{"id":147,"date":"2018-06-01T13:27:28","date_gmt":"2018-06-01T13:27:28","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/?post_type=chapter&#038;p=147"},"modified":"2018-06-01T13:27:28","modified_gmt":"2018-06-01T13:27:28","slug":"comparing-and-contrasting","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/chapter\/comparing-and-contrasting\/","title":{"raw":"Comparing and Contrasting","rendered":"Comparing and Contrasting"},"content":{"raw":"<div class=\"page-header\">\r\n<h1>Comparing and Contrasting<\/h1>\r\n<\/div>\r\n<h2>What this handout is about<\/h2>\r\nThis handout will help you first to determine whether a particular assignment is asking for comparison\/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond \u201cThing A and Thing B are similar in many ways but different in others.\u201d\r\n<h2>Introduction<\/h2>\r\nIn your career as a student, you\u2019ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison\/contrast essay, in which you focus on the ways in which certain things or ideas\u2014usually two of them\u2014are similar to (this is the comparison) and\/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them.\r\n<h2>Recognizing comparison\/contrast in assignments<\/h2>\r\nSome assignments use words\u2014like compare, contrast, similarities, and differences\u2014that make it easy for you to see that they are asking you to compare and\/or contrast.\u00a0<strong>Here are a few hypothetical examples:<\/strong>\r\n<ul>\r\n \t<li>Compare and contrast Frye\u2019s and Bartky\u2019s accounts of oppression.<\/li>\r\n \t<li>Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars.<\/li>\r\n \t<li>Contrast Wordsworth and Coleridge; what are the major differences in their poetry?<\/li>\r\n<\/ul>\r\nNotice that some topics ask only for comparison, others only for contrast, and others for both.\r\n\r\nBut it\u2019s not always so easy to tell whether an assignment is asking you to include comparison\/contrast. And in some cases, comparison\/contrast is only part of the essay\u2014you begin by comparing and\/or contrasting two or more things and then use what you\u2019ve learned to construct an argument or evaluation.\u00a0<strong>Consider these examples, noticing the language that is used to ask for the comparison\/contrast and whether the comparison\/contrast is only one part of a larger assignment:<\/strong>\r\n<ul>\r\n \t<li>Choose a particular idea or theme, such as romantic love, death, or nature, and consider how it is treated in two Romantic poems.<\/li>\r\n \t<li>How do the different authors we have studied so far define and describe oppression?<\/li>\r\n \t<li>Compare Frye\u2019s and Bartky\u2019s accounts of oppression. What does each imply about women\u2019s collusion in their own oppression? Which is more accurate?<\/li>\r\n \t<li>In the texts we\u2019ve studied, soldiers who served in different wars offer differing accounts of their experiences and feelings both during and after the fighting. What commonalities are there in these accounts? What factors do you think are responsible for their differences?<\/li>\r\n<\/ul>\r\nYou may want to check out our handout on\u00a0<a href=\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/understanding-assignments\/\">Understanding Assignments\u00a0<\/a>for additional tips.\r\n<h2>Using comparison\/contrast for all kinds of writing projects<\/h2>\r\nSometimes you may want to use comparison\/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison\/contrast isn\u2019t an official requirement for the paper you\u2019re writing. For example, if you wanted to argue that Frye\u2019s account of oppression is better than both de Beauvoir\u2019s and Bartky\u2019s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation\u2014even though the topic may not have asked for comparison\/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.\r\n<h2>Discovering similarities and differences<\/h2>\r\nMaking a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you\u2019re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn\u2019t overlap; in those areas, you can list the traits that make the things different. Here\u2019s a very simple example, using two pizza places:\r\n\r\n<a href=\"https:\/\/writingcenter.unc.edu\/files\/2011\/12\/Venn.jpg\"><img class=\"alignnone\" title=\"Venn\" src=\"https:\/\/writingcenter.unc.edu\/files\/2011\/12\/Venn.jpg\" alt=\"Diagram showing how some elements between Pepper's and Amante are different and how some overlap.\" width=\"350\" height=\"261\" \/><\/a>\r\n\r\nTo make a chart, figure out what criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you\u2019ve discovered. Here\u2019s an example, this time using three pizza places:\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td>Pepper\u2019s<\/td>\r\n<td>Amante<\/td>\r\n<td>Papa John\u2019s<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Location<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Price<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Delivery<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Ingredients<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Service<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Seating\/eating in<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Coupons<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nAs you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison\/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself?\r\n\r\nHere are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they\u2019re just here to give you some ideas\u2014you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you\u2019re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.\r\n<h3>Two historical periods or events<\/h3>\r\n<ul>\r\n \t<li>When did they occur\u2014do you know the date(s) and duration? What happened or changed during each? Why are they significant?<\/li>\r\n \t<li>What kinds of work did people do? What kinds of relationships did they have? What did they value?<\/li>\r\n \t<li>What kinds of governments were there? Who were important people involved?<\/li>\r\n \t<li>What caused events in these periods, and what consequences did they have later on?<\/li>\r\n<\/ul>\r\n<h3>Two ideas or theories<\/h3>\r\n<ul>\r\n \t<li>What are they about?<\/li>\r\n \t<li>Did they originate at some particular time?<\/li>\r\n \t<li>Who created them? Who uses or defends them?<\/li>\r\n \t<li>What is the central focus, claim, or goal of each? What conclusions do they offer?<\/li>\r\n \t<li>How are they applied to situations\/people\/things\/etc.?<\/li>\r\n \t<li>Which seems more plausible to you, and why? How broad is their scope?<\/li>\r\n \t<li>What kind of evidence is usually offered for them?<\/li>\r\n<\/ul>\r\n<h3>Two pieces of writing or art<\/h3>\r\n<ul>\r\n \t<li>What are their titles? What do they describe or depict?<\/li>\r\n \t<li>What is their tone or mood? What is their form?<\/li>\r\n \t<li>Who created them? When were they created? Why do you think they were created as they were? What themes do they address?<\/li>\r\n \t<li>Do you think one is of higher quality or greater merit than the other(s)\u2014and if so, why?<\/li>\r\n \t<li>For writing: what plot, characterization, setting, theme, tone, and type of narration are used?<\/li>\r\n<\/ul>\r\n<h3>Two people<\/h3>\r\n<ul>\r\n \t<li>Where are they from? How old are they? What is the gender, race, class, etc. of each?<\/li>\r\n \t<li>What, if anything, are they known for? Do they have any relationship to each other?<\/li>\r\n \t<li>What are they like? What did\/do they do? What do they believe? Why are they interesting?<\/li>\r\n \t<li>What stands out most about each of them?<\/li>\r\n<\/ul>\r\n<h2>Deciding what to focus on<\/h2>\r\nBy now you have probably generated a huge list of similarities and differences\u2014congratulations! Next you must decide which of them are interesting, important, and relevant enough to be included in your paper.\u00a0<strong>Ask yourself these questions:<\/strong>\r\n<ul>\r\n \t<li>What\u2019s relevant to the assignment?<\/li>\r\n \t<li>What\u2019s relevant to the course?<\/li>\r\n \t<li>What\u2019s interesting and informative?<\/li>\r\n \t<li>What matters to the argument you are going to make?<\/li>\r\n \t<li>What\u2019s basic or central (and needs to be mentioned even if obvious)?<\/li>\r\n \t<li>Overall, what\u2019s more important\u2014the similarities or the differences?<\/li>\r\n<\/ul>\r\nSuppose that you are writing a paper comparing two novels. For most literature classes, the fact that they both use Calson type (a kind of typeface, like the fonts you may use in your writing) is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none; literature classes are more likely to focus on subjects like characterization, plot, setting, the writer\u2019s style and intentions, language, central themes, and so forth. However, if you were writing a paper for a class on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations might be absolutely critical to include in your final paper.\r\n\r\nSometimes a particular point of comparison or contrast might be relevant but not terribly revealing or interesting. For example, if you are writing a paper about Wordsworth\u2019s \u201cTintern Abbey\u201d and Coleridge\u2019s \u201cFrost at Midnight,\u201d pointing out that they both have nature as a central theme is relevant (comparisons of poetry often talk about themes) but not terribly interesting; your class has probably already had many discussions about the Romantic poets\u2019 fondness for nature. Talking about the different ways nature is depicted or the different aspects of nature that are emphasized might be more interesting and show a more sophisticated understanding of the poems.\r\n<h2>Your thesis<\/h2>\r\nThe thesis of your comparison\/contrast paper is very important: it can help you create a focused argument and give your reader a road map so she\/he doesn\u2019t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, \u201cThis paper will compare and contrast two pizza places,\u201d or \u201cPepper\u2019s and Amante are similar in some ways and different in others,\u201d or \u201cPepper\u2019s and Amante are similar in many ways, but they have one major difference\u201d) with something more detailed and specific. For example, you might say, \u201cPepper\u2019s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.\u201d\r\n\r\nBe careful, though\u2014although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looking for a bit more analysis. In this case, the obvious question is \u201cSo what? Why should anyone care that Pepper\u2019s and Amante are different in this way?\u201d One might also wonder why the writer chose those two particular pizza places to compare\u2014why not Papa John\u2019s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here\u2019s a revision of the thesis mentioned earlier:\r\n<ul>Pepper\u2019s and Amante both offer a greater variety of ingredients than other Chapel Hill\/Carrboro pizza places (and than any of the national chains), but the funky, lively atmosphere at Pepper\u2019s makes it a better place to give visiting friends and family a taste of local culture.<\/ul>\r\nYou may find our handout\u00a0<a title=\"Thesis Statements\" href=\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/thesis-statements\/\">Constructing Thesis Statements<\/a>\u00a0useful at this stage.\r\n<h2>Organizing your paper<\/h2>\r\nThere are many different ways to organize a comparison\/contrast essay. Here are two:\r\n<h3>Subject-by-subject<\/h3>\r\nBegin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you\u2019re comparing\/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it\u2019s more likely that you\u2019d have several paragraphs per item. Using our pizza place comparison\/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper\u2019s, a paragraph about its location, and a paragraph about its ambience. Then you\u2019d have three similar paragraphs about Amante, followed by your conclusion.\r\n\r\nThe danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper\u2014generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.\r\n\r\nA subject-by-subject structure can be a logical choice if you are writing what is sometimes called a \u201clens\u201d comparison, in which you use one subject or item (which isn\u2019t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you\u2019ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the \u201clens\u201d), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.\r\n<h3>Point-by-point<\/h3>\r\nRather than addressing things one subject at a time, you may wish to talk about one point of comparison at a time. There are two main ways this might play out, depending on how much you have to say about each of the things you are comparing. If you have just a little, you might, in a single paragraph, discuss how a certain point of comparison\/contrast relates to all the items you are discussing. For example, I might describe, in one paragraph, what the prices are like at both Pepper\u2019s and Amante; in the next paragraph, I might compare the ingredients available; in a third, I might contrast the atmospheres of the two restaurants.\r\n\r\nIf I had a bit more to say about the items I was comparing\/contrasting, I might devote a whole paragraph to how each point relates to each item. For example, I might have a whole paragraph about the clientele at Pepper\u2019s, followed by a whole paragraph about the clientele at Amante; then I would move on and do two more paragraphs discussing my next point of comparison\/contrast\u2014like the ingredients available at each restaurant.\r\n\r\nThere are no hard and fast rules about organizing a comparison\/contrast paper, of course. Just be sure that your reader can easily tell what\u2019s going on! Be aware, too, of the placement of your different points. If you are writing a comparison\/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper\u2019s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper\u2019s look better. If you\u2019ve decided that the differences between the items you\u2019re comparing\/contrasting are most important, you\u2019ll want to end with the differences\u2014and vice versa, if the similarities seem most important to you.\r\n\r\nOur handout on\u00a0<a title=\"Reorganizing Drafts\" href=\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/reorganizing-drafts\/\">Organization<\/a>\u00a0can help you write good topic sentences and transitions and make sure that you have a good overall structure in place for your paper.\r\n<h2>Cue words and other tips<\/h2>\r\nTo help your reader keep track of where you are in the comparison\/contrast, you\u2019ll want to be sure that your\u00a0<a title=\"Transitions\" href=\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/transitions\/\">transitions<\/a>\u00a0and topic sentences are especially strong. Your thesis should already have given the reader an idea of the points you\u2019ll be making and the organization you\u2019ll be using, but you can help her\/him out with some extra cues.\u00a0<strong>The following words may be helpful to you in signaling your intentions:<\/strong>\r\n<ul>\r\n \t<li>like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand \u2026 on the other hand.<\/li>\r\n<\/ul>\r\nFor example, you might have a topic sentence like one of these:\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>Compared to Pepper\u2019s, Amante is quiet.<\/ul>\r\n<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>Like Amante, Pepper\u2019s offers fresh garlic as a topping.<\/ul>\r\n<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<ul>Despite their different locations (downtown Chapel Hill and downtown Carrboro), Pepper\u2019s and Amante are both fairly easy to get to.<\/ul>\r\n<h2>Some additional websites about comparison\/contrast papers<\/h2>\r\n<a href=\"https:\/\/writingcenter.fas.harvard.edu\/pages\/how-write-comparative-analysis\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/writingcenter.fas.harvard.edu\/pages\/how-write-comparative-analysis<\/a>\r\n\r\n<a href=\"http:\/\/depts.washington.edu\/pswrite\/compare.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/depts.washington.edu\/pswrite\/compare.html<\/a>","rendered":"<div class=\"page-header\">\n<h1>Comparing and Contrasting<\/h1>\n<\/div>\n<h2>What this handout is about<\/h2>\n<p>This handout will help you first to determine whether a particular assignment is asking for comparison\/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond \u201cThing A and Thing B are similar in many ways but different in others.\u201d<\/p>\n<h2>Introduction<\/h2>\n<p>In your career as a student, you\u2019ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison\/contrast essay, in which you focus on the ways in which certain things or ideas\u2014usually two of them\u2014are similar to (this is the comparison) and\/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them.<\/p>\n<h2>Recognizing comparison\/contrast in assignments<\/h2>\n<p>Some assignments use words\u2014like compare, contrast, similarities, and differences\u2014that make it easy for you to see that they are asking you to compare and\/or contrast.\u00a0<strong>Here are a few hypothetical examples:<\/strong><\/p>\n<ul>\n<li>Compare and contrast Frye\u2019s and Bartky\u2019s accounts of oppression.<\/li>\n<li>Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars.<\/li>\n<li>Contrast Wordsworth and Coleridge; what are the major differences in their poetry?<\/li>\n<\/ul>\n<p>Notice that some topics ask only for comparison, others only for contrast, and others for both.<\/p>\n<p>But it\u2019s not always so easy to tell whether an assignment is asking you to include comparison\/contrast. And in some cases, comparison\/contrast is only part of the essay\u2014you begin by comparing and\/or contrasting two or more things and then use what you\u2019ve learned to construct an argument or evaluation.\u00a0<strong>Consider these examples, noticing the language that is used to ask for the comparison\/contrast and whether the comparison\/contrast is only one part of a larger assignment:<\/strong><\/p>\n<ul>\n<li>Choose a particular idea or theme, such as romantic love, death, or nature, and consider how it is treated in two Romantic poems.<\/li>\n<li>How do the different authors we have studied so far define and describe oppression?<\/li>\n<li>Compare Frye\u2019s and Bartky\u2019s accounts of oppression. What does each imply about women\u2019s collusion in their own oppression? Which is more accurate?<\/li>\n<li>In the texts we\u2019ve studied, soldiers who served in different wars offer differing accounts of their experiences and feelings both during and after the fighting. What commonalities are there in these accounts? What factors do you think are responsible for their differences?<\/li>\n<\/ul>\n<p>You may want to check out our handout on\u00a0<a href=\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/understanding-assignments\/\">Understanding Assignments\u00a0<\/a>for additional tips.<\/p>\n<h2>Using comparison\/contrast for all kinds of writing projects<\/h2>\n<p>Sometimes you may want to use comparison\/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison\/contrast isn\u2019t an official requirement for the paper you\u2019re writing. For example, if you wanted to argue that Frye\u2019s account of oppression is better than both de Beauvoir\u2019s and Bartky\u2019s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation\u2014even though the topic may not have asked for comparison\/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.<\/p>\n<h2>Discovering similarities and differences<\/h2>\n<p>Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you\u2019re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn\u2019t overlap; in those areas, you can list the traits that make the things different. Here\u2019s a very simple example, using two pizza places:<\/p>\n<p><a href=\"https:\/\/writingcenter.unc.edu\/files\/2011\/12\/Venn.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" title=\"Venn\" src=\"https:\/\/writingcenter.unc.edu\/files\/2011\/12\/Venn.jpg\" alt=\"Diagram showing how some elements between Pepper's and Amante are different and how some overlap.\" width=\"350\" height=\"261\" \/><\/a><\/p>\n<p>To make a chart, figure out what criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you\u2019ve discovered. Here\u2019s an example, this time using three pizza places:<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>Pepper\u2019s<\/td>\n<td>Amante<\/td>\n<td>Papa John\u2019s<\/td>\n<\/tr>\n<tr>\n<td>Location<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Price<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Delivery<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Ingredients<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Service<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Seating\/eating in<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Coupons<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>As you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison\/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself?<\/p>\n<p>Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they\u2019re just here to give you some ideas\u2014you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you\u2019re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.<\/p>\n<h3>Two historical periods or events<\/h3>\n<ul>\n<li>When did they occur\u2014do you know the date(s) and duration? What happened or changed during each? Why are they significant?<\/li>\n<li>What kinds of work did people do? What kinds of relationships did they have? What did they value?<\/li>\n<li>What kinds of governments were there? Who were important people involved?<\/li>\n<li>What caused events in these periods, and what consequences did they have later on?<\/li>\n<\/ul>\n<h3>Two ideas or theories<\/h3>\n<ul>\n<li>What are they about?<\/li>\n<li>Did they originate at some particular time?<\/li>\n<li>Who created them? Who uses or defends them?<\/li>\n<li>What is the central focus, claim, or goal of each? What conclusions do they offer?<\/li>\n<li>How are they applied to situations\/people\/things\/etc.?<\/li>\n<li>Which seems more plausible to you, and why? How broad is their scope?<\/li>\n<li>What kind of evidence is usually offered for them?<\/li>\n<\/ul>\n<h3>Two pieces of writing or art<\/h3>\n<ul>\n<li>What are their titles? What do they describe or depict?<\/li>\n<li>What is their tone or mood? What is their form?<\/li>\n<li>Who created them? When were they created? Why do you think they were created as they were? What themes do they address?<\/li>\n<li>Do you think one is of higher quality or greater merit than the other(s)\u2014and if so, why?<\/li>\n<li>For writing: what plot, characterization, setting, theme, tone, and type of narration are used?<\/li>\n<\/ul>\n<h3>Two people<\/h3>\n<ul>\n<li>Where are they from? How old are they? What is the gender, race, class, etc. of each?<\/li>\n<li>What, if anything, are they known for? Do they have any relationship to each other?<\/li>\n<li>What are they like? What did\/do they do? What do they believe? Why are they interesting?<\/li>\n<li>What stands out most about each of them?<\/li>\n<\/ul>\n<h2>Deciding what to focus on<\/h2>\n<p>By now you have probably generated a huge list of similarities and differences\u2014congratulations! Next you must decide which of them are interesting, important, and relevant enough to be included in your paper.\u00a0<strong>Ask yourself these questions:<\/strong><\/p>\n<ul>\n<li>What\u2019s relevant to the assignment?<\/li>\n<li>What\u2019s relevant to the course?<\/li>\n<li>What\u2019s interesting and informative?<\/li>\n<li>What matters to the argument you are going to make?<\/li>\n<li>What\u2019s basic or central (and needs to be mentioned even if obvious)?<\/li>\n<li>Overall, what\u2019s more important\u2014the similarities or the differences?<\/li>\n<\/ul>\n<p>Suppose that you are writing a paper comparing two novels. For most literature classes, the fact that they both use Calson type (a kind of typeface, like the fonts you may use in your writing) is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none; literature classes are more likely to focus on subjects like characterization, plot, setting, the writer\u2019s style and intentions, language, central themes, and so forth. However, if you were writing a paper for a class on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations might be absolutely critical to include in your final paper.<\/p>\n<p>Sometimes a particular point of comparison or contrast might be relevant but not terribly revealing or interesting. For example, if you are writing a paper about Wordsworth\u2019s \u201cTintern Abbey\u201d and Coleridge\u2019s \u201cFrost at Midnight,\u201d pointing out that they both have nature as a central theme is relevant (comparisons of poetry often talk about themes) but not terribly interesting; your class has probably already had many discussions about the Romantic poets\u2019 fondness for nature. Talking about the different ways nature is depicted or the different aspects of nature that are emphasized might be more interesting and show a more sophisticated understanding of the poems.<\/p>\n<h2>Your thesis<\/h2>\n<p>The thesis of your comparison\/contrast paper is very important: it can help you create a focused argument and give your reader a road map so she\/he doesn\u2019t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, \u201cThis paper will compare and contrast two pizza places,\u201d or \u201cPepper\u2019s and Amante are similar in some ways and different in others,\u201d or \u201cPepper\u2019s and Amante are similar in many ways, but they have one major difference\u201d) with something more detailed and specific. For example, you might say, \u201cPepper\u2019s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.\u201d<\/p>\n<p>Be careful, though\u2014although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looking for a bit more analysis. In this case, the obvious question is \u201cSo what? Why should anyone care that Pepper\u2019s and Amante are different in this way?\u201d One might also wonder why the writer chose those two particular pizza places to compare\u2014why not Papa John\u2019s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here\u2019s a revision of the thesis mentioned earlier:<\/p>\n<ul>                                             <\/ul>\n<p>You may find our handout\u00a0<a title=\"Thesis Statements\" href=\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/thesis-statements\/\">Constructing Thesis Statements<\/a>\u00a0useful at this stage.<\/p>\n<h2>Organizing your paper<\/h2>\n<p>There are many different ways to organize a comparison\/contrast essay. Here are two:<\/p>\n<h3>Subject-by-subject<\/h3>\n<p>Begin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you\u2019re comparing\/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it\u2019s more likely that you\u2019d have several paragraphs per item. Using our pizza place comparison\/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper\u2019s, a paragraph about its location, and a paragraph about its ambience. Then you\u2019d have three similar paragraphs about Amante, followed by your conclusion.<\/p>\n<p>The danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper\u2014generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.<\/p>\n<p>A subject-by-subject structure can be a logical choice if you are writing what is sometimes called a \u201clens\u201d comparison, in which you use one subject or item (which isn\u2019t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you\u2019ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the \u201clens\u201d), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.<\/p>\n<h3>Point-by-point<\/h3>\n<p>Rather than addressing things one subject at a time, you may wish to talk about one point of comparison at a time. There are two main ways this might play out, depending on how much you have to say about each of the things you are comparing. If you have just a little, you might, in a single paragraph, discuss how a certain point of comparison\/contrast relates to all the items you are discussing. For example, I might describe, in one paragraph, what the prices are like at both Pepper\u2019s and Amante; in the next paragraph, I might compare the ingredients available; in a third, I might contrast the atmospheres of the two restaurants.<\/p>\n<p>If I had a bit more to say about the items I was comparing\/contrasting, I might devote a whole paragraph to how each point relates to each item. For example, I might have a whole paragraph about the clientele at Pepper\u2019s, followed by a whole paragraph about the clientele at Amante; then I would move on and do two more paragraphs discussing my next point of comparison\/contrast\u2014like the ingredients available at each restaurant.<\/p>\n<p>There are no hard and fast rules about organizing a comparison\/contrast paper, of course. Just be sure that your reader can easily tell what\u2019s going on! Be aware, too, of the placement of your different points. If you are writing a comparison\/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper\u2019s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper\u2019s look better. If you\u2019ve decided that the differences between the items you\u2019re comparing\/contrasting are most important, you\u2019ll want to end with the differences\u2014and vice versa, if the similarities seem most important to you.<\/p>\n<p>Our handout on\u00a0<a title=\"Reorganizing Drafts\" href=\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/reorganizing-drafts\/\">Organization<\/a>\u00a0can help you write good topic sentences and transitions and make sure that you have a good overall structure in place for your paper.<\/p>\n<h2>Cue words and other tips<\/h2>\n<p>To help your reader keep track of where you are in the comparison\/contrast, you\u2019ll want to be sure that your\u00a0<a title=\"Transitions\" href=\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/transitions\/\">transitions<\/a>\u00a0and topic sentences are especially strong. Your thesis should already have given the reader an idea of the points you\u2019ll be making and the organization you\u2019ll be using, but you can help her\/him out with some extra cues.\u00a0<strong>The following words may be helpful to you in signaling your intentions:<\/strong><\/p>\n<ul>\n<li>like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand \u2026 on the other hand.<\/li>\n<\/ul>\n<p>For example, you might have a topic sentence like one of these:<\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>     <\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>        <\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>                   <\/ul>\n<h2>Some additional websites about comparison\/contrast papers<\/h2>\n<p><a href=\"https:\/\/writingcenter.fas.harvard.edu\/pages\/how-write-comparative-analysis\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/writingcenter.fas.harvard.edu\/pages\/how-write-comparative-analysis<\/a><\/p>\n<p><a href=\"http:\/\/depts.washington.edu\/pswrite\/compare.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/depts.washington.edu\/pswrite\/compare.html<\/a><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-147\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li><strong>Provided by<\/strong>: The Writing Center, University of North Carolina at Chapel Hill. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/comparing-and-contrasting\/\">https:\/\/writingcenter.unc.edu\/tips-and-tools\/comparing-and-contrasting\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/\">CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":150,"menu_order":6,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"\",\"author\":\"\",\"organization\":\"The Writing Center, University of North Carolina at Chapel Hill\",\"url\":\"https:\/\/writingcenter.unc.edu\/tips-and-tools\/comparing-and-contrasting\/\",\"project\":\"\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-147","chapter","type-chapter","status-publish","hentry"],"part":122,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/pressbooks\/v2\/chapters\/147","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/wp\/v2\/users\/150"}],"version-history":[{"count":1,"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/pressbooks\/v2\/chapters\/147\/revisions"}],"predecessor-version":[{"id":148,"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/pressbooks\/v2\/chapters\/147\/revisions\/148"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/pressbooks\/v2\/parts\/122"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/pressbooks\/v2\/chapters\/147\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/wp\/v2\/media?parent=147"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/pressbooks\/v2\/chapter-type?post=147"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/wp\/v2\/contributor?post=147"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/sunycorning1020elec201819\/wp-json\/wp\/v2\/license?post=147"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}