a level english literature comparative essay examples

How should I structure a comparative essay?

One of the most important things to remember when writing a comparative essay seems very obvious but it is that you must Compare the texts very closely. The examiner is most interested in seeing your ability to find links, similarities and differences between the two texts specified. This requires talking about both texts in each paragraph instead of separating them out. The first step to writing any essay is the introduction and the comparison must begin this early on. Make your conceptual points about both texts for example, 'Both poets present obsession as more than simply a feeling it is, in a sense, similar to a disease that infiltrates its way through people.' Using the word 'both' to start this sentence, immediately shows the examiner that you have thought about the texts in comparison to one another as opposed to reading and thinking about them in isolation. It is, of course, more than alright to talk about the texts in opposition to each other as well, possibly using a word like 'whereas'. This all applies in exactly the same sense to the first sentences of each of you paragraphs. Make sure you immediately layout a clear Comparative point about both texts. This will help you to reach the higher bracket answers. Then as the paragraph continues and you wish to bring in your evidence you can talk in more depth about the texts individually. Start by choosing one text to quote and then as you analyse it you can incorporate comparative ideas about the other text. So for example, you might talk about the context surrounding Text One and how this effects the readers response to it. Then you may notice it is a similar or differing response to Text Two. You could either use this to move you onto talking about Text Two or you could just insert a comment in this first half of the paragraph and continue to analyse Text One. Both of these options show consistently close comparison. After analyzing Text One make a comparative link to Text Two and introduce the quote and begin the analysis for the second text. Finally, end the paragraph with a short closing comment on both texts together again. This means that when an examiner looks at your piece of work the first and last thing they see in each paragraph is comparison. In your conclusion you should work to give an evaluation of the comparative points made throughout the essay but again following the rule of closely and consistently linking both texts in a sentence. The rest of the structure for a comparative essay is the same as any other: Introduction (outlining the course of the essay and outlining initial comparative points) 3 or 4 paragraphs that include: Point (a sentence linking both texts with a conceptual idea) Evidence (Text one evidence followed by analysis with comparative comments and then text two evidence followed by the same)Analysis of craft and/or techniques Context (if asked for), Impact on the reader Message Conclusion (evaluating the comparative points made in the essay)

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AS and A Level: Comparative Essays

• English Literature
• Comparative Essays

"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 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.' 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 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

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'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 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 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. 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

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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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!

• 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 . 

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

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AS and A-level English Literature A

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Love through the ages
• 4.1 Love through the ages
• 4.2 Texts in shared contexts

4.3 Independent critical study: texts across time

• Scheme of assessment
• Non-exam assessment administration (A-level only)
• General administration

In Texts across time, students write a comparative critical study of two texts.

This specification is committed to the notion of autonomous personal reading and Texts across time provides a challenging and wide-ranging opportunity for independent study. Possible themes for the comparison are indicated below, but this is not a set list and students are free to develop their own interests from their own wider and independent reading.

Texts chosen for study must maximise opportunities for writing about comparative similarity and difference and must allow access to a range of critical views and interpretations, including over time . Students should take an autonomous approach to the application and evaluation of a range of critical views.

The title 'Independent critical study' highlights the important idea that, within a literature course, students should have the opportunity to work independently. Although one common text could, if required, be taught to a whole cohort, at least one text should be studied independently by each student. Texts should always be chosen with your guidance and support. Students should also individually negotiate their own task.

In Texts across time, students write a comparative critical study of two texts on a theme of their choice. Possible themes include, but are not limited to:

• the struggle for identity
• crime and punishment
• minds under stress
• nostalgia and the past
• satire and dystopia
• war and conflict
• representations of race and ethnicity
• representations of sexuality
• representations of women
• representations of men
• representations of social class and culture.

The spirit of this component is for independent study, with schools and colleges submitting work on a range of texts and tasks. Schools and colleges are encouraged to check the appropriateness of texts and tasks with their non-exam assessment adviser, especially where there may be some uncertainty on the approach being taken, either by the school or college as a whole or by individual students.

• The word count is 2,500 words.
• Tasks should be designed to ensure that students address all assessment objectives in their essay response.
• An appropriate academic bibliography (not included within the 2,500 word count) must be included.
• An appropriately academic form of referencing must be used.

The following conditions apply to the texts chosen:

• one text must have been written pre-1900
• two different authors must be studied
• set texts listed for the A-level exam components cannot be used for non-exam assessment, even if they will not be used in the exam
• the essay is comparative and connective so equal attention must be paid to both texts
• a poetry text could be either one longer narrative poem or a single authored collection of shorter poems. If using a collection of poetry, students must have studied the whole text and select at least two poems to write about in detail as examples of the wider collection
• single authored collections of short stories are permissible. If using a collection of short stories, students must have studied the whole text and select at least two stories to write about in detail as examples of the wider collection
• texts chosen for study may include texts in translation that have been influential and significant in the development of literature in English. The translated text should be treated as the original writer's own words for assessment purposes. Therefore, schools and colleges should ensure that they use a version recognised by academia as being a high quality translation which supports the original author's writing appropriately.

Recommended texts

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.

Possible pre-1900 texts include, but are not limited to:

NEA prohibited texts

Students cannot use the following texts for non-exam assessment as they appear on the exam set text lists.

Examples of choices of non-exam assessment texts and possible connections

Compare and contrast the presentation of British attitudes to race and ethnicity in The Moonstone and in Zadie Smith’s White Teeth in the light of this view.

In what ways do you think the Gothic settings of these texts help the writers to shape their presentation of heroines in peril?

Compare and contrast the presentation of Sue Trinder in Fingersmith with Marian Halcombe in The Woman in White in the light of this view.

Comparing poems - AQA Structuring a comparative essay

How do you tackle a poetry exam question that asks you to compare one poem with another? Learn about effective ways to explore similarities and differences to enable a better comparative response.

Part of English Literature Writing and analysing poetry

Structuring a comparative essay

Packing your analysis of two poems into one essay involves planning. There are different ways you could approach writing a comparative essay. These are some points to think about:

• use the introduction to explain which poems you are writing about
• try to balance out the detail you include for each poem
• compare the poems throughout the essay
• comment on content, themes, ideas and attitudes as well as form, structure and language
• sum up your thoughts on ways in which the poems are similar and different in your conclusion

Example question

Compare the two poems about family relationships; Walking Away by Cecil Day Lewis and Eden Rock by Charles Causley. Where do they share similarities and differences?

Which of the two essay structures works better when responding to the example essay question?

Structure A

Structure b.

Either of the examples above could produce a good essay as they both explore each poem and compare their similarities and differences. However in structure B , the comparison takes place throughout the whole essay and avoids looking at the poems separately. This is a better model to use and one which can be applied to comparisons of other poems.

Explore the study guide for 'Walking Away' .

More guides on this topic

• Commenting on context - AQA
• Responding to poetry - AQA
• Using quotations and textual references - AQA

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Ap English Literature Comparative Essay

In the world of literature, storytelling captivates readers. With so many narratives, places, and scenarios developed, it captivates the mind and heart. If we look at the realm of literature, we will find several examples of references from various forms of storytelling. “The Ones Who Walk Away from Omelas” by Ursula K. Le Guin, and “The Ones Who Stay and Fight” by N.K. Jemisin is an example of this. Both of these stories use storytelling techniques to allure the reader. This analysis will help readers to understand these two works, where the authors use that manner to captivate their reader’s minds. In their stories, LeGuin and Jemisin used their experiences for their characters and made a huge turning point in the story and managed to invite the readers to their minds where morality and consciousness intersect. In both of these …show more content…

In the minds of the readers, the glamor of the world that they build lasts longer than the story. The art of storytelling is written in such a way that readers get captivated, and are drawn toward the world of storytelling, where narratives unfold across the settings, and lure the mind and heart out of the reader. Storytelling is used by some great writers that lure the readers, as shown in this paper where analysis of works like 'The Ones Who Walk Away from Omelas' by Ursula K. LeGuin and 'The Ones Who Stay and Fight' by N.K. Jemisin is shown and discussed on how the authors lured the readers. The author has used their experience as the heart of the narrative to give the readers a great time of their moral and consciousness thread. The Ones Who Walk Away from Omelas is a short story written by Ursula K. LeGuin whose plot involves the citizens of the castle in a society with a secret at the empire’s heart. The sufferer is a child and lets the audience ponder on the joy of the empire and the journey of the sufferer's child. In The Ones Who Walk Away from Omelas, LeGuin set out to evoke a society that appears to be

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