example poetry comparison essay

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A Level Poetry Comparison Essay Example

Introduction

Writing a comparison essay between two poems can be an interesting task. It requires a student to be creative and think outside of the box. Although poetry comparison might seem overwhelming and daunting, once you understand the basics of comparing two poems, the task suddenly becomes much easier. This article aims to provide students with a comprehensive guide on how to write a poetry comparison essay, offering key tips and providing example essays for inspiration.

What is a Poetry Comparison Essay?

A poetry comparison essay is a type of essay in which the student is asked to compare two different poems of their own choosing, analyzing and critiquing each one. The poems should share some common theme or concept, yet still have many differences that the student should explore and compare. Generally, the student should draw upon their own knowledge and research to make comparisons between both poems.

Key Considerations

When writing a poem comparison essay, there are several key things to consider. Firstly, the student should think about the overarching theme or concept of the both poems, as this will most likely be an aspect they will need to focus on when comparing. Furthermore, the student should think about the structure of the poems, taking into account the layout, the rhyming patterns, and other literary elements such as alliteration and repetition. Additionally, use of language, imagery and symbolism should also be taken into account.

Comparing Language in Poems

When comparing two poems, one of the key aspects that the student should consider is the language used within each one. Generally, they should try to notice any patterns of language and note these down, thinking about how the various elements of language such as metaphors, similes and personification add to the effect of the poem. Additionally, the use of dialogue, structure and sounds can be used to compare the two poems, and how these elements help to convey the theme or emotions.

Analyzing Imagery and Symbolism in Poems

When comparing two poems, students should also be looking closely at the imagery and symbolism that is used within the poems. Imagery refers to any kind of mental image, description or figure of speech that has a referential meaning—namely, it refers to something else in order to help convey the subject. For example, a poem might use imagery of a flower to symbolize growth, or the use of tools to symbolize hard work. Symbolism, on the other hand, is an object or image that stands for something that it doesn’t literally symbolize. It can be used to add an extra layer of meaning to a poem.

Key Comparisons in the Poems

When comparing two poems, it is important to look at their similarities and differences. Generally, the student should look at common themes and imagery, as well as similarities in style and structure. It is also important to note how each poet has used language, imagery and symbols differently to convey their messages and feelings. Additionally, the student should think about how the structure of verbal and nonverbal elements impacts the overall message of the poem.

Example of a Poetry Comparison Essay

When writing a poetry comparison essay, an example can be useful. Taking a look at the following example from a student’s A-Level English Literature essay: In this essay, I shall be comparing and contrasting two poems: “The Road Not Taken” by Robert Frost and “The Listeners” by Walter de la Mare. Firstly, I shall be exploring the theme of choices in both poems. In “The Road Not Taken”, Frost has created a poem about the power of decision making, whereas “The Listeners” offers a less optimistic view on the consequences of choices. Both poems use vivid imagery to convey their respective messages. For example, “The Road Not Taken” uses the image of two roads to symbolize the difficult choices we make in life, while “The Listeners” uses the image of an empty house to represent the loneliness and confusion of not knowing which direction to take. The use of structure is also important in these two poems. Frost has used rhyming couplets to explore the theme of choices, while de la Mare adopts a more open, free-verse style. Both poets also use a similar range of language throughout their poems, with words such as “forlorn” and “darkness” being used to create a sense of loneliness and uncertainty. Ultimately, both poems explore similar themes in inventive, yet different ways.

Applying the Analysis

When writing a comparison essay between two poems, it is important to consider the key aspects discussed in the article, such as the theme, language, imagery and symbolism of each poem, as well as the structural elements. It is also important to apply the analysis to the essay, noting any relevant similarities or differences as you go. Additionally, the student should support their analysis with relevant evidence, such as quotes and examples, to ensure that the essay flows smoothly and that all aspects are covered.

Writing Style

When writing a comparison essay, it is important to ensure that the writing style is formal and direct. Generally, the student should not use overly complex sentences to ensure that the reader can understand the points that they are trying to make. Additionally, it is important to avoid the passive voice and use the active voice instead. This can help to ensure that the essay is succinct and that all points are clear and concise.

Explore Poems

When writing a poetry comparison essay, it is important for the student to take time to explore the chosen poems. Generally, the student should spend time looking at the different aspects of each poem in order to gain an understanding of the theme and ideas that the poet has tried to convey. Additionally, they can also look at reviews and interpretations of the poems in order to gain further insight into the meaning of both texts.

Bring in Outside Sources

When writing a comparative essay, it can be a good idea to bring in outside sources in order to provide a wider perspective on the chosen poems. Generally, this will involve looking for scholarly articles or reviews that have been written about the particular poems, and using these to provide further insight into the meaning and theme of the text. Additionally, the student should also look for any critical analysis that has been written in order to gain interesting perspectives from other experts in the field.

Organize Your Essay

When organizing the essay, the student should ensure that the essay is well structured and organized. Generally, a good structure for the essay should include an introduction, body paragraphs and a conclusion. Additionally, the body of the essay should be divided up into two sections, one analyzing each poem individually, and one section comparing both poems. This can help to ensure that all relevant points are covered, and that the essay flows smoothly.

Proofreading and Editing

Finally, before submitting the essay, it is important to ensure that the student proofreads and edits the essay thoroughly. Generally, editing should involve re-reading the essay to check for any inconsistencies in the argument, as well as any spelling or grammar errors that may have been overlooked. Additionally, the student should also use a spellchecker and a grammar checker to ensure that the essay is perfect.

In conclusion, writing a poem comparison essay can be an interesting and challenging task for students. By understanding the key considerations discussed in this article and taking note of the example essay, students should be well on their way to writing a successful comparison essay. It is also important to take time to explore the chosen poems, bringing in outside sources to provide a wider perspective. Additionally, the student should ensure that the essay is well organized, and that they proofread and edit it thoroughly before submitting.

Minnie Walters

Minnie Walters is a passionate writer and lover of poetry. She has a deep knowledge and appreciation for the work of famous poets such as William Wordsworth, Emily Dickinson, Robert Frost, and many more. She hopes you will also fall in love with poetry!

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• How To Write The Perfect Comparative Essay On Poetry

Poetry comparison – How to write the perfect comparative essay

When it comes to poetry analysis, Phil Beadle knows what examiners want to see – and he’s here to make sure you can help every student can deliver it

Poetry comparison – or writing a comparative essay about two poems, seen or unseen – is what students will eventually be assessed on when they come to sit the poetry analysis part of their English Literature GCSE .

It makes sense, therefore, to get some early poetry comparison practice in. See what the assessment criteria will be asking for in preparation for the day the stakes are high.

The first door we must knock on is the one housing the crone of context. What the GCSE mark schemes will eventually ask for is a well constructed, conceptual response replete with oodles of subject terminology and a fairly deep mention of context.

It asks students to do this, however, in very little time. It also ignores the fact that contextual analysis in poetry – aside from the obvious modern/ancient dichotomy – is a rich brew that requires, firstly, a lot of contextual knowledge.

Also ignored is the fact that the biographical takes you away from the textual. Since the value in poetry analysis is the study of how words and form align to construct beauty or its antithesis, mention of context inevitably takes you into the realms of history. This is a whole other subject.

Poetry comparison example

Resources: ‘My Last Duchess’, by Robert Browning ‘Remains’, by Simon Armitage

Context – theme

So, my recommendation to students when constructing the first paragraph of a poetry comparison essay is, if appropriate, to make glancing reference to the titles. Only go so far as linking these to comparison of theme. The contextual is in the thematic.

On comparing theme, they should make explicit reference to the word ‘subtextual’. This flags to the examiner that this is an answer rich in apposite use of subject terminology quite early on. For example:

“The subtextual theme of ‘My Last Duchess’ is that sexual jealousy can cause the empowered (in this case titled) men – or, indeed, just men – to so lose their minds. They become murderous. Whereas the subtextual theme of ‘Remains’ links to the ambiguities of the title.

“As a noun, it links to the idea of the human remains of the looter around which the narrative revolves. As a verb, all that is left is memory.

“Both these poems linger around ideas of memory. Both narrators are tortured. But whereas the narrator in ‘Remains’ realises that he is stained by his actions, the narrator of ‘My Last Duchess’ is oblivious and has learned altogether nothing.”

Structure – rhyme

This is as far as we might want to go with context. Otherwise, we are addressing the poetic with its opposite and scribing a list of dates.

So, the next paragraph should examine structure. We do so by using rhyme scheme and form as a way of unlocking it. First of all, say what you see and, where possible, state the form:

“‘My Last Duchess’ is from Browning’s collection of ‘Dramatic Monologues’. It’s a substantial block of text with one person, the Duke, speaking. ‘Remains’ is seven quatrain stanzas and a couplet.”

Analysis of rhyme scheme

This is simple to do and gives students an opportunity to shovel a bit of subject terminology the examiners’ way. Generally, it is best to leave this unanalysed however. This is because analysis of rhyme scheme is much richer in terms of unlocking structure.

“The rhyme scheme in ‘My Last Duchess’ is in perfect couplets. On the other hand, ‘Remains’ is the epitome of deliberate irregularity.

“If one is to take this as a symbolic suggestion of the degree of order in both dramatic and moral worlds, one might conclude that the world of the former poem is ordered and correct, whereas that of the latter is chaotic and incongruent.

“There is an irony in the Duke speaking in perfect rhyme, being able to rhyme “munificence” and “pretence” and then suggesting he has no “Skill in speech”. This suggests him to be the liar he is.

“But the more interesting approach is in ‘Remains’: three out of four of the end words in stanza one, in which the looters raid the bank, are repeated in stanza six, when the incident is replayed in the narrator’s memory.

“The fact that only three of the four words -“out”, “bank”, “not” – are repeated suggests the decay of memory. Internal rhyme also plays a part in the pivot between action turning into memory. The fourth stanza features eye rhymes ”agony”, “by”, “body” before going into near perfect rhyme that carries on into the next stanza, “lorry”, “really”.

“But “really” is an add on, a coda to the phrase “End of story”. It suggests that the death of the looter should have been the finish of the event, but that there is an unpleasant coda. This is the fact that memory ‘remains’.”

You can get a lot from a poem through examining the rhyme in detail.

Metre – stress

From there, we go onto a fairly stunted form of metrical analysis; and we do this precisely because others avoid it.

I am not suggesting that students attempt analysis of trochees and anapests. After all, to our modern untrained ears, the differences between stressed and unstressed syllables can be unfathomable.

But where there is obvious metric change, we take this as a signal from the poet to pay special attention to this line (and to analyse it).

“ Metrically, ‘My Last Duchess’ appears to be in tetrameter with the odd substitution, “I call”. This, again, might be taken to suggest the narrator’s level of control over his circumstances.

“ The metre in ‘Remains’ is used to create specific effects. It is broadly irregular except in stanzas one, three and six (even, event, recall) where it goes into tetrameter.

“ The substitutions on “Sleep” and “Dream”, however, give a jarring effect, an elongated stutter, a metric pause. This sets up the brief moment of peace before the nightmare of replayed events comes back to haunt him.”

Language – reflections

We do not go over the top with metrical analysis. Just one comparison is enough to let the examiner know we are on top of the brief.

“We do not go over the top with metrical analysis”

From there, we divert into the linguistic. Show the examiner that you can recognise the idea that the soundtrack of the poem is somehow a representation or mirror of the poem’s themes. One killer comparison is all we need:

“Ultimately, the distinction is between a narrator rich in self delusion and one haunted by self knowledge. Both are murderers, but one has no guilt over an action he considered before committing. The other took a rapid action that now haunts him.

“The difference in consideration is signalled by the punctuation. There is a difference between the time implied by the commas in “probably armed, possibly not” and the semi colons in “This grew; I gave commands; then all smiles stopped together”.

“It tells us much about their comparative level of ruthlessness and design at the moment of decision. There is also a distinction in maturity that is signalled by the howling childishness of the ‘oo’ sounds in “forsooth”, “choose” and “stoop” and the deadening emotional stutter of pain in the repetitive ‘n’ sounds in the penultimate line of ‘Remains’.”

And as for conclusions for your comparisons in poetry essay, don’t bother. We haven’t got the time, and they are always rubbish anyway.

Phil Beadle is a teacher and the author of several books. This includes Rules for Mavericks: A Manifesto for dissident creatives (Crown House). Check out our AQA English Literature Paper 1 revision resource .

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8.10: Compare and Contrast Poetry Assignments

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• Page ID 101145

• Heather Ringo & Athena Kashyap
• City College of San Francisco via ASCCC Open Educational Resources Initiative

Comparing and Contrasting

Frequently, you will find that an assignment asks you to ‘compare and contrast’ poems. There’s a very good reason for this, for, often, it is only by considering different treatments of similar subjects that we become aware of a range of possibilities, and begin to understand why particular choices have been made. You may have noticed that, in the previous discussions, I’ve used a similar strategy. When I showed, for example, how we can describe the rhyme scheme of ‘Love From the North’ as simple, once we have looked at the more intricate patterning of Keats’s, ‘The Eve of St Agnes,’ or Tennyson’s, ‘Mariana.’ Anne Brontë’s, ‘Home,’ and Grace Nichols’s, ‘Wherever I Hang,’ treat the subject of exile in quite different ways—and looking at one, can sharpen our understanding of what the other does.

Consider examples in everyday life, whether it's sports, music, etc. If you take, for example, football or basketball (or almost any sport, really), an offensive-minded team and a defensive-minded team will, despite playing the same sport under the same rules and principles, have completely different philosophical approaches. These different approaches are made even clearer when we compare and contrast them from each other, allowing us to learn more about both types of teams and the sport as a whole. Looking at music, it's the same thing. Think about the similarities and differences—and how these similarities and differences highlight respective traits—between jazz and rock, metal and classical, hip hop and punk.

1) Read the opening lines from these two poems given below about death. How might you explain why they sound so very different?

Lycidas by john milton (1637).

Yet once more, O ye Laurels, and once more Ye Myrtles brown, with Ivy never-sear, I com to pluck your Berries harsh and crude, And with forc'd fingers rude, Shatter your leaves before the mellowing year. [ 5 ] Bitter constraint, and sad occasion dear, Compels me to disturb your season due: For Lycidas is dead, dead ere his prime, Young Lycidas , and hath not left his peer:

Felix Randal by Gerard Manley Hopkins (written between 1876-1889)

Felix Randal the farrier, O is he dead then? my duty all ended,

Who have watched his mould of man, big-boned and hardy-handsome

Pining, pining, till time when reason rambled in it, and some

Fatal four disorders, fleshed there, all contended?

If I had to identify one thing, I would say that the first begins more elaborately and with a more formal tone than the second. ‘Felix Randal’ tends to use language in an unusual way, but you would probably agree that the first sentence is quite straightforward and sounds colloquial (or informal), as if the speaker has just overheard someone talking about Randal’s death and wants to confirm his impression. ‘Lycidas’ opens quite differently. It is not immediately apparent what evergreens have to do with anything (in fact, they work to establish an appropriately melancholy atmosphere or tone), and it isn’t until line 8 that we learn of a death. The word ‘dead’ is repeated, and the following line tells us that Lycidas was a young man. While ‘Felix Randal’ has an immediacy, the speaker of ‘Lycidas’ seems to find it hard to get going.

Both poems are elegies—poems written to commemorate/mourn a death—and both poets are aware of writing within this convention, although they treat it differently.

2) What do the titles of the poems tell us about each poem, and how might they help us understand the different uses of the elegiac convention?

name, but unless you know something about the classical pastoral tradition, it might mean very little to you. The young man whose death Milton was commemorating was actually called Edward King. However, at the time he was writing, elegies were formal, public, and impersonal poems, rather than private expressions of grief. ‘Lycidas’ commemorates a member of a prominent family rather than a close friend of the poet’s. Over two hundred years later, Hopkins, while working loosely within the same elegiac convention, adapts it. Felix Randal is an ordinary working man, not a public figure. In the seventeenth century, it would have been unlikely that he would have been considered worthy of a poem like this.

If you were making a special study of elegies, there would be a great deal more to say. That’s not the idea here, though. By comparing and contrasting the tone of the opening lines and titles, and considering when the poems were written, we have come up with several significant differences. These differences help offer insight into each poem.

https://courses.lumenlearning.com/suny-americanlit1/chapter/reading-approaching-poetry/

Anthony Cockerill

| Writing | The written word | Teaching English |

Teach your students how to compare poems for GCSE English Literature, Paper 2, Section B

Learn some of these brilliant strategies for teaching really effective poetry comparison for  GCSE English Literature, Paper 2, Section B.

One of the elements of our students’ exam performance we identified as a weakness in last summer’s examination series was comparing poems from the AQA poetry anthology, Poems Past and Present, which forms part of GCSE English Literature Paper Two. In the English Department at Boroughbridge High School, where we teach the Power and Conflict cluster, we’ve been spending time over these past few weeks taking a closer look at what our students need to do in order to write a great poetry comparison. Using our current students’ work alongside papers we recalled from last summer – plus the ever helpful examiner’s report – we’re working to establish some maxims for how we teach this particular aspect of the examination, which I’d like to share with you in this blog post.

1. Get your students to know the poems really well.

‘Students who knew the text were able to move around and within it in order to respond to the specifics of the task.’ AQA Examiners’ report, June 2017. 

There are some great ways to introduce students to poems, such as D irected A ctivities R elated to T exts, in which a student is usually instructed to reconstruct or resequence a text. An activity might encourage students to think about the form of the text, the structure, or the recurrence of particular types of language.

As a first encounter with Seamus Heaney’s ‘Storm on the Island’, students might consider what the poem could be about by exploring the nouns. Are there any patterns? Could they be classified into lexical fields? Or they might attempt to write a poem or description using words sorted by their function. Alternatively, a teacher might encourage students to engage intellectually or emotionally with the poem by exploring a still image, a moving image clip or by sharing a story.

The subsequent process of the shared reading of the poem in its entirety and the ensuing discussion is a great opportunity to model the process of reading, understanding and thinking analytically.  A series of prompts – or something akin to ‘Key Questions’ – can work as a framework for class discussion, enabling students to think, and ultimately write, about the poems and also to provide a ‘schema’ to help them build and consolidate their knowledge and understanding.

When helping students to deal with aspects of language and structure, a teacher might provide a tool to help students structure their thinking and note-making (the acronym FLIRTS, for example, which stands for F orm and Structure, L anguage and Sounds, I magery, R hyme, Rhythm and Repetition, T heme and Tone, S peaker).

2. Cluster and study the poems thematically to help  students to make a good choice of second poem.

‘The selection of the second poem is one of the keys to success as this gives the student the material to construct a holistic response.’ AQA Examiners’ report, June 2017.

The Power and Conflict cluster could be usefully divided into poems about power and legacy; poems about the power of natural world and conflict with humans; poems about conflict that can happen as a result of culture and belonging; poems about war and conflict. Thinking about the poems in these clusters will guide students toward making a helpful choice of second poem.

3. Don’t constrict written responses with a rigid framework, but instead provide more flexible ways of comparing the poems.

‘One examiner commented that one of their key teaching points for next year will be that “comparison comes in a variety of shapes and does not have to be formulaic”‘. AQA Examiners’ report, June 2017.

Some of the possible ways of structuring a poetry comparison can lead to answers which can constrain the level of the response. This can usually be evident when ‘essay plans’ are too simplistic (Poem A, then Poem B) or too artificial (Similarities and Differences) but also when they become too unwieldy. But the examiners’ report suggests that ‘…the key message here is to enable and guide students to form a comparison relative to their level of ability.’ In engaging with the poems, a student aiming for a top grade should aim for a conceptualised response which is exploratory in nature. A confident student might write an ambitious introduction which outlines their ‘angle’ on the question. They might seek an interesting angle on the task, such as how patriotism might lead soldiers into combat. Then they might develop their response along a series of conceptual lines of enquiry, integrating analysis of the writers’ methods as they go; illuminating their interpretation with contextual insight relevant to the task.

Rather than offering up a rigid ‘essay plan’, the ‘series of prompts’ I described above as a cognitive tool can function, when applied to both poems, as a sort of ‘loose structure’ to help students produce a more focused written response. I have found these ‘Key Questions’ to be useful in encouraging students to focus on a comparison of two poems. ‘What are the poems about?’ serves as an introduction to the whole response.

‘Who is ‘speaking’ in the poems?’, as I discuss in more detail below, allows the student to engage with the ‘constructed voice’ of the poem. ‘How has the poet used language and structure to convey their message?’ allows students to consider the writers’ methods. ‘Why have the poems been written?’ offers the opportunity to explore deeper layers of meaning, authorial intent and conceptual interpretations. However, it’s important to think of this approach as flexibly as possible. It wouldn’t be good, for example, to encourage students to think of the Key Question ‘why have the poems been written?’ as an opportunity to shoehorn context into their response. Ideas, exploration of the writers’ methods and apt integration of context should be evident throughout the response. 

4. Think about the voice as a construct.

‘Students who recognised where the voice was a construct were more successful than those who regurgitated biographical information about the poet that they then attempted to link to the poetic voice.’ AQA Examiners’ report, June 2017.

Addressing the task itself – and considering why the poems might have been written – will enable the student to naturally explore context – rather than including lots of biographical information. But the ‘persona’ of the constructed voice might also provide a very useful way of considering context. In Simon Armitage’s ‘Remains’, for example, the narrative voice deftly reflects the turmoil of someone struggling to come to terms with what they’ve seen. Armitage’s narrator uses first-person plural pronouns, for example, to emphasise the narrator’s attempt to redistribute his own guilt among his comrades. Similarly in ‘Beatrice Garland’s ‘Kamikaze’, the modulating narrative perspective creates distance between the reader and the narrator that reflect the gulf between pilot and family. Context in this analysis, therefore, becomes implicitly connected to the student’s understanding of the task.

5. Make sure students understand the importance of answering the question.

When students start to write their responses – and if they’re using my ‘Key Questions’ approach, they’ll begin by considering what the poems are about – they must respond in terms of the question rather than with something generic. ‘Ozymandias’ by Percy Bysshe Shelley for example, explores the power of the natural world, but if the question is about the theme of mortality, then it is through this filter that the student must construct their response. It’s useful reiterate the key word from the question throughout throughout the answer to keep the response on track.

6. Get students to engage with the poem, rather than obsessing about poetry terminology.

‘Some responses set out to identify poetic techniques and employ as much terminology as possible before engaging with the poems themselves.’ AQA Examiners’ report, June 2017.

Sometimes, a student who is too heavy handed with various poetry terms can find themselves attributing questionable effects to the features they’ve ‘spotted’. It’s much better to encourage students to consider different layers of meaning in language and to consider possible interpretations.

7. Flexible analytical writing is much more effective than the PEE paragraph.

‘The use of structures such as PEE / PEA and its variants worked in the sense that they allowed students working at the lower levels to access Level 3 in the mark scheme. However less rigid structures worked better for those working at higher levels.’ AQA Examiners’ report, June 2017.

As I have explained in an earlier blog post , I’m not sure I always taught analytical writing well earlier in my teaching career. For me, like many, the PEE paragraph was a formula to get students through coursework essays and to use as a model for exam-style responses.

8. Teach students to integrate and embed short quotations – it’s much more effective than copying out longer quotations.

It’s much more productive when students embed judiciously chosen, short quotations into the essay, rather than wasting time copying out large chunks of text. The response will feel much more fluid.

9. Encourage students to write individual responses with precise, cogent expression and more sophisticated analytical writing techniques.

When aiming for top flight responses, there are several techniques students can deploy as part of a well-structured, insightful essay. These include evaluation, anticipating the response of the reader, tentativity, spotting patterns and deepening analysis are some great ways of making analytical writing more ambitious. 

Here, the student has spotted patterns of language throughout the poem.

The student here has noted the ambiguity of the poem in this example of deepening analysis…

10. Familiarise students with how their work will be marked.

‘Mark schemes’ should be used with care, as the process of arriving at a level is a subjective judgement based around a guided standardisation process. Futhermore, the meta-language around each level needs to be properly exemplified and understood – something even experienced teachers and examiners need ongoing support with. This said, it is always a worthwhile exercise to share with students an exemplar script or two and a ‘friendly’ version of the mark scheme they can use to become familiar with the standard and where their own writing sits.

Photo by Artur Matosyan on Unsplash

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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.

Prevent plagiarism. Run a free check.

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.

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.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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College essays

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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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CMP102 - Composition 2 - Taylor: Poetry Essay: Comparison/Contrast Assignment

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Poetry Essay: Comparison/Contrast Assignment Details

• Innocence and Experience   p. 74
• Conformity and Rebellion     p. 316
• Culture and Identity              p. 534
• Love and Hate                      p. 858
• Life and Death                      p. 1122
• Find two (2) poems from within that section that, after reading, you feel you "digested" them well. They may be very much alike or very different
• Do you SSSSTTh and F of S. Find one or two things about each poem that you thought were special.
• Following your comparison/contrast sheet for your essay. Be sure to write down the sources you may have used from the library.
• Don't forget your cover page and Work Cited page.
• When finished you should feel as if you have given the reader of your paper a good understanding of the poems.
• Proofread/revise.
• Go to the Writing Center if you would like some help.
• Remember - you have many chances to make this paper better (peer editing, revision). 

About the Comparison/Contrast Essay

A comparison/contrast essay weighs the differences and sometimes similarities between two distinct things: two boyfriends, high school vs. college courses, your first car with the car you have now, two of your children or a brother and sister, etc. As always it is important to do some pre-writing to be sure you have enough "ammunition" to write a complete essay. 

In this assignment, your job will be to compare/contrast two poems. If you turn to page xvii, you will see four basic themes - Parents, Nature, Love, and War. Pick the subject that interests you the most. Pick one or two poems from that section or pick one poem from that section and find a second poem that has the theme you have chosen. Do a poetry analysis sheet for each poem to be sure you ave a good grasp. If not, pick a different poem. 

• Pick your poems. It might be a good idea to skim a few poems so that you choose two that truly interest you. 
• Once you have picked your two poems, you should do a poetry analysis sheet for each poem. Maybe you will decide you do not like these poems or the poet. Maybe you will decide you don't understand the poems. This is an important step. It always helps to somewhat enjoy what you are doing. 
• Now your poetry analysis sheet is completed and you have a grasp of the poems. Pick the 3 or 4 sections of the analysis sheet in which you have the most to say. Two of your choices should be situation and theme. Now for the format:

Introduction  - (Just what the name says!) Your job in this paragraph is to introduce the reader to the tow poems. It would be good to give an overview about your choices, perhaps why you made your choices. Be sure to say the poet's name and the name of the two poems. Remember our introduction discussion. (7-8 s.)

First Body Paragraph  - Give the best information you have about the first poem (S,S,S,S,Tone, Theme, F of S). You need not use all our analysis, just where you have a better grasp. You want the reader to truly understand the poem. If you find you do not have much to say, perhaps you should have picked another poem. (12-14 s.)

Second Body Paragraph  - Now you are writing to about your second poem. Keep a keen eye on what aspects you chose to write about in the first poem since it makes sense to be somewhat similar or entirely different. Try to follow the same order you wrote in for your first body paragraph since that will make your paper clearer for your reader and more of a comparison/contrast. (12-1 s.)

Conclusion - Sum it up. Why do you suppose these poems are in your text? Might they be there in 100 years? Would you like to meet this author? Did this poets life have an influence on what the poet says? These are things your reader may be interested to know (5-7 s.)

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Poem Comparison – Essay Sample

The two poems I have chosen to compare are “The Road Not Taken” and “Stopping by Woods on a Snowy Evening” by Robert Frost.  These two poems are those of Frost’s most much-loved works. Indeed, they both are exceptionally beautiful. Despite the apparent simplicity of poetic structure, Frost’s works communicate truly great ideas. About “The Road Not Taken” it is said: “The poem may seem to many to be the great pastoral symphony of his works; upon closer probing, however, one uncovers discordant notes and tense ambiguities” (Timmerman 69). True indeed, if being analyzed closely, both poems reveal unexpected meanings. They seem to disclose same issues, yet, in fact, have many dissimilarities and specific features.

Both Robert Frost’s poems “The Road Not Taken” and “Stopping by Woods on a Snowy Evening” reveals the theme of troubles caused by necessity of making choices in life. “Frost has written any number of poems that have such acts of choice as their dynamic center — choices that have been made, choices that will be made or that must be made, choices that have not been made” (Nitchie 157). In the first one the speaker comes upon a fork in the road while travelling through a wood. Considering both paths, he finally chooses one, realizing that his decision predetermines his destiny, since there would hardly be any way he could come back to that specific point of time and make another choice. The narrator concludes on a regretful note, wondering how different things would have been had he chosen the other road. In the second poem we observe how the narrator stops his sleigh to watch the snow falling in the woods on a gloomy winter evening. After a few moments of enjoying the beauty of winter scenery, he continues on his way unwillingly. Even though the themes of both poems are quite alike, there are, however, specific dissimilarities among them. “Stopping by Woods on a Snowy Evening” is about youth and dealing with life circumstances. Narrator observes the world in a positive way: even though he is under the burden of promises to be kept, he enjoys an easy wind, a downy lake, the lovely dark woods, he takes pleasure in living. “The Road Not Taken” is more probably about old age or, perhaps, an old spirit disillusioned, tired and worn out by life.  It is full or regret, of doubts about whether the chosen path is a right one. In “Stopping by Woods on a Snowy Evening” the speaker searches for a life deprived of soreness and fighting, yet still he has to act in accordance with social responsibility, which reproduces the obligation imposed on him by the society: “But I have promises to keep, and miles to go before I sleep” (Frost 14-15). “In “The Road Not Taken” the problem of choice is in a way even more elementary, since neither self-interest, moral obligation, nor even curiosity provides a real basis for preferring one road to the other” (Nitchie 17). The speaker prefers the unusual method of the decision making process, in such a way demonstrating his individuality and challenging state of mind: “Then took the other, as just as fair, and having perhaps the better claim, because it was grassy and wanted wear” (Frost 6).

The structure of both poems is quite similar. In relation to text they both seem to be quite plain. When analyzing “Stopping by Woods on a Snowy Evening” we observe that in sixteen lines, there is not a sole three-syllable word and only sixteen two-syllable words. Nevertheless, in relation to rhythmic scheme and form, the poems are unexpectedly elaborate. The poem is constructed of four stanzas, each one with four stressed syllables in iambic meter. For instance, in the first stanza first, second, and fourth lines rhyme, whereas the third line rhymes with the first, second, and fourth lines of the following stanza. “The interest in the final stanza is heightened by Frost’s repetend, or doubled last line” (Juten and Zubizarreta 348). Frost himself claimed that “the repetend was the only logical way to end such a poem” (Juten and Zubizarreta 348). Such an evocative duplication along with the preventive rhyme scheme and the promptness of the iambic tetrameter lines gives the poem its distinguishing worth. “The Road Not Taken” consists of four stanzas of five lines, each with a rhyme scheme of ABAAB. All stanzas and lines consistently the same length.

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Poetry analysis and Comparison Analytical Essay

“those winter sundays” by robert hayden, “my son, my executioner” by donald hall (1928-), “metaphors” by sylvia plath (1932-1963), “a boy named sue” by singer jonny cash.

The theme in this poem is love and regrets. The issue of love has been explained in the actions of the father during the winter seasons. The dad could warm the house for his family including the son. This has been demonstrated on the 7 th line which reads “when the rooms were warm, he’d call”. The son on the other hand demonstrates regrets in the last line. He was naïve and could not notice the father’s love and sacrifice at first.

The tone is sad at the end. The speaker realizes his mistakes at the end when it is too late. All he used to do is to blame the father who used to work so hard for him. He never had a chance to thank the father for the sacrifices he made.

Imagery and Symbolism

Sundays in the poem shows church day. This shows how religious the father was. He wanted his son to grow with the best values. The church is the only place that good morals were taught a part form spiritual matters.

The poem is about a boy who is remembering his past life experiences with the father. He has come to a reasoning point and he regrets ever blaming his father. He does not want to blame the father anymore because he has discovered all the accusations he made against his father were wrong. He now knows that the father was caring and loved him.

The poem has mixed feelings. The poem shows the negative and cold thoughts of the son against the warm and positive feelings of the father.

Point of View

The speaker shows how naïve he was at first about the care of his father. He regrets the unthankful attitude he demonstrated to his father. He late discovered that he could have appreciated the father instead.

This poem shows the theme of life and death. A new life has been created and it is thrilling to see the bouncy little boy. But, the speaker pities himself because the old self has died. The old life cannot be renewed since they have entered a new chapter in life. They are going to have responsibilities as opposed to the free nature they had before.

The tone is both happy and sad. Happy tone has been shown by the life that has been caused through the transfer of genes from the father and the mother to the son. The father holds the son to be warm, this shows delight and love. At the same time, the father is sad because he is growing old and will soon die. He no longer celebrates the old free days which have been killed by the son symbolically.

Symbolism and Imagery

The son here refers to both life and death. Life has been caused through gene transfer the son. On the other hand, death means bidding bye to the old days and life of the father. Imagery is seen in the line 7 that says “Cries and hunger document.” This shows the creation of a series of responsibilities for the parents which has caused the death of the old free and good life.

Several metaphors have been used. The son is referred to as death in the first line that says “My son, my executioner”.

The speaker’s point of view is that children are a source of inspiration to life and at the same time and end to life. They reflect a seed that is left after the mother plant is dead. Therefore, they show continuity in life. On the other hand, they bring the old life to a halt since they come with responsibilities. To him anything good has a dark side.

The theme in this poem is motherhood. The major aspect being elaborated is the issue of pregnancy. This is also demonstrated by the word “nine” that could probably mean the months a baby takes in the mother’s womb. That is the gestation period. The poem also signifies regret. This is shown by the fact that the speaker is complaining about the burden that she will experience as she “houses” the baby.

The Tone of the poem depicts ecstasy and regret. The mother is happy with the pregnancy, but she cannot imagine the issue of having the baby within her for nine months. She does not like her condition and cannot escape it too. She only requires a heart to endure through the agony of pregnancy.

Tendrils are forms of flowers. The speaker uses the two tendrils to depict the issue of reproduction. This is the fusion of two objects to form an offspring. Tendrils are a form of fertilization in plants or flowers. The nine lines also signify the gestation period of a human being.

Metaphor and Imagery

The poem is full of metaphors. The second line signifies shelter. It shows how the speaker has been transformed to a shelter for an upcoming being. Line five through to nine refers to her increase in size which she does not like. The speaker seems to have been imprisoned by the pregnancy because she does not appreciate her status.

Point of view

The speaker’s point of view shows the burden that women experience during the process of pregnancy. She has not taken the experience positively and has a lot of complains about the changes that come with it. The poem signifies the negative effects that women experience during pregnancy. Though it is good to bear a child, the initial processes are not easy.

The theme in this poem is revenge. The speaker is disappointed by the fact that his father gave him a feminine name. He is ashamed of the name and has had many series of ridicule from friends and from people who happen to know his name. He decides to pursue the father.

His main aim is to revenge on the father. He has lived with shame and he has experienced a tough approach to life. The poem also depicts regrets as a theme. The young boy regrets having been given a girl’s name and he swore that his son will not have such a name.

The tone in the poem is angry. The speaker is angry with the father because the dad gave him a feminine name. The anger had been caused by incites he got from time to time as he grew up. He was forced to move from one point to another to hide from incitement and shame. The anger of the boy has also been demonstrated during his meeting with the dad. After he had found the father, they bumped into a fight. But, this lasted for a short while because he reconciled with the father afterwards

The use of gun shows how cruel the society and surrounding was. Normally citizens of any society do not own guns, but in the poem both the dad and the son posses guns. It could also explain why the father wanted his son to grow tough. Maybe this could help him in self-defense.

The speaker sees life as not welcoming at all. To him, life is a matter of struggling your way out especially to those who feel alienated. The alienation could be due to unfortunate decisions made by our own loved ones. To him the life he has lived has taught him a lesson.

Comparison of the poems

The major theme in the poems is the theme of regret. For example in the poem “My son my Executioner”, the son is regretting to have not noticed the struggles that his father made to him. This is different from the poem “A boy named Sue”. In this poem, the son is sincerely regretting his father’s choice of name.

The father is an absentee parent and left him when he was young. His reason for naming him is that he wanted the son to grow up and be tough. The name does not impress the son at all and the son finally chooses to revenge on the father.

Relevance of the Poems

All the poems are relating to child bearing. This has been demonstrated from conception as in the poem “Metaphors”. The poems have highlighted the experiences of child bearing in both the father and the mother perspectives.

The mother here only demonstrates the means of bringing the baby to the world. The authors have conveyed different challenges that affect both parents and the children in different settings for both caring and uncaring fathers. The poems “Metaphors” and “My son my executioner” demonstrates transitions in life.

• Chicago (A-D)
• Chicago (N-B)

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Bibliography

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Comparative Essay

How to Write a Comparative Essay – A Complete Guide

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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!

• 1. What is a Comparative Essay?
• 2. Comparative Essay Structure
• 3. How to Start a Comparative Essay?
• 4. How to Write a Comparative Essay?
• 5. Comparative Essay Examples
• 6. Comparative Essay Topics
• 7. Tips for Writing A Good Comparative Essay
• 8. Transition Words For Comparative Essays

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 . 

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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

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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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