compare and contrast informative persuasive and argumentative essay

Argumentative Essay vs. Informative Essay

What's the difference.

Argumentative essays and informative essays both aim to present information to the reader, but they have different purposes and approaches. Argumentative essays are meant to persuade the reader to agree with the writer's point of view on a controversial topic, presenting evidence and logical reasoning to support their argument. On the other hand, informative essays are focused on providing objective information on a topic, presenting facts, statistics, and research without trying to persuade the reader to take a specific stance. While both types of essays require thorough research and organization, the tone and purpose of each differ significantly.

Further Detail

Introduction.

Argumentative essays and informative essays are two common types of academic writing that students encounter in their educational journey. While both essays serve different purposes, they also share some similarities in terms of structure and organization. In this article, we will compare the attributes of argumentative essays and informative essays to help students understand the differences between the two.

The primary purpose of an argumentative essay is to persuade the reader to adopt a particular point of view or take a specific action. This type of essay presents a claim or argument and provides evidence to support it. On the other hand, an informative essay aims to educate the reader about a particular topic without persuading them to agree with the author's viewpoint. Informative essays provide facts, data, and information to help readers understand a subject better.

Both argumentative essays and informative essays follow a similar structure, including an introduction, body paragraphs, and a conclusion. However, the content and focus of each section differ between the two types of essays. In an argumentative essay, the introduction presents the thesis statement or main argument, while the body paragraphs provide evidence and analysis to support the claim. The conclusion restates the thesis and summarizes the main points. In contrast, an informative essay introduces the topic in the introduction, presents information and facts in the body paragraphs, and concludes with a summary of the key points discussed.

The tone of an argumentative essay is often persuasive and assertive, as the author aims to convince the reader of their viewpoint. This type of essay may use strong language, logical reasoning, and emotional appeals to make a compelling argument. In comparison, the tone of an informative essay is more neutral and objective, focusing on presenting facts and information in a clear and concise manner. Informative essays avoid using biased language or personal opinions to maintain an unbiased perspective on the topic.

Use of Evidence

Both argumentative essays and informative essays rely on evidence to support their claims and arguments. However, the type of evidence used in each type of essay differs. In an argumentative essay, the evidence is used to persuade the reader of the validity of the author's argument. This evidence may include statistics, research studies, expert opinions, and examples. In contrast, an informative essay uses evidence to provide factual information and support the key points discussed. The evidence in an informative essay is used to educate the reader rather than persuade them to agree with a particular viewpoint.

In conclusion, argumentative essays and informative essays serve different purposes and have distinct characteristics. While argumentative essays aim to persuade the reader of a particular viewpoint, informative essays focus on educating the reader about a topic. Both types of essays follow a similar structure but differ in tone, use of evidence, and overall approach. By understanding the differences between argumentative essays and informative essays, students can improve their writing skills and effectively communicate their ideas in academic settings.

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The Difference Between Informative Essays and Persuasive Essays

Introduction, informative essay, persuasive essay, the differences between informative and persuasive essays.

In academic writing, there are many types of essays, each of which has its own peculiar structure and purpose. These include, for example, informative and persuasive essays, which both provide information and facts on the given issue. However, there are a number of differences between the two, as their objectives are markedly different.

An informative essay is such type of academic writing that informs the reader about a certain topic. Sometimes, it is also called an expository essay and basically consists in describing or explaining something to readers. The objective of such writing is not in giving an author’s opinion on a particular matter, but simply in providing the facts that are necessary for its understanding. In general, an informative essay might pursue the following goals: to educate the audience about some issue; to present the research on the given topic; to compare and contrast controversial ideas; to reveal cause-effect relationships; to state a problem and provide possible solutions. The typical structure of an informative essay comprises an introduction, a main body, and a conclusion. The statements in such an essay must be clear and supported by the reliable sources. Writing an informative essay, the author should always remain neutral and objective, as well as refrain from expressing their personal ideas and arguing in favor of one viewpoint over another.

A persuasive essay, also known as an argumentative essay, explains a certain topic while rationalizing the superiority of one idea over another. In other words, this type of academic writing aims at convincing the audience that the author’s position is the most logical, valid, and justified. In essence, a persuasive essay is a combination of facts and a writer’s personal ideas. In order to prove their point, the author has to conduct a prolific research and find sufficient evidence on the given topic. Typical means of persuasion in such writing are logical reasoning, facts, statistic, examples, and quotes. The basic structure of a persuasive essay includes an introduction with a clear thesis, a few body paragraphs with argumentative points, counterarguments and their rebuttal, and a conclusion that summarizes the paper. Even though an argumentative essay is often subjective, the author’s claims should always be justified and challenged with opposing views on the issue.

Clearly, there are some vital differences between informative and persuasive academic essays. The main difference is that an informative essay only presents information in order to explain a certain issue, while a persuasive essay uses information and facts that support a writer’s personal opinion. The basic structure of a persuasive essay is more complex and strict than that of an informative essay. One more crucial difference is that the opening sentence in informative writing introduces the topic, and in persuasive writing it states an argument. Last but not least, an informative essay should always provide an objective and balanced account of the issue, whereas a persuasive essay tends to be subjective and biased.

Informative and persuasive essays are pieces of academic writing that provide the audience with certain information. However, the purpose of an informative essay is to give an objective picture of an issue, while a persuasive essay aims to incline the reader towards a certain viewpoint. Nevertheless, in both cases, the data is obtained through profound research, and each statement must be supported with sufficient evidence.

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Q: What is the difference between informative and persuasive writing?

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Answer Last Updated: Jan 31, 2019 Views: 29281

Think about what you are being asked to write. Identify the purpose and maintain focus .

Informative writing – you are the reporter remaining unbiased, objective, and only presenting facts.

• Give information
• Explain an issue or topic
• Provide straightforward facts with a balanced explanation of the topic

Informative paper outline:

• Introduction: present the topic and main ideas
• Body: as many body paragraphs as necessary to present facts and information
• Conclusion: summarize main points from the body

Persuasive writing – your goal is to persuade the reader to agree with your opinion.

• Often a combination of facts (informative) and personal point of view (persuasive)
• Focus on benefits of your point of view
• Use strong, comparable facts for both sides ; never stretch facts to strengthen your argument

Persuasive paper outline:

• Introduction: present the topic and your claim/point of view
• Body: as many body paragraphs as necessary to support your claim/point of view
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Guide to Different Kinds of Essays

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An essay is a paper that discusses, describes or analyzes one topic. It can discuss a subject directly or indirectly, seriously or humorously. It can describe personal opinions, or just report information. An essay can be written from any perspective, but essays are most commonly written in the first person ( I ), or third person (subjects that can be substituted with the he, she, it, or they pronouns).

There are many different kinds of essays. The following are a some of the most common ones:

Descriptive Cause/Effect Argumentative Definition Narrative Critical Compare/Contrast Process

Descriptive:

Examples: A descriptive essay could describe . . .

The descriptive essay provides details about how something looks, feels, tastes, smells, makes one feel, or sounds. It can also describe what something is, or how something happened. These essays generally use a lot of sensory details. The essay could be a list-like description that provides point by point details. Or, it could function as a story, keeping the reader interested in the plot and theme of the event described.

Definition:

Examples: A definition essay may try and define . . .

A definition essay attempts to define a specific term. It could try to pin down the meaning of a specific word, or define an abstract concept. The analysis goes deeper than a simple dictionary definition; it should attempt to explain why the term is defined as such. It could define the term directly, giving no information other than the explanation of the term. Or, it could imply the definition of the term, telling a story that requires the reader to infer the meaning.

Compare/Contrast:

Examples:A compare/contrast essay may discuss . . .

The compare/contrast essay discusses the similarities and differences between two things, people, concepts, places, etc. The essay could be an unbiased discussion, or an attempt to convince the reader of the benefits of one thing, person, or concept. It could also be written simply to entertain the reader, or to arrive at an insight into human nature. The essay could discuss both similarities and differences, or it could just focus on one or the other. A comparison essay usually discusses the similarities between two things, while the contrast essay discusses the differences.

Cause/Effect:

Examples:A cause/effect essay may explain . . .

The cause/effect essay explains why or how some event happened, and what resulted from the event.

This essay is a study of the relationship between two or more events or experiences. The essay could discuss both causes and effects, or it could simply address one or the other. A cause essay usually discusses the reasons why something happened. An effect essay discusses what happens after a specific event or circumstance.

The example below shows a cause essay, one that would explain how and why an event happened.

If this cause essay were about a volcanic eruption, it might go something like this: “Pressure and heat built up beneath the earth’s surface; the effect of this was an enormous volcanic eruption.”

The next example shows an effect essay, one that would explain all the effects that happened after a specific event, like a volcanic eruption.

If this effect essay were about a volcanic eruption again, it might go something like this:

“The eruption caused many terrible things to happen; it destroyed homes, forests, and polluted the atmosphere.”

Examples:A narrative essay could tell of . . .

The narrative essay tells a story. It can also be called a “short story.” Generally, the narrative essay is conversational in style and tells of a personal experience. It is most commonly written in the first person (uses I ). This essay could tell of a single, life-shaping event, or simply a mundane daily experience.

Examples: A process essay may explain . . .

A process essay describes how something is done. It generally explains actions that should be performed in a series. It can explain in detail how to accomplish a specific task, or it can show how an individual came to a certain personal awareness. The essay could be in the form of step-by-step instructions, or in story form, with the instructions/explanations subtly given along the way.

Argumentative:

Examples: An argumentative essay may persuade a reader that . . .

An argumentative essay is one that attempts to persuade the reader to the writer’s point of view. The writer can either be serious or funny, but always tries to convince the reader of the validity of his or her opinion. The essay may argue openly, or it may attempt to subtly persuade the reader by using irony or sarcasm.

Examples: A critical essay may analyze . . .

A critical essay analyzes the strengths, weaknesses, and methods of someone else’s work. Generally, these essays begin with a brief overview of the main points of the text, movie, or piece of art, followed by an analysis of the work’s meaning. It should then discuss how well the author/creator accomplishes his/her goals and makes his/her points. A critical essay can be written about another essay, story, book, poem, movie, or work of art.

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Home » Language » Linguistic » Difference Between Argumentative and Persuasive Essay

Difference Between Argumentative and Persuasive Essay

Main difference – argumentative vs persuasive essay.

Persuasive essay and Argumentative essay are similar in nature and thus, often confused to be the same though there exists a difference between the two. In fact, Persuasive essay and Argumentative essay are two different types of essays, and  the main difference between them is that the persuasive essay depends on opinions and emotions while an argumentative essay uses logic and reason. Let us first look at these two types of essays in detail and then move on to identify the differences between a persuasive essay and an argumentative essay.

What is an Argumentative Essay

An argumentative essay is a piece of writing that attempts to convince the readers that the author’s idea is true . This is a genre of writing that is used to defend or prove a point. A writer should do a thorough research; gather accurate facts and figures before writing an argumentative essay. This is more like a debate written on paper. While writing an argumentative essay, a writer should be aware of both pros and cons of the argument, and should try to discredit the opposing view by using evidence .

What is a Persuasive Essay

A persuasive essay is a piece of writing that attempts to convince the readers to agree with author’s ideas. In this type of essay, the writer can use his own ideas, opinions and evoke the emotions in the reader in order to convince them to agree to his opinion . A writer of a persuasive essay needs to do research, gather evidence, but a clever writer can create a successful essay without knowing much. This is because; a persuasive writing appeals more to reader’s emotions rather than minds. In persuasive writing, the writer should have certain awareness about the audience . For example, opinions and ideas that could appeal to teenagers may not have the same effect on adults. First person narration and Second person narration (Ex: In my opinion, I believe, etc.,) are commonly used as the writer is addressing the audience directly.

As discussed before, argumentative essays are a genre of writing that attempts to convince the readers to accept the writer’s idea as true, by using statistics, facts and figures, etc. while persuasive essays are a genre of writing that attempts to convince the readers to agree with the writer, by using emotions, personal ideas, etc. In other words, an argumentative essay is based on logic and reasons while a persuasive essay is based on emotions and personal opinions. When it comes preparations, before writing an argumentative essay, the writer needs to do a thorough research on the subject but does not need to have the knowledge about the audience. On the other hand, the writer can write a persuasive essay even without doing much research, but he should have certain  knowledge about the audience.

When we look at both types of essays in the perspective of the audience; an argumentative essay appeals to the minds of the readers whereas, a persuasive essay appeals to the hearts of the readers. Also,  an argumentative essay acknowledges opposing views, but a persuasive essay may not acknowledge opposing views.

About the Author: Hasa

Hasanthi is a seasoned content writer and editor with over 8 years of experience. Armed with a BA degree in English and a knack for digital marketing, she explores her passions for literature, history, culture, and food through her engaging and informative writing.

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Argumentative vs. Persuasive Essays: What’s the Difference?

The difference between an argumentative and persuasive essay isn’t always clear. If you’re struggling with either style for your next assignment, don’t worry. The following will clarify everything you need to know so you can write with confidence.

Our specialists will write a custom essay specially for you!

First, we define the primary objectives of argumentative vs. persuasive writing. We then compare the best strategies for starting the writing process. In both cases, the key is knowing your audience, which we will discuss later in this article by Custom-Writing.org experts.

• 🎯 Primary Objectives
• 🎬 Starting Your Essay
• ✍️ Writing Technique
• 👁️ Point of View
• ❓ So, what’s the difference?

🔗 References

🎯 persuasive vs. argumentative writing: primary objectives.

Both argumentative and persuasive essays require you to present your point of view on a specific topic. However, your approach will differ between the two. The words “argumentative” and “persuasive” should help you recognize what you are expected to achieve. Let’s see how.

For the argumentative essay, it is sufficient to present your point of view and nothing more. That said, the information you present should come across as being reliable enough for the readers. They don’t need to agree with your take on the issue at hand. The reader need only acknowledge that your point of view is worth considering.

In a persuasive essay, however, your goal is to get the reader on your side. And so, in addition to presenting sensible information, you want the reader to share your opinion.

Here are some examples to show you the difference. For more examples try and use a thesis statement generator for persuasive essay and for argumentative one, and you’ll clearly see what sets them apart.

Just in 1 hour! We will write you a plagiarism-free paper in hardly more than 1 hour

Additionally, you can take a look at any example of term paper for college , which will clearly show you the differences between the types. Remember, though, that the more controversial your topic is, the more likely it is that the reader will disagree with you!

🎬 Argumentative vs. Persuasive Essay: How to Start

For either type of essay, the foundation is generally the same. Before even thinking about your introduction, settle on a topic that genuinely interests you. What follows will differ for argumentative and persuasive essays.

In the case of argumentative writing, it’s crucial to have all the information you need to build up a strong set of arguments and examples. Therefore, don’t forget to spend some time researching your topic in earnest. Once you have all the data, you can easily choose which side to take. Never force a paper to align with your personal opinion if you don’t have enough supporting evidence.

In the case of a persuasive essay, your job is to make sure you have a decent topic and identify which side to support. The starting point is a bit less complicated.

✍️ Persuasive vs. Argumentative Essays: Writing Technique

This is where things get interesting in the clash between persuasive and argumentative writing. For college-level writing, it’s never enough to follow a general essay outline . Getting that coveted higher mark requires that you know the unique yet subtle features of both writing styles.

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Topical and relevant reasons are the backbone of any argumentative text. This is where preliminary research comes in. Having requisite evidence and facts from credible sources ensures the worthiness of your essay. That way, the reader can validate your point of view.

As with argumentative writing, persuasive essays should include some measure of supporting facts. What distinguishes persuasive writing is that you must also engage the reader on an emotional level. Moreover, there’s no need to present opposing opinions. Your goal is to make the reader take your side. All’s fair in love and war!

👁️ Persuasive vs. Argumentative Essays: Point of View

Let’s talk more about presenting different opinions. You were probably taught that an academic essay includes at least three arguments and an additional counterargument . Keep in mind, however, that this rule applies only to argumentative essays, in which you introduce three or more arguments with evidence to support your point of view. You then offset that point of view by including an opposing opinion. By doing so, you allow the reader to choose a side, even though the facts, as you’ve presented them, are in favor of your opinion. This is a logic-based approach.

In a persuasive essay, you’re not likely to entertain the opposition. Your conviction is the very essence of the essay. Your take on the issue in question must come across as the only sensible approach. If you’re feeling confident, you’re welcome to include a counterargument, but only if you decimate it right away!

👏 The Audience of Argumentative vs. Persuasive Essays

We’ve seen the differences and similarities between argumentative and persuasive writing and walked you through the technical aspects of both. But there’s one final piece of the puzzle to be considered: the question of your audience. This is the biggest difference of them all.

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When writing an argumentative essay, remember that you don’t need to convince anyone. There is no audience. You’re simply presenting the information you gathered without expecting anything in return (except maybe a pat on the back from your teacher).

Without an audience, there’s no one to persuade. This touches on another crucial element of the writing process : understanding what and how your readers think. This allows you to pick the best strategy to convince them to join your side.

❓ What’s the Difference between a Persuasive Essay and an Argumentative Essay?

The main difference between a persuasive essay and an argumentative essay comes down to your audience. For persuasive writing, it’s necessary to feel out your audience and wield that knowledge to prove the efficacy of your perspective. For argumentative writing, opt for a logical approach and just present the facts with no intent to persuade anyone.

Persuasive Essay Topics

• Cigarettes manufacturers must be banned . 
• Unrestricted access to women’s health care is crucial for the welfare of future generations. 
• College sports need to benefit student-athletes . 
• Lowering TOEFL scores across university will benefit international students. 
• American football promotes violence and jeopardize sportsmen’s health.  
• Tattoos are fine art . 
• Animal transplantation can reduce the problem of organs shortage.  
• Smoking in public places should be banned to protect and improve public health.  
• Job drug test has to be made obligatory.  
• It is necessary to prohibit using cellphones while driving . 
• Gun control legislation must be revised . 
• Surveillance cameras have to be installed in all public places.  
• Mandatory overtime for nurses must be made illegal.  
• Marijuana should be legalized for medical use. 
• Business should switch to remote work for an increased talent pool.  
• Experimentation on animals has to be banned.  
• It is crucial to limit clear cutting in rainforest . 
• It is necessary to forbid guns in college campuses .  
• Companies should prioritize the development of biometric security .  
• Abortions should be legalized worldwide.  
• Children should not have grades in school .  
• Wearing face mask in public places should be mandatory.  
• English language learners have to be immersed in English . 
• Net neutrality should be supported.  
• Body organs sale should not be allowed.  

Argumentative Essay Topics

• Should celebrities be a positive role model ? 
• Does the use of social media in nursing violate patients’ rights regarding privacy? 
• Is it right to abolish capital punishment ?  
• Is it ethical to use animals for research ?  
• Should bullies be expelled from school?  
• Is it fair to try juveniles as adults ?  
• Do you think it wise to lower drinking age to 18 ?  
• Will implementation of free higher education diminish economic disparities? 
• Should the voluntary euthanasia be permitted?  
• Is stem cells use ethical? 
• Should schoolchildren study the evolution theory?  
• Is container deposit legislation an urgent issue? 
• Is marriage based on love more successful than arranged?  
• Should the use of cell phones in public places be banned?  
• Is it right for celebrities to be involved in political activism? 
• Do you agree that health insurance has to cover art and music therapy ?  
• Does the government have right to monitor its citizens using technology?  
• Is it ethical to perform gene editing on human embryos ? 
• Do you think online dating as serious as dating in person?  
• Should vaccination of children be compulsory?  
• Are the social media platforms a threat to human relationships? 
• Are there limits to what should be questioned?  
• Should modern society become vegan ?  
• Do you think the cigarette smoking should be made illegal?  
• Should illegal immigrants have full access to all social services?  
• Argumentative Essays // Purdue Writing Lab
• Argumentative Essay Structure (University of Washington)
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• Argumentative essay | Quick guide (article) | Khan Academy
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Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders: Not All Essay Writing Is the Same

Matt davidson.

1 University of Washington, Seattle, USA

Virginia Berninger

Typically developing writers in fifth ( n = 110, M = 10 years 8 months) or seventh ( n = 97, M = 12 years 7 months) grade wrote informative, compare and contrast, and persuasive essays for which the content was held constant—two mountains with a history of volcanic eruption. Relevant background knowledge was provided by reading text and showing colorful illustrations to the students before writing each genre. Results showed considerable variability between genre pairs within and across individual writers in content quality, organization quality, and length. Results, which support multiple expository genres, are consistent with prior research showing multiple genres (narrative vs. expository or even within narrative). Results are discussed in reference to the importance of assessing multiple genres in inferring composing expertise as emphasized by Olinghouse and colleagues.

Sources of Variation in Written Composition

Generativity of language.

Any assessment study that wishes to draw conclusions about writing ability based on written products faces a host of confounding variables and numerous sources of variance. Chomsky (2006) called attention to the generativity of language—the same language units can be combined in multiple ways to express thought. Likewise, the same word can be used to express different ideas, and the same idea can be expressed with different words ( Stahl & Nagy, 2005 ). Words can be combined in different ways within syntax to express comparable ideas, and the same idea can be expressed in multiple multi-word syntactic structures (Chomsky). Likewise, written composition is generative: Thought can be translated into a variety of genres or discourse structures, and discourse structures can be translated into a variety of kinds of thoughts ( Fayol, Alamargot, & Berninger, 2012 ). Thus, generativity of language is one source of individual differences in composing.

Features of the writing prompt, which establishes the topic, may also be an important source of variance in essay ratings. Schoonen (2005) had sixth-grade students write four essays, each of which was analyzed both holistically and analytically by raters, in terms of their organization, content, and language use. Using a structural equation model to estimate the variance components in students’ scores, he found, among other things, more variance due to different writing prompts than due to raters. Kobrin, Deng, and Shaw (2011) , who studied prompt characteristics for SAT writing tasks, found that prompts which presented two sides of an argument led writers to produce slightly longer texts. On the other hand, the topic may not be the only source of variance in quality of writing. In their study, van den Bergh, De Maeyer, van Wiejen, and Tillema (2012) found that holistic ratings of essay quality were not so dependent on topics. Regardless of the prompt used, a single writing topic may not be adequate to assess composing ability, as explained in the next section, “Genre.”

Writing genre may also matter in assessing composing ability. Olinghouse, Santangelo, and Wilson (2012) examined the validity of “single-occasion, single-genre, holistically scored” pieces of writing (p. 55). They specifically investigated the validity of drawing an inference from a single score to the student’s writing ability across both genres and curricular requirements. After having participants compose in three genres (story, informative, and persuasive), the authors computed correlations of individual compositions across genre pairs. They argued that strong correlations would indicate similar rank ordering across genre, while low or moderate would show different orderings for students. For their set of fifth-grade participants, Olinghouse et al. (2012) found moderate correlations across genre pairs for the holistic quality ratings (.37–.48), with lower correlations for genre elements (.12–.23).

Others have studied the genre-related linguistic skills needed for written composing. Some of this line of research on genre has been related to taking annual tests yoked to state standards ( Troia & Olinghouse, 2013 ). For example, Beck and Jeffery (2007) investigated which genres students were producing for high-stakes state assessments in Texas, California, and New York. The authors provided a framework for detecting genre features related to specific linguistic structures such as particular phrases that are associated with a particular genre. Indeed, much of the current research on genre is grounded in prior research showing that oral as well as written discourse knowledge informs quality of genre writing ( Gillespie, Olinghouse, & Graham, 2013 ; Olinghouse & Graham, 2009 ; Scott, 1994 ) and so does vocabulary knowledge ( Olinghouse & Wilson, 2013 ).

Yet others have studied the contrasting cognitive processes involved in composing different genres, ranging from the hard work to the play involved, as illustrated by the two examples that follow. Olive, Favart, Beauvais, and Beauvais (2009) studied the cognitive effort required to compose narrative and argumentative texts using a reaction time task in which fifth and ninth graders pressed a button with their non-dominant hand each time they heard a beep during a writing task. Ninth graders appeared to exert less effort than fifth graders only for the argumentative texts. The researchers also measured the number and diversity of types of connectives, such as transition words, conjunctions, and logical connectors which tie text together, in each genre. They found that ninth graders used more, and more diverse, connective phrases in general than fifth graders, but that more connectives were used by both fifth and ninth graders in argumentative than narrative genre. Boscolo, Gelati, and Galvan (2012) , in contrast, studied play with multiple narrative genres in written expression. For example, personal narratives and third person narratives may have very different text content and organization and use different vocabulary choices.

Genre also influences writing through writing–reading relationships. Much of school writing involves writing summaries of what has been read or writing reports based on a variety of source material, which also varies in genres ( Moore & MacArthur, 2012 ). So genre may influence both read and written texts.

Research Aims of the Current Study

In contrast to some studies that investigate only one of the many writing genres, this study investigated multiple writing genres within expository writing; although essay writing is sometimes assumed to be a homogeneous genre in contrast to narrative writing, there are actually multiple genres of essay writing. Little is known, however, about whether a single aptitude for expository writing underlies all essay writing or is specific to the kind of essay being written. Whereas some research on multiple writing genres has focused on the early grades (e.g., Kamberelis, 1999 ), the current study focused on multiple genres in the upper elementary (fifth) and middle of middle school (seventh) grades. A sizable body of research has investigated effective ways to teach developing writers to compose in a variety of genres—both typically developing and those who struggle for a variety of reasons, including but not restricted to specific learning disabilities (SLDs; e.g., Boscolo et al., 2012 ; Epstein-Jannai, 2004 ; Troia, 2009 ). In contrast, the current study was designed to be part of the larger line of research on improving assessment of composition across genres. Such assessment research could have important applications to (a) large-scale writing assessments of genre for all students in the Common Core Era including those with SLDs (e.g., Olinghouse & Colwell, 2013 ), and (b) individually administered clinical assessments for students with a variety of school-related learning problems or talents.

Both correlations and mean difference were examined for assessing three kinds of essays during middle childhood and early adolescence—informative, compare/contrast, and persuasive. Two kinds of correlations were examined—Pearson product moment correlations ( r s) and intra-class correlation coefficients (ICCs). The first is sensitive to intra-individual differences within students. The second is sensitive to inter-individual differences among students. The first hypothesis tested was that fifth graders and seventh graders would exhibit intra-individual differences across the three kinds of essays, as evidenced by low to moderate r s across pairs of essays on quality ratings for content and organization. That is, each student may exhibit relative strengths or relative weaknesses in the kinds of essay writing that is easier for her or him. The second hypothesis tested was that the fifth and seventh graders would show significant and sizable ICCs, indicating sizable differences among participants in the different kinds of essay writing. Evidence of such differences within and among students would provide further evidence for the generativity of composing across three genres of essay writing.

Participants

Both groups were in Year 5 of a 5-year longitudinal study of typical oral and written language development when the writing samples analyzed in the current study were collected. One group, which began in first grade, was in fifth grade ( n = 110; 44% male, 56% female). Their mean age was 10 years 8 months (128.50 months, SD = 3.64). They represented the diversity present in the local school population where the study was conducted: European American (64.8%), Asian American (23.4%), African American (6.3%), Hispanic (1.6%), Native American (1.6%), and other (2.3%). The other group, which began in third grade, was in seventh grade ( n = 97; 49.5% male, 50.5% female). Their mean age was 12 years 7 months (151.21 months, SD = 3.71). They were similarly representative of the local diversity: European American (65.5%), Asian American (21.2%), African American (9.7%), Hispanic (0.9%), and other (2.7%). A variety of educational levels were also represented by parents, from no high school education to completion of a graduate degree, of students at both grade level, but the mode was college.

Writing samples were collected during the 4-hr annual visit to the university where the research was conducted with frequent breaks in between activities. Each child wrote three essays, each representing a different genre of expository writing, with topic held constant (Mt. Rainier and Mt. St. Helens). All essays were written on the same day, with brief breaks in between, in a constant order, as is common in longitudinal psychoeducational assessment research. To control for potential differences in background knowledge, before each essay, the researcher gave each participant paper copies of background information about the mountains, and then read that information out loud as the student read along silently. Essays were written in the following constant order by all participating typically developing writers: an informative essay discussing the seasonal changes on Mt. Rainier, an essay comparing and contrasting Mt. St. Helens and Mt. Rainier, and a persuasive essay, stating and defending an opinion on some controversies about the mountains. Participants were given 5 min to write each composition, and if they stopped writing before 5 min elapsed, they could be prompted up to twice to keep writing. Specific instructions were as follows:

• Please read silently while I read aloud this text about Mt. Rainier, which has the title, “The Many Seasons at Mt. Rainier National Park.” Now look at these post cards that depict the different seasons at the mountain and how the mountain seems to change with the seasons. Now please write an informative essay that describes Mt. Rainier which has the title, “The Changing/Changeless Mt. Rainier,” so that someone who has never visited the mountain can visualize what it looks like.
• Please read silently while I read aloud this text that contains many facts about both Mt. St. Helens and Mt. Rainier. Now compare and contrast these mountains. Write a descriptive essay that tells how the mountains are alike and that tells how they are different. (Allow up to 5 min to write.)
• Now read along silently while I read aloud another text about the controversies regarding these mountains. Controversies mean that different people have different opinions or points of view. Now I want you to write a persuasive essay in which you explain the different points of view about each controversy, give your opinion or point of view about each controversy, and defend your argument and convince the reader against the opposing opinion or point of view.

Content and organization coding scheme

All essays were coded for the quality of the content and the quality of the organization. A description of that coding, which was developed by the coauthors over a 3-month period based on much reading and rereading of the essays and related discussion, is presented next. This coding was constructed to be comparable across all three expository essay types—informative, compare and contrast, and persuasive. All coding was on a scale of 0 ( low ) to 5 ( high ).

Content quality

• Content is not relevant.
• Some content is relevant, but simply repeats facts that were given.
• All content is relevant, but simply repeats facts that were given.
• Content is relevant and elaborates on given facts.
• Content is relevant and sophisticated, and qualifies, elaborates, and uses the information.

Organization quality

• Ideas are presented in a list and are confusing.
• Ideas are in sentences, but do not progress logically.
• Organization is logical, but has little to no framing (e.g., topic sentences).
• Some framing of ideas, as well as logical progression, is evident.
• A lot of good framing, as well as logical progression, is evident.

Inter-rater reliability was calculated separately for Grades 5 and 7. For fifth grade, three essays from each of the 10 students were rated separately by both researchers. The initial correlation between those ratings was .66. After discussing all ratings where the researchers differed by two or more points, the coding scheme was updated to take into account text features that both researchers had attended to, as is customary in linguistic coding research. Once ratings were adjusted based on the discussion, the correlation for fifth grade was re-computed to be .89. For seventh grade, the same procedures were used. After coding the 10 essays separately, the correlation between raters was .68. All differences of two or more points were discussed, and changes made in the coding scheme based on those discussions. After the changes from discussion in the coding schemes, the essays were recoded by each rater, as is customary in linguistic coding; the correlation of inter-rater reliability across coding schemes was then re-computed to be .88 for seventh grade. Once inter-rater reliability was established at the standard level in discourse coding (.80 or above) to be .89 for fifth grade and .88 for seventh grade, the first author completed all the coding within a brief time. At the time the data analyses were completed, both coders (the co-authors) reviewed the coding procedures for a randomly selected subsample and found almost complete agreement even though a new coefficient was not computed.

Number of words written

For each essay, the number of complete words was also counted. Misspelled words were counted as words, but neither incomplete nor scratched out words were counted in the totals.

Data Analyses

Pearson product–moment correlations ( r s) were computed for the content and organization ratings for each genre. ICCs were computed for content and organization ratings and number of words. Repeated measures ANOVA was used to test the differences in means across the three expository genres at each grade level.

Descriptive Statistics and Correlations—Grade 5

Table 1 presents the means, standard deviations, and ICC values for all measures across the three expository essays for Grade 5. Correlations of these measures across genre pairs, per Olinghouse et al. (2012) , were computed for Grade 5. For content quality, informative and compare/contrast essays were correlated .65, informative and persuasive essays were correlated .60, and compare/contrast and persuasive essays were correlated .55. For organization quality, informative and compare/contrast essays were correlated .65, informative and persuasive essays were correlated .56, and compare/contrast and persuasive essays were correlated .60. All correlations were significant at the p < .001 level. Squaring the correlations shows that participants shared only modest variance across the genres. Likewise, the high ICC values for these typically developing writers suggest that much of the variation between the genres was due to participant differences.

Descriptive Statistics for Expository Essays Grade 5.

Note. ICC = intra-class correlation, obtained from repeated measures (RM) ANOVA analyses (see Table 3 ).

Descriptive Statistics and Correlations—Grade 7

Table 2 presents the means, standard deviations, and ICC values for all measures across the three expository essays for Grade 7. Correlations of these measures across genre pairs, per Olinghouse et al. (2012) , were also computed for Grade 7. For content quality, informative and compare/contrast essays were correlated .52, informative and persuasive essays were correlated .57, and compare/contrast and persuasive essays were correlated .67. For organization quality, informative and compare/contrast essays were correlated .56, informative and persuasive essays were correlated .56, and compare/contrast and persuasive essays were correlated .55. All correlations were significant at the p < .001 level. Squaring the correlations shows that participants shared only modest variance across the genres. Likewise, the high ICC values for these typically developing writers suggest that much of the variation between the genres was due to participant differences.

Descriptive Statistics for Expository Essays Grade 7.

Comparing Three Genres for Fifth Graders on Multiple Outcome Measures

Repeated measures ANOVAs were performed for 110 fifth graders to examine mean differences between essay genres for each of three outcome measures: rating of content quality, rating of organization quality, and number of words written. Where Mauchley’s test was significant, indicating a violation of sphericity, Greenhouse-Geisser-adjusted F tests are reported. These ANOVA results, which are reported in Table 3 , demonstrate that at least one of the essay types significantly differed from the others for each outcome measure. Follow-up pairwise t tests were conducted using a Dunn–Sidak adjustment to see which essay types were significantly different from each other. Each model will be discussed in turn.

Descriptives and Results for RM ANOVA Grade 5.

Note. df = degree of freedom.

Content quality ratings

Follow-up tests found a significant decrease in content ratings between the compare/contrast essay and the persuasive essay, as well as between the informative essay and persuasive essay ( p = .024 and p = .002, respectively). Consistently, content ratings were lower for persuasive essays even though they were written last after more practice in writing about the mountains. Trend contrasts for essay type showed that the change in content scores had significant linear components (as illustrated by the mean values in Table 1 ), with the contrast F test p value < .01. As expected, participants varied significantly from each other on content ratings, Var = 2.31, F (1, 109) = 1420.48, p < .001, ICC = .84.

Organization quality ratings

Follow-up t tests only found a significant difference in scores between the informative essay and the compare/contrast essay ( p = .006). Trend contrasts showed that the change in organization scores had significant linear and quadratic components, with contrast F test p value < .05. Ratings decreased between the informative essay and compare/contrast essays, and then increased between the compare/contrast essays and persuasive essays, as shown by the mean values presented in Table 3 . Understandably, organizational demands may be greater for compare/contrast than informative essays. Of interest, even though content ratings were lower for persuasive essays than compare/contrast essays, organizational ratings were higher for persuasive essays than compare/contrast essays. So the lower content ratings for persuasive essays cannot be attributed to their being written at the end of the series of essay genres. As expected, participants varied significantly from each other on organization ratings, Var = 2.95, F (1, 109) = 1087.08, p < .001, ICC = .85.

Number of words written (length)

Follow-up t tests found significant differences in the number of words written between each pair of essays (all p values < .01). Trend contrasts showed a significant linear and quadratic effect for number of words written across the essays, with both contrast F test p values < .001. Although the number of words written decreased between the informative essay to the compare/contrast essay ( M = 10.40), there was a large increase between the compare/contrast and the persuasive essays ( M = 16.17), which surpassed the mean number of words written in the informative essay, as shown in Table 3 . Of interest, this pattern of results paralleled those for the organizational ratings, but not the content ratings. As expected, participants varied significantly from each other on the number of words written, Var = 1000.62, F (1, 109) = 755.92, p < .001, ICC = .88.

Comparing Three Genres for Seventh Graders on Multiple Outcome Measures

Repeated measures ANOVAs were performed for 97 seventh graders to examine mean differences of the three kinds of essays on content quality rating, organization quality rating, and number of words written (length). Greenhouse-Geisser adjusted F tests are reported as needed, as in the fifth-grade analysis above. Results for these ANOVAs are reported in Table 4 .

Descriptives and Results for RM ANOVA Grade 7.

No significant effect of essay type was found on content ratings at Grade 7, in contrast to what was found at Grade 5. However, participants accounted for significant variance in content scores, Var = 1.82, F (1, 96) = 2520.20, p < .001, ICC = .84.

A significant effect was found for essay type on organization ratings, and a trend analysis found significant linear components ( p = .001). Follow-up t tests using a Dunn–Sidak adjustment found that the mean differences were only significant between the informative essays and persuasive essays. In contrast to the fifth graders, the seventh graders showed lower organizational ratings for persuasive than informative essays. As expected, participants accounted for significant variance in organization scores, Var = 1.71, F (1, 9) = 2779.04, p < .001, ICC = .80.

A significant effect was found for essay type on the number of words written. Trend analysis indicated significant linear and quadratic components to the trend of words written (both p values < .001). Follow-up t tests with a Dunn–Sidak adjustment found a significant decrease in words written between informative essays and compare/contrast essays ( M = 12.44), as well as a significant increase between the compare/contrast essays and persuasive essays ( M = 23.98), and the informative essays and persuasive essays ( M = 11.54), all p values < .001. Although the first two findings replicated those for fifth grade, the third pattern of results occurred only in the seventh grade. As expected, participants accounted for significant variance in the number of words written, Var = 1139.47, F (1, 96) = 1266.77, p < .001, ICC = .87.

First Tested Hypothesis

The first hypothesis was confirmed. Results for fifth and seventh graders are consistent with findings of Olinghouse et al. (2012) and Boscolo et al. (2012) , who have reported evidence for intra-individual differences across genres in developing writers during middle childhood and early childhood, respectively. These differences occur not only between narrative and expository writing ( Olinghouse et al., 2012 ) and within narrative writing ( Boscolo et al., 2012 ) but also across different genres of expository writing—informative, compare and contrast, and persuasive essays, as shown in the current study for fifth and seventh graders. These findings have important implications for high-stakes assessments of writing, classroom assessments given by teachers, and individual assessments given by psychologists and speech and language specialists because they demonstrate that multiple written compositions representative of different genres must be used to draw conclusions about a student’s written composing ability.

Second Tested Hypothesis

For fifth graders, this hypothesis was confirmed. Differences were found among the participants across the genres. However, for seventh graders, the hypothesis was only partly confirmed—for organization ratings but not content, and for length, one of the patterns for contrasts between essay genres for seventh graders was different from the fifth graders, although two were the same. Thus, the transition from upper elementary in fifth grade to middle of middle school in seventh grade in writing multiple essay genres is characterized by some constants and some variables.

Educational Applications

Of educational significance, the current findings show that not all expository essays are created equally—different types of expository essays are likely to produce different results for the same student (intra-individual differences) and different students (inter-individual differences). Specific kinds of individual differences depend, to some extent, on criteria employed to evaluate the quality of composing—content, organization, and length—and grade level. A single annual assessment of a single written composition may not be adequate to conclude whether students meet common core or other high-stakes standards in writing, or to capture an individual student’s ability to write different kinds of expository essays, or to create a plan to translate assessment findings into educational practice. Both high-stakes tests and individually administered psycho-metric tests should assess multiple grade-appropriate genres for determining composition ability/abilities. Both profiles for composing across genres and an overall score based on indicators of writing in multiple genres, similar to that used in assessing scholastic aptitude(s), would contribute to psychoeducational assessment of composing.

Clearly, future translation of research into educational practice should include development of assessment tools for writing that are evidence-based. Annual tests that are based only on a “pass–fail criterion” are not evidence-based. Currently, normed tests exist for assessing various aspects of handwriting, spelling, and sentence-level composing. Regrettably lacking are standardized, psychometric, normed measures of text level composing for a variety of text genres within the same instrument , so that relative strengths and weaknesses for specific genres as well as writing ability across genres can be identified with an instrument standardized on the same population. Traditional approaches to reliability of assessment attribute variation in performance to unreliability of the test instrument, but in the case of a process such as written composing, which is inherently generative ( Chomsky, 2006 ), the variation may be fundamental to the process being assessed. Given the generative nature of composing written language, which is fundamentally an open-ended process and challenging to assess in a standardized way, innovative approaches to assess composing for multiple genres and to link assessment findings to writing instruction in developmentally appropriate ways remain to be developed.

Moreover, the writing genres assessed with normed measures should reflect the kinds of composing required for school writing assessments. Although much writing for pleasure may involve narrative writing, narrative composing is not sufficient to complete the kinds of writing and integrated reading–writing required for successful completion of written assignments at school and for homework during middle childhood and adolescence. Hopefully, prior research on multiple genres reviewed in the introduction and the new findings reported in the current study will contribute to development of such standardized, normed assessment tools for multiple genres that have ecological validity for the kinds of writing students are expected to do at school.

In addition, writing portfolios might be used to collect and periodically review classroom writing assignments across the school year. Both first drafts and revisions can be included in the portfolios as well as extended writing that may be co-constructed with classmates and/or the teacher. Assessment tools might be developed for periodic review of the writing portfolios at specific grade levels. Such periodic reviews should include teachers, students, and parents.

Limitations and Future Directions

The topics chosen for each of the genres were constrained by a desire to keep the topics as constant as possible—the mountains familiar to the participating students in the study—and provide constant background knowledge to all participants before engaging in essay genre composing. Future research might investigate the interaction of topics and genres by comparing multiple genres on a variety of topics common to each. Also, the nature of the longitudinal assessment did not permit linking assessment results with classroom instruction other than sharing assessment results for normed measures (not researcher-designed measures) in an annual assessment report that parents were encouraged to share with schools to use as teachers found useful. Future research should address the dynamic interplay of assessment-instruction links throughout the school year at specific grade levels.

The current research on multiple genres was restricted to two time points in writing development and schooling—middle childhood during the upper elementary grades and early adolescence during middle school. Given both the constants and variations in essay writing observed between upper elementary and middle school, future research should explore development of composing multiple genres from P to 12 and beyond in postsecondary education and the world of work. Moreover, the current study involved a one-time assessment in a larger project, much as the annual testing linked to high-stakes standards involves a one-time assessment in a given school year. Future research on multiple genres of written composition should involve multiple assessments within a grade level and the relationships of assessment findings to ongoing writing instruction in the classroom—both designing it and evaluating responses to it.

Although the current study expanded the study of genres beyond the usual narrative/expository divide to three kinds of expository essays, not all possible or relevant genres, expository or otherwise, were investigated, which hopefully future assessment and instructional research will do. Consistent with the generative nature of writing genres, our research group continues to be amazed at the creativity of the genres observed in developing writers, even for the same written assignment (manuscripts in preparation). Despite the limitations of the current research and need for much future research on multiple genres of composing across development and schooling, the current study does provide converging evidence for the reported findings of Olinghouse and colleagues and Boscolo and colleagues. Hopefully, these and other relevant studies will inspire others—both practitioners and researchers—to approach writing assessment from the perspective of multiple genres in writing given the generativity of language for thought expression.

Acknowledgments

Funding  

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by HD P50HD071764 and HD25858 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH), USA.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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101 Compare and Contrast Essay Topics

Great Ideas for Essays

• Teaching Resources
• An Introduction to Teaching
• Tips & Strategies
• Policies & Discipline
• Community Involvement
• School Administration
• Technology in the Classroom
• Teaching Adult Learners
• Issues In Education
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.Ed., Curriculum and Instruction, University of Florida
• B.A., History, University of Florida

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 allow students develop critical thinking skills to approach a variety of topics.

Brainstorming Tip

One fun way to get students started brainstorming their compare and contrast essays is to create a Venn diagram , where the overlapping sections of the circle contain similarities and the non-overlapping areas contain the differing traits.

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.

• Apple vs. Microsoft
• Coke vs. Pepsi
• Renaissance Art vs. Baroque Art
• Antebellum Era vs. Reconstruction Era in American History
• Childhood vs. Adulthood
• Star Wars vs. Star Trek
• Biology vs. Chemistry
• Astrology vs. Astronomy
• American Government vs. British Government (or any world government)
• Fruits vs. Vegetables
• Dogs vs. Cats
• Ego vs. Superego
• Christianity vs. Judaism (or any world religion )
• Republican vs. Democrat
• Monarchy vs. Presidency
• US President vs. UK Prime Minister
• Jazz vs. Classical Music
• Red vs. White (or any two colors)
• Soccer vs. Football
• North vs. South Before the Civil War
• New England Colonies vs. Middle Colonies OR vs. Southern Colonies
• Cash vs. Credit Cards
• Sam vs. Frodo Baggins
• Gandalf vs. Dumbledore
• Fred vs. Shaggy
• Rap vs. Pop
• Articles of Confederation vs. U.S. Constitution
• Henry VIII vs. King Louis XIV
• Stocks vs. Bonds
• Monopolies vs. Oligopolies
• Communism vs. Capitalism
• Socialism vs. Capitalism
• Diesel vs. Petroleum
• Nuclear Power vs. Solar Power
• Saltwater Fish vs. Freshwater Fish
• Squids vs. Octopus
• Mammals vs. Reptiles
• Baleen vs. Toothed Whales
• Seals vs. Sea Lions
• Crocodiles vs. Alligators
• Bats vs. Birds
• Oven vs. Microwave
• Greek vs. Roman Mythology
• Chinese vs. Japanese
• Comedy vs. Drama
• Renting vs. Owning
• Mozart vs. Beethoven
• Online vs. Traditional Education
• North vs. South Pole
• Watercolor vs. Oil
• 1984 vs. Fahrenheit 451
• Emily Dickinson vs. Samuel Taylor Coleridge
• W.E.B. DuBois vs. Booker T. Washington
• Strawberries vs. Apples
• Airplanes vs. Helicopters
• Hitler vs. Napoleon
• Roman Empire vs. British Empire
• Paper vs. Plastic
• Italy vs. Spain
• Baseball vs. Cricket
• Jefferson vs. Adams
• Thoroughbreds vs. Clydesdales
• Spiders vs. Scorpions
• Northern Hemisphere vs. Southern Hemisphere
• Hobbes vs. Locke
• Friends vs. Family
• Dried Fruit vs. Fresh
• Porcelain vs. Glass
• Modern Dance vs. Ballroom Dancing
• American Idol vs. The Voice
• Reality TV vs. Sitcoms
• Picard vs. Kirk
• Books vs. Movies
• Magazines vs. Comic Books
• Antique vs. New
• Public vs. Private Transportation
• Email vs. Letters
• Facebook vs. Twitter
• Coffee vs. an Energy Drink
• Toads vs. Frogs
• Profit vs. Non-Profit
• Boys vs. Girls
• Birds vs. Dinosaurs
• High School vs. College
• Chamberlain vs. Churchill
• Offense vs. Defense
• Jordan vs. Bryant
• Harry vs. Draco
• Roses vs. Carnations
• Poetry vs. Prose
• Fiction vs. Nonfiction
• Lions vs. Tigers
• Vampires vs. Werewolves
• Lollipops vs. popsicles
• Summer vs. Winter
• Recycling vs. Landfill
• Motorcycle vs. Bicycle
• Halogen vs. Incandescent
• Newton vs. Einstein
• . Go on vacation vs. Staycation
• Rock vs. Scissors
• Write a Compare and Contrast Essay
• Beef Up Critical Thinking and Writing Skills: Comparison Essays
• How to Teach the Compare and Contrast Essay
• Venn Diagrams to Plan Essays and More
• Topical Organization Essay
• 501 Topic Suggestions for Writing Essays and Speeches
• Writing About Literature: Ten Sample Topics for Comparison & Contrast Essays
• Comparing and Contrasting in English
• Organizing Compare-Contrast Paragraphs
• 25 Essay Topics for American Government Classes
• Compare-Contrast Prewriting Chart
• Expository Essay Genre With Suggested Prompts
• Comparison in Composition
• Teaching Comparative and Superlative Forms to ESL Students
• Binary Fission vs. Mitosis
• Cause and Effect Essay Topics

127 Compare and Contrast Essay Topics

13 December, 2020

13 minutes read

Author:  Elizabeth Brown

Crafting a compare and contrast essay is typically much more interesting and fun than working on a dissertation. With this piece of writing, a student gets his chance to be creative. Besides, one doesn’t have to re-invent the bicycle: these essays already have a purpose and a topic. All you have to do is find similarities or differences between specific notions. And yes, there is one more problem to it.

Half of the success of a compare and contrast essay lies in a properly-chosen topic. Now, this can be tricky.

Just think about it: would want to read a piece on a beaten topic like “Books vs. Television”? Or would you rather give a read to an unusual compare and contrast Korean and Vietnam war essay? While you know everything about the first one, the second topic actually sounds interesting.

Choosing compare and contrast essay topics can be time-consuming and daunting. However, with the guide our  essay writer prepared, you will find a great title with no problem.

By the way, if you need a reminder of what such writing looks like and what components it consists of, don’t hesitate to read our guide on  how to write a compare and contrast essay . It will help you structure and organize your knowledge in this regard.

And here is a short introduction to what this type of academic writing should really look like.

How to write a compare and contrast essay

Depending on the task you received from your tutor, in this particular academic paper you are either to compare several things or notions or contrast them.

Here is what a structure of this type of writing looks like:

• An engaging opening with a “hook.”
• A thesis statement that explains what is the focus of your writing and whether you’ll be comparing or contrasting the notions.
• If you don’t know  how to write a thesis statement , here is a guide that will explain you all the details step by step.
• An argument #1 that supports the thesis statement.
• Evidence proving the author’s position.
• A short conclusion.
• A short reminder of a problem described in the essay.
• A brief overview of the similarities or differences (aka supporting arguments).
• A call to action or a interesting question to the audience.

Any A-grade essay would follow this structure. Thus, if you aim to receive better grades, consider taking this structure into account.

Meanwhile, as a student you get tons of other writing assignments. If you’re currently struggling with choosing good  argumentative essay topics , don’t hesitate to take a look at our recent guide!

Finally, let’s dive into the search. After all, this is a key to crafting an excellent piece.

What makes good compare and contrast essay topics

Several factors make some topics your best option compared to the rest.

No matter how great the topic of your choice is, the target audience can sense when you genuinely care about what you are writing, and when you’re simply following the structure with no personal interest in the subject. If you write yawning and find it hard to find any evidence to support your position, chances are you’ve chosen a wrong topic. A compare and contrast dog and cat essay might be a good topic for a person deeply loving these furry little creatures. But someone not that much into domestic animals won’t be able to write a single line of an essay comparing dogs and cats. So, choose your topic wisely.

Availability of trusted sources.

In some cases, you have to use trusted sources to prove your point. Otherwise, your position might seem biased and subjective. That is why we strongly recommend you to check whether the compare and contrast essay titles you opted can be supported by evidence found at the trusted sources.

Recommendation of a tutor.

Last but not least, ask for recommendations. With years of experience under his belt, your tutor might have an eye for great topics. So, why not using his experience for your own good? Besides, apart from good topics suggestions, he can also provide you with great sources to explore. So, don’t lose an opportunity to make your life easier with his assistance!

Proper formatting style.

Proper formatting is hard to overestimate when it comes to A-grade essay writing. A great deal of your grade depends on it. That is why we recommend you to check out our  essay format guide to figure out what your piece should look like.

These are the criteria that help you pick a good theme for your paper. But where should you look for theme to choose from in the first place? We know the answer.

If you aren’t sure you have the time and energy to craft a piece yourself, we’re here to help.  Handmade Writing is a reliable place to order your academic papers from.

Sources of interesting topics

Basically, there are six sources students can go to these days:

• Social media.
• Scientific journals.

Each one of them is filled with personalities, facts, events, and locations to contrast and compare. Therefore, don’t hesitate to explore these right sources.

By the way, if you are looking for ideas or inspiration on  how to write a scholarship essay , we’ve got something for you. We’ve gathered a guide that will walk you step by step through the process of composing a good essay that’ll get you college scholarship!

Easy compare and contrast essay topics for college students

• High school vs college.
• McDonalds and Burger King: Explain how these two fast food chains similar or different from each other.
• Public schools and homeschooling: Which do you prefer?
• Basketball and football: Popularity, speed of play, dependency on athleticism, personal preference, etc.
• Lamborgini vs. Bugatti.
• Virtual vs. Augmented reality: Which technology is the future?
• Star Wars vs. Star Trek: Which is better?
• Communism vs. Socialism: The good, the bad, and the ugly.
• American English vs British English.
• Conventional or E-learning: What would you choose?
• Computer and video games: Which is more fun?
• Inner beauty and outer beauty.
• Snapchat and Instagram: What makes them similar (different)?
• Stalin or Hitler: Which is a bigger evil? Or what in their management style was similar?
• Living in the big city or living in the country: What would you choose?
• Italian vs. Spanish cuisines.
• Active vacation in the mountains vs. passive rest by the sea.
• Facebook vs. Twitter.
• Windows vs. Linux.
• Android or iOS: Which is the future?

Funny compare and contrast essay topics

• Chandler, Joey and Ross: Which one of them is cooler?
• Pizza or pasta: If you had to eat one food for the rest of your life, which of these would you choose?
• Batman vs. SuperMan;  Avengers vs. Justice League.
• Soccer vs football: How are they different apart from their name?
• Iron Man or Hulk: Which one is the best superhero of his time?
• Michael Jackson vs. Elvis Presley.
• George and Lennie.
• Harry Potter vs. Ronald Weasley: One is way cooler than the other.
• Simpsons or the South Park?
• Eternal summer or eternal winter: Which is the least of all evil?

Historical topics

• WW1 and WW2: Reasons, participants, number of dead and wounded, etc.
• Renaissance and Barocco.
• Roman and Greek mythology.
• Crusaders vs. Saracens.
• The European economics before and after WW2.
• Abolition of slavery in the USA and Europe.
• Japanese and European feudalism essay.
• Gender roles in the Roman Empire vs Ottoman Empire.
• British colonization and Spanish colonization.
• Lincoln and Kennedy.
• Reconstruction in America against the Industrial Age.
• Mongolian Empire and Persian Empire.
• Monaco vs Luxembourg: Countries’ history comparison.
• Worker unions history in the USA vs. Great Britain.
• Julius Caesar or Alexander the Great.

Compare and contrast essay between two jobs

• Marketer vs. Digital Marketer.
• Anthropologist vs. Philosopher vs. Psychologist
• Software Engineer vs. Software Architect.
• Film producer and a Film Director.
• Working from home and working at an office.
• Linguist and a Grammarian.
• Developer or a Coder?
• QA Specialist or a Test Engineer.
• Dean or a Principal.
• Accountant vs. Economist.
• Journalist vs. Reporter.
• Recruiter vs. HR Generalist.
• Copywriter vs. Content Marketer.

Compare and contrast essay between two cultures

• Egypt and Mesopotamia compare and contrast essay
• Modern European and American culture.
• Urbanism and ruralism.
• Vegetarianism vs. pescetarianism.
• Compare and contrast Mexico and United States essay.
• Emo culture and gothic.
• Compare and contrast Sparta and Athens essay.
• Bookworms vs. Film Buffs.
• Culture and ethnicity.
• Christianity, Islam and Judaism essay.

Interesting topics about literature

• Bible vs. Quran.
• 1984 vs. Fahrenheit 451.
• Chronicles of Narnia: Film or the book series?
• The Great Gatsby vs. The Catcher in the Rye.
• Fiction against non-fiction.
• Divine Comedy vs. Paradise Lost.
• Lord of the Rings: The book against the latest film production?
• Expository and Persuasive writing.
• Harry Potter vs. Lord of the Rings.
• Anne Frank’s Diary vs. I am Malala.
• Classic poetry against the modern one.
• Paper books against the e-books: The never-ending battle.
• Anne of Green Gables vs. Pollyanna.
• Pride and Prejudice vs. Bridget Jones’ Diary.
• Bronte sisters vs. Jane Austen.
• Drama and Comedy.
• To Kill a Mockingbird or The Help.
• Little Women vs. Little Men.
• Poetry and prose: What makes them different?

Topics related to movies and cinematography

• Wolf of Wall Street vs. Great Gatsby.
• Main differences between European and American films.
• Horror films and thrillers.
• House M.D. against Grey’s Anatomy.
• Sherlock Holmes: The old series or the new episodes?
• Polyanna: Which is better – a film or the book?
• Japanese horror films vs. American.
• Home Alone 1 vs. Home Alone 4.
• The Wizard of Oz against Gone With the Wind.
• The Sound of Music vs. Mary Poppins.
• Beverly Hills, 90210 or Melrose Place.
• Friends vs. The Office.
• Charlie Chaplin and Mr. Bean.
• The Pianist or Schindler’s List.
• Romeo and Juliet: 1968, 1996, and 2013 productions.
• Forrest Gump or The Curious Case of Benjamin Button.
• 300 or Gladiator.
• Lord of the Rings: extended edition vs. director’s cut.
• Ben-Hur (1959) vs. Ben-Hur (2016).
• Exodus: Gods and Kings (2014) and Prince of Egypt.
• Dunkirk vs. Saving Private Ryan.
• The Green Mile vs. The Shawshank Redemption.
• Les Miserables (2012) vs. The Greatest Showman.

Music and arts-related topics

• Beyonce vs. Rihanna.
• Whitney Houston against Adele.
• Britney Spears against Madonna.
• Mona Lisa vs. Girl with a Pearl Earring.
• Van Gogh against Picasso.
• Impressionism against Expressionism.
• Opera and ballet.
• Spotify or Deezer.
• Records or Live concerts.
• Jazz or classical music.
• Musical theatre vs. Play with music.
• Renaissance and Enlightenment epochs in arts.
• African vs. Asian art.
• Rock music of the XX century vs. today.
• Religious hymns and secular songs about Christmas.
• Music people listened to in their twenties in the XX century and now.
• Protagonist of the modern pop music culture and that of the 1960s.

We guarantee that you can easily find a good title among the ones we suggested. If you find it hard to compose a good compare and contrast essay even after choosing one of our topics, don’t hesitate to us a line asking for help.

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Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders: Not All Essay Writing Is the Same

Affiliation.

• 1 University of Washington, Seattle, USA.
• PMID: 27418715
• PMCID: PMC4939906
• DOI: 10.1177/0734282915604977

Typically developing writers in fifth ( n = 110, M = 10 years 8 months) or seventh ( n = 97, M = 12 years 7 months) grade wrote informative, compare and contrast, and persuasive essays for which the content was held constant-two mountains with a history of volcanic eruption. Relevant background knowledge was provided by reading text and showing colorful illustrations to the students before writing each genre. Results showed considerable variability between genre pairs within and across individual writers in content quality, organization quality, and length. Results, which support multiple expository genres, are consistent with prior research showing multiple genres (narrative vs. expository or even within narrative). Results are discussed in reference to the importance of assessing multiple genres in inferring composing expertise as emphasized by Olinghouse and colleagues.

Keywords: correlational; disciplines and subjects; education assessment; measurement; research methods; writing.

Grants and funding

• P50 HD071764/HD/NICHD NIH HHS/United States
• R01 HD025858/HD/NICHD NIH HHS/United States