How to write a Comparison/Contrast paragraph?

Comparison shows similarities between persons, places, things, ideas, or situations.

Contrast points out the differences between persons, places, things, ideas, or situations.

 Two Basic Methods for Organizing Comparison / Contrast Paragraphs

1. If you let A and B stand for the two things (subjects) being compared, then you can use the block method in which you tell all about A, then tell all about B. Thus you discuss A in a block and B in a block.

2. If you let A and B stand for the two things (subjects) being compared, then you compare them point by point. Every time you say something about A, you also say something about B – right in the same sentence or in the sentence immediately following.

 The Body

Once you have decided on a good topic sentence, list all the points of comparison/ contrast that you can think of. Next, review the list and eliminate any points, which are irrelevant or unimportant. Now, organize your details in a logical sequence, and begin your rough draft.

The Conclusion

The most effective conclusion for a comparison/contrast paragraph is usually a final sentence, which reinforces the controlling idea. e.g., If you could see Tuffy and Hector together, you could scarcely help laughing at the contrast between these two household playmates.

A Good Example of the Block Method:

Students who have Mr. Ali and Mr. Risky are immediately aware of the difference in the lecturing manner of each teacher. Mr. Ali has a pleasant voice, which helps hold the interest of the students. He pronounces clearly in a rhythmic pattern emphasizing key words. His moderate tone and inflected words make his lectures interesting. Mr. Ali also adds humor to his subject, and he welcomes questions from students who don’t understand the material. He takes his time and explains slowly. He tries to make sure that his students understand a concept before he moves on to something new, and he is very enthusiastic about his subject. Mr. Risky, on the other hand, has a different tone, pronunciation, expression and attitude from Mr. Ali. He has a booming voice, which commands rather than teaches, and sometimes it is hard to understand because he runs his words together. His lectures are not as interesting as those of Mr. Ali, either, because Mr. Risky speaks in a boring monotone. He also hates to be interrupted; feeling that he must cover everything. Mr. Risky teaches every class in a serious, determined mood. Thus, as the above points illustrate, the lectures of Mr. Ali and Mr. Risky are quite different.

A Good Example of the Point-by-Point Method:

Students who have Mr. Risky and Mr. Ali are immediately aware of the difference in the lecturing manner of each teacher. Mr. Ali has a pleasant voice, which helps hold the interest of the students. Mr. Risky, however, has a booming voice, which commands rather than teaches. Mr. Ali pronounces clearly in a rhythmic pattern emphasizing key words. On the other hand, Mr. Risky mumbles, running his words together. The moderate tone and inflected words of Mr. Ali make his lectures more interesting than those of Mr. Risky, who speaks in a boring monotone. Mr. Ali also adds humor to the subject, whereas Mr. Risky is always serious about each lesson. Mr. Ali welcomes questions from students who don’t understand the material, as compared to Mr. Risky who hates to be interrupted. Mr. Ali takes his time and explains slowly, whereas Mr. Risky rushes through each lesson. Mr. Ali is very enthusiastic about his subject: he tries to make sure everyone understands a concept before he moves on to something new. Mr. Risky, however, is always in a determined mood; he feels that he must cover everything. Each teacher has a different voice, tone, pronunciation, expression, and attitude: and as a result, their lectures are quite different.  

MK