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Please HELP this is my first comparative essay and I need someone to review it and tell me if I am on the righttrack or if I am loosing the plot. PLEEEEEEEEEEEEEESE

  • Communications -

    The plot?? There is no plot in a comparison/contrast essay. Plots are for stories, novels, plays, etc.

    Whenever you are writing a comparison/contrast paper (paragraph, essay, research paper), you need to plan it out very carefully on paper first. Did you?

    Try this:

    1. Write all the information about one of your topics on one page.
    2. Write all the information about the other topic on another page.
    3. Then put them together in this order:

    1. Intro
    2. All about topic A
    ~~~2A. detail 1
    ~~~2B. detail 2
    ~~~2C. detail 3
    ~~~2D. detail 4
    ~~~2E. detail 5
    3. All about topic B
    ~~~3A. detail 1
    ~~~3B. detail 2
    ~~~3C. detail 3
    ~~~3D. detail 4
    ~~~3E. detail 5
    4. Concl.

    The number of details for each topic will vary depending on your main points. I would include comparisons (how they are similar) in the introduction and conclusion, but sections 2 and 3 and all those details will be stating and explaining how they are different.

    There are two recognized patterns for writing comparison/contrast papers. One is casually referred to as "zig-zag,” but can be very confusing for the reader if you don’t use transitions effectively. The other is topic-by-topic (which is what I've outlined above) and is much easier for the reader to follow.

    See http://leo.stcloudstate.edu/acadwrite/comparcontrast.html for further help with comparison/contrast writing.

    Once you have organized your information, please repost if you’d like feedback from someone here.

  • Communications -

    This is my essay. Thanks for your help!!

    In this essay we will compare and contrast the perceptions of South African parents and non-parents on what makes a perfect parent. We will do this by using the 16 factors of Levitt and Dubner (2009) in an interview schedule and interview a chosen sample that consists of two groups, namely a set of five parents and set of five non-parents. The majority of my sample consisted of work colleagues and the balance was made up of family and friends. Once I had done all the interviews and collated all the interview schedules, I analysed the responses for each question in the form of a table. My findings are discussed below.
    Forty percent of both groups agreed that having highly educated parents does have an influence on a child’s success at school. However sixty percent of both groups agreed that having highly educated parents does not have an influence on a child’s success at school but that inherited genes and good family values had more of an impact This is in contrast to Levitt and Dubner (2009) correlation that this factor had a positive effect on a child’s success at school.
    The majority of the parents group agreed that a child’s success at school is not related to whether their family is intact. This is in agreement with the findings of Levitt and Dubner (2009). But 60% of non parents agreed that having a stable family environment does influence a child’s success at school. However twenty percent of the parent group disagreed and stated that this could have a strong impact from an emotional perspective on a child.
    Eighty percent of the parents group agreed having a high socio economic status does not guarantee that a child will be successful at school. While sixty percent of the non parents agreed that having a high socio economic status does have an influence on a child’s success at school. But twenty percent in the parent group and forty percent in the non parent group did not agree and based their view that children who have a high socio economic status are lazy and they will rely on their parent’s wealth, whereas children who come from a poorer background will work harder in order to improve their future. This view is in contrast to the view of Levitt and Dubner (2009) as their findings strongly agree that this factor is strong indicator of success.
    The majority of both groups agreed that living in a good neighbourhood does have an influence on a child success at school. But two percent of the non parents group disagreed and considered the type of friends that children associate with in the neighbourhood would have an influence on the child’s success at school.
    In the non parent group sixty percent agreed that if a woman has her first child at the age of thirty it will have no impact on the child’s success at school, while forty percent in the parent group agreed that it would have an influence on the child’s success at school. However twenty percent of the parent group was unsure as to whether having a baby at the age of thirty would have an impact on the child’s success at school.
    According to the majority of the non parent group if the mother stayed at home from birth until the child went to school it would not have an impact on the child’s success at school. On the other hand the majority of the parents group agreed that if the mother stayed at home it would have an influence on a child’s success at school. However two percent of the parents group agreed with the non parents group.
    The majority of both groups conceded that having a low birth weight does not have an influence on a child’s success at school. But one percent was unsure as to whether a low birth weight could have an impact on a child success at school.
    Both groups unanimously agreed that if a child attended extra enrichment programmes, it would assist in identifying the child’s weakness and strength and therefore it would have an effect on a child’s success at school.
    Sixty percent of the parent group believes that if English is spoken at home it will have an impact on a child’s success at school. However two percent of the parent group is unsure. On the other hand 60% of the non parent group disagrees and concedes that speaking English at home will not have an influence on a child’s success at school.
    In the parents group sixty percent agreed that if parents took their child regularly to museums’ it would have an impact on whether the child would be successful at school but forty percent disagreed. In contrast eighty percent of the non parents were in agreement that if parents took their child regularly to museums’ it would not have an impact on whether the child would be successful at school while only twenty percent disagreed.
    The entire parents group unanimously agreed that a child’s adoption does not have an impact on the child success at school. Whereas eighty percent of the non parents concluded that a child’s adoption does have an impact on the child success at school. However 20 percent of the non parent group was in agreement with the parents group.
    The majority of both groups agreed that smacking a child regularly does not have an influence on a child’s success at school. However twenty percent in the parent group believed that smacking a child regularly does have an influence on a child’s success at school, while twenty percent in the non parent group was unsure.
    Similarly the majority of both groups were in agreement that a parent’s involvement with the school governing Body /PTA does not have an impact on how successful a child is at school. But twenty percent in both groups believed that parents who were involved with the school governing Body /PTA do have an impact on how successful a child is at school.
    The majority of both groups agreed that there is a connection between a child’s success at school and how much television they watch. However twenty percent of the non parent group disagreed and considered it beneficial for the child success at school.
    The majority of both groups were in agreement that if a child has many books it would have an impact on how successful a child will be at school. However twenty percent of the non parent group and forty percent of the parents group disagreed and stated that if the child actually read the books then it might have an impact on the child’s success at school.
    All of the participants in the parents group agreed that if parents read to their child every night it would influence the child’s success at school. Similarly eighty percent of the non parents group agreed with the parent group. However twenty percent of the non parent did not agree and argued that emotionally it might make the child feel more grounded and secure, but felt that it would not have an impact on a child’s success at school.

  • Communications -

    Definitions:

    Essay: "Analytic, interpretative, or critical literary composition, usually dealing with its subject from a limited and often personal point of view." from Britannica Concise Encyclopedia

    Report: "1. An account presented usually in detail. 2. A formal account of the proceedings or transactions of a group." from the dictionary

    You have written a report, not an essay. What were your instructions?

  • Communications -

    This was my instructions

    Write an essay in which you compare and contrast the perceptions of South African parents and non-parents in the question of what makes a perfect parent. Use the 16 factors set out by Levitt and Dubner (2009). You need to interview 5 people who are parents and 5 who are not.
    This is my 16 questions that I had to ask the parents and non-parents
    Interview Schedule for Parents
    Name:
    Age:
    Sex:
    Children (How many & ages):
    Sex of children:
    Questions
    1. Do you think that having highly educated parents is related to a child’s success at school? (Why?)
    2. Do you think that a child’s school success is related to whether the family is intact or they are a product for single parent family or a divorced family or orphaned.
    3. Do you think that there is a link between having a high socio economics status and child’s schools success?
    4. Does living in a good neighbourhood influence a child success at school?
    5. If a woman has her first child at the age of thirty, do you think it would have an impact on the child’s success at school?
    6. Do you think if a mother stayed at home, from the birth of her child until the child went to crèche/nursery school, it would have an impact on the child’s success at school?
    7. Do you think that a child who had a low birth weight would have more success at school?
    8. If a child attended extra enrichment programmes (smartkids, kumon ), do you think the child would be more successful at school?
    9. Would speaking English at home have an impact on a child’s success at school?
    10. Do you think if parents took their child regularly to museums’ it would have an impact on whether the child would be successful at school?
    11. Do you think if a child is adopted it would have an impact on the child success at school?
    12. Do you think that there is a relation between a child’s school success and how regularly they are smacked (given hidings?)
    13. Would a parent’s involvement with the school governing Body /PTA have an impact on how successful a child is at school?
    14. Do you think that there is a connection between a child’s school success and how much television they watch?
    15. Do you think if a child has many books it would have an impact on how successful a child will be at school?
    16. Do you think if parents read to their child every night it would influence the child’s success at school?

  • Communications -

    Revised essay

    In this essay we will compare and contrast the perceptions of South African parents and non-parents on what makes a perfect parent. We will do this by using the 16 factors of Levitt and Dubner (2009) in an interview schedule and interview a chosen sample that consists of two groups, namelyone set of five parents and one set of five non-parents. The majority of my sample consisted of work colleagues and the balance was made up of family and friends. Once I had done all the interviews and collated all the interview schedules, I analysed the responses for each question in the form of a table.
    While forty percent of both groups agreed that having highly educated parents does have an influence on a child’s success at school, sixty percent of the parent group agreed that having highly educated parents does not have an influence on a child’s success at school.Similarly sixty percent of the non-parent group also agreed that this factor does not have an impact on the childs success at school. They believed that self motivation and determination would have an impact on a child’s success at school.
    Eighty percent of the parent group agreed that a child’s success at school is not related to whether their family is intact. Whereas sixty percent of non parents agreed that having a stable family environment does influence a child’s success at school. However forty percent of the non-parent group disagreed and held the view that open communication and the values that you instil in the child will determine the childs success at school and not whether their family is intact or not.
    The majority of parent group took the view that having a high socio economic status does not guarantee that a child will be successful at school. In contrast sixty percent of the non parents agreed that having a high socio economic status does have an influence on a child’s success at school. But twenty percent in the parent group based their view that children who have a high socio economic status are lazy and they will rely on their parent’s wealth, whereas children who come from a poorer background will work harder in order to improve their future.
    The entire parent group agreed that living in a good neighbourhood does have an influence on a child success at school. Likewise eighty percent of the non-parent group agreed that living in a good neighbourhood does have an influence on a child success at school. But twenty percent of the non-parent group disagreed and considered the type of friends that children associate with in the neighbourhood would have an influence on the child’s success at school.
    Forty percent of the parent group agreed that if a woman has her first child at the age of thirty it will it would have an influence on the child’s success at school. In contrast sixty percent of the non parent group agreed that if a woman has her first child at the age of thirty it will have no impact on the child’s success at school However twenty percent of the parent group was unsure as to whether having a baby at the age of thirty would have an impact on the child’s success at school.
    The majority of the parents group agreed that if the mother stayed at home it would have an influence on a child’s success at school. This is in contrast to the non-parent group where the sixty percent held the view that if a mother stayed at home from birth until the child went to school it would not have an impact on the child’s success at school. However forty percent of the non parent group disagreed and felt that the a stay at home parent provides the child a stable enviroment and encourages emotional stability.
    The majority of the parent group conceded that having a low birth weight does not have an influence on a child’s success at school. Similarly the entire non-parent group also conceded that having a low birth weight does not have an influence on a child’s success at school.But twenty percent of the parent group was unsure if this factor had an impact on a childs success at school.
    The parent group unanimously agreed that if a child attended extra enrichment programmes it would assist in identifying the child’s weakness and strength and therefore it would have an effect on a child’s success at school. Likewise the entire non parent group also unanimously agreed that this factor would have an impact.
    Sixty percent of the parent group believed that if English is spoken at home it will have an impact on a child’s success at school. This differs from the non parent group who conceded that speaking English at home will not have an influence on a child’s success at school. However two percent of the parent group is unsure if this factor would have an impact as they felt that children are adaptable and that children should follow their cultural language so as to uphold their heritage.
    In the parents group sixty percent agreed that if parents took their child regularly to museums’ it would have an impact on a childs success at school. This is in contrast to the non parents group where the majority of them were in agreement that if parents took their child regularly to museums’ it would not have an impact on whether the child would be successful at school. However twenty percent of the non-parent group held the view that it would be beneficial because museums provide history and histrory plays an important part in the child’s future.
    The entire parents group agreed that a child’s adoption does not have an impact on the child success at school. Whereas eighty percent of the non parents concluded that a child’s adoption does have an impact on the child success at school. However 20 percent of the non parent group disagreed with the statement The entire parent group agreed that smacking a child regularly does not have an influence on a child’s success at school. Likewise the majority of the non-parent group agreed with this factor.However twenty percent in the non parent group was unsure as to whether this would influence a child’s success at school.
    Eighty percent of the parent group were in agreement that a parent’s involvement with the school governing Body /PTA does not have an impact on a child’s success at school. Similarly eighty percent of the non-parent group also agreed with this statement. However twenty percent of both groups believed that parents who were involved with the school governing Body /PTA did have an impact a child’s success at school.
    The entire parent group agreed that there is a connection between a child’s success at school and how much television they watch. Likewise the majority of the non-parent group agreed that there is a connection between a child’s success at school and how much television they watch. However twenty percent of the non parent group disagreed and considered it beneficial for the child success at school.
    Sixty percent of the parent group were in agreement that if a child has many books it would have an impact on how successful a child will be at school. Similarly the majority of the non-parent group were in agreement that if a child has many books it would have an impact on how successful a child will be at school. However twenty percent of the non parent group disagreed and stated that if the child actually read the books then it might have an impact on the child’s success at school.
    All of the participants in the parents group agreed that if parents read to their child every night it would influence the child’s success at school. Similarly eighty percent of the non parents group agreed that if parents read to their child every night that it would have an impact on the childs success at school.. However twenty percent of the non parent did not agree and argued that emotionally it might make the child feel more grounded and secure, but felt that it would not have an impact on a child’s success at school.
    In conclusion, we can see that the parents and non-parents views are very similar regarding their responses in many of the factors. Culture and values seem to influences many of the South African parents and non-parents perceptions.

  • Communications -

    ow do anger distroy our socirty

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