Basketball and Volleyball
Basketball and volleyball have three differences.The first difference is the courts. There is a net in middle of a volleyball court, but there is nothing blocking a basketball court. And volleyball players have to stay on their own side. But basketball players can run up and down the entire court freely.
The second difference is the size of the ball and how hard it is. Volleyballs are made of leather. Basketballs are made of synthetic rubber and have a lot of dents all over the surface.
The third difference is the rules. Volleyball players must not drop the ball. If they do, they will lose the point. Basketball players dribble the ball and shoot it at the hoop.
Basketball and Soccer
What is the difference between basketball and soccer? Both are ball games and team sports, yet there are several differences between them.
First, these two sports are different in the way they use the ball. In both sports, players dribble and shoot the ball. But basketball players dribble with their hands, while soccer players, except the goalkeeper, dribble with their feet.
The second difference is in the number of players. A basketball team has 5 players. A soccer team, on the other hand, has eleven. Thus it is only natural that a soccer field is larger than a basketball court.
The third difference is in the positions. Basketball has three kinds: guards, forwards, and centers. Soccer has four: a goalkeeper, defenders, midfielders, and forwards. The biggest difference is the specialization of players according to their position. Soccer players usually specialize in offense or defense, not both.
Football and Basketball
There are a lot of sports, many of them are team sports. My favorites are football and basketball. They have both similarities and differences, two of each.The first similarity is the purpose of the competition. It is not only to win points. The purpose is to communicate with your opponents and cooperate with your teammates.
The second similarity is the number of people who can play on a team. And one more similarity is that both games are played indoors. Only five people can play at the same time. Players need to pass the ball to their teammates to score points. So it is a little harder than outdoor sports.
The first difference is the content of the sports. Football players shoot the ball with their feet. But basketball players shoot with their hands. It�s a big difference, but it�s an important one.
The second difference is the goals. Football has a rectangular goal with a net, located on the floor. But the goal in basketball is high above the floor. The players shoot the ball into it. That is the second difference.
In conclusion I have described some differences and some similarities. The differences are very natural, but also important. I assumed there are a few differences between football and basketball, so the similarities are more numerous than the differences. Which of these sports do you like? I like basketball. But the most important fact is that they are both popular.
Lacrosse and Soccer
Lacrosse and soccer have some things in common. The number of players is the same; they are both outdoor games; and both have goals. But, the goals have different shapes.
Lacrosse and soccer have some differences, too. Soccer players are not allowed to use their hands. Lacrosse players, on the other hand, use a stick. The size of the fields and the size of the ball are also different. Of course, the rules are also different.
Easy to understand.
Two paragraphs, one for similarities, one for differences.
Similarities are explained first, then the differences.
The examples are good.
The vocabulary is easy.
"The rules are also different" was funny. Nice joke.
The words suit author's meaning.
The sentences are short and simple.
Too abstract. It needs concrete examples.
The words or sentence patterns are repetitious.
False information--a soccer team has 11 players, but lacrosse teams have 10 (men's) or 12 (women's).
Difficult to understand, because la crosse is not a major sport.
Too vague, not enough details presented about the balls, fields, and rules.
Too wordy, could be shorter.
Some words like "both" used over and over. Too much.
Explanations are very short, too short.
The order of presentation of the similarities and differences is haphazard. No particular order.
Author needs to think more deeply. If he did, he would find more differences.
Provide concrete examples.
Rephrase some of the words.
Provide more facts about la crosse.
Explain differences between men's and women's la crosse.
Write more sentences, full of details.
Eliminate superficial comparisons such as the size of the fields and balls.
Think more deeply and add more differences, more meaningful differences.
line 2: outdoor games => outdoor sports
line 4: (the size of) the ball
line 6: are not allowed to use => mustn't use
- dribble, shoot, kick, rally, volley, spike
block, run, jump
must not hold, drop ball
use hands, feet, legs, head
individual, team sport
number of players
size and shape of court or field
open or divided
number of positions
offense and/or defense
fouls and penalties
change of player
possession of ball
steal, pass, catch, intercept
change of possession
size and shape of ball
made of leather or rubber
how to score points
size of goal
high, low, vertical, horizontal
protected or unprotected
|superficial||old / young|
tall / short
rich / poor
handsome / ugly
|50 / 20 years old|
180 / 160 cm
30,000 yen / 500 yen
thick glasses / nice eyes
|popular / unpopular|
hardworking / lazy
studious / wild
|deep||active / lazy|
kind / mean
generous / greedy
happy / unhappy
|sports / computer games|
encourages / bullies
cheerful greetings / complains
|many friends / alone|
job offers / unemployed
married / divorced
|la cross||. .||. .||. .||. .||. .||. .||. .||. .||. .||. .||. .||. .||. .||. .|
Topics and items that students thought of:
How are they the same? How are they different?
|t o p i c s|
|i t e m s|
men / women
Baseball / Soccer
High School / University
Pants / Skirt
McDonald's / MOS burger
|. . . => . . .|
put into groups
|. . . => . . .|
the process (no koto)
An easy way to think about ''classification'' is to think about a school putting students into classes (groups of students). There are many students, but only a few classes (maybe 3-5). As you know from your many years of experience as students,
- (1) all students must be put in a class and
(2) no student should be put in two classes (no overlapping).
You might also imagine that when schools divide students into classes they like to avoid unbalanced classes sizes, particularly classes of only one or two students. If possible, they would move such students into one of the other classes.
A Classification Essay is a piece of writing that presents a way of dividing things (items rather than students) into classes. These things might be
- physical items: musical instruments, alcoholic drinks, or countries;
things that are not physical: power, ways of studying, emotions; OR
a combination of both--desires (things that people want).
The first two steps in writing a Classification Essay are to figure out (1) the topic--what kind of items to divide up and (2) how to divide the items.
In-class speed writing assignment
There are many examples (=items, like ''students'') of _________________ (=topic) ,
but only a few kinds (=classes).
Fill-in the blank. Then continue writing.
When deciding the topic and how to divide the items, you should keep in mind the last step--figuring out (3) what to write in your essay. It is best if you have based the division of items on a single principle, one which is
- (a) original, (b) useful, and/or (c) intellectually interesting.
Let's take countries as an example topic. There are about 200 countries. How could we divide them? by their first letters from A to Z. But ... such a division would be completely arbitrary. The classes would tell us nothing about the countries--nothing original, useful, or interesting--so there is nothing to write about.
We could divide them by location in the northern or southern hemispheres. That's a little more interesting, but still too obvious, almost trivial. Although we could point out that their seasons are reversed and try to explain how the classification would work for countries that are in both hemispheres, that would not be enough to make an essay interesting.
How about dividing countries by their political systems. That's much more complex. We have to think more deeply about each country. It's a little bit troublesome, perhaps, but much, much more interesting . And we'll have a much better essay when we're finished.
|c a t e g o r i e s|
|i t e m s|
Only after deciding the topic and how to divide the items are we ready to start writing. It would be nice to start off with an Introduction--a short paragraph that will introduce the topic and inform the readers how many classes we are going to divide the items into.
The bulk of the essay then will explain the principle we are using to divide the items. Usually there will be at least one paragraph (with at least 3 sentences in each) for each of the classes. Remember we are explaining the division of items--its complexity--the connections and, perhaps, interaction between the classes. This is NOT a personal essay. You should leave out all personal material and also any irrelevent details about the items themselves--details that have nothing to do with the division of items into classes.
Finally we'll want to end the essay smoothly by putting some final remarks into a short paragraph--a Conclusion.
There is a statistical theory, degrees of freedom, that proves that every single choice you make narrows your choices (the choices you might make in the future), rendering having it all impossible. I dropped out of Advanced Algebra, nevertheless, I will attempt to explain. Take Anthony Weiner, for instance. Anthony Weiner discovered that he could not be a United States congressman and tweet a picture of his penis. Becoming a congressman ruled out that possibility. He could not have it all.
I’m sure when Anthony Weiner found out he couldn’t have it all, he changed the definition. “Having it all” meant having his pregnant wife not leave him. “That’s all I want,” I bet he said to himself when he was exposed and had to resign. “Just don’t let Huma leave me.” In other words, “all” shrank. However, once he persuaded his wife not to leave him, he wasn’t satisfied. “All” expanded once again.
Having it all seems to breed wanting more. And since we can’t have it all because it is statistically impossible, and since there is no such thing as more than all, the whole notion seems, I’m sorry to say, depressingly American.
In many countries, having it all is learning to read. Having it all is getting to choose whom you love. Having it all is walking to school without worrying that you might get raped on the way.
One of the most revolting parts about the American female version — and there are many — is that having it all defines “all” one way: marriage, children, career. It assumes all women want the same thing. Success rests on achieving three goals (life viewed not as a continuum, but an endpoint), and these goals, as it happens, are exactly the ones that will declare you a success at your high school reunion.
This might not be a coincidence.
Never underestimate the power of high school. It’s the identity everyone wants to live down, the approval everyone aspires to. Being able to check the boxes — marriage, children, career — is more important at a high school reunion than anywhere else, which is why I think that high school, not feminism, is the reason an idea of happiness got framed this way. It instantly creates the social world of high school: haves, have-nots, wannabes and freaks. Freaks are those who aspire to other versions of life, who want to march to their own tune. Thanks to this definition of success, they will always be freaks.
My friend Molly graduated from high school in 2003, and keeps bumping into her classmates on Facebook, even those she hasn’t spoken to since high school. Daily she is bombarded by photos and news of the have-it-alls. She keeps redefining what she wants, she says, by seeing what everyone else has.
GETTING away from high school is supposed to free you from the pressure to conform. But now that there’s no getting away, high school is forever. Perhaps Sheryl Sandberg is not Queen Have-It-All. She is Prom Queen Have-It-All.
To me, having it all — if one wants to define it at all — is the magical time when what you want and what you have match up. Like an eclipse. A total eclipse is when the moon is at its perigee, the earth is at its greatest distance from the sun, and when the sun is observed near zenith. I have no idea what that means. I got the description off a science Web site, but one thing is clear: it’s rare. This eclipse never lasts more than seven minutes and 31 seconds.
Personally, I believe having it all can last longer than that. It might be a fleeting moment — drinking a cup of coffee on a Sunday morning when the light is especially bright. It might also be a few undisturbed hours with a novel I’m in love with, a three-hour lunch with my best friend, reading “Goodnight Moon” to a child, watching a Nadal-Federer match. Having it all definitely involves an ability to seize the moment, especially when it comes to sports. It can be eating in bed when you’re living on your own for the first time or the first weeks of a new job when everything is new, uncertain and a bit scary. It’s when all your senses are engaged. It’s when you feel at peace with someone you love. And that isn’t often. Loving someone and being at peace with him (or her) are two different things. Having it all are moments in life when you suspend judgment. It’s when I attain that elusive thing called peace of mind.
Not particularly American, unquantifiable, unidentifiable, different for everyone, but you know it when you have it.
Which is why I love bakeries. Peace descends the second I enter, the second I smell the intoxicating aroma of fresh bread, see apricot cookies with scalloped edges, chocolate dreams, cinnamon and raisin concoctions, flights of a baker’s imagination, and I know I am the luckiest person in the world. At that moment, in spite of statistical proof that this is not possible, I have it all. And not only that, I can have more.Continue reading the main story