In this handout from Harvard College Writing Center, there are several steps listed that will help you develop the skill of "close reading."  The first and most important is "Read with a pencil in hand and annotate the text."  Why annotate instead of highlight with a marker or underline? When you write down a response or put a question mark next to a section of text, you are actively engaging with the ideas presented. If you write in the margin--"I don't agree" then you know that this idea is not one that you readily accept. If you put a question mark in the margin, then you acknowledge the idea presented by the author is either questionable to you (as in you may not believe it) or that you do not understand the concept and need to explore it more thoroughly. Another method of highlighting is to create your own system of symbols you will place in the margin. For example, the question mark may indicate doubt about the validity of the concept whereas if you put a "plus" symbol after the question mark, it may indicate a lack of understanding and your need to explore the concept further. Annotation is active engagement with the text.

When you underline a passage--you are working with your thinking at the moment and depending upon your memory to recount at a later time why you have underlined that passage. The reason for your "underlining" may be lost. You may have underlined an entire paragraph--but why?  Did it contain a main point, a questionable claim?  An unclear passage you were trying to unpack?  At a later date, the underlined passage my represent a blur of "importance" without any reasonable indicators ---like a question mark or a word or two in the margins to give you a clue as to why it was important. More helpful strategies to develop your "close reading" skills are presented throughout this handout.

This video clearly explains the method, purpose and benefit of annotation. Although it was created for teachers (middle and high school), the presenter does an excellent job of breaking down what it means to "annotate a text."  This particular skill will serve you in your academic career and any career you pursue in the real world. 

For the purpose of this class, you will use your annotations as evidence you may wish to include to enhance your "Process Portfolio" (please see syllabus for this assignment descriptor). As mentioned in the video, you can organize your annotations into summaries, paraphrases, or general notes to help you better understand each text and its possibilities. These writings will provide an evidentiary trail of your thinking, a collective "map" of your thinking that leads to your final paper---The Comparative Analysis.

This University of Minnesota link will guide you through various strategies for reading literature. Even though we will be taking a stance of "close reading" (discussed in another "bookmark" on this page), there will be times when you will need to read quickly and skim portions of the book you are assigned. Techniques of "speed reading" will be useful for you to develop. Please take time to peruse this link---skim it if you must!

This handout points out that the "comparative analysis" is more complicated and has more depth than one would think. It moves beyond the "compare/contrast" essay into more in-depth and complex observations regarding the themes, characters, theories, claims, or other elements you are presenting for consideration. The key to writing an acceptable analysis is of course the thesis. Your thesis should represent clear and critical thinking that indicates thoughtful consideration of the context and background of your chosen comparative elements. Carefully study the "theses" presented in the handout. They progress from the obvious to the more complex. Make sure yours resembles the latter.

Frame of Reference. This is the context within which you place the two things you plan to compare and contrast; it is the umbrella under which you have grouped them. The frame of reference may consist of an idea, theme, question, problem, or theory; a group of similar things from which you extract two for special attention; biographical or historical information. The best frames of reference are constructed from specific sources rather than your own thoughts or observations. Thus, in a paper comparing how two writers redefine social norms of masculinity, you would be better off quoting a sociologist on the topic of masculinity than spinning out potentially banal-sounding theories of your own. Most assignments tell you exactly what the frame of reference should be, and if you will be using outside sources or not.

Grounds for Comparison. Let's say you're writing a paper on the theme of "betrayal" in Kite Runner and Two Old Women. The rationale behind your choice, the grounds for comparison, lets your reader know why your choice is deliberate and meaningful, not random. For instance, you could talk about specific relationships of characters, or cultural norms, or the guilt that is embedded in "betrayal."  Who experiences this action in each book? How do they respond? Why did it happen and in what context? Was it resolved in both narratives? How the characters responded to being betrayed could be your comparison theme.

Thesis. The grounds for comparison anticipates the comparative nature of your thesis. As in any argumentative paper, your thesis statement will convey the gist of your argument, which necessarily follows from your frame of reference. So you will have a thesis that clearly explains your points of comparison in each novel.

This interview will yield insights about the life of Jamaica Kincaid and the history of the "perpetual paradise" that was her home, the island of Antigua. Listen closely to enjoy the full impact of her acerbic wit through her critiques of English Colonization and through her own personal observations and experiences. She also offers us a glimpse of the "writing life" through which she models courage, compassion, and critique of our shared world.

“We don’t have, like, soccer, baseball or basketball,” said Ahmad Roshazai, a translator at a medical clinic near Bagram who was flying kites on the hill with two of his brothers. He had cuts on his fingers from handling the bladelike fighting string. “We don’t have any good places for that,” he said. “No green places.”

He added: “This is the only game we have every Friday. That’s it.”

The inveterate kite fighters speak of their craft as part science and part art. The key to excellence depends on a combination of factors, both empirical and ineffable: the flexibility and balance of the kites’ bamboo frames, the strength of the glue binding the tissue paper skin, the quality of the string, the evenness of the spool and, of course, the skill of the fliers and their ability to adjust to the vicissitudes of the wind."

As in our class assigned novel, the "Kite Runners" are children who cannot afford kites of their own to do "battle" in the sky. They chase wayward kites that have been defeated and then retrieve them, either to return them or keep them as their own. 

What kinds of comparisons to this sport do you see to sports in our community? What does this "kite flying" signify? How does this sport create a sense of belonging or exclusion? Why would this sport be banned by the Taliban?

The title of this TED TALK is "The Danger of a Single Story."  In it the Nigerian author, Chimimanda Adiche, whose book we are reading, talks about perceptions gained from her childhood reading explorations, and how she rarely came upon a character in a book whose  life experiences mirrored her own. It is a great example of how we innocently assume that the specifics of many of our human experiences are universal. An interesting talk by the author of AMERICANAH. You may get some ideas about your assignments by listening to her speak her truth.

In this interview on National Public Radio (NPR), Octavia Butler talks a little about what it is to be an "outsider" and draws from her own childhood memories. This short piece on "Race" may be useful to hear/read as we confront this critical issue in our class texts. You may also get ideas of "themes" to use in your "Comparative Analysis" essay.

The University of North Carolina offers worksheets on every conceivable writing topic. They are easy to read and follow, provide clear examples, and are trustworthy. Please access this site to resolve any writing questions you may have. This is a favorite resource of mine that was welcomed by my WSU students during my teaching years there. Our Heritage Writing Center also suggests the Online Writing Lab (OWL) at Purdue. That is also an excellent resource to utilize! Heritage also offers 24 hour tutorial assistance through Smarthinking. Please consult with the Writing or Tutorial Center at Heritage for more information on that resource.