A STUDENT sits at a table covered in note cards. She looks frustrated.
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
LEARNING COACH: Absolutely! Remember, organizing your ideas is just the first step. The next step is to start writing and expanding on each of these points. I'm here to support you every step of the way.
A STUDENT sits at a table covered in note cards. She looks frustrated.
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
summarize this text
In this dialogue, a student is frustrated with organizing her ideas for an essay on the benefits of sports. A learning coach offers help and suggests categorizing the ideas into social benefits and physical benefits. The student identifies examples such as teamwork and friendship as social benefits, and exercise building muscle and improving health as physical benefits. They decide to use these categories as headings in the essay. The dialogue ends with the student feeling motivated to start writing and expressing gratitude for the team effort between the student and the learning coach.
A STUDENT sits at a table covered in note cards. She looks frustrated.
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
what is the main idea
The main idea of this dialogue is the process of organizing ideas for an essay on the benefits of sports. The student is frustrated and seeks guidance from a learning coach. Together, they categorize the ideas into social benefits and physical benefits, and discuss turning these categories into headings for the essay. The dialogue ends with the student feeling motivated to start writing and expressing gratitude for the teamwork between the student and the learning coach.
A STUDENT sits at a table covered in note cards. She looks frustrated.
LEARNING COACH: Oh, I know that look.
STUDENT: I’m trying to organize these ideas for an essay. It’s so frustrating.
LEARNING COACH: Well, don’t worry. Let’s just take a look at what you’ve got. What is the essay about?
STUDENT: The benefits of sports. I’m trying to group them into categories.
LEARNING COACH: Oh, that sounds good. Show me some.
STUDENT: I have some on the social benefits of sports.
The STUDENT picks up some of the note cards as she talks.
STUDENT: Like, you can learn how to work well with others.
LEARNING COACH: Mm-hmm. I like that! What else you got?
STUDENT: I also have some physical benefits. Like, exercise builds muscle.
LEARNING COACH: Oh, that’s a nice one.
STUDENT: This one’s also on the physical benefits. You will get healthier. I basically made these note cards and I just summarized each idea in a word or two on the back.
LEARNING COACH: Summaries are a good start. So, there seem to be two groups that fit your ideas, social benefits and physical benefits. Organizing the ideas based on these two categories may help you get organized.
STUDENT: Good idea. So, you can make new friends and you can learn to work well with others go into the social benefits group.
The LEARNING COACH picks up a few note cards.
LEARNING COACH: And you can place the other two ideas, exercise builds muscle and you will get healthier in the physical benefits group.
LEARNING COACH: So, let’s start dividing these up in their corresponding groups. So, where do teamwork and friendship go?
STUDENT: Into the social benefits group?
LEARNING COACH: That is correct! And where do the cards, mood and health go?
STUDENT: Into the physical benefits group.
LEARNING COACH: Yes. There we go. Okay, so, these categories could even be turned into headings in the text so readers understand what the section will be about.
STUDENT: Perfect. I’ll use the headings social benefits and physical benefits in my essay. Now that we’ve organized the concepts and ideas, I’ll get started writing!
LEARNING COACH: That’s the spirit!
STUDENT: We make a good team.
what is the central idea
The central idea of this dialogue is the process of helping a frustrated student organize her ideas for an essay on the benefits of sports. The learning coach offers guidance in categorizing the ideas into social benefits and physical benefits, and suggests using these categories as headings in the essay. The dialogue emphasizes the importance of organization in writing and highlights the collaboration between the student and the learning coach.
Comparison and contrast means
Comparison and contrast are methods used to analyze and highlight similarities and differences between two or more subjects, ideas, or concepts.
Comparison involves examining the similarities or likenesses between two or more things. It aims to identify shared qualities, characteristics, or features, and draw attention to the commonalities. For example, comparing two different types of sports might involve looking at aspects such as rules, equipment, or strategies to find similarities and connections.
Contrast, on the other hand, focuses on the differences or distinctions between two or more things. It aims to highlight variations, contrasts, or unique qualities that make each subject or idea distinct from the other. For instance, contrasting two different sports might involve discussing differences in objectives, physical demands, or level of competitiveness.
By employing the comparison and contrast method, it becomes easier to gain a deeper understanding of the subjects being analyzed and to illustrate their similarities and differences in a clear and organized manner. This method is often used in academic essays, research papers, and presentations to provide a comprehensive analysis or evaluation of different topics.