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Compare and contrast essays analyze two or more subjects by highlighting their similarities and differences. The purpose of such essays is to foster a clearer understanding of the subjects and to enable informed judgments. When constructing a compare and contrast essay, you can develop it either by addressing one subject at a time or through a point-by-point approach.

The one side at a time method involves discussing all relevant points of comparison or contrast for one subject before moving on to the next. For example, when comparing college and high school, you would first examine college, discussing aspects like self-directed study, campus environment, and heavy course loads, then switch to high school and discuss similar aspects like in-class study, fewer distractions, and lighter workload.

The point-by-point method discusses each point of comparison or contrast while referencing both subjects within the same section. For example, under the thesis that college and high school differ in their study methods, one point would be the nature of study (self-directed versus in-class), discussed for both, followed by another point like work environment, and so on.

Sample Paper For Above instruction

Title: Comparing College and High School: A Study in Differences and Similarities

Introduction

Transitioning from high school to college is a significant step in a student's academic journey. While both educational levels aim to foster learning and personal development, they differ markedly in their structure, environment, and expectations. Understanding these differences can help students better prepare for and adapt to college life. This essay will compare and contrast college and high school by exploring their study methods, environments, and workloads, employing a point-by-point approach for clarity.

Study Methods

In high school, students often have structured schedules and designated study times, usually within the classroom setting, providing a guided learning environment. Teachers frequently monitor progress and assign homework that reinforces daily lessons. Conversely, college demands a more self-directed approach to studying. Students are responsible for planning their schedules, managing their time, and seeking resources independently. For instance, while a high school teacher may remind students about upcoming assignments, college students must prioritize tasks without constant oversight, fostering independence but requiring greater discipline.

Learning Environment

The high school environment tends to be more controlled and familiar. Classrooms are restricted to school hours, and students typically have a dedicated, distraction-free space at home for studying. They also benefit from close supervision and immediate feedback from teachers. In contrast, the college environment is more dynamic and expansive. Campuses are crowded, and the variety of social and extracurricular activities can be distracting. Moreover, students often study in diverse settings like libraries, coffee shops, or at home, which can either promote focus or foster distraction depending on the individual’s discipline.

Workload

The workload in high school is generally lighter, with less daily homework and shorter assignments, allowing students more free time and less pressure. High school curricula focus on covering broad topics with regular assessments. Conversely, college coursework is typically more intensive, with heavier workloads that require critical thinking, research, and synthesis of information. Assignments are more complex and less frequent but demand a higher level of engagement and time management. This increased workload prepares students for professional environments where self-management is crucial.

Conclusion

While high school and college education share the fundamental goal of fostering learning, their methods, environments, and demands differ substantially. Recognizing these differences enables students to adjust their strategies and expectations. Successful transition from high school to college requires understanding and adapting to increased independence, varied study settings, and greater academic responsibilities. Embracing these challenges will enhance students’ academic success and personal growth.

References

  • Bean, J. C. (2011). College Student Success. John Wiley & Sons.
  • Chickering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin.
  • Entwistle, N. (2009). Teaching for Understanding at University. Routledge.
  • Forehand, G. (2010). Principles of Effective College Teaching. College Teaching.
  • Howard, G. S., & Donen, W. G. (2017). Adapting to College. Journal of College Student Development.
  • Kember, D., & Leung, D. Y. (2011). Disciplinary Styles in Teaching and Learning. Teaching in Higher Education.
  • Ramon, S. S. (2013). The Transition from High School to College. Journal of Educational Psychology.
  • Tinto, V. (2012). Completing College: Rethinking Institutional Action. University of Chicago Press.
  • Vermunt, J. D., & Verloop, N. (2010). Recipes for Teaching. Teaching and Teacher Education.
  • Yorke, M. (2009). Retention and Student Success. Journal of Higher Education Policy and Management.

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