The Compare & Contrast Map is an interactive graphic organizer that enables students to organize and outline their ideas for different kinds of comparison.
Here is a sample outline for an essay comparing and contrasting Achilles’ and Odysseus’ attitudes toward war. This example is excerpted from the Excellence in Literature Handbook for Writers , which contains much more information on this topic and many others. Although this sample mentions only one paragraph per topic sentence, you may have more than one paragraph supporting each main point.
Subject: Homer’s Poems Focus 1 : Achilles and Odysseus from the Iliad and the Odyssey Focus 2: A comparison between the two heroes’ attitudes to war
This type of essay is basically a composition, which is concentrated on two points. The compare and contrast essay reveals the differences and the similarities of these two points, things, situations, etc. The main task of any writer is to find as many similarities and a difference, as it is possible.
In order to write a professional compare and contrast essay it is necessary to remember that it is vital to identify the points of comparison. This is a major requirement because without this proper identification the essay will not have a correct logical form. To make a detailed compare and contrast essay the first step is to point out the key aspects and do a research on the topic including articles and books.
Compare and contrast essays are taught in school for many reasons. For one thing, they are relatively easy to teach, understand, and format. Students can typically understand the structure with just a short amount of instruction. In addition, these essays also students develop critical thinking skills to approach a variety of topics. There are a number of resources on that can help when teaching compare/contrast essays including:
Following is a list of 101 topics for compare and contrast essays that you are welcome to use in your classroom. As you look through the list you will see that some items are academic in nature while others are included for interest-building and fun writing activities.
Such assignments require you to move beyond mere description by thinking deeply about the items being compared, identifying meaningful relationships between them, and deciding which qualities are most significant. This process involves evaluating, analyzing, and synthesizing your findings and presenting them in a meaningful, interesting, and logical way.
Evaluates Subject A in its entirety and then Subject B in its entirety. This format can result in two separate papers, joined by an awkward transition. Follow the tips below to develop a seamless and unified paper using the block format:
Structure Notes: Three-part structure Structure: I. Introduction follows the structure of a strong essay in that its opening sentence "hooks" the reader. Opening and closing ideas allude to The Declaration of Independence, highlighting again the effective essay in which the opening and the closing sections serve as bookends for the argument. II. Rhetorical Appeals: Pathos: Capturing the mind and the hearts of readers to sway them to the point he is making in his argument. Logos: Capturing the mind of the reader through the structure of the argument, the words used and not used, ideas stated and implied and even not used. Use of repetition (anaphora), diction, allusions, parallelism, and imagery among other ideas. Ethos: Concerns itself with the author or the presentor of the speech. Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. (2) Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. (3) we are met on a great battlefield of that war. (4) We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. (5) It is altogether fitting and proper that we should do this. (6) But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. (7) The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. (8) The world will little note nor long remember what we say here, but it can never forget what they did here. (9) It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. (10) It is rather for us to be here dedicated to the great task remaining before us-- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion--that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people