ENG 4UI
Writing Comparison and Contrast Essays
Comparing and contrasting are everyday thought processes.
When we compare two things, we show how they are similar: when we contrast two things, we show
how they are different. We may compare or contrast two products or two television shows or two
cars or two solutions to a problem
Comparison or contrast writing begins with this ordinary way of thinking about things, presents
items with some common base for examination, and then uses analysis to break those ideas into
sections which may be similar or dissimilar. We use examples of similarities or differences to make
comparisons and contrasts clear to readers.
The purpose of comparing or contrasting is to understand each of the two things more clearly and, at
times, to make judgments about them.
Prewriting:
Comparing or contrasting two ideas requires you to do three things during the prewriting stage:
1. Decide on two ideas, people, or items that have a valid basis for comparison or contrast.
2. Develop an outline for each “side” of your comparison or contrast. This will help you to
form an overall thesis statement to guide your essay and your choice of supporting details for
each “side”.
3. Choose one of two methods of development. Details can be presented in a one-side-at-a-time
format or in a point-by-point format.
From: Langan and Winstanley, College Writing Skills with Readings, McGraw-Hill Ryerson
Examples:
One Side at a Time Structure
The one-side-at-a-time method states some basis for comparison or contrast of two items, and then
lists all the points for one side, followed by all the points for the other side.
Examine the following example:
Outline:
Life with a full-time paycheque was easier than life today.
1.
A year ago
a. restaurants, movies,
hockey games
b. using credit cards
c. saving for vacations
d. no debts
2.
Today
a. take my lunches – have to
pay rent and bills
b. no credit card spending
c. savings used for tuition,
no “cushion”
d. afraid of taking loan and
carrying debt
Although I knew I could not work full-time and attend college, I did not know
what life with a part-time paycheque would be like. A year ago, I ate in restaurants once
or twice a week, went to movies and hockey games: fifty dollars never seemed like much
to spend for an evening out. Because I worked downtown, I enjoyed dressing well, and I
never worried about putting a two-hundred-dollar jacket on my credit card; after all, I
could pay off my cards every month and still save enough for a vacation every year. I was
proud of myself for staying out of debt and for being able to live as well as my friends.
However, I don’t see those friends for a meal now, since I eat a brown-bag dinner on my
break at the store where I work. I barely cover my rent, bills, and groceries, so I have to
work the maximum hours and do without many things. Furthermore, since I have to
watch what I spend on groceries, I don’t invite people over anymore. Jeans and T-shirts
are not my fashion statement; I can’t afford dry cleaning these days and my credit cards
are in my safety deposit box at the bank. Because I paid my tuition fees with my savings
and vacation money and because I am still not comfortable with debt, I have avoided
student loans. But I no longer live the way my friends do, so maybe my pride and my
lack of time have a price.
Point by Point Structure
The point-by-point method contrasts or compares two items point by point.
Examine the following example:
Outline:
Studying is something I do differently in college than in high school.
1. Keeping up with reading
assignments:
a. High school
b. College
2. Concentration while reading:
a. High School
b. College
Ordinary during-the-term-studying is another area where I’ve made changes. In
high school, I let reading assignments go. I told myself that I’d have no trouble catching
up on two hundred pages during a fifteen-minute ride to school. College courses have
taught me to keep pace with the work. Otherwise, I feel as though I’m sinking into a
quicksand of unread material. When I finally read the high school assignment, my eyes
would run over the words but my brain would be plotting how to get the car for Saturday
night. Now, I use several techniques that force me to really concentrate on my reading.