Do Now:

1. Do Now: • Get your folder and notebook • In your notebook, respond to the following: • Why is the structure of a comparison/contrast text important?

2. Review from Yesterday • Structure of a comparison/contrast text can give clues about the meaning/purpose of the text • We looked at this yesterday with “Grant and Lee” and “Diogenes and Alexander” • Surface examination of the structure can lead to general ideas of the text • Structure of the comparison/contrast can support the thesis of the text

3. “Grant and Lee” • The thesis of the text comes near the end • Unusual structure because of this • Thesis: • “No part of either man’s life became him more than the part he played in their brief meeting in the McLean house at Appomattox. Their behavior there put all succeeding generations of Americans in their debt” (477).

4. “Grant and Lee” • Structure: • End of the Civil War, Introduction to Lee, Lee’s Background and Philosophy, Introduction to Grant, Philosophy of Both Men’s Background, End of the Civil War • The focus on their philosophies, though more text seems to be dedicated to Lee, tells the reader about each man’s life • Focus is on how the philosophies and lives come together • This directly supports the thesis: • “No part of either man’s life became him more than the part he played in their brief meeting in the McLean house at Appomattox. Their behavior there put all succeeding generations of Americans in their debt” (477).

5. “Grant and Lee” • BUT • The descriptions in the text also support the thesis • What do we remember about Description?

6. Description in “Grant and Lee” • DISD – Dominant Impression, Imagery, Sensory Details, Diction • Important Description elements that support the thesis: • “To be sure, other armies had yet to surrender, and for a few days the fugitive Confederate government would struggle desperately and vainly, trying to find some way to go on living now that its chief support was gone” (par. 2). – Imagery, Diction • “It would bring forth (according to this ideal) a class of men with a strong sense of obligation to the community; men who lived not to gain advantage for themselves, but to meet the solemn obligation which has been laid on them by the very fact that they were privileged” (par 5). – Diction

7. Description in “Grant and Lee” • “If the Lost Cause, sanctified by so much heroism and so many deaths, had a living justification, its justification was General Lee” (par. 6). – Sensory details, Diction • “What he lived by would survive or fall with the nation itself” (par. 11) – Imagery, Diction • “Out of the way these two men behaved at Appomattox came the possibility of a peace of reconciliation” (par. 16) – Diction • These elements ALSO help support the thesis: • “No part of either man’s life became him more than the part he played in their brief meeting in the McLean house at Appomattox. Their behavior there put all succeeding generations of Americans in their debt” (477).

8. Which better supports the thesis? • The question is which supports the thesis of the comparison/contrast better, the structure or the descriptions? • This is how we can incorporate other modes too! • This is what we will be debating today • We are still talking about Comparison/Contrast • But, which is better at supporting the thesis of the Comparison/Contrast, the structure or the description?

9. Today • You will be looking at “Diogenes and Alexander” • The thesis again comes at the end of the Comparison/Contrast – unusual structure • Thesis: • “’If I were not Alexander, I should be Diogenes’” (par. 18 pg. 472) and • “He knew that of all men then alive in the world only Alexander the conqueror and Diogenes the beggar were truly free” (par. 18 p. 473).

10. Today • One team will look at the structure of the Comparison/Contrast • One team will look at the Descriptions (DISD) • You will debate which one supports the thesis better

11. Teams • Structure: Jami, Arinson, Kadisha, De’ray, Sabrina, Garren, Ludmyr • Description: Briana, Khoury, Fiametta, Cristian, Ayellor, Tatiana, Carlos • Judges: Sussan, Devante, Suemy, Andy, Tomi, Emmanuel

12. What you need to do • Structure - “Map” the text – determine how the structure of the Comparison/Contrast supports the thesis • Description – DISD – determine how the imagery, sensory details, and diction of the Comparison/Contrast supports the thesis • Thesis: • “’If I were not Alexander, I should be Diogenes’” (par. 18 pg. 472) and • “He knew that of all men then alive in the world only Alexander the conqueror and Diogenes the beggar were truly free” (par. 18 p. 473).