COMPARISON-CONTRAST:
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Whenever you
combine two or more ideas, indicating their similarities and/or
differences, you are explaining by way of comparison and/or
contrast.
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You may use either of two ways to
structure comparison and contrast --
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the
BLOCK METHOD or
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the
ALTERNATING METHOD.
(1) THE BLOCK METHOD (subject
by subject)
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When using
this method, you state the main idea for the comparison
and/or contrast in the topic sentence. The following topic sentence
houses the main idea for a paragraph developed by contrast:
College is quite different from high school.
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Notice that
two items will be contrasted: (A) college and (B) high school. To
create the body of the paragraph using the block method, a section
discussing (A) college should be developed, followed by a section
describing (B) high school.
College
is quite different from high school. Assignments in college are
more difficult. You need to control your time so that all the
work can be completed successfully. Also, college is more
flexible. You are responsible for taking care of yourself and
effectively utilizing your freedom. Creating new friendships is
also part of the college experience. On the contrary, in
high school the assignments were much less difficult.
Furthermore, because of the assigned classes and rigid
schedules, you did not have to be concerned about controlling
your own time – it was done for you. Also, you would see the
same students in your classes throughout each day. If you were
asked whether college is preferable to high school, you would
probably have to answer "Yes." Even though it is more
challenging, college is much more exciting.
- The following graphic
illustrates the structure of the body of this paragraph:
Topic Sentence:
College is quite different from high school. |
BLOCK "A"
- Courses
- Instructors
- Activities
|
Transition (word or phrase):
on the contrary
|
BLOCK "B"
- Courses
- Instructors
- Activities
|
Concluding Sentence:
Even though it is more challenging, college is much more
exciting. |
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An important
point to consider is that you should signal to the reader that
section (A) has been concluded, and that section (B) is about to
begin. To accomplish this task, a transitional phrase should be used
to allow the reader to proceed from one section to the other. Notice
in the paragraph that the underlined transitional phrase, "On
the contrary," is used to provide the necessary transition.
(2) ALTERNATING METHOD (Point by Point)
- Another way to develop this
contrast is by structuring the supporting ideas in the body of the
paragraph in an alternating fashion, alternating from (A) to (B)
throughout. Note that transitions (underlined) are used to
signal movement from one topic to the next.
College
is quite different from high school. First, the
assignments are more difficult in college than they were in high
school. Also, properly controlling freedom in college is
a new responsibility since scheduling and class hours were
controlled by the high school. Making new friends while still
maintaining friendships from high school is another part
of the college experience. All in all, if someone were to ask
whether college is preferable to high school, you would probably
have to answer "Yes." Even though it is more challenging,
college is more exciting.
- Using the same topic
sentence, the following graphic illustrates this alternating method:
Topic Sentence:
College is quite different from high school. |
- College
- High School
- College
- High School
- College
- High School
- Courses
- Instructors
- Activities
|
Concluding Sentence:
Even though it is more challenging, college is much more
exciting. |
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Whether you
are developing a contrast (as has been discussed) or a comparison,
the same methods, block or alternating, can be used. It is important
to end the paragraph with a
concluding sentence which
re-states the main idea in the topic sentence.
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