Comparative Essay

Barbara P

How to Write a Comparative Essay – A Complete Guide

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Published on: Jan 28, 2020

Last updated on: Nov 21, 2023

Comparative Essay

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Comparative essay is a common assignment for school and college students. Many students are not aware of the complexities of crafting a strong comparative essay. 

If you too are struggling with this, don't worry!

In this blog, you will get a complete writing guide for comparative essay writing. From structuring formats to creative topics, this guide has it all.

So, keep reading!

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What is a Comparative Essay?

A comparative essay is a type of essay in which an essay writer compares at least two or more items. The author compares two subjects with the same relation in terms of similarities and differences depending on the assignment.

The main purpose of the comparative essay is to:

  • Highlight the similarities and differences in a systematic manner.
  • Provide great clarity of the subject to the readers.
  • Analyze two things and describe their advantages and drawbacks.

A comparative essay is also known as compare and contrast essay or a comparison essay. It analyzes two subjects by either comparing them, contrasting them, or both. The Venn diagram is the best tool for writing a paper about the comparison between two subjects.  

Moreover, a comparative analysis essay discusses the similarities and differences of themes, items, events, views, places, concepts, etc. For example, you can compare two different novels (e.g., The Adventures of Huckleberry Finn and The Red Badge of Courage).

However, a comparative essay is not limited to specific topics. It covers almost every topic or subject with some relation.

Comparative Essay Structure

A good comparative essay is based on how well you structure your essay. It helps the reader to understand your essay better. 

The structure is more important than what you write. This is because it is necessary to organize your essay so that the reader can easily go through the comparisons made in an essay.

The following are the two main methods in which you can organize your comparative essay.

Point-by-Point Method 

The point-by-point or alternating method provides a detailed overview of the items that you are comparing. In this method, organize items in terms of similarities and differences.

This method makes the writing phase easy for the writer to handle two completely different essay subjects. It is highly recommended where some depth and detail are required.

Below given is the structure of the point-by-point method. 

Block Method 

The block method is the easiest as compared to the point-by-point method. In this method, you divide the information in terms of parameters. It means that the first paragraph compares the first subject and all their items, then the second one compares the second, and so on.

However, make sure that you write the subject in the same order. This method is best for lengthy essays and complicated subjects.

Here is the structure of the block method. 

Therefore, keep these methods in mind and choose the one according to the chosen subject.

Mixed Paragraphs Method

In this method, one paragraph explains one aspect of the subject. As a writer, you will handle one point at a time and one by one. This method is quite beneficial as it allows you to give equal weightage to each subject and help the readers identify the point of comparison easily.

How to Start a Comparative Essay?

Here, we have gathered some steps that you should follow to start a well-written comparative essay.  

Choose a Topic

The foremost step in writing a comparative essay is to choose a suitable topic.

Choose a topic or theme that is interesting to write about and appeals to the reader. 

An interesting essay topic motivates the reader to know about the subject. Also, try to avoid complicated topics for your comparative essay. 

Develop a List of Similarities and Differences 

Create a list of similarities and differences between two subjects that you want to include in the essay. Moreover, this list helps you decide the basis of your comparison by constructing your initial plan. 

Evaluate the list and establish your argument and thesis statement .

Establish the Basis for Comparison 

The basis for comparison is the ground for you to compare the subjects. In most cases, it is assigned to you, so check your assignment or prompt.

Furthermore, the main goal of the comparison essay is to inform the reader of something interesting. It means that your subject must be unique to make your argument interesting.  

Do the Research 

In this step, you have to gather information for your subject. If your comparative essay is about social issues, historical events, or science-related topics, you must do in-depth research.    

However, make sure that you gather data from credible sources and cite them properly in the essay.

Create an Outline

An essay outline serves as a roadmap for your essay, organizing key elements into a structured format.

With your topic, list of comparisons, basis for comparison, and research in hand, the next step is to create a comprehensive outline. 

Here is a standard comparative essay outline:

How to Write a Comparative Essay?

Now that you have the basic information organized in an outline, you can get started on the writing process. 

Here are the essential parts of a comparative essay: 

Comparative Essay Introduction 

Start off by grabbing your reader's attention in the introduction . Use something catchy, like a quote, question, or interesting fact about your subjects. 

Then, give a quick background so your reader knows what's going on. 

The most important part is your thesis statement, where you state the main argument , the basis for comparison, and why the comparison is significant.

This is what a typical thesis statement for a comparative essay looks like:

Comparative Essay Body Paragraphs 

The body paragraphs are where you really get into the details of your subjects. Each paragraph should focus on one thing you're comparing.

Start by talking about the first point of comparison. Then, go on to the next points. Make sure to talk about two to three differences to give a good picture.

After that, switch gears and talk about the things they have in common. Just like you discussed three differences, try to cover three similarities. 

This way, your essay stays balanced and fair. This approach helps your reader understand both the ways your subjects are different and the ways they are similar. Keep it simple and clear for a strong essay.

Comparative Essay Conclusion

In your conclusion , bring together the key insights from your analysis to create a strong and impactful closing.

Consider the broader context or implications of the subjects' differences and similarities. What do these insights reveal about the broader themes or ideas you're exploring?

Discuss the broader implications of these findings and restate your thesis. Avoid introducing new information and end with a thought-provoking statement that leaves a lasting impression.

Below is the detailed comparative essay template format for you to understand better.

Comparative Essay Format

Comparative Essay Examples

Have a look at these comparative essay examples pdf to get an idea of the perfect essay.

Comparative Essay on Summer and Winter

Comparative Essay on Books vs. Movies

Comparative Essay Sample

Comparative Essay Thesis Example

Comparative Essay on Football vs Cricket

Comparative Essay on Pet and Wild Animals

Comparative Essay Topics

Comparative essay topics are not very difficult or complex. Check this list of essay topics and pick the one that you want to write about.

  • How do education and employment compare?
  • Living in a big city or staying in a village.
  • The school principal or college dean.
  • New Year vs. Christmas celebration.
  • Dried Fruit vs. Fresh. Which is better?
  • Similarities between philosophy and religion.
  • British colonization and Spanish colonization.
  • Nuclear power for peace or war?
  • Bacteria or viruses.
  • Fast food vs. homemade food.

Tips for Writing A Good Comparative Essay

Writing a compelling comparative essay requires thoughtful consideration and strategic planning. Here are some valuable tips to enhance the quality of your comparative essay:

  • Clearly define what you're comparing, like themes or characters.
  • Plan your essay structure using methods like point-by-point or block paragraphs.
  • Craft an introduction that introduces subjects and states your purpose.
  • Ensure an equal discussion of both similarities and differences.
  • Use linking words for seamless transitions between paragraphs.
  • Gather credible information for depth and authenticity.
  • Use clear and simple language, avoiding unnecessary jargon.
  • Dedicate each paragraph to a specific point of comparison.
  • Summarize key points, restate the thesis, and emphasize significance.
  • Thoroughly check for clarity, coherence, and correct any errors.

Transition Words For Comparative Essays

Transition words are crucial for guiding your reader through the comparative analysis. They help establish connections between ideas and ensure a smooth flow in your essay. 

Here are some transition words and phrases to improve the flow of your comparative essay:

Transition Words for Similarities

  • Correspondingly
  • In the same vein
  • In like manner
  • In a similar fashion
  • In tandem with

Transition Words for Differences

  • On the contrary
  • In contrast
  • Nevertheless
  • In spite of
  • Notwithstanding
  • On the flip side
  • In contradistinction

Check out this blog listing more transition words that you can use to enhance your essay’s coherence!

In conclusion, now that you have the important steps and helpful tips to write a good comparative essay, you can start working on your own essay. 

However, if you find it tough to begin, you can always hire our professional essay writing service . 

Our skilled writers can handle any type of essay or assignment you need. So, don't wait—place your order now and make your academic journey easier!

Frequently Asked Question

How long is a comparative essay.

A comparative essay is 4-5 pages long, but it depends on your chosen idea and topic.

How do you end a comparative essay?

Here are some tips that will help you to end the comparative essay.

  • Restate the thesis statement
  • Wrap up the entire essay
  • Highlight the main points

Barbara P (Literature, Marketing)

Dr. Barbara is a highly experienced writer and author who holds a Ph.D. degree in public health from an Ivy League school. She has worked in the medical field for many years, conducting extensive research on various health topics. Her writing has been featured in several top-tier publications.

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10+ Comparative Essay Samples

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Academic institutions always provide writing exercises to students so that the level of understanding that the students can have about a particular subject manner is widened. One of the most common academic essay examples  that’s given as writing assignment to students is the comparative essay. A comparative essay, also known as comparison essay or compare and contrast essay, is the type of essay that specifically analyzes two subject matters. There are a lot of academic fields where writing a comparative essay can be beneficial to students and their educational undertaking.

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A comparative essay can either compare or contrast two topics, theories, materials and other subjects of discussion. However, there are activities where both comparisons and contrasts are necessary to be presented. If you are required to write a comparative essay but is unaware on how you can do one effectively, you can browse through the samples that we have gathered for you so you can be more knowledgeable on how to structure both the content and layout of this kind of essay.

Comparative Essay

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Comparative Essay For High School

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College Comparative Essay

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Comparative Essay Plan Template

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Compare and Contrast Sample Essay

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Sample Comparative Essay Format

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The Concept of Comparative Essays

Different  college essay examples  are written based on different sets of instructions. Depending on the writing task that you have at hand, the things that you may include in your comparative essay may vary. However, the concept of making a comparative essay remains the same. For it to be clearer in your mind, here is how a comparative essay works:

  • A comparative essay is an academic essay  that requires students to create a comprehensive and precise comparative report about two things.
  • A comparative essay is an organized written material that is meant to provide a comparison that should be easily understood by the target readers. It is set to impress people by providing them the information that they need to be aware of about two subjects and how they differ and/or compare with each other.
  • A comparative essay can be written if you have two objects or subjects that can be compared in a level where their similarities and/or differences are relevant or meaningful for a specific purpose.
  • A comparative essay can be used in formal writing assignments and it can also be the basis for various research assessments.
  • A comparative essay is created through pertaining precise points of comparison. These points should be backed by actual researchers, factual information, and other reliable evidence.

Block Comparative Essay Example

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Student Comparative Essay Sample

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How to Develop the Content of Your Comparative Essay

Before writing a comparative essay, you first need to arm yourself with the information that you need. This will allow you to create a comparative essay that is filled with relevant and helpful information. More so, this can help you veer away from committing  common essay mistakes  if you are already in the process of actual content writing.

The way that you plan to present your ideas, especially if they are backed up with facts, can make your comparative essay more successful. Listed below are the steps that you may use when developing the content of your comparative essay.

  • The first thing that you need to do is to be aware of the question that you need to answer. You need to be aware of the essay prompt so you can address the needs of your readers. It is essential for you to be fully knowledgeable of the essence of the question so you can interpret it accordingly. The content that you will write will only be effective if it is related to the question and if it matches the purpose on why the essay is necessary to be written.
  • Know whether there are limits for your discussion . Always identify whether you need to know the similarities or the differences between your subjects. Also, you need to know whether the scope of your essay assignment requires you to do any of these or both.
  • Select the ideas that you would like to compare. It is important for you to have an in-depth understanding of the kind of comparison that you will write. The framework of your essay should be based on an actual evaluation that can point out how you were able to perceive the similarities or differences of the subject.
  • Assess whether you already have sufficient points for comparison. Your ability to present as many valid points as possible can make a lot of clarifications about the unanswered questions that you can enlighten your readers with.
  • Once the points of your comparison are already specified, list down whether they are under the similarities or differences of the two subjects. This step can help you be organized throughout the writing process. With easy access to how subjects are compared, you can be guided on how to use them in your content development.
  • Evaluate your list. Your list is only your initial view about the subjects being reviewed or assessed. Hence, further evaluation is necessary. Make sure that you will read through the entire list so you can rank them based on their impact and weight of thesis.
  • Chronologically arrange your list based on your basis of comparison . Make sure that you will follow a metric when examining the items that you will place in your actual comparative essay.
  • Know the approach that you will use when developing your essay content. Will you be theoretical? Will you focus on answering questions for comparison? It is essential for you to be aware of your basis so your approach can provide you with maximum benefits within the entirety of the content development process.
  • Research further about your subjects so you can verify whether your claims and initial claims are correct. This can help you create more topics and gather more evidence that can support your comparison.
  • Create a thesis statement where your discussion can set its foundation. This will enable you to start writing the comparative essay that you would like to achieve.

You may think that this is a very long process just for developing the ideas that you will present. In a way, you may be right. However, being prepared and ready on how you will attack and execute the writing assignment can make it easier for you to create a valid discussion.

Comparative Contrast Essay Template

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Printable Comparative Essay Sample

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Steps in Organizing Your Comparative Essay Discussion

Aside from knowing the idea of what you will write about, the structure of your essay or the organization of your essay’s content can affect the smooth flow of your discussion. Even during  last minute essay writing  activities, you can still come up with an outstanding comparative essay if you are already knowledgeable on how you can organize your essay’s idea, content, structure, and discussion. Listed below are some of the ways on how you can efficiently organize your comparative essay’s content.

  • Refer to the outline of your comparisons. This is where the items that we have discussed above can be helpful. If you are already guided by your comparisons, then you can easily rank their relevance to the essay that you will write. Referencing your comparisons can make it easier for you to have a thesis statement that you can further discuss.
  • Organize your writing strategies. The strategies that you will incorporate into your discussion can make it easier for readers to relate to your point. You need to make sure that your strategies are aligned with your type of comparison and the subjects that you are comparing.
  • Properly address your comparisons.  For your comparative essay to be highly-usable, you need to make sure that you will implement simplicity within your discussion. Do not make it complicated. The content of your comparative essay should be as simple as possible so that it can be furthermore understood.
  • Organize your paragraph structure.  The way that you create your paragraph listing can be one of the factors that can either improve or destroy your comparative essay. You should create a draft that can specifically state the items that you will discuss per paragraph. Create statements that can address specific comparisons and divide them per paragraph. Each of your paragraphs should be talking about one subject so you can give focus per comparison aspect.
  • Evaluate whether your writing guide is already organized enough. It is essential for you to not overlap subjects of discussion. When organizing your statements, make sure to cover one subject at a time. This will help you create a comparative essay that contains a list of carefully arranged and curated evidence which are further discussed and broken down into relevant specification pieces.

Simple Essay of Comparison Sample

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Sample Comparative Essay in PDF

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Writing Guide in Creating the Actual Comparative Essay

Just like  descriptive essay examples  and other kinds of academic essays, a comparative essay can be created in different ways. Each writer has various techniques that can be applied when doing this particular kind of essay. Since there are no strict rules when it comes to crafting a comparative essay, all you need to ensure is that your comparative essay is comprehensive, understandable and credible. Here is how you can effectively write your actual comparative essay:

  • Create an introduction to the topic. Your thesis statement should contain the subjects that you will talk about. You also need to create an initial discussion of what your readers can expect to the reader within the content of your comparative essay. A strong validation of your comparison can make your readers more interested to browse through the entire essay document.
  • Develop your next paragraphs for discussion. As mentioned above, work per paragraph. Arrange your topics of discussion in a way that each paragraph can specifically state one comparison topic per time. You have to create an interesting discussion so you need to ensure that all your paragraphs are organized and well-written.
  • Finalize your comparative essay with a conclusion. Your last paragraph should contain the information about your final thoughts with regards the comparison. How different or similar are the two subjects from one another? How sure are you that your basis is factual and relevant? Create a great impact b
  • y having a conclusion that can put together all your points of discussion.

Compare Contrast Essay Sample

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Sample Comparative Essay Guide

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Factors to Consider When Writing a Comparative Essay

In comparison to  evaluation essay examples , a comparative essay is more keen with regards the assessment of two subjects. If you will write a comparative essay, you need to have an idea of the impacts of different factors to the result that you may get at the end of the writing activity. Listed below are some of the elements or factors that you need to take into consideration when writing a comparative essay.

  • Your discussion’s organization.  Within the entirety of the comparative essay creation, it is very evident that organization is key to success. As a writer, you need to ensure that you have a skeletal plan that can create your discussion more polished and coherent. The discussion of your organization can greatly affect the impression of your readers with regards your knowledge about your topic as well as your level of understanding with what you are talking about.
  • Your thesis statement.  When creating a comparative essay, you need to stick with an argument that can provide you the framework for the effective dissemination of information. Your thesis statement should be based on the results of your frame of references. You need to analyze your subjects properly so that you can create a stand on how you perceive them in levels of similarities and/or differences.
  • Your claims or grounds for comparison.  You should always be aware of your selection processes. At the end of the writing activity, you need to validate the importance of comparing two subjects. Always have your grounds of comparison ready so you can ensure your readers that you have followed a particular set of criteria that can enable the objectivity between the selection of two items for comparison. The rationale that you have behind your subject selection can make your comparative essay more appealing.
  • Your reference frame.  A comparative essay’s frame of reference deals with the way that the writer has created the groupings for the comparison. May it be talking about the similarities, differences, or both of these factors; a comparative essay should be able to have a reference that can identify how the characteristics of ideas, themes, theories or even problems are arranged.

With the samples that we have in this post, it will be faster for you to identify the points of discussion that you need to provide. Again, comparative essays vary from one another in terms of content. Ensure that you are fully aware of the writing instructions given to you so you can plan your comparative essay’s content and structure accordingly.

Always refer to the guidelines and tips that we have specified so you can create effective decisions in every step of your comparative essay development. Do not be afraid to write what your thoughts. As long as these thoughts are based on factual references, then it will be easy for you to have a comparative essay that can achieve its purpose or reason for creation.

the art of writing a comparative essay lies in the delicate balance of presenting similarities and differences in a clear, coherent manner. This type of essay encourages critical thinking and develops analytical skills, crucial for academic success. For further guidance on creating effective comparative essays, the UNC Writing Center offers a detailed resource on comparing and contrasting ( UNC Writing Center ). This link provides valuable insights and examples, helping students refine their comparative writing skills. By mastering the comparative essay, students not only enhance their writing abilities but also deepen their understanding of contrasting subjects, an essential skill in many academic and professional fields.

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What is a comparative essay?

A comparative essay asks that you compare at least two (possibly more) items. These items will differ depending on the assignment. You might be asked to compare

  • positions on an issue (e.g., responses to midwifery in Canada and the United States)
  • theories (e.g., capitalism and communism)
  • figures (e.g., GDP in the United States and Britain)
  • texts (e.g., Shakespeare’s Hamlet and Macbeth )
  • events (e.g., the Great Depression and the global financial crisis of 2008–9)

Although the assignment may say “compare,” the assumption is that you will consider both the similarities and differences; in other words, you will compare and contrast.

Make sure you know the basis for comparison

The assignment sheet may say exactly what you need to compare, or it may ask you to come up with a basis for comparison yourself.

  • Provided by the essay question: The essay question may ask that you consider the figure of the gentleman in Charles Dickens’s Great Expectations and Anne Brontë’s The Tenant of Wildfell Hall . The basis for comparison will be the figure of the gentleman.
  • Developed by you: The question may simply ask that you compare the two novels. If so, you will need to develop a basis for comparison, that is, a theme, concern, or device common to both works from which you can draw similarities and differences.

Develop a list of similarities and differences

Once you know your basis for comparison, think critically about the similarities and differences between the items you are comparing, and compile a list of them.

For example, you might decide that in Great Expectations , being a true gentleman is not a matter of manners or position but morality, whereas in The Tenant of Wildfell Hall , being a true gentleman is not about luxury and self-indulgence but hard work and productivity.

The list you have generated is not yet your outline for the essay, but it should provide you with enough similarities and differences to construct an initial plan.

Develop a thesis based on the relative weight of similarities and differences

Once you have listed similarities and differences, decide whether the similarities on the whole outweigh the differences or vice versa. Create a thesis statement that reflects their relative weights. A more complex thesis will usually include both similarities and differences. Here are examples of the two main cases:

While Callaghan’s “All the Years of Her Life” and Mistry’s “Of White Hairs and Cricket” both follow the conventions of the coming-of-age narrative, Callaghan’s story adheres more closely to these conventions by allowing its central protagonist to mature. In Mistry’s story, by contrast, no real growth occurs.
Although Darwin and Lamarck came to different conclusions about whether acquired traits can be inherited, they shared the key distinction of recognizing that species evolve over time.

Come up with a structure for your essay

Note that the French and Russian revolutions (A and B) may be dissimilar rather than similar in the way they affected innovation in any of the three areas of technology, military strategy, and administration. To use the alternating method, you just need to have something noteworthy to say about both A and B in each area. Finally, you may certainly include more than three pairs of alternating points: allow the subject matter to determine the number of points you choose to develop in the body of your essay.

When do I use the block method? The block method is particularly useful in the following cases:

  • You are unable to find points about A and B that are closely related to each other.
  • Your ideas about B build upon or extend your ideas about A.
  • You are comparing three or more subjects as opposed to the traditional two.
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Comparative essay structure

UPDATE – September 2014.

Again and again it’s been pointed out at marking conferences and in marking schemes that YOU MUST RESPOND TO THE QUESTION. Stock learned off answers are not being rewarded – and rightfully so! Using what you know to offer your opinion is what counts – agree, disagree, partially agree, partially disagree – it’s doesn’t matter as long as your essay is directly responding to the Q asked throughout and is doing so in a comparative way.

Here’s an extract from the Chief Examiner’s Report

“ examiners were pleased when they saw candidates trust in their own personal response and demonstrate a willingness to challenge the ‘fixed meaning’ of texts. The best answers managed to remain grounded, both in the question asked and in the texts ”.

Examiners complained that students had pre-prepared answers which they refused to adapt to the question asked. Don’t get confused here: in the comparative section you have to have done a lot of preparation prior to the exam. The similarities and differences are unlikely to simply occur to you on the day under exam conditions and the structure of comparing and contrasting, weaving the texts together using linking phrases and illustrating points using key moments is not something you can just DO with no practice. It’s a skill you have to learn. But you MUST be willing to change, adapt, and select from what you know to engage fully with the question asked.

This compliment, followed by a warning, was included in the 2013 report:

“ Many examiners reported genuine engagement with the terms of the questions, combined with a fluid comparative approach. As in previous years, examiners also noted that a significant minority of candidates were hampered by a rigid and formulaic approach “.

At the 2011 marking conference, a huge emphasis was placed on students engaging with the question – and the point was made that all too often they DON’T. You may have a general structure in your head but if this structure doesn’t suit the question that comes up DON’T just doggedly write what you’re prepared anyway. Use what you know to answer the Q. The basic structure will remain (text 1 key moment, link, text 2 km, link, text 3 km, general observation) – it’s not rocket science. But you must prove (if you want a grade above 70% in comparative) that you can engage with the question throughout your answer (not justthrow it in @ beginning and end) and conclude by showing how your essay engaged with the question asked. So the moral of the story is, if you puke up a pre-prepared answer & completely ignore the question, don’t be surprised when you then do badly!

Anyway, you still want to know what the basic comparative structure IS but remember you do not know what you will write until you see the question. Even then, your brain should be on fire non-stop as you write your answer. This is not about ‘remembering’ stuff – this is about knowing it so well, that it’s all there in your brain and you just have to shuffle it about so that it makes sense as a response to whatever question is asked.

Sorry, I don’t intend to scare you – but nor do I want to you be under some illusion that you just write one essay for each comparative mode during the year and that will do. IT WON’T…

UPDATE OVER

Right, here goes…

The quality of your links is REALLY SUPREMELY important. This section of the course is called ‘comparative studies’ for a reason. The more detailed a link is the more marks you’ll get for it. Thus just using the words ‘similarly’ or ‘by contrast’ isn’t really enough. Link individual characters from different texts, establish the ways they or their circumstances are similar but also point out subtle differences. You can extend this comparison throughout your paragraph/section if necessary (in fact this is a good idea) – but don’t simply repeat yourself.

Here’s some general advice on how you might structure your comparative essay, but I repeat, adapt, adapt adapt to the question asked .

Introduction:

Theme or Issue : Address the Q, introduce your theme, then your texts – genre, name, author and mention the central character who you will focus on in your discussion of this theme.

General Vision & Viewpoint : Address the Q, introduce the idea of GV&V (briefly), then your texts – genre, name, author and mention the major emotions you associate with each.

Cultural Context: Address the Q, introduce the idea of cultural context (briefly), then your texts – genre, name, author, plus where and when they are set. You may want to mention the aspects of cultural context you intend to discuss.

Literary Genre: Address the Q, briefly introduce what literary genre means, then introduce your texts – genre, name, author. Outline the aspects of literary genre you will discuss (depends on the Q asked).

Look at the following examples. Imagine the Q is “Exploring a theme or issue can add to our enjoyment of a text”

“I found it fascinating to explore the central theme of plagiarism in my comparative texts. In the novel ‘Old School ‘ (OS) by Tobias Wolff I was intrigued by the narrator’s self delusion after he entered a competition with a short story he had not written. By contrast, I found the film ‘Generous’ (GEN) directed by Frank Faulkner quite disturbing. It explores a young girl’s obsession with becoming famous as she ‘borrows’ outrageous online articles to make her blog more popular. Finally I found the play “IMHO” by Judy Price hilarious. It looks at how we all ‘copy’ ideas from others and pass them off as our own at dinner parties. Thus exploring this theme greatly added to my enjoyment of each text”.

Now look at how this changes for a different mode. Imagine the Q is “The general vision & viewpoint of a text often offers the reader both joy & despair”

“ All of my comparative texts took me on a rollercoaster ride through the highs and lows experienced by the central characters . In the novel “Old School” (OS) by Tobias Wolff I experienced the narrator’s joy at the visit of Robert Frost, and his despair when his cheating was uncovered. Similarly, the film “Generous” (GEN) directed by Frank Faulkner begins in elation for Emily as her blog goes viral but ends in complete mental and physical collapse. By contrast, the lighthearted play “IMOH” by Judy Price offers a hilarious look at the falseness of modern dinner parties and the only despair the audience feels is lamenting the complete lack of self-awareness of the central characters. Thus the vision & viewpoint of each text offered me a  wide and varied range of emotions  from joy to depair”.

Now look at how this changes again: Imagine the Q is: “Characters are often in conflict with the world or culture they inhabit”

“ The novel ‘Old School’ (OS) written by Tobias Wolff is set in an elite American boarding school in the 1960’s and the unnamed narrator certainly comes into conflict with his world. This text explores cultural issues such as social class, ethnic identity and authority figures. Similar issues are explored in the film “Generous” (GEN) directed by Frank Faulkner and set in modern day London as Emily comes into conflict with her parents, peers and teachers. My third text the play “IMOH” by Judy Price set in Celtic Tiger Ireland also looks at the conflicts which occur as a result of people’s social snobbery and their desire to escape their cultural identity and heritage. In this text the major authority figure is Susan, the host of the dinner party, who desperately tries to keep her guests in line. Thus I absolutely agree that these three texts made me more aware of the ways in which people can come into conflict with the world or culture they inhabit”.

Finally look at this literary genre question : “The creation of memorable characters is part of the art of good story-telling” .

The unnamed narrator in Tobias Wolff’s novel ‘Old School’ (OS) is a fascinating and memorable character because he is struggling to come to terms with his own flaws. Similarly, the film ‘Generous’ (GEN) directed by Frank Faulkner has a central character Emily who we emphathise with despite her many flaws. Finally, the play ‘IMHO’ by Judy Price with its emsemble cast creates many memorable characters but for the purposes of this essay I will focus on the dinner party host Susan. These characters live on in our memories because of the writer’s choice of narrative point of view, because of the vivid imagery we associate with them and because the climax of the action revolves around their character.

NEXT you need to think about structuring the essay itself. The most important thing to decide in advance is what aspect you wish to compare for each page/section but this may need to change to adapt to the Q.

For theme or issue you might plan it out like this but at all times focus on answering the Q:

  • How is this theme introduced? How does this theme affect the central character/characters?
  • How is this theme developed? Do the central characters embrace or fight against it? How?
  • Do other characters influence how this theme unfolds?
  • How does the text end & what are our final impressions of this theme as a result?

Asking the same question of each text allows you to come up with the all important links (similarities & differences).

For general vision & viewpoint you might plan as follows but at all times focus on answering the Q:

  • What view is offered of humanity (are the main characters likable or deplorable?)
  • What view is offered of society (is this society largely benign or does it negatively impact on the characters)
  • How does the text end & what vision are we left with (positive or negative) as a result?

Alternatively you could just take a beginning, middle, end approach but you must at all times focus on whether the vision/feelings/atmosphere is positive or negative and how this impacts on the reader/viewers experience.

For literary genre you must focus on the aspects mentioned in the question – possibly some of these:

  • Genre – diff between novel/play/film
  • Narrator / point of view
  • Characterisation
  • Chronology – flashback / flashforward
  • Climax / twist

For cultural context you must decide which of the following issues are most prominent in all three texts – try to find links before you decide. At all times focus on answering the Q asked

  • Social class / social status
  • Wealth / poverty
  • Job opportunities / emigration
  • Authority figures
  • Sex / Marriage (attitudes towards)
  • Gender roles
  • Stereotypes / Ethnic identity

You may find some overlap between 2 of these – for example social class often influences a person’s wealth or poverty; religion often effects attitudes towards sex and marriage; marriage can often be a financial necessity for those with limited job opportunities (mostly women, so this overlaps with gender roles). Choose your sections carefully so you don’t end up repeating yourself.

You might plan as follows for the example given above but everything depends on the texts & the question.

  • Social status
  • Ethnic identity
  • How does the text end? Do the main characters escape or remain constrained by their cultural context?

Once you’ve decided what sections to include your structure for each goes a little something like this:

STATEMENT – ALL 3 TEXTS e.g. All of the central characters are deeply aware of their social class and wish to ‘climb the ladder’ as it were in the hope that they will achieve recognition, the envy of their peers and ultimately a better life.

STATEMENT – TEXT 1 e.g. In OS, the narrator hides his background (he comes from a broken home) from his wealthier peers.

KEY MOMENT TEXT 1 e.g. This is evident when he discusses how, at school, your social class was defined not just by your clothes but also by how you spent your summers – in his case “working as a dishwasher in the kitchen crew at a YMCA camp” a fact which he vows never to reveal to his classmates.

LINKING PHRASE & STATEMENT TEXT 2 e.g. Similarly, in GEN, Emily comes from a broken home, but it is her family’s absolute impoverishment which she keeps hidden from her classmates. Like the narrator in OS, she fears their pity but unlike him she is already dealing with the harsh reality of being a social outcast at school.

KEY MOMENT TEXT 2 e.g. During one key moment she describes leaning down to tie her shoes, all the while talking, only to look up and find her friends have walked off and are now laughing at her for talking to thin air. Thus her desire to escape the limitations of her background is more urgent than in OS.

LINKING PHRASE & STATEMENT TEXT 3 e.g. By contrast, in IMHO, Jane, Lucy, Joel, Zach & Max all come from upper middle class backgrounds. Their social status is more secure than the narrator in OS or Emily in GEN, yet they are all obsessed with creating the impression that they have links to the aristocracy – or in Zach’s case, royalty.

KEY MOMENT TEXT 3 e.g. Several key moments spring to mind, the funniest of which is when Lucy boasts about the diamond necklace she’s wearing being a family heirloom bequeathed by her Aunt Tess, only to have one of the so-called diamonds fall into her soup. Joel the jeweller then delights in pointing out the evident ‘fake’ in the room (the woman AND the diamond).

STATEMENT ALL 3 & PERSONAL RESPONSE TO QUESTION ASKED e.g. Thus I found it fascinating, tragic and at times hilarious to see how all of these characters were so deeply affected by their obsession with their social status and to observe the conflicts – both internal & external – which resulted.

This all sounds very technical but if you break it down as follows it’s not so complicated (easy for me to say!)

STATEMENT ALL 3 TEXTS

STATEMENT TEXT 1 & KEY MOMENT

LINKING PHRASE & STATEMENT TEXT 2 & KEY MOMENT

LINKING PHRASE & STATEMENT TEXT 3 & KEY MOMENT

STATEMENT ALL 3 & PERSONAL RESPONSE TO QUESTION

Now look at how the paragraph/section flows when you put it all together.

All of the central characters are deeply aware of their social class and wish to ‘climb the ladder’ as it were in the hope that they will achieve recognition, the envy of their peers and ultimately a better life. In OS, the narrator hides his background (he comes from a broken home) from his wealthier peers. This is evident when he discusses how, at school, your social class was defined not just by your clothes but also by how you spent your summers – in his case “working as a dishwasher in the kitchen crew at a YMCA camp” a fact which he vows never to reveal to his classmates. Similarly, in GEN, Emily comes from a broken home, but it is her family’s absolute impoverishment which she keeps hidden from her classmates. Like the narrator in OS, she fears their pity but unlike him she is already dealing with the harsh reality of being a social outcast at school. During one key moment she describes leaning down to tie her shoes at her locker, all the while talking, only to look up and find her friends have walked off and are now laughing at her for talking to thin air. Thus her desire to escape the stigma of her background is more urgent than in OS. By contrast, in IMHO, Jane, Lucy, Joel, Zach & Max all come from upper middle class backgrounds. Their social status is more secure than for narrator in OS or Emily in GEN, yet they are all obsessed with creating the impression that they have links to the aristocracy – or in Zach’s case, royalty. S everal key moments spring to mind, the funniest of which is when Lucy boasts about the diamond necklace she’s wearing being a family heirloom bequeathed by her Aunt Tess, only to have one of the so-called diamonds fall into her soup. Joel the jeweller then delights in pointing out the evident ‘fakes’ in the room (the woman AND the diamond). Thus I found it fascinating, tragic and at times hilarious to see how all of these characters were so deeply affected by their obsession with their social status and to observe the conflicts – both internal & external – which resulted.

This paragraph only establishes that the characters want to hide or improve their social class. You could now look at some of their attempts to improve their social status.

If a paragraph gets too long, break it into two. The linking phrase will make it clear that you’re still talking about the same issue.

For the 30 / 40 marls question just take all of your statements & key moments for Text 1 and put them together, all the while answering the question and offering personal response. This is your 30 marks part.

Then take all of your statements & links for texts 2 & 3 and put them together, all the while answering the question and offering personal response. This is your 40 marks part. You will refer back, in passing, to Text 1 but only when establishing your links.

Also, I’ve said it before but I’ll say it again: the more detailed a link is the more marks you’ll get for it. Thus just using the words ‘similarly’ or ‘by contrast’ isn’t really enough. Link individual characters from different texts, establish the ways they or their circumstances are similar but also point out subtle differences.

This structure applies no matter what the mode – theme or issue / general vision or viewpoint / cultural context / literary genre.

P.S. If you’re wondering why you’ve never heard of the film Generous or the play IMHO, I can explain. I made them up.

65 responses to “ Comparative essay structure ”

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AS and A Level: Comparative Essays

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"English poets are being forced to explore not just the matter of England, but what is the matter with England" (Seamus Heaney) - Discuss.

"English poets are being forced to explore not just the matter of England, but what is the matter with England" (Seamus Heaney) - Discuss.

"English poets are being forced to explore not just the matter of England, but what is the matter with England" (Seamus Heaney). Discuss. It is an inevitable fact that the consumers of literature - laymen and literary critics alike - tend to group together texts and authors into separate categories, and attach to each category a number of supposedly 'common' characteristics and idiosyncracies which all its members apparently share. Philip Larkin and Ted Hughes, and their poetry, are no exceptions. Larkin and Hughes are often linked together when discussing English poets, and do have a number of things in common: they were born within eight years of each other, they wrote and published their poetry at similar times, and both are identified with the north of England. Both men were writing at a time when the notion of a stable and established England was being undermined, largely due to the rapid social change initiated by the termination of the Second World War. Thus both poets were heirs to a unique poetic impulse which sought to reject the old order of modernism by employing creative and innovative forms of expression: the new consciousness of a new generation. Yet although Larkin and Hughes are frequently grouped together as 'English post-war poets', a term which suggest homogeneity, there is in reality more diversity in their approaches than is commonly assumed.

  • Word count: 3208
  • Level: AS and A Level
  • Subject: English

Compare the two poets Ted Hughes and Simon Armitage.

Compare the two poets Ted Hughes and Simon Armitage.

Compare the two poets Ted Hughes and Simon Armitage In the untitled poem by Simon Armitage, the poem describes to us a short story that happened many years ago. The story is of a 13-year-old boy during puberty, and not knowing how to deal with his feelings for a girl in his class. The boy heated up scissors in a flame in a chemistry lab and then handed them to the girl marking rings around her fingers. We presume that the boy in the story is the poet, Simon Armitage as the poem is written in 1st person. The poet now feels a little sorry for what he did but tries to excuse it using the sentence, '...that was just my butterfingered way, at 13 of asking you to marry me.' In this quote he tries to use his age as an excuse as he was only young. The poet telling the story does not actually say that he is sorry but we get that impression from the quote, 'Don't believe me, please, if I say...' when the poet was 13 though we get a different opinion of what he was feeling, we get the impression that he felt amused, proud and triumphant of what he had done, but know looking back does not feel the same as he did. I believe that the overall message of the poem is to ask the girl that he burnt at 13 to marry him; he tries to excuse what he did and then goes on to say; 'Don't believe me please, if I say, that was just my butterfingered way, at 13 of asking you to marry me.' I believe

  • Word count: 1817

Comparing and analysing Heaney's 'Blackberry Picking' and Plath's 'Blackberrying.'

Comparing and analysing Heaney's 'Blackberry Picking' and Plath's 'Blackberrying.'

Comparing and analysing Heaney's 'Blackberry Picking' and Plath's 'Blackberrying.' In this essay I shall compare these two poets by studying one poem by each of them and analysing the different literary devices used. Both 'Blackberry picking' and 'Blackberrying' contain strong and powerful uses of imagery. Blackberrying is the first poem, which I shall be studying. It begins, again, rather dully and yet brings across more of a scenic image. "Nobody in the lane, and nothing, nothing but blackberries." Obviously this opening line is trying to show a picture of large numbers of blackberries, but notice how she emphasises the negatives as though it is the fact that here are no forms of life around which she is enjoying and not the blackberries. The first image, which she writes of 'A Blackberry alley, going down in hooks', this, is quite a sinister image for each to start. The second image, which she writes of, is that of the size of the berries "big as the ball on your thumb" but she then adds to this by saying the berries are "dumb as eyes." This is an interesting image to be putting to the reader for she is mixing the senses suggesting that the berries have eyes. However this does not bother her because unlike people the berries cannot speak to her or harm her in any way. She moves on from this to include anthropomorphism by describing the berries as "fat", this is normal

  • Word count: 1710

Compare and contrast Ulysses and The Love Song of J. Alfred Prufrock in their treatment of ageing and ambition

Compare and contrast Ulysses and The Love Song of J. Alfred Prufrock in their treatment of ageing and ambition

Compare and contrast Ulysses and The Love Song of J. Alfred Prufrock in their treatment of ageing and ambition The title of Eliot's poem initially suggests that it is not a traditional love poem at all. Eliot's choice to use the initial "J" instead of a first name implies a sense of importance, however Prufrock is a connotation of a "prude" in a "frock" which pokes fun at the pompous nature of the name and implies a subliminal other meaning to the name. Prufrock begins in the unpleasant modern world, which is comparable to "da Montefeltro" in Dante's "Inferno" being trapped in hell; however Prufrock is fixed in a lonely, isolating city. This reflects Prufrock's ambition, because he is insecure and feels as if he is trapped and cannot go anywhere. Eliot's imagery is extremely important in illustrating pieces of Prufrock's personality. He uses images of the city being bleak and frightening. The image of "the evening is spread out against the sky like a patient etherized upon a table" shows that Prufrock's view of the world is that it is bleak and empty. This also illustrates Prufrock's lack of ambition because it shows that he feels there is nothing good in the world worth trying for. Prufrock is afraid to speak to the women he sees because he thinks that he wont be able to say anything capable of making them become interested in him, and his overwhelming insecurity and fears

  • Word count: 1287

Thomas hardy poem - neutral tones

Thomas hardy poem - neutral tones

Taking Neutral Tones as a starting point, discuss the emotions and reactions to love shown by Hardy in his poems about unrequited love as compared with the 1912-3 collection. You should view this as a chance to really hit AO5. I want lovers named and through circumstances of each discussed as fully as possible. Hardy's focus in many poems is around the subject of unrequited love and exhibits the emotions that are felt at that period of time. He also wrote a selection of poems called the 1912-13 collection, which focused on his first wife Emma and her death, however, these poems rarely talked about his love for her. It was mostly about blame or opportunities that he could have had with her but he had let pass. The theme of missed opportunities also runs through poems other than the 1912-13 collection. In Hardy's poem 'Neutral Tones', Hardy talks about a memory he has when he is 27 years old. This poem is a snapshot of a moment, where he recalls standing with his former young love by the side of a pond, in the middle of winter, 'we stood by a pond that winter day'. The unknown girl and Hardy are surrounded by dead landscape that acts as a metaphor for their emaciated relationship, 'the sun was white'. The white colour of the sun represents emptiness and lack of passion, the sun has been drained of its natural golden colour. Hardy uses pathetic fallacy in this metaphor to

  • Word count: 990

How Do These Poems Reveal Shelley(TM)s Views About The Role Of The Poet?(TM) Discuss.

How Do These Poems Reveal Shelley(TM)s Views About The Role Of The Poet?(TM) Discuss.

'How Do These Poems Reveal Shelley's Views About The Role Of The Poet?' Discuss. Throughout Shelley's poetry, the figure of the poet is displayed not just as an intelligent witty entertainer or an intellectual social observer but is in fact, a prophet. Shelley does not try to hide the fact he believes himself to be a prophet, a splendid soul with the divine gift to restore freedom to the people and bring justice to those who need it. Shelley felt that poets have a supreme connection with nature and with this connection are able to translate the 'cosmic truths' of the world into work for people to admire and act upon. Shelley was said to compare himself to Prometheus and even Jesus Christ in the sense that he, as a poet, was a prophet, whose duty it was to liberate the peoples of the world by perceiving the world around him and translating the 'messages' from nature to the general public who would, in turn, throw off the shackles of their oppressors and rise up. Shelley also felt that poets carry a burden, similar to Christ carrying the crucifix, as they are persecuted for their works and are often misunderstood. Evidence of this can be seen when studying Shelley's poetry as well as his life. Shelley uses nature as his primary source of poetic inspiration, which was typical of Romantic poets at the time. In such poems as "The Mask of Anarchy" (1819) and "Ode to the West

  • Word count: 1162

Larkin often seems to criticise society. In the light of this statement, what connections have you found between the ways in which Larkin and Abse write about the society in which they live? In your response include at least two of Larkins

Larkin often seems to criticise society. In the light of this statement, what connections have you found between the ways in which Larkin and Abse write about the society in which they live? In your response include at least two of Larkins

'Larkin often seems to criticise society'. In the light of this statement, what connections have you found between the ways in which Larkin and Abse write about the society in which they live? In your response include at least two of Larkin's poems. Larkin criticises society in many of his poems and also does it from a superior place in an attempt to distance him from the society which he criticises and this can be seen in Nothing To Be Said. On the other hand, Abse writes about society and community whilst he participates in it and is a part of it. Larkin tries to stunt and remove the parts of society he criticises whilst it is clear Abse attempts to preserve many of the positives in society, for example in The Story of Lazarus, a story that surrounds the optimistic tale of someone surviving something so horrific. Abse is also very proud of the society from which he grew for example he is proud of being Welsh. Larkin labels and stereotypes the working class with a superior view in Nothing To Be Said, for example in the first stanza he describes the working class as 'small-statured cross-faced tribes', giving the impression that he views the working class as poorly developed, and a sense of savagery and it is possible to assume that Larkin viewed them as not very intelligent also. In addition to this, the use of the word 'tribes' is particularly powerful and evokes this

  • Word count: 847

Warning by Jenny Joseph and On Ageing by Maya Angelou

Warning by Jenny Joseph and On Ageing by Maya Angelou

Warning by Jenny Joseph and On Ageing by Maya Angelou Warning by jenny joseph is a humorous way of looking towards old age. It is written as a monologue within which the poet describes how she will behave when she is an old woman. In The first stanza she talks about herself and lists all the things she will do when she is old. She says she will wear the colours purple and red which are significant in the fact that they are bright garish colours. The two colours clash with each other and would not be put together by someone who cares about keeping up their appearance. One of the main themes to this poem is the idea of rebelling against the way society expects you to behave and the idea of not conforming therefore she decides to deliberately make a statement with her appearance by wearing clashing colours to show rebellion against the idea of everyone looking the same- everyone conforming. This idea of rebellion is further emphasised when she says "I shall spend my pension on brandy... and say we've no money for butter". She has decided that she is going to be deliberately difficult and irresponsible. She is desperate to rebel against the norms of responsible adulthood and change the way she has always been " escape from the sobriety of my youth" . The acts she chooses are harmless and humorous and she will be likely to get away with them as people will think she is

  • Word count: 1299

Compare the two "Wuthering Heights" poems by Sylvia Plath and Ted Hughes.

Compare the two "Wuthering Heights" poems by Sylvia Plath and Ted Hughes.

> Compare the two "Wuthering Heights" poems by Sylvia Plath and Ted Hughes. Poets Sylvia Plath and Ted Huges both wrote poems by the name 'wuthering heights'. Based on the book by Emily Bronte, Both poems are highly descriptive and try to capture the essence of the landscape about which they were written, both with very different effect. Ted Hughes Describes a vibrant landscape. He paints a picture of a wild but beautiful place leading to a very positive tone in his poem. Huges poem has an almost aspirational quality. He talks of Emily Bronte as if he, or his character, wishes to be just like her. This gives the poem a far more positive tone than that of Sylvia Plath. Plath creates a deeply depressing, almost disturbing tone through her use of description. This results in a far more negative feel about the poem. This negativity seems to reflect both the wildness of the landscape and also her feelings. Huges uses his poem to tell a story that puts the reader in the position of the character in the poem. This leads to the reader feeling like a part of the poem, therefore creating a personal interest in the surroundings, which are described to them. The poem seems to be about more than just the landscape. It is about beginning to understand the book by Emily Bronte and in doing so understand the moor itself. Plath on the other hand uses her poem as a metaphor for her

  • Word count: 1016

George and Lennie- COmparison and Contrast

George and Lennie- COmparison and Contrast

David Urlanda George and Lennie (Comparison and Contrast) In the novel Of Mice and Men, the main characters George and Lennie were brought up closed to us. Through the first several pages of the book, these two characters were visualized. "George was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small, strong hands, slender arms, a thin body and nose." While Lennie the opposite of George, "is a huge man, shapeless of face, with large pale eyes and with sloping shoulders." John Steinbeck describes these two characters as the opposite of each other. He describes Lennie as big man who thinks just like a child, and George as a small and a strong man. Steinbeck differentiates George and Lennie from each other on their mental and physical appearance and strength, George a small man and his opposite Lennie a huge man. In their physical appearance George was visualized with defined body parts and with strong features while Lennie with a shapelss face. In terms of mental ability, Steinbeck said that Lennie has a mild mental disorder that made him the weakest character in the novel. While George, compared to Lennie, he is the boss, he decides on everything they will do and Lennie depends on what he say. George and Lennie traveled together, since Lennie's Aunt Clara died. They are both migratory workers seeking

  • Word count: 638

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  • Comparing and contrasting in an essay | Tips & examples

Comparing and Contrasting in an Essay | Tips & Examples

Published on August 6, 2020 by Jack Caulfield . Revised on July 23, 2023.

Comparing and contrasting is an important skill in academic writing . It involves taking two or more subjects and analyzing the differences and similarities between them.

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Table of contents

When should i compare and contrast, making effective comparisons, comparing and contrasting as a brainstorming tool, structuring your comparisons, other interesting articles, frequently asked questions about comparing and contrasting.

Many assignments will invite you to make comparisons quite explicitly, as in these prompts.

  • Compare the treatment of the theme of beauty in the poetry of William Wordsworth and John Keats.
  • Compare and contrast in-class and distance learning. What are the advantages and disadvantages of each approach?

Some other prompts may not directly ask you to compare and contrast, but present you with a topic where comparing and contrasting could be a good approach.

One way to approach this essay might be to contrast the situation before the Great Depression with the situation during it, to highlight how large a difference it made.

Comparing and contrasting is also used in all kinds of academic contexts where it’s not explicitly prompted. For example, a literature review involves comparing and contrasting different studies on your topic, and an argumentative essay may involve weighing up the pros and cons of different arguments.

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english a level comparative essay

As the name suggests, comparing and contrasting is about identifying both similarities and differences. You might focus on contrasting quite different subjects or comparing subjects with a lot in common—but there must be some grounds for comparison in the first place.

For example, you might contrast French society before and after the French Revolution; you’d likely find many differences, but there would be a valid basis for comparison. However, if you contrasted pre-revolutionary France with Han-dynasty China, your reader might wonder why you chose to compare these two societies.

This is why it’s important to clarify the point of your comparisons by writing a focused thesis statement . Every element of an essay should serve your central argument in some way. Consider what you’re trying to accomplish with any comparisons you make, and be sure to make this clear to the reader.

Comparing and contrasting can be a useful tool to help organize your thoughts before you begin writing any type of academic text. You might use it to compare different theories and approaches you’ve encountered in your preliminary research, for example.

Let’s say your research involves the competing psychological approaches of behaviorism and cognitive psychology. You might make a table to summarize the key differences between them.

Or say you’re writing about the major global conflicts of the twentieth century. You might visualize the key similarities and differences in a Venn diagram.

A Venn diagram showing the similarities and differences between World War I, World War II, and the Cold War.

These visualizations wouldn’t make it into your actual writing, so they don’t have to be very formal in terms of phrasing or presentation. The point of comparing and contrasting at this stage is to help you organize and shape your ideas to aid you in structuring your arguments.

When comparing and contrasting in an essay, there are two main ways to structure your comparisons: the alternating method and the block method.

The alternating method

In the alternating method, you structure your text according to what aspect you’re comparing. You cover both your subjects side by side in terms of a specific point of comparison. Your text is structured like this:

Mouse over the example paragraph below to see how this approach works.

One challenge teachers face is identifying and assisting students who are struggling without disrupting the rest of the class. In a traditional classroom environment, the teacher can easily identify when a student is struggling based on their demeanor in class or simply by regularly checking on students during exercises. They can then offer assistance quietly during the exercise or discuss it further after class. Meanwhile, in a Zoom-based class, the lack of physical presence makes it more difficult to pay attention to individual students’ responses and notice frustrations, and there is less flexibility to speak with students privately to offer assistance. In this case, therefore, the traditional classroom environment holds the advantage, although it appears likely that aiding students in a virtual classroom environment will become easier as the technology, and teachers’ familiarity with it, improves.

The block method

In the block method, you cover each of the overall subjects you’re comparing in a block. You say everything you have to say about your first subject, then discuss your second subject, making comparisons and contrasts back to the things you’ve already said about the first. Your text is structured like this:

  • Point of comparison A
  • Point of comparison B

The most commonly cited advantage of distance learning is the flexibility and accessibility it offers. Rather than being required to travel to a specific location every week (and to live near enough to feasibly do so), students can participate from anywhere with an internet connection. This allows not only for a wider geographical spread of students but for the possibility of studying while travelling. However, distance learning presents its own accessibility challenges; not all students have a stable internet connection and a computer or other device with which to participate in online classes, and less technologically literate students and teachers may struggle with the technical aspects of class participation. Furthermore, discomfort and distractions can hinder an individual student’s ability to engage with the class from home, creating divergent learning experiences for different students. Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

Note that these two methods can be combined; these two example paragraphs could both be part of the same essay, but it’s wise to use an essay outline to plan out which approach you’re taking in each paragraph.

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Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Comparisons in essays are generally structured in one of two ways:

  • The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
  • The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

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Comparative Essay - The Handmaid's Tale & 1984

Comparative Essay - The Handmaid's Tale & 1984

Subject: English

Age range: 16+

Resource type: Assessment and revision

A_roz

Last updated

15 June 2023

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This is an A-A* comparative essay model answer. This was written for the OCR A Level English Literature Comparative and Contextual study paper 2. This covers the theme of freedom and answers the comment ‘Dystopian fiction shows us the shock of losing freedoms which have been taken for granted.’ for Atwood’s The Handmaid’s Tale and Orwell’s 1984.

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Specifications that use this resource:

  • AS and A-level English Literature A 7711; 7712

Example student response and examiner commentary

Below you will find an exemplar student response to a Section B question in the specimen assessment materials, followed by an examiner commentary on the response.

Sample question

'Women characters are presented primarily as those who suffer and endure.'

By comparing two prose texts, explore the extent to which you agree with this statement.

Band 4 response

Stereotypically, women are portrayed as the weaker sex in pre-1900 literature and they often suffer and endure unhappy marriages because of the inequality of the sexes. In post-1900 literature, however, women are shown as more equal and so writers don't focus on their suffering alone but also on the suffering of male characters in relationships. This is true of The Great Gatsby and The Rotters' Club where women do suffer and endure but arguably men are presented as suffering even more.

The Great Gatsby focuses on the main character of Jay Gatsby and his unrequited love for Daisy whereas The Rotters' Club includes many relationships. There are, however, similarities between Gatsby's suffering and that of Benjamin Trotter and Sam Chase, although the outcomes are different, and so this essay will focus on those male characters.

Gatsby's suffering is emphasised by Fitzgerald because he withholds it from the reader to begin with. Fitzgerald suggests Gatsby is successful and popular before we meet him through his house parties where 'champagne was served in glasses bigger than finger bowls' so his lovesickness is a surprise to the reader. We learn, that 'Gatsby bought that house so that Daisy would be just across the bay' and Fitzgerald uses the symbolism of the green light Gatsby can see at the bottom of Daisy's land to show how he is pining for her: 'he stretched out his arms toward the dark water
I could have sworn he was trembling.'

Having loved Daisy from afar for five years, Gatsby engineers afternoon tea at Nick's to reacquaint himself with her and Fitzgerald presents Gatsby as so desperate to impress her that he becomes very nervous with 'trembling fingers' and 'a strained counterfeit of perfect ease'. In the same way, Benjamin is presented as 'anxious' to know whether Cicely still loved him after her stay in America and his 'yearning' and 'nervousness' is 'transparent.'  Where we see Gatsby's lovesickness through Nick's narration, Coe gives Benjamin a 36-page sentence to narrate his and his rambling style emphasises how he has suffered through loving Cicely from afar:  'I had tried not to doubt her during that time, but once or twice, it's inevitable I suppose, you find yourself wondering, not about other men, I was never worried about that, but feelings fade, it happens all the time, or so I'm told, or so I've read.'

Having been reunited with their loves, Gatsby and Benjamin are unable to relax and believe that everything will be alright. Although 'consumed with wonder at her presence' in his house, Gatsby is presented as 'running down like an over-wound clock' because 'he had been full of the idea so long, dreamed it right through to the end, waited with his teeth set
at an inconceivable pitch of intensity.' Where Gatsby is obsessed with turning back time to recapture the five years they lost, Benjamin has a 'fear of the past, fear of how the past might have turned out, because we came within a whisker, Cicely and I, of missing each other altogether
and the thought of that, the thought that we might never have reached this point at all, oh, it was almost unbearable, unsupportable.'

The outcomes for Gatsby and Benjamin are, however, very different. By the end of the novel, Cicely and Benjamin are together and Coe effectively expresses Benjamin's relief and joy: 'suddenly it's as if everything refers to me and Cicely, everything is a metaphor for the way we feel, somehow the entire city has become nothing less than a life-size diagram of our hearts'. Gatsby's dream, however, crumbles, Firstly Daisy doesn't enjoy Gatsby's party, which he believed would impress her, and this leads to 'his unutterable depression' where he stops the parties and sack his servants 'so the whole caravansary had fallen in like a card house at the disapproval of her eyes.' Undeterred, however, Gatsby continues to pursue Daisy to the point of humiliation. When Daisy admits to having loved Tom, 'the words seemed to bite physically into Gatsby' but he still takes the blame for Myrtle's death to protect Daisy and then pitifully sits outside Daisy's house until 4 a.m. in a misguided belief he is protecting her from Tom when he is 'watching over nothing.'

Like Gatsby, Sam Chase is humiliated in The Rotter's Club but by his wife's affair with their son's art teacher, Miles Plumb, who seduces Barbara with his academic language. As with Gatsby, this could be seen as a class issue where Plumb is educated and Sam believes he needs to enlarge his vocabulary to win his wife back. Coe amusingly sets Barbara's reading of Plumb's love note against Sam's attempts and failure to master the 'quick and easy crossword.' Barbara is struggling to understand Plumb's compliments such as ''callipygic enchantress, apogee of all that is pulchritudinous in this misbegotten, maculate world'. At the same time, Sam makes mistakes such as: 'It's not exactly Doctor Chicago is it?' and makes such a mess of the crossword that Barbara asks:  'Giving up again?' and 'with just a hint of a taunt in her voice.'

Unlike Gatsby, who loses his confrontation with Tom and so loses Daisy, Sam wins Barbara back after a humorous phone call to Miles Plumb. Coe shows the absurdity of the situation where, feeling that 'he had to meet this man on his own terms,' Sam practises insults to use such as 'you are a temerarious poltroon, a rebarbative mooncalf, a pixilated dunderhead' but when it comes to it Sam can't get the words out. Humiliated and angry with himself, he 'screwed his eyes tight shut, and instinctively, without thinking about it, blew the longest and loudest raspberry he had ever blown in his life', which had the desired effect on Miles Plum.

For Gatsby, however, the ending is more tragic not only because of his death but also because right before he is shot he still hopes he can win Daisy: 'I suppose Daisy'll call too. He looked at me anxiously, as if he hoped I'd corroborate this.'  In the end, 'he must have felt that he had
paid a high price for living too long with a single dream'.

Examiner commentary

This is a logical and thorough argument where ideas are presented coherently. There is appropriate use of concepts and terminology and expression is accurate.

The candidate shows a thorough understanding of a range of ways in which meanings are shaped although analysis is often implicit rather than explicit. Discussion is supported purposefully with relevant textual evidence.

The candidate makes the literary presentation of women characters as the primary sufferers relevant to the period in which these texts were written; the focus instead on the suffering of male characters is supported by well-chosen examples.

The candidate makes a number of logical comparisons between the texts and shows an awareness of the wider presentation of characters as suffering and enduring for love.

The candidate engages thoroughly with the debate set up in the question in the focus on the suffering of male characters in these texts and in the discussion of different forms of suffering.

Overall: Coherent and thorough: this response seems to fit the Band 4 descriptors.

This resource is part of the Love through the ages resource package .

Document URL https://www.aqa.org.uk/resources/english/as-and-a-level/english-literature-a/teach/love-through-the-ages-example-answer-and-commentary-3-as-b2

Last updated 16 Dec 2022

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As and a level english literature - h072, h472.

Full assessment teaching materials, including secure assessment materials, are now only available on Teach Cambridge. Examples are shown below.

Question papers, mark schemes and reports

2022 - june series.

  • Question paper - Drama and poetry pre-1900 H472/01 - PDF 2MB
  • Mark scheme - Drama and poetry pre-1900 H472/01 - PDF 639KB
  • Examiners' report - Drama and poetry pre-1900 H472/01 - PDF 1MB
  • Question paper - Comparative and contextual study H472/02 - PDF 926KB
  • Mark scheme - Comparative and contextual study H472/02 - PDF 476KB
  • Examiners' report - Comparative and contextual study H472/02 - PDF 2MB
  • Examiners' report - Literature post-1900 H472/03 - PDF 389KB
  • Modified Papers H472/01-H472/02 - ZIP 1MB

2021 - November series

  • Question paper - Drama and poetry pre-1900 H472/01 - PDF 940KB
  • Mark scheme - Drama and poetry pre-1900 H472/01 - PDF 587KB
  • Examiners' report - Drama and poetry pre-1900 H472/01 - PDF 382KB
  • Question paper - Comparative and contextual study H472/02 - PDF 919KB
  • Mark scheme - Comparative and contextual study H472/02 - PDF 496KB
  • Examiners' report - Comparative and contextual study H472/02 - PDF 414KB
  • Modified papers H472/01/02 - ZIP 2MB

2020 - November series

  • Question papers H472 - interchange login required
  • Question paper - Drama and poetry pre-1900 H472/01 - PDF 1MB
  • Mark scheme - Drama and poetry pre-1900 H472/01 - PDF 539KB
  • Examiners' report - Drama and poetry pre-1900 H472/01 - PDF 360KB
  • Question paper - Comparative and contextual study H472/02 - PDF 649KB
  • Mark scheme - Comparative and contextual study H472/02 - PDF 471KB
  • Examiners' report - Comparative and contextual study H472/02 - PDF 352KB
  • Modified papers H472/01/02 - ZIP 3MB

2019 - June series

  • Question paper - Drama and poetry pre-1900 H472/01 - PDF 4MB
  • Mark scheme - Drama and poetry pre-1900 H472/01 - PDF 529KB
  • Examiners' report - Drama and poetry pre-1900 H472/01 - PDF 908KB
  • Question paper - Comparative and contextual study H472/02 - PDF 2MB
  • Mark scheme - Comparative and contextual study H472/02 - PDF 497KB
  • Examiners' report - Comparative and contextual study H472/02 - PDF 1MB
  • Examiners' report - Literature post-1900 H472/03 - PDF 469KB
  • Summer highlights report H472 - PDF 206KB
  • Modified Papers H472/01-H472/02 - ZIP 38MB

Sample assessment materials

Marking instructions are included at the beginning of specimen assessment material mark schemes and were accurate at the time of publication. Marking instructions may be revised in live papers as appropriate during the lifetime of the qualification.

We're currently revising our SAMs to update third-party copyright agreements. For question examples see our question papers, marks schemes and reports.

  • Drama and poetry pre-1900 H472/01 - Sample question paper and mark scheme. PDF 488KB
  • Comparative and contextual study H472/02 - Sample question paper and mark scheme. PDF 1MB
  • Annotated sample assessment materials H472 - ZIP 694KB

Non-exam assessment (NEA)

  • Literature post-1900: guide to task setting This guide outlines best practice for task setting to support teaching of A Level component 03: Literature post-1900. PDF 624KB
  • Literature post-1900: non-exam assessment guide A useful guidance for teachers to support them in preparing candidates for the non-exam assessment component 03: Literature post-1900. PDF 919KB
  • Question paper - Shakespeare and poetry pre-1900 H072/01 - PDF 751KB
  • Mark scheme - Shakespeare and poetry pre-1900 H072/01 - PDF 510KB
  • Examiners' report - Shakespeare and poetry pre-1900 H072/01 - PDF 2MB
  • Question paper - Drama and prose post-1900 H072/02 - PDF 634KB
  • Mark scheme - Drama and prose post-1900 H072/02 - PDF 453KB
  • Examiners' report - Drama and prose post-1900 H072/02 - PDF 1MB
  • Modified papers H072 - ZIP 1MB
  • Question paper - Shakespeare and poetry pre-1900 H072/01 - PDF 1MB
  • Mark scheme - Shakespeare and poetry pre-1900 H072/01 - PDF 518KB
  • Question paper - Drama and prose post-1900 H072/02 - PDF 635KB
  • Mark scheme - Drama and prose post-1900 H072/02 - PDF 486KB
  • Modified papers H072/01-H072/02 - ZIP 3MB
  • Question paper - Shakespeare and poetry pre-1900 H072/01 - PDF 2MB
  • Mark scheme - Shakespeare and poetry pre-1900 H072/01 - PDF 941KB
  • Examiners' report - Shakespeare and poetry pre-1900 H072/01 - PDF 962KB
  • Question paper - Drama and prose post-1900 H072/02 - PDF 1MB
  • Mark scheme - Drama and prose post-1900 H072/02 - PDF 504KB
  • Examiners' report - Drama and prose post-1900 H072/02 - PDF 662KB
  • Modified papers H072 - ZIP 16MB
  • Shakespeare and poetry pre-1900 H072/01 - Sample question paper and mark scheme. PDF 458KB
  • Drama and prose post-1900 H072/02 - Sample question paper and mark scheme. PDF 952KB
  • Annotated sample assessment materials H072 - ZIP 651KB

Candidate exemplars

2018 - june series.

  • Shakespeare and poetry pre-1900 H072/01 - PDF 12MB
  • Drama and prose post-1900 H072/02 - PDF 10MB

2017 - June series

  • Shakespeare and poetry pre-1900 H072/01 - Exemplar candidate work with commentary PDF 13MB

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COMMENTS

  1. How should I write a comparative essay for English A level?

    For example, OCR A level English asks you to meet certain A0s or objectives in your work, so you have to spend a certain amount of time in your essay looking at the context of both texts and then in language analysis AS WELL AS in comparison between the texts. The best thing to do is use the context or language to support/argue with a comparison.

  2. Comparative Essay

    What is a Comparative Essay? A comparative essay is a type of essay in which an essay writer compares at least two or more items. The author compares two subjects with the same relation in terms of similarities and differences depending on the assignment. The main purpose of the comparative essay is to:

  3. Comparative Essay

    A comparative essay, also known as comparison essay or compare and contrast essay, is the type of essay that specifically analyzes two subject matters. There are a lot of academic fields where writing a comparative essay can be beneficial to students and their educational undertaking. Download Comparative Essay Bundle

  4. The Comparative Essay

    What is a comparative essay? A comparative essay asks that you compare at least two (possibly more) items. These items will differ depending on the assignment. You might be asked to compare positions on an issue (e.g., responses to midwifery in Canada and the United States) theories (e.g., capitalism and communism)

  5. Comparative writing

    © 2024 Google LLC Comparative writing can be very confusing. But not with EngliLearn!In this video we will cover:đŸ„‡What two steps you need to do in order to write a successful...

  6. Comparing texts at A Level English Language and A Level ...

    242 Share 10K views 1 year ago Exam Content How to write an introduction to the unseen comparison section of the A Level English language or literature and language exam. This works for all the...

  7. How to write a comparative A level essay

    19 subscribers Subscribe Save 872 views 1 year ago This is the first in a trilogy of videos aimed at A-level students on how to write your best comparative essay in a timed environment! It's...

  8. Comparative essay structure

    The basic structure will remain (text 1 key moment, link, text 2 km, link, text 3 km, general observation) - it's not rocket science. But you must prove (if you want a grade above 70% in comparative) that you can engage with the question throughout your answer (not justthrow it in @ beginning and end) and conclude by showing how your essay ...

  9. Comparative Essays

    David Urlanda George and Lennie (Comparison and Contrast) In the novel Of Mice and Men, the main characters George and Lennie were brought up closed to us. Through the first several pages of the book, these two characters were visualized. "George was small and quick, dark of face, with restless eyes and sharp, strong features.

  10. Comparative essay questions

    29 comparative essay questions for use with the OCR specification for English Literature A-level. 275.84 KB Download 112.9 KB Free download Add to favourites Facebook Twitter Pinterest Mail Sort by Resources you might like Spring non-fiction writing activities Writing for purpose and audience Spring poetry activities Main Subject Category

  11. A Level English Literature: In the comparative essay questions ...

    A Level English Literature: In the comparative essay questions, what balance of AO3 is required? OCR Customer Support 4 months ago Updated In each of the comparative essays (H472/01 Section 2 & H472/02 Section 2), AO3 carries a weighting of 50%.

  12. AQA

    Texts listed in the A-level core set text and comparative set text lists in Sections 4.1 and 4.2 cannot be studied for non-exam assessment. Texts chosen for study may include texts in translation that have been influential and significant in the development of literature in English.

  13. Comparing and Contrasting in an Essay

    In the block method, you cover each of the overall subjects you're comparing in a block. You say everything you have to say about your first subject, then discuss your second subject, making comparisons and contrasts back to the things you've already said about the first. Your text is structured like this: Subject 1.

  14. Comparative Essay

    Subject: English Age range: 16+ Resource type: Assessment and revision File previews docx, 22.21 KB This is an A-A* comparative essay model answer. This was written for the OCR A Level English Literature Comparative and Contextual study paper 2.

  15. PDF A Level English Literature

    Demonstrates all that could reasonably be asked of Level 5. Level 5: 30 marks Script 7 A clear, purposeful argument with ample AO3 (though in places this lacks clear links to the text). AO2 lacks sophistication; on balance this is a mid-Level 4 response. Level 4: 22 marks Script 8 Addresses the question, though AO1 is rather convoluted and in ...

  16. AQA

    AS and A-level English Literature A 7711; 7712 Example student response and examiner commentary Below you will find an exemplar student response to a Section B question in the specimen assessment materials, followed by an examiner commentary on the response. Sample question 'Women characters are presented primarily as those who suffer and endure.'

  17. (Comparative essay example): A level English Literature AQA B LITB4

    A. Original post by Changing Skies. I thought I'd post an example of the comparative essay that I produced for the LITB4 coursework to help any students who will be doing this course and would like a bit of guidance. I haven't seen many resources/examples and would have been grateful for one when I had to write mine.

  18. OCR A level English Lit comparative essay Flashcards

    Explore connections across texts, informed by linguistic concepts and methods. A01. assesses your point throughout and understanding of the texts and spag, sentence structure. A05. other interpretations - theories, critics, plays, tv/film. useful tips Learn with flashcards, games, and more — for free.

  19. OCR Exemplar essays

    OCR exemplar essays with examiner comments qualification accredited level exemplar candidate work english literature h472 for first teaching in 2015 summer 2018 ... Exemplar 6 Level 6 15 marks; TASK 2 COMPARATIVE. Exemplar 1 Level 4 14 marks ... the references to literary context at the opening of the essay establish a level of very good ...

  20. Mark Scheme And Model Answer

    Overview Mark scheme Example task Model answer Unannotated model answer Overview Component 1, Section 2 will require you to write a comparative essay that considers the contexts in which texts are both written and understood, as well as different interpretations of texts.

  21. AS and A Level

    Non-exam assessment (NEA) Literature post-1900: guide to task setting This guide outlines best practice for task setting to support teaching of A Level component 03: Literature post-1900. PDF 624KB. Literature post-1900: non-exam assessment guide A useful guidance for teachers to support them in preparing candidates for the non-exam assessment ...