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Comparative Paper Comparison/Contrast

DEVELOPING A THESIS
An academic essay contains a thesis or a single central idea, often expressed in one statement, which by convenience and custom is usually the last sentence of the introductory paragraph. The thesis answers the question: If you were asked to sum up your essay, what would your answer be? The thesis, therefore, is the central idea that summarises your substantiated opinions and researched information on a particular topic. You can also consider your thesis as your theory about the meaning of evidence (i.e., your researched information) that most likely has not been apparent to your readers. The thesis commits you, the writer, to discuss a topic, argue one point, or clarify one issue. At the outset of your writing, it defines the parameters of your topic and helps you avoid digressions and deviations in your writing. It helps you stay focussed on a single idea. At the researching stage when you encounter potentially conflicting evidence, however, your writing experience may see the evolution of your thesis, having you reformulate your idea (i.e., expand, qualify, or refine your idea). Finally, the thesis frames your readers expectations, enabling them to easily follow your presentation.

Look at the features of a strong and weak thesis. Strong Thesis Weak Thesis

It explains the meaning of your evidence. It needs to be proved and could be supported with evidence. It contains specific assertions.

It merely lists similarities and

differences.

It states a fact and does not need

proofs.

It is a broad claim, which uses

general terms (e.g., many similarities and differences, pros and cons, positive and negative, advantages and disadvantages),

Word choice is specific; the idea is expressed in a declarative sentence.

It is vaguely worded; it is
expressed as a question.

Here are examples of weak and strong thesis statements. (Note: These do not specifically respond to the Comparative Paper prompt.) Weak thesis Converting a weak thesis to a strong thesis Strong thesis

The new education reforms are worse than those in the 1990s.

This is an overgeneralized thesis. The writer can convert the broad noun to a specific noun; inert to be verb to active verb; and vague, evaluative adjective to an assertive predicate.

The education reforms, which were aimed at resolving issues of previous reforms, have only served to aggravate the problems the new reforms were intended to solve. The differences between X and Y outweigh the similarities . . . .

There are many similarities and differences between the impact of globalisation on developing countries and that on the developed world. Globalisation has had both positive and negative outcomes.

This is obviously true and the writer will most likely merely synthesize details. To make this a strong statement, the writer needs to clearly advance his idea which is drawn on an interpretation of researched information.

This is a broad assertion that will fit nearly any subject and says nothing in particular about the subject of globalisation. This resembles a tentative thesis at an early stage of drafting and the writer is expected to make this statement specific enough to guide her in developing the essay. .

Although the negative effects of globalisation have advanced in developing countries, efforts toward balanced globalisation, which necessitates strong support from developed countries, may result in socioeconomic growth of developing economies.

This essay will examine the positive and negative outcomes of globalisation on differing countries.

This thesis makes no claim. The writer will most likely list outcomes in his essay. The writer must qualify what he specifically wants to write about.

Although the negative effects of globalisation have advanced in developing countries, efforts toward balanced globalisation, which necessitates strong support from developed countries, may result in socioeconomic growth of developing economies.

In a comparison/contrast essay, you will initially juxtapose similarities and differences between two subjects/criteria, often expressed in this equation: a, b, c = x, y, z Subsequently, as you acquire a firmer grasp of the content, you will be examining this juxtaposed listing to find out meaningful connections or relationships between the two given perspectives in the prompt in order to draw your original idea. What does it mean to have an idea in an essay? According to Rosenwasser and Stephen (2008), an idea: (a) answers a question and explains X that needs to be explained. (b) may connect elements, features, facets or aspects of a subject and explain the significance of that connection. (c) may reveal the implicit or suggested differences, similarities, or connections. (d) often resolves a dissonance--something that may be considered incongruous or inconsistent. Write a tentative thesis of your paper.

ORGANISING YOUR COMPARISON/CONTRAST ESSAY

A common organisational technique in writing academic texts involves the organisational skills of comparison and contrast which involves an examination of two subjects or sources in terms of one another. When you compare elements, you point out similarities. When you contrast, you highlight differences. In composing this essay, you will perform a multifaceted analysis which surfaces implicit or subtle elements that otherwise your readers would not have seen or grasped. Your analysis involves a clear understanding of your subject. Read again your lens articles and view your selected video text to look for significant criteria for analysis. A criterion is a specific point of reference of your source texts or point of agreement or disagreement. What are possible examples of criteria found in your source texts? Your best criteria will enable you to develop your thesis by drawing you to present apparent similarities and differences as well as explore and then surface other significant similarities and differences which are hidden or subtle.

Below are two approaches to organising your essay. You will be asked to write a tentative outline of your essay. (a) Organising by Criteria Introduction Present your thesis to your readers within a background context, indicate your approach or method of discussion, and cite relevant sources. In this section of your paper, you must engage your readers by highlighting to them why, within the context of current or recent discussion of the topic in the literature, your essay matters. In the introduction, you must engage your reader in your thought process--that means you are getting your readers to follow your thinking, so raise an issue and dont declare a statement of fact. I. Criterion 1 A. Discussion of what source A says about this point/Presentation of situation A in light of this point B. Discussion of what source B says about this point (includes a comparison and contrast between sources A and Bs treatment of 1) Criterion 2 A. Discussion of what source A says about this point/Presentation of situation A in light of this point B. Discussion of what source B says about this point (includes a comparison and contrast between sources A and Bs treatment of 1) Be clear about the first significant criterion drawn on your readings. Limit this discussion to the relevant source you would like to first present to your readers.

II.

Advance your idea by continuing your discussion.

III.

(Note: The student writer determines the number of points in the body of his/her essay.)

The extent of your discussion will depend on the thesis you have formulated for your paper.

Conclusion

In the conclusion of your essay, you do not merely restate your thesis or summarise your points. Your conclusion answers the question: So what? Why did you have to do a comparison/contrast of X and Y? You will present your own summative interpretation of your findings in light of the context you established in your introduction. You will offer your most qualified statement of the thesis.

(b) Organising by Source or Topic Introduction Present your thesis to your readers within a background context, indicate your approach or method of discussion, and cite relevant sources. In this section of your paper, you must engage your readers by highlighting to them why, within the context of current or recent discussion of the topic in the literature, your essay matters. In the introduction, you must engage your reader in your thought processthat means you are getting your readers to follow your thinking, so raise an issue and dont declare a statement of fact. 7

I.

Source A

Discuss the significant features of/in Source A. Discuss the significant features of/in Source B. The extent of your discussion will depend on the thesis you have formulated for your essay. Discuss the significant points of comparison and contrast between A and B. In the conclusion of your essay, do not merely restate your thesis or summarise your points. Your conclusion answers the question: So what? Why did you have to do a comparison/contrast of X and Y? You will present your own summative interpretation of your findings in light of the context you established in your introduction. You will offer your most qualified statement of the thesis.

II.

Source B

III.

(Note: The student writer determines the number of points in the body of his/her essay.)

Final body paragraph

Conclusion

Share your answers with your classmates in a general class discussion of possible essay content to help you further understand the content requirements of your paper. Which details are significant and which arent? Why? What is the significance of a particular detail? What does it mean? What else might it mean? How do the details fit together? What do they have in common? What does this pattern of details mean? What else might this same pattern of details mean? How else could it be explained? What details dont seem to fit? How might they be connected with other details to form a different pattern? What does this new pattern mean? How might it cause me to read the meaning of individual details differently?

RESEARCHED INFORMATION IN WRITTEN TEXTS

Academic writers use primary and secondary references or sources to inform and support their main idea or claim. These sources are acknowledged inside the text or prose and at the end of the text, e.g., reference list. Information drawn on these sources is referred to as researched information, which: a) provides the reader background information or context b) helps academic writers explain concepts or terms c) provides specific evidence, e.g., facts, statistics, examples and illustrations, and expert opinion, to support a claim or present an opposing view. d) lends authority to a claim and helps establish writers credibility.

USEFUL EXPRESSIONS FOR COMPARISON /CONTRAST STATEMENTS

Contrast expressions in contrast to as opposed to unlike contrasts with differs from differences contrasts different from dissimilar to but however in/by contrast on the other hand conversely nevertheless, nonetheless while whereas more/less/-er . . . than an important distinction between differ in a number of aspects

Parts of speech

prepositions

verbs

nouns

adjectives

coordinate conjunction connectors

subordinate conjunctions

phrases

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Comparison expressions like resembles similarities is similar to . . . both and neither . . . and . . . too and . . . either just as . . . so similarly likewise correspondingly in the same way in like manner as . . . as in common with . . . bears a striking resemblance to . . . the same is also true of/for . . .

Parts of speech prepositions verbs nouns adjectives

coordinate conjunctions

connectives

phrases

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References

American Psychological Association. Basics of APA style tutorial [Online Tutorial]. Retrieved from http://flash1r.apa.org/apastyle/basics/ Centre for English Language Communication. (n.d.). Useful expressions for comparison/contrast statements [Class handout]. National University of Singapore, Singapore. Rosenwasser, D., & Stephen, J. (2008). Writing analytically with readings. Boston, MA: Wadsworth. Swales, J.M., & Feak, C.B. (1994). Academic writing for graduate students. Ann Arbor, MI: University of Michigan Press. Swales, J.M., & Feak, C.B. (2004). Academic writing for graduate students (2nd ed.). Ann Arbor, MI: University of Michigan Press.

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