Assignment: Comparison/Contrast Process Essay (80 points)
Due Date: _________________
Assignment: In academic writing, comparison and contrast is particularly valuable because it enables you
to see familiar things in new ways. Making comparisons helps student writers make decisions and
judgments, not only in planning essays but also in the interpretation of data and ideas. For this
assignment, you will be comparing and contrasting one character you have met so far this year to one of
the following: another literary character, a historical figure, someone in contemporary popular culture, or
a person you know.
The most important question to consider in making this choice is this: What is the reason for the
comparison? From this essay, your audience should learn something, consider something they never
thought of before, or somehow expand on their knowledge or perspective of the world. Simply
comparing two things without some sort of point does not a good essay make. Ask the question, “So
What?” when you’re coming up with ideas. Your reader will certainly ask this question, so make sure
you don’t disappoint. Your job as a writer is to provide unique insight into the nature of these two things
that the reader would never have discovered otherwise.
Topic: After choosing one character from the following list, brainstorm for a good candidate for
comparison.
Beowulf
Grendel
Hrothgar
Wiglaf
Bilbo Baggins
Gandalf
Thorin
Beorn
Bard
The Master
Smaug
Sir Gawain
The Green
Knight (Sir
Bertilak)
Lady Bertilak
the Knight
the Squire
the Nun
the Friar
the Doctor
the Parson
the Plowman
the Wife of
Bath
the Miller
the Summoner
the Pardoner
Macbeth
Lady Macbeth
Duncan
Banquo
Malcolm
Macduff
Lady Macduff
Purpose: To practice using the comparison/contrast method of development, to build on your strengths,
and to improve your weaknesses as a writer. I’ll not only be looking for an interesting thesis statement,
but also for vivid, rich detail using strong verbs and images. Keep trying to find your “voice” as a writer
rather than just fulfilling an assignment. You’re on your next fall; now is the time to prepare.
Form: For comparison/contrast essays, use a point-by-point (alternating block) comparison (see your
prewriting handout for help). The essay should be 2 ½ to 3 pages in length; if you struggle with writing a
short essay (a “short” paper in college is about 3-5 pages) that means you are struggling with ideas.
Brainstorming and conferencing with Mrs. Morris should help.
Thesis Statement Models:
Examining the similarities and differences between The Wife of Bath and Daisy Buchanan shows us…
A comparison between the Plowman and my dad reveals…
The surprising similarities between Beowulf and the modern American soldier lends insight into…
FCAs: 1 dash and 1 double dash (6 pts) – circled
Paragraph Hooks (4 pts)
4 Rhetorical Devices of your choice from Lists #1 and #2 (underlined/labeled) (12 pts)
1 of each sentence type (simple, compound, complex, c-complex (bracketed/labeled) (8 pts)
Rubric:
FOCUS
CONTENT
and DEVELOPMENT
10
This essay tackles the topic in
an innovative way--with a
clear sense of audience and
purpose--and has an insightful
thesis.
ORGANIZATION
STYLE
Each section of the essay develops
the thesis with logical arguments
and specific, conclusive evidence
which has been interpreted and
clearly related to the writer's
point.
There is appropriate and
effective organization, and the
structure is carefully planned.
The style is energetic and
precise, the sentence structure
is varied, and the words are
carefully chosen. How the
writer says things is as
excellent as what the writer
says.
8
Like the "A" paper, it has a
clear thesis and organizational
strategy, but the thesis may
not be as interesting or
insightful.
Each paragraph provides unified,
coherent, and developed support
for its thesis, but the support may
not be uniformly conclusive and
convincing.
While the essay takes some
"risks" and attempts complex
strategies of development,
there may be weaknesses in
organizational strategy or its
execution.
The style shows thought and
promise, the sentence
structure is somewhat varied,
and the word choice is
common to grade level.
7
The essay has a thesis and
organizational plan which
demonstrates thought on the
writer's part and awareness of
audience, but the thesis may
be too general.
Paragraphs contribute to unified
and coherent support, but the
evidence may be predictable, may
not be thoroughly interpreted, or
may not be clearly related to the
writer's point.
Though there is an
organizational plan which
demonstrate thought on the
writer's part, the paragraphs
may be uneven in
development and transition.
6
The essay may have a general
or implied thesis, but the idea
may be too broad, vague, or
obvious. Awareness of
audience may not be evident.
Evidence may be too general,
missing, not interpreted, irrelevant
to the thesis, or inappropriately
repetitive.
The essay may be an attempt
to meet the requirements of
the assignment, but it may
have no apparent thesis or a
self-contradictory one, or the
essay's point is so general or
obvious as to suggest little
thinking-through of the topic.
The essay may lack development;
evidence may be inappropriate
and/or off-topic or may consist of
generalizations, faulty
assumptions, or errors of fact.
5
The style is basic and
unsophisticated, the sentence
structure is simple, and the
word choice is limited.
CONVENTIONS
There is evidence of careful editing
since the essay contains few
grammatical and/or mechanical errors
and, if necessary, is correctly
documented using MLA format.
The essay shows evidence of editing
since there are relatively few
grammatical and/or mechanical
errors. If necessary, it properly
documents sources.
Though the student has done some
editing, grammatical and mechanical
errors may still exist. If necessary, it
adequately documents sources.
The organizational plan may
be inappropriate or
inconsistently carried out.
The style may be
compromised by repetitive or
flawed sentence patterns
and/or inappropriate diction
and confusing syntax.
Grammatical and mechanical errors
may interfere with readability and
indicate a less-than-adequate attempt
at editing or unfamiliarity with some
aspects of Standard Written English.
The essay may fail to responsibly
document borrowed material.
The essay may display little
or no apparent sense of
organization.
The style suggests serious
difficulties with fluency,
which may be revealed in
short, simple sentences and
ineffective diction.
Grammatical/mechanical errors may
interfere with reader comprehension
or indicate problems with basic
literacy or a lack of understanding of
Standard English usage. The essay
may fail to responsibly document
borrowed material.