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International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

What's Next?

Trying to figure out what extracurriculars you should do? Learn more about participating in the Science Olympiad , starting a club , doing volunteer work , and joining Student Government .

Studying for the SAT? Check out our expert study guide to the SAT . Taking the SAT in a month or so? Learn how to cram effectively for this important test .

Not sure where you want to go to college? Read our guide to finding your target school . Also, determine your target SAT score or target ACT score .

As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography.

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A comprehensive guide to crafting a successful comparison essay.

Comparison essays are a common assignment in academic settings, requiring students to analyze and contrast two or more subjects, concepts, or ideas. Writing a comparison essay can be challenging, but with the right approach and guidance, you can craft a compelling and informative piece of writing.

In this comprehensive guide, we will provide you with valuable tips and examples to help you master the art of comparison essay writing. Whether you’re comparing two literary works, historical events, scientific theories, or any other topics, this guide will equip you with the tools and strategies needed to create a well-structured and persuasive essay.

From choosing a suitable topic and developing a strong thesis statement to organizing your arguments and incorporating effective evidence, this guide will walk you through each step of the writing process. By following the advice and examples provided here, you’ll be able to produce a top-notch comparison essay that showcases your analytical skills and critical thinking abilities.

Understanding the Basics

Before diving into writing a comparison essay, it’s essential to understand the basics of comparison writing. A comparison essay, also known as a comparative essay, requires you to analyze two or more subjects by highlighting their similarities and differences. This type of essay aims to show how these subjects are similar or different in various aspects.

When writing a comparison essay, you should have a clear thesis statement that identifies the subjects you are comparing and the main points of comparison. It’s essential to structure your essay effectively by organizing your ideas logically. You can use different methods of organization, such as the block method or point-by-point method, to present your comparisons.

Additionally, make sure to include evidence and examples to support your comparisons. Use specific details and examples to strengthen your arguments and clarify the similarities and differences between the subjects. Lastly, remember to provide a strong conclusion that summarizes your main points and reinforces the significance of your comparison.

Choosing a Topic for Comparison Essay

When selecting a topic for your comparison essay, it’s essential to choose two subjects that have some similarities and differences to explore. You can compare two books, two movies, two historical figures, two theories, or any other pair of related subjects.

Consider selecting topics that interest you or that you are familiar with to make the writing process more engaging and manageable. Additionally, ensure that the subjects you choose are suitable for comparison and have enough material for analysis.

It’s also helpful to brainstorm ideas and create a list of potential topics before making a final decision. Once you have a few options in mind, evaluate them based on the relevance of the comparison, the availability of credible sources, and your own interest in the subjects.

Remember that a well-chosen topic is one of the keys to writing a successful comparison essay, so take your time to select subjects that will allow you to explore meaningful connections and differences in a compelling way.

Finding the Right Pairing

When writing a comparison essay, it’s crucial to find the right pairing of subjects to compare. Choose subjects that have enough similarities and differences to make a meaningful comparison. Consider the audience and purpose of your essay to determine what pairing will be most effective.

Look for subjects that you are passionate about or have a deep understanding of. This will make the writing process easier and more engaging. Additionally, consider choosing subjects that are relevant and timely, as this will make your essay more interesting to readers.

Don’t be afraid to think outside the box when finding the right pairing. Sometimes unexpected combinations can lead to the most compelling comparisons. Conduct thorough research on both subjects to ensure you have enough material to work with and present a balanced comparison.

Structuring Your Comparison Essay

When writing a comparison essay, it is essential to organize your ideas in a clear and logical manner. One effective way to structure your essay is to use a point-by-point comparison or a block comparison format.

Whichever format you choose, make sure to introduce your subjects, present your points of comparison, provide evidence or examples to support your comparisons, and conclude by summarizing the main points and highlighting the significance of your comparison.

Creating a Clear Outline

Before you start writing your comparison essay, it’s essential to create a clear outline. An outline serves as a roadmap that helps you stay organized and focused throughout the writing process. Here are some steps to create an effective outline:

1. Identify the subjects of comparison: Start by determining the two subjects you will be comparing in your essay. Make sure they have enough similarities and differences to make a meaningful comparison.

2. Brainstorm key points: Once you have chosen the subjects, brainstorm the key points you want to compare and contrast. These could include characteristics, features, themes, or arguments related to each subject.

3. Organize your points: Arrange your key points in a logical order. You can choose to compare similar points side by side or alternate between the two subjects to highlight differences.

4. Develop a thesis statement: Based on your key points, develop a clear thesis statement that states the main purpose of your comparison essay. This statement should guide the rest of your writing and provide a clear direction for your argument.

5. Create a structure: Divide your essay into introduction, body paragraphs, and conclusion. Each section should serve a specific purpose and contribute to the overall coherence of your essay.

By creating a clear outline, you can ensure that your comparison essay flows smoothly and effectively communicates your ideas to the reader.

Engaging the Reader

When writing a comparison essay, it is crucial to engage the reader right from the beginning. You want to hook their attention and make them want to keep reading. Here are some tips to engage your reader:

• Start with a strong opening statement or question that entices the reader to continue reading.
• Use vivid language and descriptive imagery to paint a clear picture in the reader’s mind.
• Provide interesting facts or statistics that pique the reader’s curiosity.
• Create a compelling thesis statement that outlines the purpose of your comparison essay.

By engaging the reader from the start, you set the stage for a successful and impactful comparison essay that keeps the reader engaged until the very end.

Point-by-Point vs Block Method

When writing a comparison essay, you have two main options for structuring your content: the point-by-point method and the block method. Each method has its own advantages and may be more suitable depending on the type of comparison you are making.

• Point-by-Point Method: This method involves discussing one point of comparison at a time between the two subjects. You will go back and forth between the subjects, highlighting similarities and differences for each point. This method allows for a more detailed and nuanced analysis of the subjects.
• Block Method: In contrast, the block method involves discussing all the points related to one subject first, followed by all the points related to the second subject. This method provides a more straightforward and organized comparison but may not delve as deeply into the individual points of comparison.

Ultimately, the choice between the point-by-point and block methods depends on the complexity of your comparison and the level of detail you want to explore. Experiment with both methods to see which one best suits your writing style and the specific requirements of your comparison essay.

Selecting the Best Approach

When it comes to writing a comparison essay, selecting the best approach is crucial to ensure a successful and effective comparison. There are several approaches you can take when comparing two subjects, including the block method and the point-by-point method.

The block method: This approach involves discussing all the similarities and differences of one subject first, followed by a thorough discussion of the second subject. This method is useful when the two subjects being compared are quite different or when the reader may not be familiar with one of the subjects.

The point-by-point method: This approach involves alternating between discussing the similarities and differences of the two subjects in each paragraph. This method allows for a more in-depth comparison of specific points and is often preferred when the two subjects have many similarities and differences.

Before selecting an approach, consider the nature of the subjects being compared and the purpose of your comparison essay. Choose the approach that will best serve your purpose and allow for a clear, organized, and engaging comparison.

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HL External Assessments, first examinations 2021

HL Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks) 25%

SL Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. Students are required to answer one question only.(30 marks) 35%

The only difference between HL and SL is that HL Paper 2 is weighted less at 25% while SL Paper 2 is weighted at 25%.

Comparative essay on literary texts

Paper Two Explained

Paper Two Rubric

High Exemplar and Comments

Mid Range Exemplar and Comments

Producing a Paper Two: Compare and Contrast Two Texts Analysis, IB External Assessment (May of Senior Year)

Compare and Contrast Two Texts, Similarities and Differences

Compare and Contrast Two Texts, Point by Point Method

Compare and Contrast Two Texts, Block Method

Developing a Thesis

TWO WORKS: Writing the thesis statement for a compare/contrast essay

In (Name of Work), (Full Name of Author) (uses, employs, utilizes), (device/strategy/technique), and (device/strategy/technique) to (show, reveal, emphasize, argue, insist, point out) that (effect/purpose/theme), while in (Name of Work), (Full Name of Author) (uses, employs, utilizes), (device/strategy/technique), and (device/strategy/technique) to (show, reveal, emphasize, argue, insist, point out) that (effect/purpose/theme).

In (Name of Work) and (Name of Work), both (Full Name of First Author) and (Full Name of Second Author) (use, employ, utilize, rely on) (device/strategy/technique) to (show, reveal, emphasize, argue, insist, point out) that (effect/purpose/theme)

IB Language and Literature 2.0

Group 1 english higher and standard level, literary compare and contrast, how to approach ibdp language and literature and ibdp literature paper 2..

Whether you are a standard or higher level student, Paper 2 tests your ability to compare and contrast the literary works you have studied on your course. In fact, the paper is the same for both higher level and standard level students. You will be give a choice of four ‘open’ questions and you will have 1 hour and 45 minutes to compare and contrast the content, form and writing features of two literary works of your choice in light of the question you choose to answer. There are 30 marks available in this paper, which represent 35% of your grade at SL and 25% at HL. The only rule you must follow when choosing your works is you may not write about a literary work that you have used for a previous assessment. That means that the work(s) you discussed in your Individual Oral Presentation and your HL Essay (if you chose a literary work at all) are off the table. Despite this limitation, that still leaves you a choice of: two out of three literary works if you are a Standard Level Lang and Lit student; at least four works if you are a Higher Level Lang and Lit student; six works if you are an SL Literature student; all the way up to choosing two out of a whopping ten remaining works should you be a Higher Level Literature student. Oh – and did I mention Paper 2 is a closed book exam? Yes, that means you’re going to have to prepare your references in advance (more on that later).

Whichever Language A course you have elected to study, in this section you’ll learn how to prepare for Paper 2, explore some different questions, see how to plan on the day, and discover how to structure and write a brilliant compare and contrast essay. You’ll find sample essays that have been written using the texts from your course which you can read and discuss, and you’ll be encouraged to prepare in the best way possible: by writing your own practice responses to sample open questions.

Class Activity 1: FAQs

Having to sit any exam can be a stressful experience, and even the best students may experience nerves and anxiety in the run up to an important exam. Thankfully, once you’re in the exam room, and it’s just you and your paper, nerves tend to melt away – and some people even report enjoying having the time and space to compose a longer piece of writing and show what they can do! One of the best ways to alleviate stress in the build up to your exams is to be confident in what you are being asked to do. So – how well do you know and understand the requirements of this paper?

Pair up and discuss these frequently asked questions – click on each one (or scroll down to the bottom of this page) to see whether you are right and to discover some good advice.

Class Activity 2: Make Your Own Revision Guide

Trying to answer correctly a question or a problem that is difficult for us, forces us to reflect exercising multiple cognitive functions. Consequently, it generates better learning, even when the answer is incorrect. The more “mental sweat” it costs us to recover some of the memory, the better it will be anchored later and the more it will also cost to forget it. From Make It Stick: The Science of Successful Learning

I’m not going to tell you not to reread the texts you want to write about in your paper 2 exam. And i’m not going to tell you not to review your notes either. What I am going to say is that these methods practiced by themselves create something called the ‘Illusion of Knowing.’ If ever you’ve tried to answer a question in class and said something like, “I know the answer but I can’t explain it right now,” you’ve experienced the illusion of knowing for yourself. You recognise material you’ve previously seen and your brain tricks you that you ‘get it’. Familiarity is not the same as mastery – in fact, familiarising yourself with your prior learning is only the second step in a ten step process identified in the book Make It Stick (see infographic above). To help you get a few steps ahead – all the way to step 7: ‘Elaborate’ – you’re going to have to get active.

It’s not enough to simply reread what you’ve studied before. Writing in your own words generates more impact than passively reviewing what has been previously heard or read. It is useful, for example, to write a summary of what you remember immediately after reviewing your notes. Build structures by extracting the most important ideas and create a written framework for them. Don’t be afraid to explore new thoughts and ideas by connecting fresh concepts you’ve recently learned with previous concepts from your notes. After all, you may be working with texts you studied last week, last month, or even last year.

What’s more, the internet is chock full of tools that make this kind of work easier and more enjoyable. You might like to create a Padlet , collaborate with other people using Onenote , or use Canva to make a visually stunning booklet. You may know software that I’ve never even heard of, but would be perfect for making a revision guide to a literary work. Or you might prefer to work the old fashioned way with pen and paper, creating a poster, booklet or handout. However you choose to work, include in your revision guide: plot summary; setting; characters; themes; important symbols; key quotations (ten or so is a good number to aim for); the major literary features of the text; contextual information . Try to create as concise a revision guide as possible – and always try to use your own words rather than simply copying notes from one place to another. To empower yourself even further, explain your work to other students verbally once you’ve finished.

Class Activity 3: Venn Diagram

When it comes to compare and contrast, there’s no better planning method than the Venn diagram. Deriving it’s name from John Venn’s 1880s published maths papers, the humble Venn diagram has actually been used for centuries by philosophers and mathematicians to consider and organise logical relationships between two or more items – such as the two literary works you need to write about in your exam. At the beginning of your Paper 2 exam, after you’ve chosen your question and before you begin to write your answer, you can use a Venn diagram to quickly and easily organise your thoughts, highlighting how the works are similar and different in relation to a given question.

Select a question from this list , use the questions below, or work with a question you have been given by your teacher. Spend approximately ten minutes thinking about how you might use two literary works of your choice to answer the question, noting your ideas about similarities and differences between two texts on a Venn diagram template. Feed your ideas back to your classmates.

Learner Portfolio: practice for Paper 2

You know what they say: practise makes perfect. Undoubtedly the best way to prepare for any exam is to ‘Generate’ (refer to Step 8 in the Make It Stick infographic). There’s no getting away from it – paper 2 is a challenging exam. It’s probably one of your longest examinations and you might find it the most mentally and physically draining. It’s not easy to write for an hour and forty-five minutes, give or take. Generating sample answers of your own not only increases your familiarity with the texts you might use, but it will also help build your physical and mental stamina. You’ll make discoveries about the texts you read, find ways to explore complex issues, develop your own use of language, and more, through the process of generation. Practicing earlier rather than later gives you time to ‘Reflect’ (step 9) and ‘Calibrate’ (step 10) as well.

Here is a selection of open questions written in the style of the questions you’ll be given in the Paper 2 examination. You can click on some of these questions to read sample answers that have been prepared as models for you to discuss and learn from. While all of these answers have clear strengths, none are perfect, so you might like to discuss how you would approach the questions differently or improve the answers. When you feel you are ready, choose any question and prepare an answer using your own choice of two literary works. Submit your answer for grading, then add it to your Learner Portfolio:

• Referring to two of the literary works you have studied, discuss both how and why the text invites the reader to identify with situations, characters and/or ideas.
• Friendship marks a life more deeply than romantic love. Consider this idea with reference to two works you have studied.
• Some say ignorance is bliss. How is ‘not knowing’ presented in two of the works you have studied and to what effect?
• Discuss the significance of urban and/or rural settings in two works of literature you have studied.
• With reference to two literary works studied, consider how the point of view shapes our understanding of the story.
• Often the appeal for the reader of a literary work is the atmosphere a writer creates (for example, peaceful, menacing, or ironic). Discuss some of the ways atmospheres are conveyed, and to what effect, in two works of literature you have studied.
• How is ‘home’ depicted in two of the literary works you have studied, and what is its significance?
• In any two of the literary works you have studied, discuss the means as well as the effectiveness with which power or authority is exercised.
• Animals and images drawn from the world of animals are a rich source of inspiration for writers. Discuss how animals and natural images are used to develop central ideas in two works of literature you have studied.
• Works of literature can often function as social commentary. Discuss with reference to two literary works you have studied.

Wider Reading and Research

• Successful Learning According to Science – article at the Siltom Institute

FAQ: Answers

Is paper 2 harder than paper 1.

I would say the answer to this question is ‘it depends’. Some students prefer the analytical writing required by Paper 1. It is also easier in terms of reading requirements: the texts in Paper 1 can usually be read in just a few minutes. On the other hand, Paper 1 is more of a ‘one-shot’ task. If you misread or misinterpret an unseen text in Paper 1, it can be difficult to compose an effective answer. Because Paper 2 involves discussing texts that you have prepared, and should be very familiar with, you are much less likely to make mistakes in understanding and interpretation.

How many works should I prepare?

Paper 2 requires you to compare and contrast any two literary works you have studied (except those you have already used for a previous assessment; the rules are quite clear that you cannot use the same text twice). If you are a Standard Level Language and Literature student, it is more than likely that you will only have three remaining texts in any case, so you should prepare two of these in as much detail as you can. There is no requirement to choose texts from the same genre – nor must you prepare texts from different genres. You can prepare two poets or no poets; combine a novelist with a playwright, a non-fiction work with a collection of poetry, and so on. There are also no requirements about texts written in English and translated texts. The choice is yours. The questions you will be offered are open enough to appeal to any combination, as long as you have studied the texts as part of your literature course. Visit some of the samples prepared for you on this page to look at the variety of different text combinations in action.

Students of other courses, especially Higher Level Literature students, will have many more texts to choose from. Nevertheless, this exam paper is the same for all four Language A courses and you too will only need to write about two texts. However, it is possible that you have found many ways to compare several of your texts and are interested in preparing different combinations that will help you answer different questions. Keep in mind, though, that preparing a text in detail can be a time-consuming process and, while I’ve no doubt that English is one of your favourite subjects (!) you have other exams to prepare for as well. There is only so much time you can dedicate to revision and only so much information that your brain can comfortably hold. It is recommended, therefore, that you prepare two texts like everybody else, and certainly no more than three texts. If you do prepare an extra text, remember write about only two about once you have chosen the question you want to answer in the exam.

How do I choose the best question to answer?

The exam paper will give you a choice of four open questions of which you must pick only one. Try not to enter your exam determined to answer a specific question or type of question – what might happen if a question you prefer is not available on the day? Your choice should be primarily guided by the suitability of the texts you have prepared. It is highly likely that one of the questions is totally un suitable for the texts you have prepared and you should eliminate this question without a second thought. For example, perhaps the question is asking you to write about the presentation of future societies in two literary works – and your texts are not set in future societies! You can also discount questions where you do not understand the wording or you have never studied the central issue in the question. For example, if a question asks you how literary works use humour to create effects, and you have never discussed uses of humour or humorous writing conventions in your class, it might be wise to avoid this question as well. Use the process of elimination to quickly narrow down your options.

Once you have eliminated one or two questions, you should be left with a manageable choice, or maybe even a straight decision to make out of two. Any question you have not crossed out by now is a question that, theoretically, you could answer. It is time to make a confident choice about which question is most suitable for the texts that you have prepared. You may be lucky and something that you have studied extensively in class might be staring you right in the face. For example, perhaps you wrote a Learner Portfolio entry about a certain writer’s use of symbolism – and here’s a question asking you to compare symbolism in two literary works. Even if this is not the case, you should be able to make a confident choice about which question to answer for the duration of the exam.

One last piece of advice: once you have made a plan and begun to write – stick with your choice. The very worst thing you can do is change your mind partway through an exam. Have faith in yourself; if you get stuck, pause, think through any problems, and return to your Venn diagram rather than go back to the start.

What should I write in the introduction?

It is essential that in your introduction you achieve three aims:

• Define the terms of the question you have chosen to answer and set yourself a conceptual framework in which to write;
• Introduce the literary works that you will use to explore these terms;
• State your thesis by setting out specific ways in which your chosen works are both similar and different in terms of the concept you have defined.

You’ll find a good thesis has three parts as well: how the concept is presented through a feature of Work A; how the concept is presented through a feature of Work B; how the concept is presented through a shared feature or different features of both works A and B. Examine the introductions in the sample answers on this page to see what this looks like in practice.

How should I structure my response?

The idea of comparing and contrasting two complete literary works can be quite overwhelming, and it helps to practise writing in a structure that is effective and achievable in the time you are given in the exam: 1 hour and 45 minutes. It is important to remember that this exercise is a comparative essay , for which there are two widely accepted ‘structures’ or ‘shapes’ in which to write: block structure and point-by-point structure . Writing in a block structure means you will cluster your ideas about one text before moving to the next – literally writing in long ‘blocks’. Point-by-point structures alternate between one text then the other, making careful points of comparison and contrast along the way. While both have advantages and disadvantages, neither is inherently right or wrong and you should practice both until you find an approach that suits you, your abilities, and the question at hand. In fact, you may find that certain questions lend themselves to one particular structure over another. Generally speaking, though, point-by-point is a more difficult structure to manage, as you need to organise your ideas carefully before you start to write; however, you will have more opportunities to draw comparisons, which is the whole point of this paper, and you may find this approach more fruitful:

• Introduction
• Block 1: discuss features of Work A in light of the question. Include analysis of writing features and/or stylistic choices made by the writer of Work A.
• Block 2: discuss features of Work B in light of the question. Include analysis of writing features or stylistic choices made by the writer of Work B. Begin to draw comparisons or contrasts with Work A, but keep the focus on Work B.
• Block 3: discuss the similarities and/or differences between Work A and Work B in light of the given question.

POint-by-point

• Discuss one writing feature of Work A in light of the question.
• Explicitly draw parallels with a feature of Work B, drawing out points of similarity and difference.
• Discuss a second writing feature of Work A in light of the question.
• Repeat as many times as you can in the time available…

Whichever structure you choose, in terms of length, you should aim to write over three pages and maybe as much as five pages, depending on the size of your handwriting. While quality is preferable to quantity, you need to be honest with yourself about how much knowledge, understanding, analysis, and discussion you can convey in anything under three pages, no matter how small you think your handwriting is. Short answers (and over-long, rambling answers) are unlikely to score very well. It is also strongly advised that you arrange your work in manageable paragraphs, clearly signposting your comparisons (points of similarity) and contrasts (points of difference) using appropriate connectives and linking phrases, such as:

To compare:

• Bears similarity to
• In the same way
• Compares to

to contrast:

• On the other hand
• By contrast
• As opposed to
• In a different way
• Contrasts with

Do I need to memorise quotations?

A close look at the mark scheme for Paper 2 will help answer this question. Criteria B is marked according to your ability to analyse and evaluate ‘ textual features and/or writers’ broader choices ‘. These phrases give you considerable scope as to how exactly you reference your literary texts. For example, a discussion of symbolism may involve you writing about the broad symbols used in a particular text. In this case, you would only need to remember the symbols, not necessarily quote the exact lines of prose, poetry or drama they appear in. Similarly, the decision to write from a particular point of view is a ‘broader choice’. it is perfectly possible to describe or paraphrase events that happened in a literary work from a certain character’s perspective without replicating exact quotations. The same goes for the rhythm and meter of poems, the way characters effect other characters, the structure of a plot… and so on. Many stylistic choices can be approached in this way.

On the other hand, no feature is more important in a work of literature than a writer’s choice of words. Literature is made of words! Analysing a text without making any reference to specific words might be like trying to describe a work of art without making any reference to line, colour, shape or composition. It’s possible – but it’s likely to be pretty vague and miss out on some of the most important and noteworthy moments. And, in all honesty, I’m sure you can recall some of the words of the texts you have read without even trying to memorise quotations. For example, anyone who’s read The Merchant of Venice is unlikely to forget ‘a pound of flesh’, ‘hath not a Jew eyes’, ‘my house is hell’ and other seminal lines. So my recommendation is to work with the texts closely, read, re-read, practise, and get the language of your texts stuck in your mind. Memorising a dozen or so important quotations from each of your literary works shouldn’t be too hard for anybody. And remember too, in a closed book exam no one is expecting you to have every single word of every single quotation memorised perfectly – paraphrasing the essence of a line and embedding single words and phrases from the literary works is often enough.

Should I write about context and background?

Another good look at the mark scheme helps answer this question. Criteria A asks for your understanding and interpretation of the works in relation to the question. This implies that you can focus your analysis entirely on the literary works you have chosen to write about irrespective of context or background you may have learned.

However, implied in Criteria B is your ability to understand and evaluate the effects a writer was intending to create – and it’s here that your knowledge of context can turn your response from average to good to great. While your personal interpretation of a text is totally valid, you should also be aware that no writer was hiding things in their literary works simply for future IB students to find. Shakespeare wasn’t writing for you – he was writing for a late sixteenth / early seventeenth century English audience who may have had very different expectations, and responded to his words in very different ways, than a twenty-first century teenager in a classroom somewhere else in the world. Being able to write a nuanced response may necessitate consideration of who, exactly, the text was for, and the influence of important social, historical, or cultural factors – and therefore an acknowledgment of the author’s life and wider context of the work. Read one or two of the sample answers in this section to see how contextual information can be integrated concisely into your main body paragraphs.

How do I write a good conclusion?

There are many ways to write an effective conclusion, but as you get towards the end of your answer you might be running short of time. In high pressure situations, it’s tempting to want to finish as quickly as possible. You might, for example, summarise the main points of your response in a nice and neat way – while this isn’t the worst thing you can do, you should ask yourself if this is really necessary. After all, your examiners are (hopefully) intelligent people and it’s unlikely they would need a summary of something they have only just read.

Instead, try to write in a circular structure. Return to your introduction and look again at the concept you defined at the start of your answer. Re-evaluate these ideas with the benefit of the work you have just produced. Can you present a final thought that wraps up your argument nicely, or perhaps present an exception or even irony you have discovered? Check out the sample answers on this page and look at how this might, in reality, be achieved.

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IB English Paper 2 Completely Explained

This guide will explain ​ IB English Paper 2 ​ and what you need to ace the exam come May or November, when the IB Gods throw you this (seemingly) insurmountable task.

If you don’t know all about Paper 1 already, do check out ​LitLearn’s amazing guide​ for IB English Paper 1. Paper 1 is all about ​ on-the-spot thinking ​ and adrenaline-pumping analysis ​. What about Paper 2?

Well, IB English Paper 2 is ​ all of those things ​, plus extensive ​ preparation ​. But don’t fret! I survived Paper 2, and so have many others before you. All you need is a couple sprinkles of guidance from a seasoned Paper 2 veteran (ahem).

This guide covers all the essential topics for acing IB English Paper 2.

Topics included in this guide

1. What is Paper 2? 2. How to answer a Paper 2 prompt 3. Understanding the “key” of a prompt 4. Morphing: the most important skill in IB English Paper 2 5. How many texts to use in a Paper 2 comparative essay? 6. How to choose the best points across your texts 7. The brainstorm process for Paper 2 8. Essential steps to prepare for IB English Paper 2

Let’s get started!

What is IB English Paper 2?

You’re in the exam room. With a silent but solemn hand gesture, the chief exam invigilator signals your cohort to open the test paper. A flurry of pages turning and sliding. You stare at the page. What do you see? You see several prompts… one, two, three, maybe four. You wipe the sweat from your forehead and try to focus on the words on the page:

“We are all prisoners of ourselves.” Discuss how the sense of imprisonment shapes the meaning and the effect on the audience of at least two texts you have studied.

Okay, let’s drop the dramatic tone.

A Paper 2 exam consists of three or four of these prompts. From these options, you choose one prompt and write a 1000 to 1500-word essay on it.

How long do you get? 1.5 hours for Standard Level (SL) students, and 2 hours for Higher Level (HL) students.

In these 1000 to 1500 words, your task is to write a ​ comparative essay ​, which — you guessed it — means comparing ​ similarities ​and contrasting differences ​ between the texts you’ve studied in class for Paper 2 (i.e., poems, novels, plays or short stories) .

Now that you understand what a Paper 2 essay involves, let’s jump into how to ​ properly ​ ​ answer ​ one of these IB English Paper 2 prompts.

How to answer a Paper 2 Question Let’s stick with the above example about the theme of “imprisonment”.

First, see that ​ philosophical quote ​ at the start of the prompt? It’s there to spark ideas, to get the juices flowing in your brain. You don’t have to refer to it directly unless the questions explicitly asks you to do so. So the take-away message here is to not be ‘imprisoned’ by the philosophical quotes at the start of the prompts.

Second, notice the command term “discuss”. This is usually replaced by words like “evaluate”, “analyse”, “examine”. ​ Don’t worry about it too much ​: it doesn’t mean anything too important, because at the end of the day you still have to analyse, you still have to compare, and you still have to contrast.

The key of the prompt The part ​ after ​ the command term is the ​ most important ​ part of the prompt:

“[…] how the sense of i ​ mprisonment ​ shapes the meaning and the effect on the audience […]”

Here the “sense of imprisonment” — the ​ key ​ of the prompt — tells us exactly what we need to write about in the essay.

Can you find the key in this next prompt?

Compare and contrast the effectiveness of the use of irony in two or more texts you have studied.

Notice the command term “compare and contrast” and the important part after it. The key of this prompt is “​ the use of irony ​“.

Get comfy with morphing stuff

More often than not, our texts ​ do not ​ contain anything explicitly related to the prompt’s key, say, the theme of “imprisonment”.

Pay attention to this next paragraph…

The ​ secret to scoring a 7 in Paper 2 ​ is to get very comfortable with bending, morphing and twisting your texts and/or the prompt so that they are as compatible with each other as possible. There are two ways that this can be achieved:

1. Morphing existing ideas in your own texts to fit the prompt. ​ While Jane Sherwood’s (some random character) nostalgia in your ​ Incredible Text 1 ​ may not directly relate to “imprisonment”, you could twist the character’s nostalgia into the idea that emotions can trap or “imprison” an individual in a treasured memory or a past experience. Nostalgia and imprisonment seem like unlikely brothers at first, but with a bit of justification they look almost like identical twins.

2. Redefining the prompt (reasonably). ​ The key of the prompt can often be ​ vague ​. For example, there was a real IB exam prompt that asked whether “male characters were more interesting than female characters.” What does “interesting” even mean? The IB Gods are inviting you to ​ constrain the topic ​ in a way that works for your texts specifically. You could write in the first sentence of your introduction: “Interest, an important part of dramatic works, is often generated by emotional conflict and the subsequent creation of tension.” Here I have restricted the broad topic of “interesting” to the more clearly-defined topic of “emotional conflict” because this redefinition works well for the texts I’ve studied for IB English Paper 2. You should do the same.

In reality, you have to morph both your texts and the prompt in order to reach a snug fit between the two. Getting to this point, which all happens during the planning stage, is the ​ most difficult ​ part of the Paper 2 process because it requires you to know your texts so well that you can apply the ideas in your texts to different situations.

How many texts to compare and contrast?

Before we continue with this guide, we need to address the age-old question of how many texts should we compare and contrast in an IB English Paper 2 comparative essay?

I ​ strongly ​ recommend that you use only ​ two texts ​ for your Paper 2 exam because it is extremely difficult to deal with three texts at the same time.

Now that we agree on how many texts to compare and contrast, let’s see how we can make the texts work together.

Choosing the best points across your two

There’s an easy way, and there’s a hard way.

If you want a score of 5 or below ​, you can simply think of two points to answer the prompt for Text 1 and two other points to answer the prompt for Text 2. Then, slap them together into different paragraphs, regurgitate some shallow comparison and contrast, and call it a comparative essay. That doesn’t sound very sophisticated, does it?

On the other hand,​ if you want a score of 6 or 7 ​, you’ll need to use a lot more brainpower and insight. The points that you choose for your two texts are very important, in terms of how the points relate to each other and to the prompt. The points need to have enough overlaps that similarities can be analysed, but not too much similarity because you also want to contrast differences.

Source : ​https://litlearn.com/ib-english-paper-2-completely-explained/

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• Knowledge Base
• Comparing and contrasting in an essay | Tips & examples

Comparing and Contrasting in an Essay | Tips & Examples

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

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

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Table of contents

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

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

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

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

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

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

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See an example

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.

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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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Caulfield, J. (2023, July 23). Comparing and Contrasting in an Essay | Tips & Examples. Scribbr. Retrieved June 18, 2024, from https://www.scribbr.com/academic-essay/compare-and-contrast/

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IB English Paper Two – Everything You Need to Know To Ace the Exam

Written by Jay ayliffe

When it comes to Paper 2 for IB English Lit/Lang and Lit, there are several things that students often find challenging. Some common reactions to seeing a Paper 2 for the first time include: 

• ‘The questions don’t make any sense!’
• ‘It’s too broad – I don’t know what they want me to say’
• ‘There’s no way I’m going to be able to remember the right quotes for that!’

Now, these are understandable reactions! Paper 2 can seem a little wacky and abstract, especially after the more relatively straightforward Paper 1 exam. However, if you take the time to unpack what the IB is looking for and follow the tips below, you’ll find that Paper 2 isn’t that bad. With the right preparation, it can be pretty straightforward, after all!

what is the English Paper 2 Exam?

In a nutshell, the IB asks you to write a comparative essay in response to a prompt.

Over the course of the year, whether you are a Lit or a Lang/Lit Student, you will have studied a series of texts. These may be poems, novels, plays or short stories.  The Paper 2 exam allows you to draw upon these texts, using them to explore similarities and differences in relation to the central theme of the prompt. For instance, 

“Not rounding off, but opening out.” Comment upon the way writers deal with the ending. In your answer, you should refer to two or three texts you have studied.”

Or how about?

Writers utilise a number of different devices within their works, including using time jumps or other non-linear structures. Considering two texts, discuss how writers use structural elements in unusual or interesting ways to shape meaning.”

Okay, these questions may seem a little mean at first, but you only have to answer one question! You will have 1.5 hours if you are a Standard Level (SL) student and 2 hours if you are an English Lit/Lang Higher Level (HL) student! (If you want some more help breaking down the question, check out this helpful blog on command terms )

The key thing to do here is to provide a structured and detailed answer that offers a balanced and meaningful discussion of both texts. Ideally, this means you are identifying 2-3 points of insight from the central questions relevant to both texts. This allows you to write 4-6 chunky paragraph s in answer to the question, in addition to the MANDATORY introduction and conclusion.

What do I need to do to prepare for the Paper 2 Exam?

First of all, planning is essential ! You will not know which questions the IB will ask you before opening your exam. However, a quick look over papers from previous years will tell you about the common themes and techniques the IB loves to ask about. Broadly, you can categorise these questions into three groups:

Why you should learn more than 2 works

Now, you have a rough idea of what they could ask you. Next, you should go back to your set of texts. Determine which combination of works would work best for you if you had to answer one of these questions. 

Some students commit to just learning two works. They rely on their in-depth knowledge of these texts to answer any question that may come up. I understand their approach, but I think having at least two possible combinations of texts available is best (e.g. Text A+B, A+C, or B+C). This ensures you are best prepared to answer questions with reference to the most relevant works.

Also, you certainly don’t want to be stuck giving yourself more to do by exaggerating the importance of one theme/technique in a work because that’s the only one you know!

With these choices made, you can start compiling quotes, context and moments from the texts, which you can use as evidence. Aim for 4-5 really good points of information that you can expand upon in your essay. Even better, if you already know that, you can directly compare/contrast it with a quote/technique from the other piece of work.

For instance, with my Paper 2 exam, I found it helpful to organise my notes in the following layout:

As you can see, I have prepared a mixture of quotations and techniques that I could draw upon for this question on endings. It also allows me plenty of room to elaborate on individual points when I develop new ideas and connections.

Practising Paper 2 Questions

Practising exam questions will help you feel confident writing Paper 2s. Through practice, you will also learn to adapt your prepared notes to specific prompts.

However, before getting stuck in, spend a bit of time thinking about your introductions. An excellent introduction will outline everything you want to cover in your essay, which is key to ensuring you are heading in the right direction. Have a look at the one below and think about all the different criteria it is attempting to reach:

As in all art forms, the ending of a play usually serves to resolve its central conflict, to highlight character development and to convey to the audience a final, lasting message which summarises the major themes and motifs previously seen in the performance. Wilde’s’ Importance of Being Earnest (Importance) appears to display all of these conventions as by the end of the play, the central protagonist, Jack emerges triumphant. However, theatre, as a highly versatile and varied art form, can and has been used to explore radical modernist and postmodernist approaches to art such as in Samuel Beckett’s play Waiting for Godot where these traditional conventions of an ending are questioned. Indeed, while Wilde’s play follows the traditional conventions of an ending in theatre almost to the point of comedic lunacy, Beckett’s play seeks to completely dismiss them . This is undoubtedly the result of the two theatrical productions differing purposes and cultural contexts where Importance clearly belongs to the theatrical genre of comedy of manners while Waiting for Godot is part of the theatre of the absurd.  Yet despite these radically different approaches, both highlight the importance of endings as a tool for a playwright to reiterate their main message and to provide the audience with a particular impression to take away. Sample Paper 2 Introduction by Jay

Criterion A: Knowledge, Understanding and Interpretation

• A clear statement about the writer’s choices and the effects of literary devices. It also sets up the basic structure of the essay to cover three core elements: conflict resolutions, character development and lasting message.

Criterion B: Analysis and Evaluation

• Unambiguous comparative statements about how and why the two texts differ regarding their endings, as well as share similarities.

Criterion C: Focus and Organisation

• The student introduces two key texts and their authors. There is a balanced description of both works, which the student will continue in the main body.

Criterion D: Language

• Spelling, punctuation and grammar is consistently accurate. The student uses a range of vocabulary and relevant, literary/text-specific terminology with precision.

Try to build a habit of writing essay plans with a short introduction. Doing this will help you to turn your notes and ideas into written answers more easily. It will also be an excellent resource for future exam prep! (Also, if you need help putting in the time for revision, these apps can be really helpful!)

6 Final Tips

Here are 6 final top tips to keep in mind next time you head into your Paper 2 English Exam!

• Develop Strong Time Management: Time management is crucial during the exam. Allocate a specific amount of time for planning (no more than 20 minutes) and stick to it. Make sure you give yourself enough time to talk about both works in a balanced way.
• Annotate The Question: Highlight key phrases and jot down initial thoughts. These annotations will ensure that you are sticking to the question and mean you won’t have to start with a blank page!
• Develop a Strong Thesis: In the comparative essay, a well-crafted thesis is essential (Click here to learn more about writing a brilliant thesis ). Clearly state your argument and how you will be referring to both texts in your answer. This will guide your essay and keep it focused.
• Compare Throughout: Every paragraph should start with a comparative, e.g. Both texts explore the theme of loneliness or Unlike text A, Text B utilises its setting to highlight . These topic sentences set you up to dig deeper and explore how these different writers’ choices contribute to the overall meaning and message of the texts.
• Incorporate Literary Devices: Demonstrate your knowledge of literary devices by incorporating them into your analysis. Discuss how these devices enhance the texts and support your arguments.
• Proofread and Revise: Allocate some time at the end of the exam to proofread your essays. Check for grammar, spelling, and clarity. Ensure that your ideas flow smoothly and coherently.

Final Thoughts

I hope this all helps! Remember to prepare for the prompts, test your introductions and focus on critical analysis. If you follow these tips and dedicate yourself to practise, you’ll be in the best possible position to go and ace the English Paper 2 Exam! However, if you want extra assistance and guidance, please check Lanterna’s Online Private Tutoring service . Our tutors can sit down with you 1-on-1 online and help you plan, improve and offer feedback on your Paper 2 exams.

Preparing for your IGCSE?

When preparing for IGCSE , students often seek effective strategies to enhance their chances of success. Exploring different study techniques is crucial. For instance, integrating mind mapping into your revision routine can significantly improve information retention. Additionally, consider joining or forming a study group. Collaborating with peers not only fosters a supportive learning environment but also allows for the exchange of diverse perspectives. Another valuable approach is to leverage online resources, such as educational websites and forums like Lanterna. These platforms provide access to supplementary materials and can help reinforce key concepts. By adopting these varied methods, students can tailor their preparation to suit their learning styles, setting a solid foundation for IGCSE success.

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IB Lang Lit SL/HL Paper 2 Comparative Essay: Journey

A critical commentary responding to a IB Lang Lit Paper 2 prompt comparing Arthur Miller's Death of a Salesman and Henrik Ibsen's A Doll House on their use or presentation of journey/s.

The Question: Journey

Referring to two works you have studied, discuss how the writers portray the significance of a journey..

Some questions will have philosophical quotes to open the question , functioning as a frame for your thinking and interpretation of the literary/dramatic texts you choose to compare. Luckily (or perhaps unluckily), this question does not have such a feature . This means you will need to frame the topic/motif word, "journey", yourself.

Identify specific instances or moments and/or motifs/symbols in the literary texts for a sharper , more targeted comparison .

Ensure that the question/prompt/topic you choose should be quite clearly or easily seen/noticed in the texts of your choice.

Of course, this could be after allowing yourself some time to reframe/slightly re-define the topic . For instance, a journey is an act of travelling , it includes a starting point and a destination , or multiple destinations . It takes you from place/space/state to place/space/state . It involves some forms of movement or even displacement . To do so, agency is often required . You could examine both physical/literal journeys/movements and spiritual/metaphorical ones. So feel free (of course with restraint and discretion), to redefine or reframe the prompt/concept word such that it allows more space and applicability to your texts . However, do exercise discretion when doing so. Ensure that you are not distorting the topic or the prompt into something unrecognisable!

Do be acutely sensitive to the similarities or differences in literary form and structure of the texts you have studied. Even if they are of similar form (prose, drama, poetry), there are often differences or nuances to their styles , and the socio-historical and literary contexts in which the texts have been produced, shaped and situated .

The Essay for IB Lang Lit Paper 2

The characters in Death of a Salesman (henceforth Salesman ) by Arthur Miller and A Doll’s House (henceforth Doll) by Henrik Ibsen undertake various journeys of great significance. On the surface, these journeys symbolise immense promise, fundamentally altering the course of characters’ lives toward fortune and success. However, this potential is deeply deceptive. For both Willy Loman and Nora Helmer, these journeys represent their deepest insecurities and fears as well, embodying their greatest failings in the eyes of society. At the end of the two texts, both characters embark on final journeys to leave their lives behind definitively. While Willy’s last journey into death is a culmination of his empty life of failure and broken dreams, Nora’s departure represents a fresh beginning for her, journeying away from her old life of restriction and dependence toward a new future of freedom.

Both Salesman and Doll have significant journeys at their core, travelling to faraway lands in pursuit of fortune and salvation. In Salesman , Miller employs Willy’s older brother Ben’s journey to Africa, where he made his fortune discovering diamond mines, as a potent symbol of the American Dream. When Ben first appears to Willy, Miller’s stage directions describe him as “a stolid man, in his sixties, with a moustache and an authoritative air”, painting a striking portrait of his confident stature and presence. Indeed, he is “utterly certain of his destiny, and there is an aura of far places about him” – his commanding, well-travelled presence embodies respect, power, and wealth to Willy, wholly encapsulating his ultimate conception of consummate success. Indeed, Ben’s journey into the jungle with its diamonds is a repeated motif throughout Salesman . Existing as a figment of Willy’s imagination, Ben and his journey symbolise the American Dream, feeding into the pipe dream of rags-to-riches success that Willy has chased his whole life. Willy’s belief that, “the jungle is dark but full of diamonds” demonstrates his unwavering faith and hope in an exotic journey to lead him towards the glittering promise of precious diamonds, delivering him the fortune and fulfilment that he desperately desires.

In Ibsen’s work, it is the Helmers’ journey to Italy to cure Torvald’s illness that forms the foundation of their life of bliss and luxury thereafter, serving as a central symbol of Nora’s love and commitment to her role as Torvald’s wife and their happy life together. Nora explains to Mrs Linde, “It was to me that the doctors came and said that [Torvald’s] life was in danger, and that the only thing to save him was to live in the south.” Indeed, the life-threatening stakes of the journey are evident, underscored by the absolute “only” suggesting its sheer importance for Torvald’s survival. As such, she tells Mrs Linde that “I too have something to be proud and glad of. It was I who saved Torvald’s life.” Her repetition of the personal pronoun emphasises her role and agency in saving her husband, evincing the magnitude of her happiness and sense of achievement in her efforts. Indeed, the journey is Nora’s greatest triumph. Just as Ben’s journey is a symbol of the riches and success that Willy dreams of, the Helmers’ journey is likewise a symbol for Nora of their good fortune, single-handedly saving her beloved and ensuring the future of their “beautiful happy home”.

However, these journeys harbour deeper, darker significances as well. These journeys serve as portentous symbols of betrayal and deceit in the texts, burdening the characters with their heavy, leaden weight. In Salesman , while both Willy’s father’s journey to Alaska and Ben’s journey to Africa represent their pursuit of great riches and success, they are also painful symbols of the betrayal and abandonment he suffers. As Willy reminisces, “Dad left when I was such a baby and I never had a chance to talk to him and I still feel– kind of temporary about myself” – the polysyndeton adds a plaintive, child-like quality to his speech, emphasised by his forlorn admission of his feelings of “temporar[iness]”, demonstrating his deep sense of hurt and betrayal from his father’s journey to Alaska. Similarly, Willy “longingly” pleads “Can’t you stay a few days” as Ben moves to leave the scene, desperately trying to get Ben to remain with him. For Willy, these expeditions are traumatic reminders of his father’s and brother’s betrayals of him, leaving him behind to fend for himself in the dust, revealing the dual significance of their journeys.

For Doll , it is Nora’s act of deceit and subterfuge that forms the core of the Helmers’ journey to Italy. Not only was her forgery to borrow the money for the trip a criminal act, but her deception of doing so behind Torvald’s back represents a massive transgression against the societal expectations of female obedience and financial dependence. As such, the significance of her betrayal and deceit lies in her desperate attempts to conceal her disgraceful secret, lest it ruin the Helmers’ happiness and reputation it had brought about. In criticising Krogstad’s own act of forgery, Torvald unknowingly comments on his wife’s own situation, saying, “A fog of lies like that in a household, and it spreads disease and infection to every part of it. Every breath the children take in that kind of house is reeking of evil germs.” Ibsen employs the metaphor of infection to describe perceived moral bankruptcy, proliferating and eating away at all in its vicinity. Powerfully, he even adopts the idea of an all-consuming “fog” that envelopes everyone in its shroud, invasively entering the “breath” of children and thoroughly corrupting them. The Helmers’ journey to Italy is one such act of deceit, suggesting that in Nora’s greatest act of love and salvation lies a symbol of her deepest disgrace and betrayal of society’s conventions and expectations of her.

Damningly, the two playwrights also demonstrate the ultimate hollowness of the fortunes promised by these journeys. In Salesman , Miller deflates the symbol of the American Dream with the sharp pin prick of reality, exposing the beguiling riches and fortune of exotic journeys as empty promises. When Willy asks Linda about the “diamond watch fob” that Ben brought back from Africa for him, Linda reminds him that he “pawned it… for Biff’s radio correspondence course.” The symbolic riches of Ben’s journey to Africa are undermined by the harsh reality of the Lomans’ poverty, exposing the hollowness of the lofty fortune and success that Ben’s journey promised. Moreover, Willy’s own journeys as a salesman are a far cry from the exciting, fortune-filled adventures of Ben’s expedition, with his dull, dreary travels earning him a paltry income that barely supports his family. When Willy initially recounts his business journey to Linda, he proudly declares that he made “five hundred gross in Providence and seven hundred gross in Boston”. Yet, these inflated boasts are quickly punctured as Linda works out his actual earnings of a meagre “seven dollars and some pennies”, only worsened by the overwhelming cumulative list of mounting debts in “…nine-sixty for the washing machine… for the vacuum cleaner there’s three and a half due on the fifteenth. Then the roof, you got twenty-one dollars remaining”. Far from the alluring promise of wealth and adventures embodied by the “diamonds” , Willy’s own journeys merely offer the mundane reality of broken household appliances and indigent poverty, exposing the drab truth belying the glittering journey towards the American Dream.

Likewise, Ibsen demonstrates the inherent hollowness of the blissful family life gleaned from the Helmers’ journey. Just as Willy realises that the promise of Ben’s epic journey is a mere pipe dream, it becomes evident that the apparent good fortune of love and happiness brought about by the Helmers’ trip is a lie, with their marriage built primarily on Torvald’s desire for respect, control, and reputation, rather than any genuine feeling. Upon discovering Nora’s secret, Torvald’s reaction is not one of gratitude but instead of deep reproach and fury, exposing his preoccupation with social approval above all else. He tells Nora, “The thing must be hushed up at all costs”, only able to refer to her act of selfless sacrifice obliquely as “the thing”, and even demanding continued secrecy around the truth of their journey to the extent of the absolute in “at all costs”, demonstrating the intensity of his shame and emasculated humiliation. Cruelly, he declares, “All we can do is save the bits and pieces from the wreck, preserve appearances…”. The ideal life of a loving husband and happy family crumbles as Torvald reveals his true colours, callously referring to Nora’s greatest act of love as a disastrous “wreck”, leaving behind the ruined remnants of “bits and pieces” from their former, blissful façade. Instead, he is focused on the maintenance of “appearances”, suggesting his prioritisation of his social image over any true affection or love for Nora. As such, Ibsen demonstrates the superficiality of their love, exposing their joyful domestic life together, made possible by their trip to Italy, to be lacking in true happiness and only possessing frivolous, foolish “merry”.

Ultimately, both plays end with their respective protagonists’ departure from their old lives. For Salesman , Willy takes his car and commits suicide, embarking on a tragic final journey into the “dark jungle” of death. In the Requiem, Linda tells Willy, “I made the last payment on the house today. Today, dear. And there’ll be nobody home”. Despite the fulfilment of one of the Loman’s life goals, the “diamonds” reaped are completely hollow, without any happiness, family, or meaning behind it. We are confronted with the inherent meaninglessness of the various journeys of Willy’s life, as well as the ultimate emptiness of his final journey into death, demonstrating the yawning chasm between reality and the grand symbolism of Ben’s journey and the American Dream. In the closing moments of Salesman , the stage is filled with the enchanting “music of the flute”, alluding to the tantalising journey into the wilderness that eluded Willy all his life. Even in death, he is haunted by the glimmering potential of what could have been, leading away towards riches and success just out of reach.

Conversely, Nora’s flight is much more empowering and hopeful. While Willy’s death is merely the final meaningless journey of a long life of meaningless journeys, Nora’s departure stands in contrast to the Helmers’ trip that catalyses the play. The woman who embarked on that initial journey, naïve and wholly self-effacing in the face of her husband’s needs, is different from the woman who leaves her husband at the end of the play, independent and free from the restrictions of his patronising iron fist of control. The play ends with “the sound of a door shutting”, with its resounding note of finality ringing out across the stage in a decisive end to her old life of dependence and captivity.

While both plays employ journeys as a glimmering symbol of reward, promising great fortune and fulfilment, Miller and Ibsen recognise the deceptive quality of these false promises. In time, these journeys come to harbour darker significances of deceit and betrayal for the characters, with their apparent promises of happiness and riches exposed to be hollow illusions. At the end of each play, both protagonists embark on final journeys to leave their old lives behind. While Willy’s final journey into death encapsulates a lifetime hopelessly spent chasing dreams just out of reach, Ibsen illuminates a brighter, hopeful future for Nora as she begins her new life.

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Essay writing clinic: how to compare and contrast

by Joe Gauci

Knowing how to successfully write an essay is an essential skill if you are to do well in your IB History exams. While writing a good essay may seem quite straight forward, understanding the fundamentals of essay writing and developing specific techniques will help you to achieve your best. In this article, I explore how to write a good compare and contrast essay by sharing some top tips and reviewing an example answer. Once you’ve finished reading the article make sure to practice the techniques presented below and apply the advice to your forthcoming IB History essays. You can also read my additional Essay Clinic article, Focus on the title , for more guidance on how to keep your writing on topic and make your essay more impactful.

Top tips on tackling ‘compare and contrast’ questions for IB History

Make sure that when you spend the first few minutes of the exam planning your answer, you decide on what are the key similarities (compare) and the key differences (contrast) that you will structure your answer around. Do this instead of just thinking about what information you will include.

Structure your essay into paragraphs that directly examine either similarities or differences (obviously you need to look at both ). Do NOT have the first half of your essay discussing one of your two case studies and the other half discussing the other case study. Otherwise, you will not be answering the question, which requires direct point by point comparison of the two case studies to establish where/how far they are similar and where/how far they are different.

Check that your first sentence (the ‘key’ sentence) of each paragraph of your essay is making a statement that directly and explicitly relates to a similarity or difference between the two authoritarian states or democratic states or wars that you are writing about.

An example of an IB History student’s answer to a ‘compare and contrast’ question

Below, you will see an IB History student’s essay on a question relating to authoritarian states:

‘Authoritarian states can be most clearly distinguished from each other by their ideologies since the methods they pursue to acquire power often coincide’. Discuss this statement with reference to two authoritarian states from different regions.

The student has used Mao’s China and Mussolini’s Italy as their two case studies.

The student’s essay is followed by a ‘Things to note’ section in which I reflect on what is bad and what is good about the student’s answer, and what lessons should be drawn from it in tackling compare and contrast questions for IB History.

The student’s answer:

In Italy, Mussolini came to power in 1922 following his “March on Rome” which pressurised King Victor Emmanuel to invite him to form a government. The fascist party had been founded by Mussolini as the Fasci di Combattimento in 1919 as a response to the growing resentment over the war and liberal government’s failure to tackle the post-war economic crisis which saw unemployment reach 2 million. Mussolini, like many others, felt that Italy had been badly remunerated at the Versailles Treaty for its war effort and that the Treaty of London of 1915 which had brought it into the war had not been adhered to. Furthermore, there was widespread suspicion of parliamentary democracy and growing disrespect of the weak coalition governments formed as a result of the introduction of proportional representation. These reasons coupled with fear of communism, especially after the successful Russian Revolution, meant that there was an upsurge in right-wing feeling in Italy.

Mussolini created a Fascist programme that was anti-capitalist, anti-clerical, anti-democratic and anti-monarchy, believing instead in nationalism and Social Darwinism. Having, however, failed to capture the public’s imagination, he was forced to alter the Fascist programme in a show of true pragmatism when he created the National Fascist Party, omitting some of the more socialist ideals (8 hour working day, equality for women and the confiscation of war profits) and developing a more right-wing view that favoured capitalists such as big industrialists and landowners and grew to support the monarchy.

As his support grew, eventually in 1922 he was forced by more radical members to pursue a more aggressive national policy and was pulled along by the active members in the squadristi who pushed for a strong government and takeover of power. Eventually, when Balbo informed him that “we are going with or without you,” he was forced to agree to the March on Rome which was to have an unexpected success and prove a most useful bluff. It was only after he was invited to form a government with considerable powers for one year that he showed off his organisational skills and organised the Squadristi into the volunteer militia that terrorised opponents and made it possible for him to pass the Acerbo Electoral Law which would give him total control of parliament following elections in 1924.

Mao’s Chinese Communist Party can be seen to have adopted similar measures for its acquisition of power, having done so by force in eliminating an unpopular Guomindang government following the Chinese Civil War (1946-49). However, whereas in Italy the use of force contributed to Mussolini’s emergence as an authoritarian ruler, but was not the central factor, in China, Mao’s victory in the Civil War was pivotal to the creation of the People’s Republic. As in Italy before Mussolini came to power when the liberal government was discredited by its handling of the First World War, in China before 1949, the Guomindang regime was discredited by its undistinguished conduct of the Sino-Japanese War and its passive approach to the Japanese occupation of one third of China. Similarly, just as widespread resentment of the Italian government’s failure to tackle the post-First World War economic crisis created the opportunity for Mussolini to win a mass following, dissatisfaction in China at the Guomindang’s failure to control hyper-inflation eroded support for Chiang Kai-shek’s regime and played a key part in generating support for the CCP Nevertheless, immediately striking is the fact that Mao’s politics were absolute and clearly determined from the outset so that he and his followers were committed to an ideal and rejected any form of pragmatic adaptation. By contrast, Mussolini had been fervently anti-communist and actually acquired power by defending such views, the communists were their exact opposite and were anti-capitalist believing in the communal ownership of the means of producing wealth and in the sharing of profits and welfare.

In ideological terms, Mussolini’s Italy based on Fascism and Mao’s China which upheld Marxist principles, can clearly be seen as very different, indeed poles apart, and this is the most distinguishing feature between the two authoritarian states. In contrast to Mussolini, who in upholding the capitalist system, despite his rhetoric about corporatism, favoured the landowners and big industrialists who formed one of the pillars of Italian society (along with the, Army, the Church and the King), Mao, as a committed Marxist, sought to immediately eliminate such pillars in Chinese society as soon as he came to power in 1949 as part of the process of establishing a classless society. People’s Courts were established where thousands of landowners who refused to accept state confiscation of their land were condemned to death and Mao ordered that in successive five year plans the land be collectivised (first by the establishment of mutual aid teams by the cadres, then co-operatives and finally collectives).

In terms of similarities, it is not just in their methods to acquire power that authoritarian states are similar, it can be clearly seen that in both Mao’s China and Mussolini’s Italy, civil liberties were destroyed and any form of opposition repressed. Mussolini, for example, prohibited the Aventine group from returning to parliament in 1925 and had by 1928 made certain that the only candidates for elections came from the official fascist lists. Similarly, Mao’s Anti-Rightist Campaign in 1957 and the Cultural Revolution of 1966 demonstrated his determination to prevent any opposition.

In conclusion, therefore, it is apparent through these examples that the methods by which authoritarian states emerge often are similar and that their differences lie principally in what they preach and offer as explanations for economic and social policies rather on the methods they use to acquire power or indeed to maintain it.

Things to note

The student has not written a proper introduction , instead, he/she has gone straight into explaining the rise of Mussolini. This is a major weakness for two reasons. Firstly , an introduction is crucial in identifying to the IB examiner the key components of your answer and the line of argument you will take. Secondly , writing an effective introduction will mean that you will have clearly thought through your answer and ensured you have decided on a line of argument that answers the question.

Why is there no proper introduction and why is the first half of the essay not answering the question? Because the student probably did not spend 4 or 5 minutes planning his/her answer before starting to write their answer. Making a plan is vital!

The first 3 paragraphs do NOT answer the question. In fact, they cannot be answering the question because the student is ONLY looking at Italy in those 3 paragraphs and the question demands direct comparison or contrast of Italy with China (his/her chosen two case studies).

In paragraph 4 , the student, at last, focuses on the question by beginning to analyse the similarities and differences between the two authoritarian states:

  ‘Mao’s communist dictatorship in China can be seen to have adopted similar measures for its acquisition of power, having done so by force in eliminating an unpopular Guomindang government following the Chinese Civil War (1946-49).’

The rest of paragraph 4 is also focused on the demands of the question:

  ‘However, whereas in Italy the use of force contributed to Mussolini’s emergence as an authoritarian ruler, but was not the central factor, in China, Mao’s victory in the Civil War was pivotal to the creation of the People’s Republic. As in Italy before Mussolini came to power when the liberal government was discredited by its handling of the First World War, in China before 1949, the Guomindang regime was discredited by its undistinguished conduct of the Sino-Japanese War and its passive approach to the Japanese occupation of one third of China…’

Paragraph 5 starts off with a clear and effective statement on the ideological differences between the two authoritarian states, agreeing with the statement in the question that this is what distinguishes them from each other most:

‘In ideological terms, Mussolini’s Italy based on Fascism and Mao’s China which upheld Marxist principles, can clearly be seen as very different, indeed poles apart, and this is the most distinguishing feature between the two authoritarian states.’

 The rest of paragraph 5 is also focused on the demands of the question and addresses it well:

‘ In contrast to Mussolini, who in upholding the capitalist system, despite his rhetoric about corporatism, favoured the landowners and big industrialists who formed one of the pillars of Italian society (along with the, Army, the Church and the King), Mao, as a committed Marxist, sought to immediately eliminate such pillars in Chinese society as soon as he came to power in 1949 as part of the process of establishing a classless society…’

  The conclusion does effectively restate the key points of the arguments made in the essay and keeps focused on similarities and differences.

Continuing your IB History revision

In order to do well in your IB History exams you must learn how to write effectively. Don’t wait until a few weeks before your exams to start thinking about how to improve your writing. Start practicing now and apply the tips and techniques listed above every time you write or analyse an IB History essay, doing so will help you to master them and easily apply them when your exams arrive. Compare and contrast is just one of a number of skills you will need to perfect, for more guidance on how to write strong IB History essays, visit our IB History subject page where you’ll find my articles on keeping your writing focused and how to integrate different perspectives into your essays. If you’re in need of some tools to help you structure your IB exam preparation then you can also purchase our popular range of IB History study guides, including those that focus on China and Italy as authoritarian states among others. Each guide offers a thorough review of syllabus topics, examples of how to answer exam questions, and opportunities to practice developing key skills.

How do I structure a compare and contrast question?

When thinking about how to begin a compare and contrast essay for literature, it is key to consider the structure you wish to employ. This choice can be based on your chosen extracts/pieces of literature and how they interlink, as well as your preferences with regards to writing style. The IB handbook suggests two main structures that can be used in these sorts of essays: the linear and the thematic methods. Both have their benefits, and it is worth noting that the way you tend to think through the comparison when planning your essay is probably the structure that most works for you. The linear structure tends to work best for longer pieces, such as when comparing/contrasting entire novels or plays rather than a specific extract. It involves analysing one piece in full followed by the second, drawing on the comparisons throughout with topic and concluding sentences to make clear the connection between the two. An extensive amount of planning is required for this method, as it may be easy to slip into a heavier focus on one of the pieces, rather than an even split between both. I've found that the thematic structure is very effective for comparing poetry, or short extracts from plays. This involves grouping the themes/elements of form etc. between both pieces, allowing for a direct comparison between both in one paragraph or on a paragraph-by-paragraph basis. The thematic approach allows for a close and focused comparison, but may limit the more holistic analysis of the extracts. Overall, it is probably best to try out both of these methods at some point throughout the two years of the IB programme and figure out which one works the best for your style of writing.

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What is the best way to prepare for IB English Paper 2?

Table of Contents

• 1 English Paper 2
• 2 Grade Weightage
• 3 Example guiding questions from the 2018 exam:
• 4 Example preparation schedule

The comparative literary essay

Every IB student has to write Paper 2. It doesn’t matter whether they choose Language & Literature, or Literature, SL or HL. Since 2021, even the questions and marking guides are the same.

Related article: Differences Between IB Literature and Language & Literature

English Paper 2

• A comparative analysis of two works studied
• Choose from four general questions
• 1 hour 45 minutes

Grade Weightage

• Language & Literature SL, 35%
• Language & Literature HL, 25%
• Literature SL, 35%
• Literature HL, 25%

At least 3 months before the exam, students should revise several works to be ready for Paper 2. The IB suggests preparing three works. Some works will be more flexible than others, and some students in the past have aced this paper by preparing just two works. Of course, it is better to prepare 2 works in a responsible way than 3 works in a sloppy way. If a student is trying to decide how much to prepare, they should look at Paper 2 questions from past exams and make sure that their chosen works are flexible enough to answer any of the guiding questions.

Example guiding questions from the 2018 exam:

• How do the two works you have studied show that good can come out of destruction or violence?
• How and to what effect are strangers or strangeness represented in the two works you have studied?
• Discuss how one or more of the formal characteristics of a genre influence meaning in the two works you have studied.

Conventional advice is that students should annotate their works to prepare for Paper 2. But how do you annotate a work for Paper 2 and annotate it well? The most common problem is annotating too much. When students are worried about finding material for every kind of question, they start highlighting anything that could be even a little relevant, and their annotations become cluttered. A struggling student might create a “key” that looks like this:

When a student looks at these cluttered pages, it will be impossible to tell what is really important. They may not even remember why they highlighted a sentence. Instead, students should choose a few open-ended questions which actually interest them.

Using simple questions like “Which characters demonstrate courage?” or “Who feels guilty?” may seem like poor preparation for specific IB questions. But students are unlikely to guess what the IBO is thinking anyway. In a proper annotation of a work, the same few scenes and quotes will always stand out. When a student does this, they will also start to understand how the parts of the work relate to the whole, because questions like “Which characters demonstrate courage” require the student to carefully read every part of the book looking for the best evidence.

Example preparation schedule

4 Months before: Choose three works to annotate carefully and thoroughly 2 Months before: Practice writing Paper 2 1 Month before: Review and improve annotations

Students should be able to reread a book in 12 hours, depending on the length of the book. They should also spend time thinking about several thematically focused questions and analyse parts of the book that are relevant to the chosen focus areas. Ideally, students will finish annotating their works two months before the exam. In the last two months, students should practice several examples of paper 2. Every practice paper should be strictly timed for 1 hour and 45 minutes. When a student doesn’t have time to write a full practice paper, they can practice for the topic by writing a short outline that includes all the evidence they might use.

Students usually find that they need to go back into their works to revise their annotations and investigate some additional questions. This is normal, and also a reason why responsible students should start preparing for paper 2 early.

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IB Film Studies

2018 – 20, planning & structuring the comparative study.

So, recap what you have learnt so far:

What have you learnt from your research into:.

• Genre & Style
• Your Film Movement
• Your Film Theory

How does this learning apply to your 2 films (macro):

• Representation of character, places and events
• Use or challenge to generic conventions
• Use of motif
• Narrative & themes
• Significance in terms of a ‘new’ style of film making

What have you learnt about your films’ contexts

• Institutional
• Historical…

How you link these big ideas (context and research) in the films’ micro:

• Screenplay (lines of dialogue and structure)
• Directing (blocking, characterisation, intention and style)
• Cinematography (lighting, framing, movement & composition)
• Editing (rhythm, style, pace, positioning…)
• Sound (diegetic and non diegetic)

Planning Part 1

Take a copy and complete this structure document.

The more specific you can be the better. So include quotes, key scenes, characters, themes, micro examples

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How to Write a Comparative Essay

Last Updated: May 19, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,685,787 times.

Perhaps you have been assigned a comparative essay in class, or need to write a comprehensive comparative report for work. In order to write a stellar comparative essay, you have to start off by picking two subjects that have enough similarities and differences to be compared in a meaningful way, such as two sports teams or two systems of government. Once you have that, then you have to find at least two or three points of comparison and use research, facts, and well-organized paragraphs to impress and captivate your readers. Writing the comparative essay is an important skill that you will use many times throughout your scholastic career.

Comparative Essay Outline and Example

How to Develop the Essay Content

• Many comparative essay assignments will signal their purpose by using words such as "compare," "contrast," "similarities," and "differences" in the language of the prompt.
• Also see whether there are any limits placed on your topic.

• The assignment will generally ask guiding questions if you are expected to incorporate comparison as part of a larger assignment. For example: "Choose a particular idea or theme, such as love, beauty, death, or time, and consider how two different Renaissance poets approach this idea." This sentence asks you to compare two poets, but it also asks how the poets approach the point of comparison. In other words, you will need to make an evaluative or analytical argument about those approaches.
• If you're unclear on what the essay prompt is asking you to do, talk with your instructor. It's much better to clarify questions up front than discover you've written the entire essay incorrectly.

• The best place to start is to write a list of things that the items you are comparing have in common as well as differences between them. [3] X Research source

• You may want to develop a system such as highlighting different types of similarities in different colors, or use different colours if you are using an electronic device.
• For example, if you are comparing two novels, you may want to highlight similarities in characters in pink, settings in blue, and themes or messages in green.

• The basis for your comparison may be assigned to you. Be sure to check your assignment or prompt.
• A basis for comparison may have to do with a theme, characteristics, or details about two different things. [7] X Research source
• A basis for comparison may also be known as the “grounds” for comparison or a frame of reference.
• Keep in mind that comparing 2 things that are too similar makes it hard to write an effective paper. The goal of a comparison paper is to draw interesting parallels and help the reader realize something interesting about our world. This means your subjects must be different enough to make your argument interesting.

• Research may not be required or appropriate for your particular assignment. If your comparative essay is not meant to include research, you should avoid including it.
• A comparative essay about historical events, social issues, or science-related topics are more likely to require research, while a comparison of two works of literature are less likely to require research.
• Be sure to cite any research data properly according to the discipline in which you are writing (eg, MLA, APA, or Chicago format).

• Your thesis needs to make a claim about your subjects that you will then defend in your essay. It's good for this claim to be a bit controversial or up for interpretation, as this allows you to build a good argument.

How to Organize the Content

• Use a traditional outline form if you would like to, but even a simple list of bulleted points in the order that you plan to present them would help.
• You can also write down your main points on sticky notes (or type them, print them, and then cut them out) so that you can arrange and rearrange them before deciding on a final order.

• The advantages of this structure are that it continually keeps the comparison in the mind of the reader and forces you, the writer, to pay equal attention to each side of the argument.
• This method is especially recommended for lengthy essays or complicated subjects where both the writer and reader can easily become lost. For Example: Paragraph 1: Engine power of vehicle X / Engine power of vehicle Y Paragraph 2: Stylishness of vehicle X / Stylishness of vehicle Y Paragraph 3: Safety rating of vehicle X / Safety rating of vehicle Y

• The advantages of this structure are that it allows you to discuss points in greater detail and makes it less jarring to tackle two topics that radically different.
• This method is especially recommended for essays where some depth and detail are required. For example: Paragraph 1: Engine power of vehicle X Paragraph 2: Engine power of vehicle Y Paragraph 3: Stylishness of vehicle X Paragraph 4: Stylishness of vehicle Y Paragraph 5: Safety rating of vehicle X Paragraph 6: Safety rating of vehicle Y

• This method is by far the most dangerous, as your comparison can become both one-sided and difficult for the reader to follow.
• This method is only recommended for short essays with simplistic subjects that the reader can easily remember as (s)he goes along. For example: Paragraph 1: Engine power of vehicle X Paragraph 2: Stylishness of vehicle X Paragraph 3: Safety rating of vehicle X Paragraph 4: Engine power of vehicle Y Paragraph 5: Stylishness of vehicle Y Paragraph 6: Safety rating of vehicle Y

How to Write the Essay

• Body paragraphs first . Work through all that information you've been compiling and see what kind of story it tells you. Only when you've worked with your data will you know what the larger point of the paper is.
• Conclusion second . Now that you've done all the heavy lifting, the point of your essay should be fresh in your mind. Strike while the iron’s hot. Start your conclusion with a restatement of your thesis.
• Intro last . Open your introduction with a "hook" to grab the reader's attention. Since you've already written your essay, choose a hook that reflects what you will talk about, whether it's a quote, statistic, factoid, rhetorical question, or anecdote. Then, write 1-2 sentences about your topic, narrowing down to your thesis statement, which completes your introduction.

• Organize your paragraphs using one of the approaches listed in the "Organizing the Content" part below. Once you have defined your points of comparison, choose the structure for the body paragraphs (where your comparisons go) that makes the most sense for your data. To work out all the organizational kinks, it’s recommended that you write an outline as a placeholder.
• Be very careful not to address different aspects of each subject. Comparing the color of one thing to the size of another does nothing to help the reader understand how they stack up. [15] X Research source

• Be aware that your various comparisons won’t necessarily lend themselves to an obvious conclusion, especially because people value things differently. If necessary, make the parameters of your argument more specific. (Ex. “Though X is more stylish and powerful, Y’s top safety ratings make it a more appropriate family vehicle .”)
• When you have two radically different topics, it sometimes helps to point out one similarity they have before concluding. (i.e. "Although X and Y don't seem to have anything in common, in actuality, they both ....”)

• Even the best writers know editing is important to produce a good piece. Your essay will not be your best effort unless you revise it.
• If possible, find a friend to look over the essay, as he or she may find problems that you missed.
• It sometimes helps to increase or decrease the font size while editing to change the visual layout of the paper. Looking at the same thing for too long makes your brain fill in what it expects instead of what it sees, leaving you more likely to overlook errors.

Expert Q&A

• The title and introduction really catch the reader's attention and make them read the essay. Make sure you know how to write a catchy essay title . Thanks Helpful 6 Not Helpful 1
• Quotes should be used sparingly and must thoroughly complement the point they are being used to exemplify/justify. Thanks Helpful 5 Not Helpful 2
• The key principle to remember in a comparative paragraph or essay is that you must clarify precisely what you are comparing and keep that comparison alive throughout the essay. Thanks Helpful 3 Not Helpful 2

• Avoid vague language such as "people," "stuff," "things," etc. Thanks Helpful 4 Not Helpful 0
• Avoid, at all costs, the conclusion that the two subjects are "similar, yet different." This commonly found conclusion weakens any comparative essay, because it essentially says nothing about the comparison. Most things are "similar, yet different" in some way. Thanks Helpful 4 Not Helpful 0
• Some believe that an "unbalanced" comparison - that is, when the essay focuses predominantly on one of the two issues, and gives less importance to the other - is weaker, and that writers should strive for 50/50 treatment of the texts or issues being examined. Others, however, value emphasis in the essay that reflects the particular demands of the essay's purpose or thesis. One text may simply provide context, or historical/artistic/political reference for the main text, and therefore need not occupy half of the essay's discussion or analysis. A "weak" essay in this context would strive to treat unequal texts equally, rather than strive to appropriately apportion space to the relevant text. Thanks Helpful 3 Not Helpful 0
• Beware of the "Frying Pan Conclusion" in which you simply recount everything that was said in the main body of the essay. While your conclusion should include a simple summary of your argument, it should also emphatically state the point in a new and convincing way, one which the reader will remember clearly. If you can see a way forward from a problem or dilemma, include that as well. Thanks Helpful 2 Not Helpful 1

You Might Also Like

• ↑ http://writingcenter.unc.edu/handouts/comparing-and-contrasting/
• ↑ http://www.writing.utoronto.ca/advice/specific-types-of-writing/comparative-essay
• ↑ https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/
• ↑ http://writingcenter.fas.harvard.edu/pages/how-write-comparative-analysis
• ↑ https://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/compare_contrast.html
• ↑ https://open.lib.umn.edu/writingforsuccess/chapter/10-7-comparison-and-contrast/
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/proofreading/steps_for_revising.html
• How to Structure Paragraphs in an Essay

About This Article

To write a comparative essay, start by writing an introduction that introduces the 2 subjects you'll be comparing. You should also include your thesis statement in the introduction, which should state what you've concluded based on your comparisons. Next, write the body of your essay so that each paragraph focuses on one point of comparison between your subjects. Finally, write a conclusion that summarizes your main points and draws a larger conclusion about the two things you compared. To learn how to do research for your essay, read on! Did this summary help you? Yes No

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External Assessment: Paper 2: Comparative Essay

Weighting - 25%.

• group the works studied according to a common theme or issue and explore their similarities and difference
• develop an awareness of the differences between literary forms, and of the bearing these differences may have on how different works approach one theme or issue
• consider which combinations of works might be the most productive ones to address the variety of questions they might encounter in the actual paper
• inquire into the connection between the works studied and the areas of exploration of the course to gain an awareness of the multiplicity of lenses that can be used when studying a work and the essay questions that these might potentially lead to
• compare their successive practices of paper 2 to the first one they have done and monitor the evolution of their overall performance in the paper

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There is no single correct way to write Paper 2. However there are several good ways to structure the essay. Before you begin to write your essay, take 10-15 minutes to outline the main ideas. This is a good idea for several reasons:We use outlines to prevent "after thoughts" from creeping into the essay. Examiners find it difficult to read scripts that include, boxes, arrows and symbols that attempt to insert text that...

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College Essay Format: Top Writing and Editing Tips for 2024

A good college essay format, with the right topic, goes beyond describing your academic accomplishments and extracurriculars. Learn how to make your college essay stand out with these tips.

You want to stand out in a crowd, particularly when you’re applying to the college of your choice. As part of the application process, many schools ask for an essay to accompany the standard academic and personal information they require.

At its core, your college application essay tells a story that offers admissions officers a glimpse into who you are, beyond your grades, extracurricular activities, and test scores. Your college essay, often called a "personal statement," is your opportunity to reveal your personality and give an idea about the kind of student you'll be in college.

So how should a college essay be formatted? This article covers formatting best practices, how to choose a compelling topic for your essay, and tips to help you craft an essay that captures your reader's attention, clearly communicates its message, and is free from errors.

College essay format best practices

Your personal statement should tell a compelling story that effectively demonstrates your unique values and personality. While the format of your college essay is largely up to you, consequently, it can be helpful to have a sense of how you might format your essay before composing it.

Consider the following college essay format to organize your writing and craft the most compelling story possible.

1. Think about using a title.

A title for your college essay isn't necessary. But, including one could make your essay intriguing to readers. That said, if you're low on word count, skip a title altogether and just jump into your narrative. You can also wait until after you write your essay to decide. It's often easier to come up with a fitting, compelling title after you've told your story.

2. Open with a hook.

Your opening sentence is one of the most important parts of your essay. It's what you'll use to capture the attention of the reader and compel them to continue reading. The start of your essay is your opportunity to make an impactful first impression, so make your opening a good one.

Here are two examples of how you might craft an interesting hook for your essay:

Start in the middle of your story: Call out the most interesting point of your story, and then backtrack from there. For example, "And there I found myself, surrounded by baby sea turtles on the hazy shores of Virginia Beach."

Make a specific generalization: This is a sentence that makes a general statement on what your essay will be about but gives a specific description. An example: "Each year on our family vacation out of the city, I contemplate the meaning of life as we cross the Golden Gate Bridge."

3. Use your introduction to set up your story.

While your hook will spark the reader's curiosity, the rest of your introduction should give them an idea of where you're going with your essay. Set your story up in four to five sentences, making sure to only include information that is absolutely necessary to understand your story.

4. Tell your story in the body of your essay.

The Common Application has a 650 word limit for personal statements. That means, if both your introduction and conclusion are roughly 100 words each, your body will most likely end up being about 450 words. Think of that as three to five paragraphs, with each paragraph having its own main idea or point. 

Write in a narrative style—closer to how you might write a short story than an instruction manual. Tell your story in a way that’s logical, clear, and makes sense for what you're trying to convey about yourself.

While you should pay strict attention to using proper grammar and sentence structure, you have the freedom to make your essay a reflection of your personality. If you're a humorous person, use humor. If you're an eternal optimist or love getting into the minute details of life, let that shine through. But, keep in mind that your essay is fundamentally about highlighting the qualities that you'd bring to a college community, so keep your anecdotes focused and on point.

5. Use the conclusion to clarify your essay's core idea. 

Finish your story with a conclusion paragraph, where you clarify the value or idea you're trying to convey. What is the main thing you want the college to know about you through this story? Is it what you've learned, a value that's important to you, or what you want to contribute to society? Finally, use the last line of your personal statement to reinforce this central idea, so that your reader leaves with a clear impression about who you are. After the "hook" of your personal statement, the concluding line is the most important of your essay.

How to develop your college essay story

Now that you know how to format your college essay, we'll explore how to develop the story you'll tell in it. Here are some steps to get started:

1. Explore past college essay prompts

Over 900 colleges use Common App essay prompts, which means you may be able to write one essay for several college applications. Some past Common App college essay prompts—which are announced publicly each year—include the following topics:

Share a story about your background, interest, identity, or talent that makes you complete as a person.

Describe a time when you faced a setback, failure, or challenge and what you learned from it.

Tell about a topic, concept, or idea that is so captivating to you that you lose all track of time.

Write about something that someone has done for you that you are grateful for, and how gratitude has motivated or affected you.

These are broad topics that give you the freedom to tell all kinds of different things about yourself. Explore these questions to start brainstorming ideas of stories you may be able to tell about yourself.

There are a lot of potential prompts out there. Some of the other college essay prompts you might encounter include:

Describe a person you admire and how that person has influenced your behavior and thinking.

Why do you want to attend this school?

Describe your creative side.

Name an extracurricular activity that is meaningful to you and how it has impacted your life.

Tell about what you have done to make your community or school a better place.

2. Pick a topic.

Choose a topic that allows you to best highlight what you want the college to know about you. A good start is to list three positive adjectives that describe you. Then, see if you can write two or three real-life examples of each trait that demonstrates that you possess that characteristic.

If you're having trouble coming up with ideas, think about the stories other people tell about you or the positive words they use to describe you. Consider asking people who know you well the following questions:

What do you think sets me apart from others? 

What are my strengths? 

How would you describe my personality? 

What are my quirks?

These ideas can become the inspiration to develop material for a good college essay. You don't have to write about a major life-changing event. It can be a mundane or ordinary situation—like a dinner table conversation, a day at school, or a conversation with a friend. Often, slightly unusual topics are better than typical ones because they hold a reader's attention.

Regardless of the topic you choose, remember that the true topic of your college essay is you, and the purpose of it is to show how you are unique. It highlights an important piece of who you are and where you want to head in life.

3. Consider length.

Consult your college application instructions to see how long your essay should be. Typically, personal statements are between 500 and 650 words long, while supplemental essays are often around 250 to 300 words. Use the required essay length to help you determine what you will share. You won't be able to tell your life story within these few paragraphs, so choose the most impactful examples as your content. 

4. Outline your essay.

An outline helps you plan your essay's key points, including its beginning, middle, and end. Use your outline to stay on topic and get the most out of your word count.

The most effective outlines are usually the simplest. For instance, a good story has a beginning, middle, and end. Likewise, your essay will have an introduction, body, and conclusion. Unless the college requests a specific admission essay format, use the format you've been using to write essays in high school that you're likely to be the most comfortable with.

If you're stuck on how to open your essay, write the middle of your story first. Then, go back and write a compelling introduction and a concise conclusion.

Tips for writing your college essay

Your college essay format and writing should be both compelling in clear. So, as you're writing your college essay, keep these tips in mind:  

1. Be authentic.

One of the most essential parts of how to format a college application essay is to be authentic. The college wants to know who you are, and they will be reading dozens of essays a day. The best way to make yours stand out is to just be yourself instead of focusing on what you think they want to hear. 

Imagine you’re speaking to an actual person as you write. Be honest and accurate, using words you normally use. Your essay is a personal statement, so it should sound natural to the reader—and to you too.

2. Show you can write .

While the most important part of your personal statement is showcasing who you are, you'll also be judged on your writing ability. That's because knowing the fundamental principles of writing is important to college success. Show that you understand the structure of an essay and proper use of the English language.

3. Stay on topic.

If you're using a specific question as your writing prompt, answer the question directly in the opening paragraph. Then, use the rest of the essay to elaborate on your answer. Make good use of your word count limit by being concise and coherent. Stay on topic and refrain from adding any information that doesn't add to the main idea of your essay. 

4. Use concrete details to make your story come to life.

Your essay should describe a real-life event that you've experienced. And, to make that experience as vivid as possible for your reader, you'll want to lean into concrete details that effectively convey it through the written word. This adds color and validity to your personal statement. Personal examples will show you embody the characteristics or values you claim to, rather than merely saying you do.

5. Follow directions.

Read and understand the specific instructions set by the college for your essay. Then, review them again before you submit your essay to make sure you've met all of the requirements. Only once you're confident that you've followed them correctly and that your essay is free from any errors should you submit your essay.

How to edit your college essay

Once you've written your essay, you'll want to edit it until you’re satisfied it conveys your message and is free of errors. Let your first draft be as messy or pristine as it comes out. Then, go back later—several times if needed—to clean it up. Ask yourself these questions as you edit your essay:

Is my essay free of grammar, spelling, capitalization, and punctuation errors?

Is it the proper word length assigned by the college?

Have I answered the question in the prompt?

Does the introduction make me want to read more?

Are there any vague statements I can replace with more specific details?

Do any parts drone on or feel boring?

Does it feel too formal?

Are any parts or words repetitive?

Have I misused any words (such as there, their, and they're)?

Are my sentences varied in length?

Have I shared with the college what I most want them to know about me? 

It can also be helpful to ask someone you trust to read your essay and give you constructive feedback. This might be a trusted teacher, parent, school counselor, or college student. It's best to choose someone who is familiar with the purpose of a college essay.

Ask them to give feedback about your essay using the same questions as above. But they should never try to rewrite your essay. And never let others edit out your voice. Ask them to focus on grammar and mechanics and to give suggestions on items to add in or leave out. 

Above all, ask your guest editor what point they think you were trying to make with your essay. If they get it right, you know you've crafted a college essay that reflects you and your intended message. 

PSA: Save your essay drafts!

Instead of writing your essay directly in the online application, draft and save your essay in a document like Google Docs or Word—or start out on paper and pen if that's what you're most comfortable with. That way you can make edits and use helpful online spelling and grammar checkers. And, you won't risk losing your essay if the application times out or you navigate away from it by mistake.

When you copy and paste your essay into the application, make sure your formatting, such as line spacing and bolding for headings, remains intact.

Enhance your writing skills on Coursera

Bring out your best in your college essay with a course in Writing a Personal Essay from Wesleyan University. Learn how to find your voice, structure your essay, choose relevant details, and write in a way that pulls in your readers.

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