, displacement in American history exposes how people who are displaced have their faith tested, and ultimately both families are spiritually hollowed out by being moved.


Write a thesis you will use for YOUR 5 page essay, based on your quotes (and Mr. Kim’s Quote Bank). I want this thesis by the end of the period.

What type of quotes can you choose for this thesis?

Turn in your working thesis in the back tray.

In the novel When the Emperor Was Divine by Julie Otsuka and The Grapes of Wrath by John Steinbeck, American history reveals how the effects of displacement fragments the family unit.

Work with a partner, but write your own thesis.

Write a thesis different from “class versus race,” using one of the many topics provided.

I will go around the room and check on them.

• Use my notes and make another draft of your thesis. Incorporate my notes! Eliminate completely (hee hee) any redundancies.

• Turn in your thesis AGAIN for full credit.

Extra Credit Opportunities

Alias Bookstore Sunday, April 21st, 5pmShakey’s, 5/1/2013, Wednesday, 5-9pmTia Chucha’s, Sunday May 12th, 1-3:30pm

Begin gathering evidence of your topic.

1.Take out your “Quotes” paper from your file.

2.Take out “Quote Banks” from your file (the orange papers I made).

3.Take out your “Final Thesis” you finished yesterday.

4.On your “Outline Worksheet” paper, write two quotes from The Grapes of Wrath and two quotes from When the Emperor Was Divine, with page numbers, supporting your thesis. This means a total of 4 quotes. Then write similarities and differences between the two books, based on these quotes.

Sample Outline: Point-By-Point Method CHOOSE 3 TOPICS AND SHOW SIMILARITIES AND DIFFERENCES

TOPIC #1TOPIC:

•Causes for displacement for JA’s WWII (p. 3)•Causes for displacement for Okies during Depression (p. 6-7)

Similarities: •By law, families were not allowed to stay in their homes.•Law was the force behind removal

Differences:•Ethnic discrimination from World War II prompted the law•Class discrimination from capitalist system forced removal of families from homes. Families couldn’t understand or cope with the demands of capitalism, of “screw over the other for a profit” mentality.

Sample Outline: Point-By-Point MethodExample:

•How alienation was created for JA’s WWII (p. 120)•How alienation was caused for Okies during Depression (p. 206)

Similarities: •Both groups felt abandoned and alienated by the government and its laws.•Both groups suffered personally, at the familial level.

Differences:•Okies were able to gather political power by sticking together. (P 264). •JA’s could not because they were confined to the camps by the government. Okies were free to move about, which meant that they could gather and organize. Soldiers were not pointing rifles at them like the Japanese.

Sample Outline: Point-By-Point MethodExample:

•How past is erased for JA’s WWII (p. 75)•How past is erased for Okies during Depression (p. 148)

Similarities: •In order to move on and accept their new lives, they needed to forget the past. To hold on to the past would mean too much pain and suffering for both groups. It would remind them of their tremendous loss.

Differences:•Okie’s history is deeply embedded in American culture. They have been her for many generations, assimilating into the common rituals and beliefs of the culture.•JA’s history, because of their recent immigration, still clung to ethnic culture that was foreign to assimilated America. Their past is linked to another country, another history beyond America.

Sample Outline: Point-By-Point MethodCrucial Skills:

•Transitions will sustain or kill you. You need to be supple and agile enough to wiggle through many ideas quickly. Think Ivy League, baby. “I’m a smaht, kid from Baaston.”

•Power verbs/phrases will provide the analysis I’m looking for. I don’t want to read, “Both books use the word ‘the,’ like a lot.” So get out that list and go at it!


TOPIC: •Causes for displacement for JA’s WWII (p. 3)•Causes for displacement for Okies during Depression (p. 6-7)


Differences:•Ethnic discrimination from World War II prompted the law•Class discrimination from capitalist system forced removal of families from homes. Families couldn’t understand or cope with the demands of capitalism, of “screw over the other for a profit” mentality.


Now find the page numbers of all the evidence you chose for your topics. Dig deep. Go through both books.

Sample Outline: Point-By-Point Method TOPIC:

•Causes for displacement for JA’s WWII (p. 3)•Causes for displacement for Okies during Depression (p. 6-7)


The Japanese American family from When the Emperor Was Divine and the Joads from The Grapes of Wrath were both forced from their homes by legal measures, the former by military means while the later was removed by the laws promulgated and upheld by capitalism. Both removals were gestures born from institutions, devoid of any human presence. In other words, a faceless, amorphous entity robbed these families of their homes, and these families could not fight what they could not see. It’s as if one were swinging at abstractions and systems instead of a human face (GOW Quote when the bulldozer razes house and land).

Differences:•Ethnic discrimination from World War II prompted the law•Class discrimination from capitalist system forced removal of families from homes. Families couldn’t understand or cope with the demands of capitalism, of “screw over

the other for a profit” mentality.

Although these two groups shared many similarities, they also had their portion of differences in their experience with displacement. The Japanese American family from When the Emperor Was Divine had physical appearances that vastly differed from the Joads in The Grapes of Wrath, and this racial difference was a crucial distinction in the causes for displacement. The Japanese were forcefully removed because their country of origin had attacked The United States, prompting a wide-spread paranoia against any person of Japanese descent (Otsuka, 3). In this case, race fueled the displacement; however, in the case of the Joads, their ethnicities were homogenous with the displacers. Their broad, robust faces mirrored the people who were removing them from their homes, and it was the force of capitalism and the blind lust for profit that disregarded the humanity of these families, as banks repossessed and razed houses for profit. Racial versus socio-economical

Thesis:•In the novel When the Emperor Was Divine by Julie Otsuka and The Grapes of Wrath by John Steinbeck, both families were displaced from their homes and forced to face many adversities, yet their experiences were different because of their reactions to displacement.

•In the novel When the Emperor Was Divine by Julie Otsuka and The Grapes of Wrath by John Steinbeck, both families are victimized by law and forced out of their homes; however, their experiences are different due to racial and class discrimination. This shows that in American history we segregate people who are different.

•In the novel When the Emperor Was Divine by Julie Otsuka and The Grapes of Wrath by John Steinbeck, both families had similar experiences with displacement, although different due to ethnicity and time, both shared feelings of alienation and dehumanization. These events in history show how America handles their problems with injustice.

Introduction:•Statement of OpinionDisplacement has been integral in shaping American history. This land is a shifting mass of ethnicities and religions, ever since the first ships of the Puritans landed on Plymouth Rock, on the shores of New England. This holds true to American history in the early to mid 1900’s, from The Great Depression to World War II. The displacement of entire groups affected both the people forced out and the new occupiers, at times dehumanizing and alienating everyone involved. Being forced from your land, from the space in which your ancestors lost their lives and future generations would be born, takes a heavy toll on the group being displaced. TRANSITION TO THESIS.

•Used history to make a point.•Blunt statements of opinion AND facts•Authoritative tone “Is” “affected”•Historical evidence•The first sentence is straight forward and a “hook”, meaning interesting.

Introduction:•Statement of OpinionThe United States has treated cultures and ethnicities differently based on appearance and backgrounds. This sometimes brutal treatment of groups like the Japanese and the “Okies” led to feelings of alienation from displacement because they were forcefully removed from their homes.

Who: Japanese Americans/OkiesWhat: Displacement through WWII and The Great DepressionWhere: California/West Coast and Midwest

Introduction:•Scene

An American family of four drove their 1929 Plymouth U through the fine layer of red dust hanging over the road. The ungainly car, with trunks and cinched sacks hanging off the rooftop, struggled forward with the weight of a family’s entire history. With the windows closed, the dust seeped through every crevice, through vents and apertures, and the ubiquitous red powder settled on the skin of a newborn, who was swaddled and resting in the arms of its mother in the front seat. The family had miles to travel, being thrown off the land from draught and poverty, pressing forward to an uncertain future. The brother and sister were in the back seat, the stacks of clothing and furniture towering over the seatback, and they too had the faint mark of displacement on their cheeks, the red dust inescapable. Their words twanged and ached with the heavy accent of Oklahoma lilts, words like “pa” and “sperit” filling the air with the song of melancholy and hardship, bringing with these words memories of fallow farmland, the furrowed patches of corn saplings dizzying in its repetition. But the crop had been decimated, reduced to husks and collapsed stalks, the red dust eddying until the earth was again covered in red dust.

Ten years later, another family would be forced off their land as well, but from the opposite side of the country. This group traveled by train, and throughout the ride they would think of their strawberry fields or nurseries filled with bonsai plants and maple trees. Their faces were foreign. Their native language harkening to emperors, feudal tribes and Shinto temples. They rode faceless and anonymous through the Utah desert to arrive in barracks surrounded by barbed wire and armed guards, whose faces were distinctly different with broad noses and cleft chins. TRANSITION TO THESIS.

Sample Outline: Point-By-Point MethodIntroductory ¶


First point•Causes for displacement for JA’s WWII (p. 3)•Causes for displacement for Okies during Depression (p. 6-7)

Second point•How alienation was created for JA’s WWII (p. 120)•How alienation was caused for Okies during Depression (p. 206)

Third point•How past is erased for JA’s WWII (p. 75)•How past is erased for Okies during Depression (p. 148)


1. Take out the 5 page essay by Leo Tolstoy, “American History X”.

2. Write your name on the top corner.

1. Take out the 5 page essay by Leo Tolstoy, “American History X”.

2. Turn to page 2, 2nd paragraph, “Although these two groups shared many similarities…”

Find the following moves. Mark each move with the number.

1.Thesis2.Paraphrase (Many instances of paraphrase. Mark each one with “2”)3.Transitions (A single word OR a sentence can be a transition)4.Say5.Mean6.Matter

Find any sentences that reveal “synthesis,” when the two books are talking to each other, referencing each other, comparing and contrasting each other.

Underline or highlight these sentences, marking them with an “S” on the margin.

When I grade your essays, I will be grading on the quality and originality of your “synthesis.”

You can’t think about each book in isolation. These books get lonely. Introduce them to each other!!!!

What are some of the “sentence starters” for my synthesis?

Copy them down. Steal them.

Take out the following item(s):

1.Essay outline (with thesis, quotes, similarities/differences)2.Tell me what “synthesis” means

• Write a strong “hook” to draw the reader into your thesis.

• Thesis: In When the Emperor Was Divine, by Julie Otsuka and The Grapes of Wrath by John Steinbeck, American history reveals how both the Okies and the Japanese Americans were displaced because of class and racial discrimination, alienating both families from society and their past.

• Hook: A pregnant woman looks off into the distance, into nothing. Her children burry their faces in shame.

• Imagine being in a dark room with your family locked up while you can hear other families with money laughing at their cocktail party.

• I am korean and poor. Which means american history will make me isolated. Class and race determine your treatment in america. If we go back in time to the early 1900’s we see many examples. The japenese americans because of their race were displaced and robbed of family. The okies, because they were poor, were kicked out of their houses and ostrisized from society.

•By the end of class, I want an introduction, which includes a strong “hook” and a thesis.•Email your introduction to me:•[email protected]

Introduction:•The “The former…the latter” move. •GREAT for organizing large chunks of information

My boo was all crazy, but my homey was calming things down. The former just lost it, the latter was the voice of reason.

My boo was all crazy, but my homey was calming things down. My boo just lost it and went nuts. My homie was cool and the voice of reason.

Compare/Contrast Sentence Starters:

Where The Grapes of Wrath was ______________, When the Emperor Was Divine was _______________.

Introduction:•1st-2nd Body Paragraph

The Japanese American family from When the Emperor Was Divine and the Joads from The Grapes of Wrath were both forced from their homes by legal measures, the former by military means while the latter was removed by the laws upheld by mechanisms of capitalism. Both removals were gestures born from institutions, devoid of any human presence. In other words, a faceless, amorphous entity robbed these families of their homes, and these families could not fight what they could not see. It’s as if one were swinging at abstractions and systems instead of a human face (Steinbeck 43).

What sentence is the “synthesis” sentence, the one that describes BOTH books.

1st Body Paragraph:•Have a partner read your essay up to the first body paragraph.•If your partner is missing any of the rubric items, make sure they include them in their essay! •I will grade strictly on this rubric when you email me.

Rubric for 1st body paragraph:1.Do you use the “the former…the latter” move?2.Do you cite either novel at least once, in quotations or paraphrase form?3.When citing, did you provide the author name and page number?

4.Email [email protected]

What do we need in this 1st body paragraph?1.Work with a partner.2.I will call on you.

The Joads from The Grapes of Wrath and the Japanese American family from When the Emperor Was Divine were both dragged out of their homes based off of legal statures. Both removals were difficult but they stuck together and just kept moving. The displacement of the families tested their beliefs in fatalism which is represented in both novels. The Japanese American family didnt bother to fight back, they packed up their belongings and set them in boxes in a room in their house and left, unsure of when they were going to come back if they even were. The Okies attempted to fight for their rights and homes but realized that it was a lost cause so they just took whatever belongings that they had left and moved West to California hoping for a better outcome.

What do we need in this 1st body paragraph?1.Work with a partner.2.Write a transition from paragraph #1-#2, using a “Contrast Transition.” Write ONLY the transition on the separate piece of paper.

#1 The Japanese American family didn’t bother to fight back, they packed up their belongings and set them in boxes in a room in their house and left, unsure of when they were going to come back. They believed in fatalism, fate taking care of their futures. The Okies attempted to fight for their rights and homes but realized that it was a lost cause so they just took whatever belongings that they had left and moved West to California hoping for a better outcome. The Okies didn’t believe in fatalism and instead fought for their destiny.

********#2(CONTRAST TRANSITION HERE), Even though one family believed in fatalism, and the other didn’t, both families had one tragedy in common: their identities were erased because of displacement.

Introduction:•1st-2nd Body Paragraph

The Japanese American family from When the Emperor Was Divine and the Joads from The Grapes of Wrath were both forced from their homes by legal measures, the former by military means while the later was removed by the laws upheld by mechanisms of capitalism. Both removals were gestures born from institutions, devoid of any human presence. In other words, a faceless, amorphous entity robbed these families of their homes, and these families could not fight what they could not see. It’s as if one were swinging at abstractions and systems instead of a human face (Steinbeck 43). (COMPARE…BUT WHAT AM I COMPARING?)

Although these two groups shared many similarities, they also had their portion of differences in their experience with displacement. The Japanese American family from When the Emperor Was Divine had physical appearances that vastly differed from the Joads in The Grapes of Wrath, and this racial difference was a crucial distinction in the causes for displacement. The Japanese were forcefully removed because their country of origin had attacked The United States, prompting a wide-spread paranoia against any person of Japanese descent (Otsuka, 3). In this case, race fueled the displacement; however, in the case of the Joads, their ethnicity was homogenous with the displacers. Their broad, robust faces mirrored the people who were removing them from their homes, and it was the force of capitalism and the blind lust for profit that disregarded the humanity of the Joads while for the Japanese American family, they were singled out because of their country of origin. The two families and their struggles were based on race versus class. (CONTRAST…BUT WHAT AM I CONTRASTING?)

How did this body paragraph materialize from outline.

Introduction:•3rd-4th Body Paragraph

Their broad, robust faces mirrored the people who were removing them from

their homes, and it was the force of capitalism and the blind lust for profit that

disregarded the humanity of the Joads while for the Japanese American family, they

were singled out because of their country of origin. The two families and their struggles

were based on race versus class.

These struggles culminated into a type of alienation for both families. The

Mid-West families during the Great Depression felt as if they were abandoned by the

very forces that were supposed to protect them.

Introduction:•3rd-4th Body Paragraph

…and she smoothed a newspaper clipping on the which there was an account of Tom’s trial...She picked out the ring, the watch charm, the earrings, dug under the pile and found one gold cuff link…She lifted the stove lid and laid the box gently among the coals. Quickly the heat browned the paper (Steinbeck 148).

Ma Joad is destroying the past. In this case, when one is displaced, to think of

what one loses because of the forced removal becomes too painful, and it is easier to

simply let go of the past and acknowledge it will never become redeemed, which is what

Ma did in this example. In order to anticipate the future, in order to ensure the family’s

survival and prepare for the awaiting travails, both families had to shed the immense

burden of the past. This common experience of erasure runs through both

families, but their individual pasts diverge when we look at the source of their

native lands.

notes: compare & contrast essays vocabulary compare: use examples to show how two things are...

Documents

christian morals

innate morals

christian ideals

natural christian morality

new life

everyday life

contrast essaysthesistoo

contrast essaystake