Progymnasmata: Comparison
Classical Writing Exercises in Preparation for Rhetoric
This post is part of a Series on the Progymnasmata; a classical collection of writing exercises which reach back to Greek and Roman antiquity. These exercises are designed, tested, and proven to form well rounded and versatile writers and thinkers who are fully ready to engage in the craft of Rhetoric (the art of persuasion). For a brief introduction to the Progymnasmata with links to examples of the various exercises you may click here.
The exercise known as Comparison makes use of previous exercises in the progymnasmata, namely, Encomium and Invective. The purpose of a comparison is to amplify the greatness or deplorableness of some particular person, place, thing, or idea (e.g. Abraham Lincoln, Barcelona, World War I, Disestablishmentarianism). The means by which one’s chosen subject is emphasized is by placing it in relation to another similar in kind (i.e. compare persons with persons, places with places, events with events, actions with actions, ideas with ideas, etc.). In other words, if someone wanted to emphasize the greatness or deplorableness of Abraham Lincoln then he or she would most likely want to choose to compare Lincoln with another political leader.
A comparison may be written in one of three ways: 1. Double Encomium 2. Double Invective, or 3. Mixed Comparison (Encomium and Invective together). In the Double Encomium the good is compared with that which is better (e.g. Julius Caesar was an impressive leader, but Marcus Aurelius was far greater!). In Double Invective the bad is compared with that which is worse (e.g. Medical assisted suicide is despicable, but abortion is far worse!). In the Mixed Comparison the opposites are compared to emphasize the goodness of one and deplorableness of the other at the same time. A major goal in Mixed Comparison is to emphasize the wide gulf between the two things so as to make certain that none of the virtues of the good can be claimed by that of the bad (e.g. In Heaven there will be no more tears or sadness, but in Hell there shall be nothing but eternal weeping and torment.)
Comparison of Persons
Potential Points of Comparison for People:
Origin: Where are these people from (citizenship)? Who are or were their parents?
Religion: What religion or belief system are these people associated with?
Education: Where and how were they educated? How much education did they have? Was their education formal or informal?
Skills: What abilities have they demonstrated? What have they done with those abilities?
Virtues/Vices: What deed have they done which can be morally evaluated for good or ill?
Associations: What people or organizations have they aligned themselves with?
Leadership: How have they led others for good or ill?
Accomplishments: What have they intentionally achieved?
Comparison of Places
Potential Points of Comparison for Places:
Origin: Under what circumstances did these places come into being? Were they established in peace or through war? What kinds of people took part in their founding? When were they founded?
History: Throughout the existence of these places what noble or ignoble deeds have been done in them or because of them? Has anyone of note been a citizen or resident of these places?
Material Quality: What is the weather like in these places? What are the geographical features of these places and what benefits or detriments are there in them? Are they plentiful in natural resources?
Virtues or Vices: What are the people of these areas like? Are there valorous or wicked deeds associated with the people there? Do these places produce desirable goods or works of craftsmanship?
Comparison of Things
Potential Points of Comparison for Things:
Origin: Are these things natural or man made? If they are made, who made them and for what purpose? Are these things to be used for some other purpose or to be enjoyed as a thing itself (as with a work of art)? Do these things come from a particular person, company, or region of the world?
History: Are these things new or old? How have they been used over time? Who has made use of them (or appreciated having them) throughout history?
Physical characteristics: What kind of material are these things made of? Are they large or small? Are they beautiful or ugly? How does their physical characteristics aid or take away from their usefulness or desirability?
Virtues or Vices: Can they be used to the benefit or harm of individuals or whole nations? Do they increase or decrease in value over time? Do they make one more or less able to perform a task? Does possession of these things make one more or less desirable/attractive?
Comparison of Ideas
Potential Points of Comparison for Ideas:
Origin: Who first expressed these ideas? When and where in history did these ideas come into expression? Are these ideas the product of some particular line of thinking or school of thought (i.e. is it Platonic, Aristotelian, Christian, Islamic, Freudian, Marxist, etc.)?
Philosophical Characteristics: Do these ideas make a claim about what ought or ought not to be done? (Moral) Do these ideas make a claim about the nature of reality? (Ontology) Do these ideas make a claim about what is or isn’t true or what can or cannot be known? (Epistemology) Do these ideas make a claim about the purpose of something? (Teleology)
Virtues and Vices: If these ideas are affirmed or rejected what are the benefits or consequences (considering both personal and societal levels)?
Comparisons, like many of the exercises of the Progymnasmata, can be composed at various lengths. A person could make use of the tool of comparison in writing a simple sentence, or in a paragraph as part of a larger essay, or as an essay to itself, or even as a chapter in a book, or it could undergird an entire book. Plutarch is famous for making use of the exercise of Comparison in his book, Lives of the Noble Grecians and Romans. He would write a short biography on two men of note and then write a third piece about them comparing their various merits. In Charles Dickens’, A Tale of Two Cities, he compares London and France during the time of the French Revolution throughout the story (as well as comparing numerous characters within the story). The skills are versatile and their extent and range are very flexible, but for the sake of learning the initial exercise we will employ the five paragraph essay model.
Five Paragraph Essay Format
Paragraph One: Introduce two subjects. Acquaint your readers/listeners with the appropriate information and context to understand who or what you are speaking about. Clarify the specific relation between your two subjects. What commonality do they have which makes them comparable? (e.g. Are you comparing two people as political leaders as whole, or just as orators, or fathers, etc.?)
Paragraph Two: Establish and discuss a particular point of comparison between your two subjects using either a double encomium to exalt one, a double invective to scorn one, or mixed comparison to drive a wedge between them (exalting one and scorning the other).
Paragraph Three: Establish and discuss another particular point of comparison between your two subjects using the same method as was chosen in paragraph two (i.e. either double encomium, double invective, or mixed comparison).
Paragraph Four: Establish and discuss a third particular point of comparison between your two subjects using the same method as was chosen in paragraph two (i.e. either double encomium, double invective, or mixed comparison).
Paragraph Five: Conclude with an exhortation for others to join you in praising or condemning your subject and invite them to act accordingly having now established a conviction on the matter.