Context
Theoretical Introduction
Text comparison skills are essential in the study of language because they help students critically analyze the different aspects of a text - structure, style, content, purpose, and audience. This serves as a useful tool for increasing one's understanding of different text types and how they each serve a specific communicative purpose, while also identifying the distinctive characteristics within each and exploring authors' techniques for expressing their perspectives.
Analyzing texts for comparison is about more than merely identifying similarities or differences across two or more bodies of work. This type of comparison involves studying how those differences or similarities may impact a text's message and meaning; this can help develop students' critical thinking and analytical abilities as it requires them to consider and synthesize information across multiple resources.
Examining different types or genre of writing also encourages a more thorough understanding of textual and linguistic variation, including how an author's use of language and techniques serves different purposes like persuasion, information, entertainment or personal commentary.
Context
The ability for students to compare or contrast various texts or writings is incredibly important given today's information landscape which bombards us constantly with different types of information from a multitude of sources with a huge range and variety of intentions; we routinely encounter newspapers, blogs, editorials, books, advertisements and more on a daily basis, each of which serves specific purposes, and is produced with particular audiences or goals in mind.
Developing strong textual comparison and analysis skills is crucial for use both inside and outside academic settings; these are valuable tools that allow for informed judgment when faced with topics or issues demanding careful evaluation, including situations where decisions must be made between perspectives, or decisions around the credibility or reliability of various types of information.
Practical Activities: Comparing News Stories
Lesson Title: Comparing News Reports
Lesson Objectives
The purpose of this lesson activity is to have our students compare and contrast two or more news articles on similar topics from different news sources; students will analyze presentation style, language use, biases and how well each text accomplishes its intended communicative purpose.
Lesson Procedure
Students can be placed in groups of between 3-5 in size, with each group receiving the same contemporary issue or news topic to begin their investigation; for example climate change, the presidential election, human migration, etc. Each team is responsible for searching for at least two news articles covering the assigned topic, sourced from multiple publications.
Groups must analyze their chosen texts, identifying and discussing the article's purpose, intended audience, methods or strategies used for presenting information. Language, writing style, and potential biases (whether of the writer themselves or of the news source more generally) should also feature as important aspects for student investigation.
In particular, groups should be encouraged also to think about the implications that differing types of reporting strategies have on audience perception or understanding of an issue.
Materials
- Internet or other resources for news article research
- Pens, pencils, devices for notes
- Computer or paper for report writing
Step-by-Step Lesson Walk-Through for Students
1). Topic Selection & Research: After group formation and topic distribution, groups should begin researching and selecting 2 news articles for analysis which adhere the topic requirements.
2). News Analysis: Each group should carefully read and review their chosen articles, then meet together to identify and compare differences and similarities across their texts in the following areas: Content, language, style, audience, purpose, biases.
- Recording Observations: Each team should record and take brief notes or brainstorm ideas to prepare for the report writing stage.
4). Report Preparation: In their groups, students must compose and finalize a report of their discoveries, ensuring that the structure and content include: an introduction, body, conclusion and bibliography.
Deliverables:
To complete this activity, students should produce a written report including the following sections: 1). Introduction: The report should open with a brief into to the selected topic or issue, why it's relevant or important to today's society, followed by a short description and justification for which articles have been selected for this comparative analysis 2). Body: This should summarize the analysis process for both texts, including details on identified similarities and/or distinctions between the articles' content, language use, audience, purpose and any perceived bias. 3). Conclusions: Students should close with their thoughts or reflections on the project, summarizing what they have gained through this textual analysis exercise, including the extent to which comparing distinct articles from multiple viewpoints enhanced their understanding of the news topic. 4) References: Lastly, a full bibliography must be attached which includes full information for each of the sources or articles that were cited or consulted in this written report
This report is due within 1 calendar week from project assignment, and all group members should participate in the writing to ensure accountability, collaboration & teamwork are both encouraged and evaluated.
