Table of content -i -i

 What is critical comparison?

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 What is being compared?

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 How to identify Components of a Comparison?

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 Structure of Comparison. -i -i

 Critical Comparison between two theories.

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 Three Ways to Support an Argument.

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 Stages of Critical Comparison.

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 References.

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 What is critical comparison?
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To-iproduce-ia-icritical-icomparison,-iwe-iapply-iall-ithe-isummary-iand-icritical-ithinking-iwo
rk-iabout-itwo-iarticles-ito-ian-ioutline-ibased-ion-ishared-icategories-ifor-icomparison.-iWe-ineed-ito-imake-idecisions-iab
out-ihow-ibest-ito-iorganize-ia-icomparison,-idepending-ion-ithe-itype-iof-iinformation-iinvolved.
Comparison or comparing is-ithe-iact-iof-ievaluating-itwo-ior-imore-ithings-iby-idetermini
ng-ithe-irelevant,-icomparable-icharacteristics-iof-ieach-ithing,-iand-ithen-idetermining-iwhich-icharacteristics-iof-ieach-i
are similar to-ithe-iother,-iwhich-iare different,-iand-ito-iwhat-idegree.-iWhere-icharacteristics-iare-idifferent,-ithe-idiffe
rences-imay-ithen-ibe-ievaluated-ito-idetermine-iwhich-ithing-iis-ibest-isuited-ifor-ia-iparticular-ipurpose.-iThe-idescriptio
n-iof-isimilarities-iand-idifferences-ifound-ibetween-ithe-itwo-ithings-iis-ialso-icalled-ia-icomparison.
Wohlsen, M. (2016).

 What is being compared?

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 Generally-ispeaking,-icomparing-iis-ishowing-ithe-isimilarities,-iand-icontrasting-iis-ishowing-idifferences-ibe
-i-i

tween-itwo-ithings-ithat-iare-irelated-iin-isome-iway.-iFor-iexample,-iyou-iwouldn't-icompare/contrast-ireading-ia-i
book-ito-idriving-ia-icar,-ibut-iyou-iwould-icompare-ireading-ia-ibook-ito-ireading-iwith-ian-ie-reader.

 To-iexamine-ithe-icharacter-ior-iqualities-iof-iespecially-iin-iorder-ito-idiscover-iresemblances-ior-idifference
s.1998, Kerry Walk,

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 Identify Components of a Comparison
-i -i -i -i

A-icomparison-iargument-imight-ibe-ithe-ibasis-iof-ian-ientire-iessay-ior-ia-
ismaller-ipart-iof-ia-ilarger-iwork.-iIn-ievery-icase-ihowever,-ia-icomparison-ialways-iincludes-ithese-i3-icore-

icomponents.

Components of a Comparison
-i -i -i

Items-ito-ibe-iCompared Basis-iof-iComparison Categories-iof-iComparison

What two-ithings-iwill-ibe-icompared? Why are-iwe-icomparing-ithe-itwo- How will-ithe-iitems-ibe-icompared?-

iitems?-iWhat-iis-iour-ipurpose-iand- iWhat-ielements-iof-ithe-iitems-iwill-ibe-

igoal? icompared?

Example: Example: Example:

Articles-iby-iPerson1-iand-iPerson2. Compare-iand-icontrast- We-iwill-icompare-iand-
ihow-iPerson1-iand-iPerson2-idefine- icontrast-ibased-ion-ithree-icategories-i–-

idigital-iliteracy-iand-iwhat-irole- idefinition-iof-idigital-iliteracy,-icriteria-

ieducation-ishould-iplay-iin-iachieving- ifor-iachieving-iit,-iand-ithe-irole-iof-

iit. ieducation-iin-iachieving-iit.

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 Select a Structure of Comparison
-i -i -i -i

Comparison-iarguments-ican-ibe-istructured-iin-itwo-idifferent-iways:-iby item or-iby category.

Organization by items -i -i Organization by categories

-i -i

Topic: Topic:
Compare-iand-icontrol-ihow-iPerson1-iand-iPerson2-idefine- Compare-iand-icontrol-ihow-iPerson1-iand-iPerson2-idefine-
idigital-iliteracy-iand-iwhat-irole-ieducation-ishould-iplay-iin- idigital-iliteracy-iand-iwhat-irole-ieducation-ishould-iplay-iin-

iachieving-iit. iachieving-iit.

Define-idigital-iliteracy? Category-1 Person-i1-i

Achieve-idigital-iliteracy? Person-i2
Item1-P1 Define-idigital-iliteracy?
Role-iof-ieducation?

Category-2 Person-i1-i
Achieve-idigital-iliteracy? Person-i2
Define-idigital-iliteracy?

Achieve-idigital-iliteracy? Category-3
Item-P2 Person-i1-i
Role-iof-ieducation?
Role-iof-ieducation?
Person-i2

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 When-ideciding-ihow-ito-istructure-ia-icomparison-iargument,-iwe-ineed-ito-idecide-ibetween-ithese-itwo-ibasic-
istructures.-iTo-ido-ithis,-iwe-ineed-ito-iconsider-ithe-iadvantages-iand-idisadvantages -iof-ieach-istructure.

Prensky, M. (2001) and Wohlsen, M. (2016).

 A tale of two theories: A critical comparison of identity theory with social

-i -i -i -i -i -i -i -i -i -i -i -i -

identity theory. (University of Queensland).

i -i -i -i -i

Identity-itheory-iexplains-isocial-ibehavior-iin-iterms-iof-ithe-ireciprocal-irelations-ibetween-iself-iand-isociety.-iIt-
iis-istrongly-iassociated -iwith-ithe-isymbolic-iinteraction-iview-ithat-isociety-iaffects-isocial-ibehavior-ithe-iinfluence-iof-

iself.-iIt-ichanges-ithe-iway-iof-iour-ithinking. -iIt-imould-ius-ito-ithink-iin-ia-iparticular -iway.

Social-iidentity-itheory-iis-iintended-ito-ibe-ia-isocial-ipsychological-itheory-iof-iinter-igroup-irelations,-igroup-
iprocesses,-iand-isocial-iself.-iIt-ihas-iits-iorigin-iin-iearly-iwork-iin-iBritain-iby-iHenry-iTajfel-ion-isocial-ifactors.-iThese-

itwo-itheories -ienables-ius-ito-icreate-ia-icritical -icomparison-ibetween-iany-itwo-ientities.-iWith-ithe-ihelp-iof-ithee-itwo-

itheories -iwe-icould-iknow-ihow-icritically-iwe-icompare-ione-ithing-ito-ianother.

 Three Ways to Support an Argument

-i -i -i -i -i

You’ve-ibeen-iasked-ito-iwrite-ia-ipaper-ithat-iadvances-iand-isupports-ian-iidea-ior-iconc
lusion-iyou’ve-ireached.-iOnce-iyou-ihave-idone-ithe-ireading,-ithinking,-idiscussing,-iand-idrafting-ithat-ihelp-iyou-iiden
tify-ithe-imain-ipoint-iyou-iwant-ito-imake-iabout-ia-itopic—the-icentral-iclaim-iof-iyour-ipaper—what-icounts-ias-ieffecti
ve-isupport-ifor-ithis-iclaim?-iHere-iare-ithree-iaccepted-iways-ito-isupport-iyour-iargument.-iThey-ican-ibe-iused-iseparate
ly-ior-iin-icombination,-iaccording-ito-iyour-ipurpose-iand-iaudience.

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.-i Statistics
Statistics-iconvey-iinformation-iin-inumerical-iform,-ioften-ireferred-ito-ias-idata.-iStatistics-iare-imost-iaccessible-i
-i

and-iconvincing-iwhen-ithey-iare-iused-isparingly-iand-iin-icombination-iwith-ian-iexplanation-iof-iwhy-ithe-inumbers-iar
e-isignificant.-iRemember-ithat-ieven-ithough-istatistics-iare-iconsidered-ifactual,-inumbers-ican-ibe-ipresented-iin-idiffe
rent-iways-ito-isuggest-idramatically-idifferent-iconclusions.-iPay-iattention-ito-iany-iconflicting-iinformation-iyou-ifin
d-iand-ibe-isure-ito-iprovide-ithe-ifull-icontext-iof-istatistical-idata.-iIn-ithe-iparagraph-ibelow,-ithe-iwriter-ieffectively-iuse
s-idata-ito-isupport-ihis-iargument.-iNotice-ithat-ithe-iwriter-iidentifies-iand-icredits-ithe-isource-iof-ithe-idata,-isummarize
s-iit-isuccinctly,-iand-istates-iplainly-iin-ithe-ifinal-isentence-iwhat-iconclusion-ihe-i(the-iwriter)-idraws-ifrom-ithe-iresults:-
iThe-islower-itraffic-ispeeds-inecessitated -iby-itraffic-icircles -ialso-ireduce-ithe-inumber-iand-iseverity-iof-iaccidents.-iIn-i

an-iarticle-ifrom-ithe-ijournal-iPlanning,-ititled-i“Let’s-iGo-iRound-iand-iRound:-iAn-iIdea-iThat’s-iWorth-iCopying,”-iau
thor-iGeorges-iJacquemart-idescribes-ia-istudy-iof-i181-irecently-ibuilt-iroundabouts-iin-ithe-iNetherlands.-iSome-iof-ithe
se-iroundabouts-iwere-ibuilt-iat-ipreviously-iuncontrolled-iintersections,-iwhile-iothers-ireplaced-itraffic-isigns-ior-itraff
ic-ilights.-iResults-iof-ithe-istudy-ishowed-ia-ififty-one-ipercent-ireduction-iof-itotal-iaccidents-iand-ia-iseventy-two-iperce
nt-ireduction-iof-iinjury-causing-iaccidents-i(18).-iBecause-itraffic-icircles-iforce-imotorists-ito-islow-idown-iand-ipay-iat
tention,-ithey-ilead-ito-isafer-iintersections.
-i Examples -i

Appropriate-iexamples-ican-isupport-ithe-iwriter’s-icontention-ithat-ia-igeneral-istatement-iis-itrue.-iNot-ionl
y-ido-ithey-iprovide-ispecifics-iand-idetails-iin-isupport-iof-ia-iclaim,-ibut-ithe-ivivid-idescription-ithey-ioften-iinclude-ihelp
s-ito-icapture-iand-iretain-ithe-ireader’s-iattention.-iIn-ithe-ifollowing-iparagraph,-ithe-iwriter-iincludes-iexamples-iof-imis
treatment-ito-isupport-ithe-iclaim-ithat-iwomen’s-iright-ito-ivote-iwas-i“hard-won”.-iShe-ialso-idraws-ia-iconclusion-ifro
m-ithe-iexamples-iin-iher-ifinal-isentence.-iWomen’s-iright-ito-ivote-iis-ia-irelatively-inew-iand-ihard-won-iprivilege.-iThe-i

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suffragists,-iwho-idemonstrated-ifor-itheir-icause-iin-ifront-iof-ithe-iWhite-iHouse-iin-i1917,-iwere-iincarcerated-iand-itort
ured.-iFor-iexample,-ithe-iprison-iguards-ibeat-iLucy-iBurn-iand-ileft-iher-ihanging-iall-inight,-iher-ihands-icuffed-ito-ia-ibar-
iabove-iher-ihead.-iThey-ialso-ithrew-iDoris-iLewis-iheadlong-iinto-ia-icell,-ismashing-iher-ihead-iinto-ian-iiron-ibed.-iFor-i

weeks,-iwhile-iimprisoned,-ithese-iwomen-iwere-ifed-ionly-iworm-infested-islop.-iWhen-ione-iof-itheir-ileaders,-iAlice-i
Paul,-ibegan-ia-ihunger-istrike-iin-iprotest-iof-ithe-itreatment-ithey-iwere-ireceiving,-iprison-ipersonnel-itied-iher-ito-ia-icha
ir,-iforced-ia-itube-idown-iher-ithroat,-iand-ipoured-iliquid-iinto-iher-iuntil-ishe-ivomited.-iShe-iwas-itortured-ilike-ithis-ifor-i
weeks-i(Patterson-i78-80).-iThese-iwomen-iendured-itorture-ion-ibehalf-iof-ian-ientire-iclass-iof-ihuman-ibeings-iwho-iwe
re-idenied-ithe-iright-ito-ivote.-iWomen-iof-itoday-iowe-ithis-iright-ito-ithe-icourageous-isuffragists-iwho-ipreceded-ithem.-i
Below,-ithe-iwriter-iuses-ia-ipersonal-iexample-ito-isupport-ihis-iagreement-iwith-ithe-iauthor-iof-ia-itext.-iNotice-ihow-ithe-
iwriter-iboth-itells-ihis-istory-iwith-idetails -iand-iends-ithe-iparagraph-iby-ispelling -iout-iwhy-ithe-istory-iis-irelevant-ito-ihis-i

argument:-iI-iagree-iwith-iDjilas-ithat-ianticipating-itorture-ican-ioften-ibe-imore-iterrifying-ithan-iactual-itorture.-iWhen-i
I-ineeded-ito-igo-ito-ithe-idoctor-ito-iget-ia-ishot,-iI-iput-ioff-ischeduling-ithe-iappointment-ias-ilong-ias-ipossible.-iI-iam-iterrif
ied-iby-ithe-imere-iidea-iof-ibeing-istuck-iwith-ia-ineedle.-iI-ididn’t-isleep-iwell-ithe-inight-ibefore-imy-iappointment,-iand-ib
y-ithe-itime-iI-iarrived-iat-ithe-idoctor’s-ioffice,-iI-iwas-ijittery-iand-ipale.-iAs-ithe-idoctor-iprepared-ito-igive-ime-ithe-ishot,-iI-
isqueezed-imy-ieyes-ishut-ito-iblock-iout-ithe-ihorrible -ipain-iI-iwas-isure-iwas-icoming.-iThen-iI-ifelt-ithe-itiniest-ilittle-ipinc

h.-iThat-iwas-iall.-iIt-iwas-iover.-iAlthough-istate-sponsored-itorture-iis-icertainly-ifar-iworse-ithan-ia-isimple-ishot-iin-ithe-i
arm,-imy-iexperience-ihas-iled-ime-ito-ibelieve-ithat-ithe-icombination-iof-ianticipation-iand-ifear-ione-iexperiences-iprior-
ito-ia-ipainful-isituation -ioften-icauses-imore-idiscomfort-ithan-ithe-isituation-iitself.-i

Expert Opinion
-i -i

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 Expert-iopinions-iare-ibased-ion-ifactual-ievidence-ibut-idiffer-ifrom-ifact-iin-ithat-ithey-iare-iinterpretations-iof-ifa
ct.-iFor-iexample,-ipsychiatrists-idetermining-ia-icriminal’s-imental-istate-imay-iconsider-ithe-isame-idata-iset-iand-iobse
rvation-iyet-ioffer-idiffering-iinterpretations-iof-ithis-iinformation.-iThe-ifate-iof-ithe-icriminal—mental-ihospital-iversu
s-iprison—may-idepend-iupon-iwhich-iargument-iis-imore-iconvincing.-iThe-ifact-ithat-iexperts-ican-idraw-idifferent-ico
nclusions-ifrom-ithe-isame-iinformation-ishows-ithat-iopinions-imay-inot-ibe-ias-ireliable-ias-ifacts-ior-ipersonal-iexperien
ce,-ibut-ithey-iare-ia-iuseful-iand-icommon-imeans-iof-isupporting-ian-iargument.-iIn-imuch-iof-ithe-iargumentative-iwritin
g-iyou-ido,-iyou-iwill-irely-iupon-ithe-iopinions-iof-iexperts-iin-ithe-ifield-iyou-iare-istudying-iboth-ito-idetermine-iyour-iow
n-iperspective-iand-ito-isupport-iyour-iclaims.-iThe-ifollowing-ipassage-iis-itaken-ifrom-ian-iessay-ititled-i“The-iDecline-ia
nd-iFall-iof-iTeaching-iHistory,”-iin-iwhich-iauthor-iDiane-iRavitch-iargues-ithat-ian-iignorance-iof-ihistory-iwill-ipreven
t-ipeople-ifrom-ibeing-iable-ito-imake-iindependent-ijudgments-ion-icurrent-iissues.-iRavitch-icites-ithe-iopinion-iof-ia-iuni
versity-iprofessor-ias-isupport-ifor-iher-iclaim:-iMy-igloomy-iassessment-iwas-iechoed-iby-iNaomi-iMiller,-ichairman-io
f-ithe-ihistory-idepartment-iat-iHunter-iCollege-iin-iNew-iYork.-i“My-istudents-ihave-ino-ihistorical-iknowledge-ion-iwhi
ch-ito-idraw-iwhen-ithey-ienter-icollege,”-ishe-isaid.…Professor-iMiller-ibelieves-ithat-i“we-iare-iin-idanger-iof-ibringing-i
up-ia-igeneration-iwithout-ihistorical-imemory.-iThis-iis-ia-idangerous-isituation.”-iIn-iciting-iMiller,-iRavitch-iis-iusing-it
he-iexperience,-icredentials,-iand-iconclusions-iof-isomeone-ielse-ito-ivouch-ifor-iher-iargument.-iMiller’s-iwords,-iif-iyo
u-iwill,-iare-iused-ito-ibear-iwitness-ito-ithe-isituation-iRavitch-iis-idescribing.-iMiller’s-iprofession-iand-ihigh-irank-istron
gly-iimply-ithat-iMiller-ihas-ithe-inecessary-iexperience-iwith-ientering-icollege-istudents-ito-idraw-isound-iconclusion
s.-iCiting-ian-iexpert-ifor-iany-iargument-iis-ieasy-ito-ido-iand-iits-isuccess-idepends-ion-iyour-ichoosing-ian-iexpert-iwith-ith
e-irelevant-icredentials.-iHow-ieffective-iwould-iRavitch-ibe-ihad-ishe-iquoted-ia-ifamous-italk-ishow-ihost?
( Nyyti Saarimaki 2021 at Cornrll University)

A Note on Visuals:
-i -i -i -i

8
 Support-ialso-ican-ibe-iintegrated-iinto-ia-ipaper-ias-icharts,-ifigures,-itables,-iillustrations,-ietc.-iTranslat
ing-iimportant-iinformation-iinto-ia-ivisual-ican-iboth-iaid-iin-ireadability-iand-iprovide-ivisual-iimpact.-iHowever,-ithe-ip
urpose-iof-ithese-ivisuals-iusually-ishould-ibe-ito-ireport-idata-itoo-inumerous-ior-icomplicated-ito-ibe-idescribed-iadequat
ely-iin-ithe-itext-iand/or-ito-ireveal-itrends-ior-ipatterns-iin-ithe-idata.-iSince-ivisuals-ishould-icompliment-iyour-iwriting-ib
y-iadding-inecessary-iinformation,-iyou-imust-idetermine-ihow-iinformation-ican-ibe-ibest-iconveyed-ito-iyour-ireaders
—in-iwords,-inumbers,-itables,-ior-ifigures.-iDecide-ihow-ito-ibest-ipresent-iinformation-ibased-ion-iyour-ipurpose-iand-it
he-ineeds-iof-ithe-ireader.

 Critical Comparison involves three stages

-i -i -i -i

Facts:
Facts-iare-iamong-ithe-ibest-itools-ito-iinvolve-ithe-ireader-iin-ithe-iargument.-iSince-ifacts-iare-iindisputable,-ithe-
iwriter-iautomatically-iwins-ithe-ireader’s-imutual-iagreement-iby-iutilizing-ithem.-iA-istatement-ideclaring,-i"On-

iJanuary-i28,-i1986,-ithe-ishuttle-iChallenger-iexploded-iupon-ilift-off,"-imust-ibe-iaccepted-iby-ithe-ireader,-isince-iit-iis-

ia-ihistorical-icertainty.-iFacts-iare-iused-iprimarily-ito-iget-ithe-ireader-ito-istand-ion-ithe-iwriter's-iplane-iof-ireasoning.-

iFor-iinstance,-iif-ia-iwriter-iwanted-ito-iargue-ithat-ismoking-iis-ia-idetriment-ito-iyour-ihealth,-ihe/she-iwould-ibegin-iby-

iciting-ifactual-iinformation-iabout-ithe-ilarge-inumber-iof-ipeople-iwho-idie-ievery-iyear-ifrom-ismoke-related-

idiseases.-iThis-iwould-ithen-iforce-ithe-ireader-ito-iagree-iwith-ithe-iwriter-ion-iat-ileast-ione-ipoint.

Judgment:

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 Facts,-ihowever,-icannot-icarry-ithe-ientire-iargument.-iIt-iis-inecessary-ifor-ithe-iwriter-ito-iutilize-iJudgments-
ias-iwell.-iThese-iare-iassumptions-ithat-ithe-iwriter-imakes-iabout-ihis/her-isubject-iafter-icarefully-iconsidering-ithe-

ifacts.-iFor-iexample,-ia-iwriter-icould-istart-iby-ipresenting-icertain-ifacts-iabout-ithe-iknowledge-ithat-iscientists-ihad-

iregarding-ithe-icondition-iof-ithe-iChallenger-iprior-ito-itakeoff.-iFrom-ithese-ifacts,-ithe-iwriter-iconcludes-ithat-ithe-

idisaster-icould-ihave-ibeen-iavoided-iif-ia-ifew-iscientists-ibeen-iwilling-ito-ispeak-iup-iabout-isome-iunsettling-ifindings.-

iThis-iwould-ibe-ia-ijudgment-ion-ithe-iwriter's-ipart.-iThere-iis-inothing-iin-ithe-ihistory-ibooks-ior-inewspapers-ithat-ican-

iprove-ithis-iassumption-ito-ibe-itrue.-iThe-isuccess-ior-ifailure-iof-ithe-ientire-iargument-irests-ion-iwhether-ior-inot-ithe-

iwriter-ican-iutilize-iadequate-ireasoning-iin-icoming-ito-ithe-iright-ijudgments.

Testimony:
The-ifinal-itype-iof-ievidence-iused-iin-iwriting-ia-iconvincing-iargument-iis-iTestimony.-iThere-iare-itwo-itypes-
iof-itestimony:-i1)-ithe-iaccount-iof-ian-ieyewitness,-iand-i2)-ithe-ijudgment-iof-ian-iexpert-iwho-ihas-ihad-ithe-ichance-ito-

iexamine-iand-iinterpret-ithe-ifacts.-iBoth-iof-ithese-ilend-ivalidity-ito-ian-iargument.-iThe-ieyewitness-ican-isupply-

iimportant-ifacts-ifor-ithe-iwriter-ito-iuse,-iand-ithe-iexpert-ican-iprovide-ivaluable-ijudgments-iin-iorder-ito-igive-istrength-

ito-ithe-iargument.-iFor-iinstance,-iin-ithe-icase-iof-ithe-iSpace-iShuttle-iChallenger,-ithe-iwriter-imight-iuse-ithe-

itestimony-iof-ione-iof-ithe-ipersonnel-iwho-iwas-ipresent-iat-iNASA-imeetings-ibefore-ithe-ilaunch.-iThe-iwriter-imight-

ialso-iuse-ian-iastrophysicist’s-iopinion-iabout-iwhether-ior-inot-ievidence-iexisted-ibefore-itakeoff-ithat-ithe-iShuttle-

iwas-inot-isafe-ito-ilaunch. 

However,-ithe-iwriter-imust-iexercise-icaution-iwhen-iemploying-ithese-itwo-itypes-iof-itestimony-iin-ihis-ior-iher-
ipaper.-iEyewitness-iaccounts-icannot-ialways-ibe-ireliable;-ino-ione-iperson-ihas-ian-iobjective-iview-iof-ian-ievent.-

iAlso,-ian-iexpert’s-iopinion-iis-inot-ibeyond-idispute;-ianother-iexpert-iin-ithe-isame-ifield-iof-istudy-imay-ifind-ifaulty-

ireasoning-iin-ithe-ifirst-iexpert’s-ijudgment.-iAlso,-ithe-iwriter-imust-ibe-icareful-inot-ito-iuse-ian-iexpert-iin-ione-ifield-ito-

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imake-ia-ijudgment-iabout-ia-isubject-iin-ianother.-iImagine-ithe-iabsurdity-iof-icomputer-igenius-iBill-iGates-imaking-ian-
iofficial-istatement-ion-iarcheology.

(Silvia Tavelli, Renato Rota, Marco Derudi in 2014)

 References:
 Deborah J. Terry, Michael A. Hogg, (December 1995), A tale of two theories: A critical
-i -i -i -i -i -i -i -I -i -i -i -i -i -i -

comparison of identity theory with social identity theory, (University of Queensland).

i -i -i -i -i -i -i -i -i -i -i

 Kerry Walk,(1998), An article from Kerry Walk on How to write a comparative

-i -

analysis, (Harvard college writing center).

 Prensky M. (2001) and Wohlsen (2016), An article on Writing the Critical Comparis
-i -i -i -i -i

on, University Writing Lessons.

-i -i -i

(Words = 2270)

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