Comparison Essay

Here's a good working definition of COMPARISON WRITING: Holding up two alike, but not identical, objects or situations for the sake of discovering their similarities and differences with the objective of concluding that one is superior.

Content...

1. Choose two things as your subject. Not one. Not more than two. TWO things.

2. Choose two things that are categorically alike, but specifically different. They must be enough alike that they're comparable. Owning a horse compared to owning a guinea pig is NOT a suitable comparison. Owning a quarter horse compared to owning an Arabian would be suitable for comparison. 

Begin with narrow categories. "Cars" is too broad because you can't compare just any two cars. You could not, for example, write a good comparison essay on the Hummer vs. a Prius. There are far too many dissimilarities. A Ford 150 and Chevy Silverado (both full-size trucks) would work.

3.  Keep the comparisons parallel. Since the subjects will be similar, your treatment of them must also be similar. If you mention a certain detail about one, make sure you also include that detail for the other. It would be illogical to do otherwise. 


Organization...

There are two ways to organize a comparison essay. We'll look at a hypothetical subject to outline each method: country life vs. city life...

1. opposing pattern - use this if you want your emphasis to be on the 2 subjects being compared.

I. Life in the Country
   a. Food
   b. Work
   c. Recreation
II. Life in the City
   a. Food
   b. Work
   c. Recreation

2. alternating pattern - use this if you want your emphasis to be on the points of comparison.

I. Food
   a. in the country
   b. in the city
II. Work
   a. in the country
   b. in the city
III. Recreation
   a. in the country
   b. in the city

Notice that both methods keep a logical sequence. The points of comparison are in the same order in the both parts of the opposing pattern, and the subjects being compared in the same order for each of the three parts of the alternating pattern.


Interest...

This is a highly prescriptive essay format. You don't have a lot of freedom in terms of organization. That doesn't mean it should be dull reading. One of the best ways to ensure that your writing is interesting is by being interested yourself in the subject, and you are free in that decision.  


MODEL ESSAY...

The following is a short and simple example of the alternating pattern. Notice the frequent use of contrasting transtions such as however, and on the other hand. In fact, each body paragraph has such a transition between the two groups being compared. And while it's a good model for structure, it's not a very developed essay.

A pull on an eyelid, a pat on the wrist--either of these gestures could lead to confusion for an American in Paris. In fact, years of French language classes practicing je, tu, il, and bonjour may not be enough preparation for an American to communicate with a French person. Most people know that residents of France and the United States speak different languages. However, few people know that body language in the two countries can be just as different.

The difference in hand signals could lead to cultural misunderstandings between Americans and the French. For example, an American visiting France may be surprised when a waiter brings him three cups of coffee even though he only ordered two. His problem? He held up his index finger and his middle finger to indicate the number two. Since the French start counting on the thumb, however, the waiter understand that hand gesture to mean three.

Hand signals are not the only difference in body language between Americans and the French. Facial expressions can also be different in the two countries. An American who asks a French person for her opinion may be surprised when she reacts by frowning. Americans tend to smile a lot, especially when responding to questions. The French, on the other hand, sometimes react y pouting the lips. This facial gesture shows that a French person is thinking.

The French also greet each other in a different way than Americans do. Every time they meet or say goodbye, French friends and family members kiss on the cheeks or shake hands. Americans, on the other hand, do not touch nearly as often when they greet each other. In fact, unless the parting will be a long one, oftentimes, Americans will simply say good-bye with no touching at all.

A frustrated American with an extra cup of coffee and a pouting companion will probabaly find the unexpected surprise of a kiss or a handshake quite refreshing. However, an American visiting France may still need more than a dictionary to communicate with the French. 

"A Writer's Model"; Elements of Language, 3rd course; Holt, Rinehart, and Winston; Austin, Texas 2001.

Narration

You can think of narration as telling a story. A narrative essay is often anecdotal (relates a short story), experiential, and personal. This essay, similar to the descriptive essay, allows for the possibility of deep reflection, expression, and creativity. 

Here are some guidelines for writing a narrative essay:

If written as a story, the essay should include all the parts of a story.

This means that you must include an introduction, plot, characters, setting, climax, and conclusion.It does NOT mean you're writing a short story. Rather, you're using a story to make a point. We'll see a few examples of what this looks like next week.

When would a narrative essay not be written as a story?

A good example of this is a book report. 

The essay should have a purpose.

Just like the descriptive essay (and all essays!), this one should be making a point. If I tell you about a turtle walking across the road, I'd better have a point to it. Was it dangerous? Did it escape near disaster? Is it a story of courage? Or did it make me think about something profound about life on earth? Whatever the point, it has to be more than a turtle crossing a road.

The essay should be written from a clear point of view.

These essays are typically written from a first person (I) point of view, but it's not required. Whatever the viewpoint, stay consistent. 

As always, be organized!

Introduction, body, and conclusion--these parts will be present in most of the essays we write. We lead the reader in, present our material (description, narration, argumentation, etc.), then leave the reader with something to think about. 

Narrative student example

It is important to try to help your friends, even if it puts you in harm’s way. I learned this one spring day, when a twister tore through downtown Ft. Worth. I could have stayed in my closet with my cat, a mattress over my head and a radio, but in hindsight, I am glad I braved the storm to look for my friends.     En route, I watched the bent anarchy of rebar, walls, glass and unidentifiable structures, gnarled and toothy, as they paraded in a watercolor swirl in the aluminum windows. Driving the route from our house to downtown that they would have traveled, the song “A Bridge Over Troubled Water” came on, which was fitting to the situation. By the time I approached downtown, the wind had ceased and an eerie stillness settled in. Puddles stretched out in front of me, threatening to engulf the whole town. What I noticed first about the water everywhere was the absence of artificial light reflecting back at me. Night had fallen and because of the tornado all of the streetlights were out. I thought to myself…        “This is what night is supposed to look like.”     I noticed that even the marquis lights were out. All of the buildings were dark and anonymous; none bared the logo of a corporate tenant. I witnessed natural night, just as people had before humans preferred artificial sunlight. For, as far as the eye could see there was not a working conduit for electricity to pass through, nor could I hear that distinct buzzing in the air. There was only me, Simon and Garfunkel on the radio, and the glimpses of scared people hiding under disjointed facades of the less-affected buildings. Stepping out the car, I saw the moon finding its face in the stillness of the oblong puddles below me. The power lines looked like the teeth of a boxer after a brutal fight; they were going every which way in a haphazard arrangement.     I found my friend’s car, in the aftermath, trapped in debris. I was terrified! What happened to them, I wondered. I looked across the street and among a crowd of astonished and frightened expressions; I finally located my friends. I saw from the ghost-white expression on my friend Leah’s face that she was in shock. My other roommate (and friend) was talking amongst others who were injured. He was helping the bartender pour shots of whiskey to calm the people down, since the refuge they had found happened to be a bar. Leah had a piece of glass embedded in her arm and bloody knees; my other roommate had deep cuts on the palms of his hands. Leah told me that she was caught running from her car to this building to seek shelter, and when she opened the heavy-metal door to the bar, the tornado picked her up like rag doll and slammed her knees into the asphalt. They did not need an ambulance, so I ushered them to my car. I was met with reluctance when I insisted that they go to the emergency room. Arguing the whole way, I drove them to the emergency room. They were admitted to triage, and the doctor said that Leah’s gash in her arm needed stitches, and she needed a tetanus shot. They disinfected their wounds, and a few hours later, we went home.     Even though my friends might have fared okay without me, I am glad that I could help them out. Since, Leah was in shock, she was not aware of the seriousness of her injuries and probably would not have sought medical attention without my coaxing. If I am faced with a life-threatening situation again, I will come to the aid of my friends. Hopefully, this sentiment will not be challenged any time soon.

 

ABOUT ME

Let me introduce your instructor…

My name is Brad Beals. I graduated with a communications degree from the University of Michigan in 1991 and got an English degree, teaching certificate, and masters here at MSU.

For 9 months out of the year, I teach English at a Lansing-area public high school. But for all 12 months, I’m a home-school dad of six. My wife, Heidi, and I are homeschooling the youngest 4. The two olders have moved on.

I enjoy language. I like words and writing and reading, and yes, I even like grammar. I've helped companies write copy for their websites (Here’s my portfolio) and I’ve even written a few books that you can pick up here, here, here, and here.

I enjoy teaching writing because it allows me to do more than just pass on a set of skills. As my students become better writers, they’re also becoming better thinkers. And I think that’s pretty cool.

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