comparative essay on books

How to Compare Two Novels in Comparative Essay

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Writing Essays
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At some point in your literature studies, probably just about the time you get really good at finding the theme of a novel and coming up with a sound analysis of a single literary piece, you will be required to compare two novels.

Your first task in this assignment will be to develop a good profile of both novels. You can do this by making a few simple lists of traits that might be comparable. For each novel, identify a list of characters and their roles in the story or important characteristics, and any important struggles, time periods, or major symbols (like an element of nature).

You may also attempt to come up with book themes that could be comparable. Sample themes would include:

Man versus nature (is each main character battling the elements?)
Individual versus society (does each main character feel like an outsider?)
Struggle between good and evil (are your characters involved in good v. evil scenarios?)
Coming of age (do the main characters experience a tough lesson that makes them grow?)

Your assignment will most likely give you direction as to whether you should find specific characters, story characteristics, or overall themes to compare. If it is not that specific, don't worry! You actually have a little more leeway.

Comparing Two Novel Themes

The teacher's goal when assigning this paper is to encourage you to think and analyze. You no longer read for a surface understanding of what happens in a novel; you are reading to understand why things happen and what the deeper meaning behind a character is a setting or an event. In short, you are expected to come up with an interesting comparative analysis.

As an example of comparing novel themes, we will look at The Adventures of Huckleberry Finn and The Red Badge of Courage . Both of these novels contain a "coming of age" theme since both have characters who grow a new awareness through tough lessons. Some comparisons you could make:

Both characters have to explore the notion of "civilized behavior" in the societies where they exist.
Each main character has to question the behavior of his male role models and his male peers.
Each main character leaves his childhood home and encounters challenges.

To craft an essay about these two novels and their similar themes, you would create your own list of similarities like those above, using a list, chart, or a Venn diagram .

Sum up your overall theory about how these themes are comparable to create your thesis statement . Here is an example: "Both characters, Huck Finn and Henry Fleming, embark on a journey of discovery, and each boy finds new understanding when it comes to traditional notions about honor and courage."

You will use your common characteristic list to guide you as you create body paragraphs .

Comparing Main Characters in Novels

If your assignment is to compare the characters of these novels, you would make a list or Venn diagram to make more comparisons:

Both characters are young men
Both question society's notion of honor
Both witness behavior that makes them question their role models
Both have a nurturing female influence
Both question their former beliefs

Comparing two novels is not as difficult as it sounds at first. Once you generate a list of traits, you can easily see an outline emerging.

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Comparative Essay Writing: Methods and Examples

| Danielle McLeod

Danielle McLeod

Danielle McLeod is a highly qualified secondary English Language Arts Instructor who brings a diverse educational background to her classroom. With degrees in science, English, and literacy, she has worked to create cross-curricular materials to bridge learning gaps and help students focus on effective writing and speech techniques. Currently working as a dual credit technical writing instructor at a Career and Technical Education Center, her curriculum development surrounds student focus on effective communication for future career choices.

Writing effective comparative essays requires strategic techniques and thoughtful consideration of common pitfalls. A comparative essay explores the similarities and differences between subjects, allowing the writer to draw conclusions related to the topics of the material.

This article outlines key strategies, such as using transitions, incorporating evidence, and maintaining a formal tone. It also identifies mistakes to avoid, like failing to establish a clear basis for comparison or providing a superficial analysis.

The article emphasizes the importance of revising your comparative essay. This process enables you to refine your analysis, strengthen your arguments, and enhance the overall quality of your work. Incorporating feedback from peers or instructors can elevate your comparative essay and communicate your unique insights more effectively.

Whether you are a student or a professional writer, this guidance can help you craft comparative essays that captivate and inform your audience. Let’s explore the essentials of comparative analysis to enhance your writing prowess.

What is a Comparative Essay?

A comparative essay is a form of academic writing that examines and analyzes two or more subjects, identifying their similarities and differences. This type of essay allows students to develop critical thinking skills by evaluating and contrasting various topic elements.

For example, a comparative analysis of the Roman Empire and the Aztec Empire might make a good history class topic. In contrast, a comparative study of the Harlem Renaissance and the Chicano Art Movement would make a good art class focus.

Types of Comparative Methods

There are two main methods of structuring a comparative essay: the block method and the point-by-point method.

Block Method

In the block method , you discuss each subject separately.
You spend one or more paragraphs focusing on the first subject, then move on to the second subject.
This allows you to go into more detail about each subject before comparing.
The block method is good when the subjects you’re comparing have many differences or when you want to establish a strong foundation for your comparison.

Point-by-Point Method

The point-by-point method jumps back and forth between the two subjects.
In each paragraph, you address a specific point of comparison or contrast between the subjects.
This structure encourages you to compare the subjects directly, clearly highlighting their similarities and differences.
The point-by-point method works well when the subjects share clear, significant points of comparison, allowing you to explore their differences and similarities efficiently.

Why are Comparative Essays Important?

Comparative essays are an important part of academic writing because they encourage students to engage in deeper analysis, identify meaningful connections, and better understand the subjects being explored.

By comparing and contrasting different concepts, ideas, or phenomena, students can develop a well-rounded perspective and strengthen their ability to think critically.

What Should You Consider When Selecting Topics for Comparison?

When choosing topics for a comparative essay, it’s important to select subjects with some common ground but distinct differences. This will allow you to conduct a meaningful analysis and draw insightful conclusions. Consider factors such as the subjects’ historical context, cultural influences, or underlying themes to ensure a productive comparison.

For example, using the Block Method, you might do the following;

Comparing the education systems in the United States and Canada
Analyzing the differences between classic literature and modern young adult novels
Contrasting the architectural styles of Gothic cathedrals and Renaissance palaces

In a block method essay on these topics, the writer would devote one or more paragraphs to thoroughly describing and analyzing the first subject (e.g., the US education system, classic literature, Gothic cathedrals) before moving on to discuss the second subject (e.g., the Canadian education system, young adult novels, Renaissance palaces). This would allow the reader to fully understand each topic before the comparative analysis is presented.

Using the Point-by-Point Method might be best used with these topics:

Comparing the use of symbolism in Ernest Hemingway’s “The Old Man and the Sea” and F. Scott Fitzgerald’s “The Great Gatsby.”
Contrasting the political ideologies of Abraham Lincoln and Theodore Roosevelt
Analyzing the similarities and differences in the marketing strategies of Coca-Cola and Pepsi

In a point-by-point comparative essay, the writer would alternate between the two subjects in each paragraph, directly comparing and contrasting specific elements (e.g., how symbolism is used, political views, and marketing tactics). This would encourage a more integrated analysis of the similarities and differences between the subjects.

How Can You Brainstorm for a Comparative Essay?

To begin brainstorming for a comparative essay, start by creating a Venn diagram to visually organize the similarities and differences between your chosen topics. This can help you identify key points of comparison and contrast, which will form the foundation of your essay.

Additionally, consider writing down any questions or observations that arise during this process, as they may guide your subsequent research and analysis.

How Should You Formulate a Thesis Statement for a Comparative Essay?

A thesis statement is a one- or two-sentence summary that conveys a comparative essay’s main argument, focus, or purpose. It provides the reader with an overview of the essay’s central claim, which the rest of the paper will work to develop and support.

Your comparative essay’s thesis statement should clearly explain the central argument or insight that your analysis will explore. This statement should go beyond simply identifying the subjects being compared and instead make a substantive claim about the relationship between them. A strong comparative essay thesis will establish the basis for your comparative analysis and provide a roadmap for the rest of your essay.

For example, using the examples mentioned above, consider these options:

“Classic literature and modern young adult novels differ greatly in their thematic depth, complexity of characterization, and use of literary devices, though both genres can provide valuable insights into the human experience.”
“Gothic cathedrals and Renaissance palaces represent vastly contrasting architectural styles, with Gothic structures emphasizing verticality, pointed arches, and religious symbolism, while Renaissance palaces showcase classical proportions, ornate facades, and secular grandeur.”
“Ernest Hemingway’s ‘The Old Man and the Sea’ and F. Scott Fitzgerald’s ‘The Great Gatsby’ both employ symbolic imagery to explore themes of the human condition, but they do so in strikingly different ways that reflect the author’s distinct writing styles and philosophical perspectives.”
“Though Abraham Lincoln and Theodore Roosevelt held vastly different political ideologies, with Lincoln championing a strong federal government and Roosevelt advocating for a more progressive, regulatory approach, both presidents played pivotal roles in shaping the course of American history.”

What Strategies Should You Employ When Writing Comparative Essays?

When writing a comparative essay, it’s important to employ various strategies to effectively communicate your analysis. This may include using transition words and phrases to establish connections between ideas, incorporating relevant examples or evidence to support your claims, and maintaining a formal, academic tone throughout your writing.

Additionally, consider incorporating a Venn diagram or other visual aids to enhance your comparative analysis.

Strategies for Comparative Essays

To recap, use the following strategies in your work to help organize and structure your essay:

Use Effective Transitions

Words/phrases like “in contrast,” “on the other hand,” “similarly,” “conversely,” etc.
Help establish clear connections between ideas and comparisons.

Provide Relevant Examples and Evidence

Draw from the subjects being compared to support your claims
Use specific details, quotes, or data to strengthen your analysis

Maintain a Formal, Academic Tone

Avoid casual or conversational language
Focus on objective, analytical writing

Incorporate Visual Aids (if appropriate)

Venn diagrams, tables, or other graphics can effectively illustrate comparisons
Help the reader visualize the relationships between the subjects

Structure Logically

Use either the block method or point-by-point organization
Ensure a clear, coherent flow of ideas

Address Counterarguments or Limitations

Acknowledge and respond to potential objections or alternative perspectives.
Demonstrates depth of understanding

Which Mistakes Should You Be Careful of in Comparative Essay Writing?

Here are some examples to illustrate the common mistakes to avoid when writing comparative essays:

Failing to establish a clear basis for comparison

Attempting to compare the plot of a novel to the musical score of an opera without explaining the relevance of that comparison
Contrasting two political ideologies without defining the key criteria being used to evaluate them

Neglecting to address significant differences or similarities

Comparing the leadership styles of two presidents but failing to discuss their differing approaches to domestic or foreign policy
Analyzing the architectural features of Gothic cathedrals and Renaissance palaces without acknowledging their shared use of symmetry and classical proportions

Providing a superficial or unbalanced analysis

Dedicating a single paragraph to analyzing the complex socioeconomic factors that shaped the development of two education systems
The majority of the essay focused on the differences between the two subjects while only briefly mentioning their similarities.

Relying too heavily on plot summary or description

Retelling the narratives of two novels in detail without delving into a comparative analysis of their themes, character development, or stylistic elements
Extensively describing the physical attributes of two historical buildings without explaining how those features reflect the broader architectural movements.

Lacking a cohesive and logical organizational structure

Jumping back and forth between discussing the two subjects without a clear basis for the order or flow of ideas
Using the block method but failing to create a smooth transition between the sections devoted to each subject

Incorporating specific, relevant examples for each of these potential pitfalls can help illustrate the importance of avoiding them in comparative essay writing. These tips can help you when you just wish you could ask something to “ write my essay for me .”

Why is Revising Your Comparative Essay Crucial?

Revising your comparative essay is always considered an important step in the writing process, as it allows you to refine your analysis, strengthen your arguments, and ensure the overall explanation of connections and effectiveness of your essay.

During the revision stage, consider seeking feedback from peers or instructors. Their perspectives can help you identify areas for improvement and enhance the quality of your comparative essay.

Reasons to Revise Comparative Essays

Refine Your Analysis

Example: Upon revision, you realize your comparison of two political ideologies lacks nuance and fails to acknowledge the complexities within each position. You then expand your analysis to provide a more nuanced and balanced perspective.

Strengthen Your Arguments

Example: During revision, you identify gaps in your supporting evidence for a key point contrasting the marketing strategies of two rival companies. You then incorporate additional data and examples to bolster your comparative claims.

Ensure Coherence and Organization

Example: In reviewing your essay, you recognize that your use of the point-by-point method is causing your comparisons to feel disjointed. You then reorganize your essay to follow a more cohesive block structure, improving the overall flow of ideas.

Incorporate Peer/Instructor Feedback

Example: After receiving feedback from your instructor, you realize your comparison of two literary works does not adequately address a significant thematic similarity. You then revise the essay to incorporate this overlooked element into your analysis.

Enhance the Overall Quality

Example: During the revision process, you identify opportunities to improve the clarity and precision of your language, ensuring your comparative essay communicates your insights effectively to the reader.

A comparative essay is a valuable academic writing exercise that encourages critical thinking, in-depth analysis, and the development of essential written communication skills. By mastering the structure, thesis formulation, and writing strategies associated with comparative essays, students can enhance their ability to engage in thoughtful, well-reasoned comparisons and effectively convey their research, discoveries, and opinions to their audience.

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Comparative Essay

How to Write a Comparative Essay – A Complete Guide

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What is a Comparative Essay?

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

The main purpose of the comparative essay is to:

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

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

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

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

Comparative Essay Structure

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

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

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

Point-by-Point Method

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

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

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

Block Method

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

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

Here is the structure of the block method.

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

Mixed Paragraphs Method

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

How to Start a Comparative Essay?

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

Choose a Topic

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

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

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

Develop a List of Similarities and Differences

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

Evaluate the list and establish your argument and thesis statement .

Establish the Basis for Comparison

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

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

Do the Research

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

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

Create an Outline

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

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

Here is a standard comparative essay outline:

Subject A

Subject B

Analysis

Subject A

Subject B

Analysis

How to Write a Comparative Essay?

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

Here are the essential parts of a comparative essay:

Comparative Essay Introduction

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

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

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

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

Comparative Essay Body Paragraphs

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

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

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

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

Comparative Essay Conclusion

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

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

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

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

Comparative Essay Format

Comparative Essay Examples

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

Comparative Essay on Summer and Winter

Comparative Essay on Books vs. Movies

Comparative Essay Sample

Comparative Essay Thesis Example

Comparative Essay on Football vs Cricket

Comparative Essay on Pet and Wild Animals

Comparative Essay Topics

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

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

Tips for Writing A Good Comparative Essay

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

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

Transition Words For Comparative Essays

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

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

Transition Words for Similarities

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

Transition Words for Differences

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

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

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

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

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

Frequently Asked Question

How long is a comparative essay.

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

How do you end a comparative essay?

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

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

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Comparative essay.

Compare two or more literary works that we have studied in this class. Your comparative essay should not only compare but also contrast the literary texts, addressing the similarities and differences found within the texts.

Step 1: Identify the Basis for Comparison

Identify the basis of comparison. In other words, what aspect of the literature will you compare? (Theme, tone, point of view, setting, language, etc.)

Step 2: Create a List of Similarities and Differences

Carefully examine the literary texts for similarities and difference using the criteria you identified in step 1.

Step 3: Write a Thesis Statement

A thesis statement is the author’s educated opinion that can be defended. For a comparative essay, your thesis statement should assert why the similarities and differences between the literary works matter.

Step 4: Create a Structure

Before drafting, create an outline. Your introduction should draw the reader in and provide the thesis statement. The supporting paragraphs should begin with a topic sentence that supports your thesis statement; each topic sentence should then be supported with textual evidence. The conclusion should summarize the essay and prompt the reader to continue thinking about the topic.

Word Count: approximately 1500 words

Outside Sources needed: none (but use plenty of textual evidence)

Comparative Essay. License : CC0: No Rights Reserved

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Comparing and contrasting in an essay | Tips & examples

Comparing and Contrasting in an Essay | Tips & Examples

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

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

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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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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.

Behaviorism	Cognitive psychology
Dominant from the 1920s to the 1950s	Rose to prominence in the 1960s
Mental processes cannot be empirically studied	Mental processes as focus of study
Focuses on how thinking is affected by conditioning and environment	Focuses on the cognitive processes themselves

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

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

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

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

The alternating method

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

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

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

The block method

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

Point of comparison A
Point of comparison B

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

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

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

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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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How to write comparative essay

Introduction

A comparative analysis essay is a distinctive form of academic writing that invites you to explore and evaluate the relationships between two or more subjects, highlighting both their similarities and differences. Crafting such an essay can be both challenging and rewarding, as it demands critical thinking, analytical skills, and the ability to construct a well-structured argument. In this comprehensive guide, we will delve into the step-by-step process of composing an effective comparative analysis essay, focusing on answering the crucial question: "How to write a comparative analysis essay?"

Step 1: Understanding the Comparative Analysis Essay Question

Before you begin writing, it's essential to grasp the nuances of the comparative analysis essay question you are tasked with. This question serves as the guiding principle for your entire essay. It will typically ask you to compare and contrast specific aspects of the subjects under examination. Some common prompts might include:

"Compare and contrast the themes of two novels you have studied."
"Examine the differences and similarities in the historical contexts of two events."
"Compare the character development in two different Shakespearean plays."

Step 2: Determine the Basis for Comparison

The key to answering the comparative analysis essay question effectively is to identify the basis for comparison. This step involves selecting the specific aspects or criteria you will use to evaluate the subjects. For instance, if you are comparing two novels, your basis for comparison might include themes, characters, narrative structure, or symbolism.

Step 3: Become Familiar with the Source Materials

In-depth familiarity with the source materials is essential for writing a successful comparative analysis essay. Take the time to thoroughly read, watch, or research the subjects you are comparing. This will enable you to provide a comprehensive analysis and draw insightful conclusions.

Step 4: Choose an Appropriate Structure

The structure you choose for your comparative analysis essay plays a pivotal role in how you present your arguments. The three common structural approaches are:

a. Block Structure: Dedicate separate sections to each subject, discussing their similarities and differences separately.

b. Alternating Structure: Alternate between discussing the subjects' similarities and differences in each paragraph.

c. Woven Structure: Seamlessly weave together comparisons and contrasts throughout your essay.

Step 5: Prepare an Outline

Creating a well-organized outline is a crucial step in the writing process. An outline helps you structure your thoughts, ensuring a logical flow of ideas and a coherent argument that directly addresses the comparative analysis essay question.

Step 6: Write an Introduction with a Thesis Statement

Your introduction should provide context for your essay and include a clear thesis statement. The thesis statement should directly respond to the comparative analysis essay question and outline the key aspects you will explore.

Step 7: Develop the Body of Your Essay

The body of your essay is where you present your comparisons and contrasts based on the chosen structure. Utilize evidence from your source materials to support your arguments, keeping a balanced and fair evaluation.

Step 8: Write a Conclusion Summarizing Your Main Points

In your conclusion, reiterate the central similarities and differences discussed throughout the essay. Restate your thesis statement and offer a final insight or reflection related to the comparative analysis essay question. Avoid introducing new information in the conclusion.

Conclusion:

Answering the question "how to write a comparative analysis essay" necessitates a methodical approach that involves understanding the essay question, determining the basis for comparison, immersing yourself in the source materials, selecting an appropriate structure, outlining your essay, crafting a well-structured introduction and body, and summarizing your key points in the conclusion. By adhering to these steps, you can confidently address the comparative analysis essay question and create an engaging essay that effectively communicates your analysis and insights, achieving a deeper understanding of the subjects under examination.

Frequently Asked Questions

What is a comparative essay? Answer: A comparative essay is an academic writing form that requires comparing and contrasting two or more subjects or ideas.
How do I choose a topic for a comparative essay? Answer: The topic choice depends on your interests and objectives. You can select topics with similar or contrasting characteristics to explore.
What structure works best for a comparative essay? Answer: There are several structures, such as block, alternating, and woven. The choice depends on your topic and how you want to organize your argument.
How do I write an introduction for a comparative essay? Answer: The introduction should provide context and a clear thesis statement, indicating your main comparisons and contrasts.
How do I conclude a comparative essay? Answer: In the conclusion, recap the main points of comparison, restate your thesis, and offer final thoughts on your comparative analysis.

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Writing Comparative Essays: Making Connections to Illuminate Ideas

Breathing new life into a familiar school format, with the help of Times journalism and several winning student essays.

By Katherine Schulten

Our new Mentor Text series spotlights writing from The Times and from our student contests that teenagers can learn from and emulate.

This entry aims to help support those participating in our Third Annual Connections Contest , in which students are invited to take something they are studying in school and show us, via parallels found in a Times article, how it connects to our world today. In other words, we’re asking them to compare ideas in two texts.

For even more on how to help your students make those kinds of connections, please see our related writing unit .

I. Overview

Making connections is a natural part of thinking. We can’t help doing it. If you’re telling a friend about a new song or restaurant or TV show you like, you’ll almost always find yourself saying, “It’s like _________” and referencing something you both know. It’s a simple way of helping your listener get his or her bearings.

Journalists do it too. In fact, it’s one of the main tools of the trade to help explain a new concept or reframe an old one. Here are just a few recent examples:

A science reporter explains the behavior of fossilized marine animals by likening them to humans making conga lines.

A sportswriter describes the current N.B.A. season by framing it in terms of Broadway show tunes.

An Op-Ed contributor compares today’s mainstreaming of contemporary African art to “an urban neighborhood undergoing gentrification.”

Sometimes a journalist will go beyond making a simple analogy and devote a whole piece to an extended comparison between two things. Articles like these are real-world cousins of that classic compare/contrast essay you’ve probably been writing in school since you could first hold a pen.

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The Writing Center • University of North Carolina at Chapel Hill

Comparing and Contrasting

What this handout is about.

This handout will help you first to determine whether a particular assignment is asking for comparison/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.”

Introduction

In your career as a student, you’ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison/contrast essay, in which you focus on the ways in which certain things or ideas—usually two of them—are similar to (this is the comparison) and/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them.

Recognizing comparison/contrast in assignments

Some assignments use words—like compare, contrast, similarities, and differences—that make it easy for you to see that they are asking you to compare and/or contrast. Here are a few hypothetical examples:

Compare and contrast Frye’s and Bartky’s accounts of oppression.
Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars.
Contrast Wordsworth and Coleridge; what are the major differences in their poetry?

Notice that some topics ask only for comparison, others only for contrast, and others for both.

But it’s not always so easy to tell whether an assignment is asking you to include comparison/contrast. And in some cases, comparison/contrast is only part of the essay—you begin by comparing and/or contrasting two or more things and then use what you’ve learned to construct an argument or evaluation. Consider these examples, noticing the language that is used to ask for the comparison/contrast and whether the comparison/contrast is only one part of a larger assignment:

Choose a particular idea or theme, such as romantic love, death, or nature, and consider how it is treated in two Romantic poems.
How do the different authors we have studied so far define and describe oppression?
Compare Frye’s and Bartky’s accounts of oppression. What does each imply about women’s collusion in their own oppression? Which is more accurate?
In the texts we’ve studied, soldiers who served in different wars offer differing accounts of their experiences and feelings both during and after the fighting. What commonalities are there in these accounts? What factors do you think are responsible for their differences?

You may want to check out our handout on understanding assignments for additional tips.

Using comparison/contrast for all kinds of writing projects

Sometimes you may want to use comparison/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison/contrast isn’t an official requirement for the paper you’re writing. For example, if you wanted to argue that Frye’s account of oppression is better than both de Beauvoir’s and Bartky’s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation—even though the topic may not have asked for comparison/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.

Discovering similarities and differences

Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you’re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn’t overlap; in those areas, you can list the traits that make the things different. Here’s a very simple example, using two pizza places:

Venn diagram indicating that both Pepper's and Amante serve pizza with unusual ingredients at moderate prices, despite differences in location, wait times, and delivery options

To make a chart, figure out what criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you’ve discovered.

Here’s an example, this time using three pizza places:

	Pepper’s	Amante	Papa John’s
Location
Price
Delivery
Ingredients
Service
Seating/eating in
Coupons

As you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself?

Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they’re just here to give you some ideas—you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you’re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.

Two historical periods or events

When did they occur—do you know the date(s) and duration? What happened or changed during each? Why are they significant?
What kinds of work did people do? What kinds of relationships did they have? What did they value?
What kinds of governments were there? Who were important people involved?
What caused events in these periods, and what consequences did they have later on?

Two ideas or theories

What are they about?
Did they originate at some particular time?
Who created them? Who uses or defends them?
What is the central focus, claim, or goal of each? What conclusions do they offer?
How are they applied to situations/people/things/etc.?
Which seems more plausible to you, and why? How broad is their scope?
What kind of evidence is usually offered for them?

Two pieces of writing or art

What are their titles? What do they describe or depict?
What is their tone or mood? What is their form?
Who created them? When were they created? Why do you think they were created as they were? What themes do they address?
Do you think one is of higher quality or greater merit than the other(s)—and if so, why?
For writing: what plot, characterization, setting, theme, tone, and type of narration are used?
Where are they from? How old are they? What is the gender, race, class, etc. of each?
What, if anything, are they known for? Do they have any relationship to each other?
What are they like? What did/do they do? What do they believe? Why are they interesting?
What stands out most about each of them?

Deciding what to focus on

By now you have probably generated a huge list of similarities and differences—congratulations! Next you must decide which of them are interesting, important, and relevant enough to be included in your paper. Ask yourself these questions:

What’s relevant to the assignment?
What’s relevant to the course?
What’s interesting and informative?
What matters to the argument you are going to make?
What’s basic or central (and needs to be mentioned even if obvious)?
Overall, what’s more important—the similarities or the differences?

Suppose that you are writing a paper comparing two novels. For most literature classes, the fact that they both use Caslon type (a kind of typeface, like the fonts you may use in your writing) is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none; literature classes are more likely to focus on subjects like characterization, plot, setting, the writer’s style and intentions, language, central themes, and so forth. However, if you were writing a paper for a class on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations might be absolutely critical to include in your final paper.

Sometimes a particular point of comparison or contrast might be relevant but not terribly revealing or interesting. For example, if you are writing a paper about Wordsworth’s “Tintern Abbey” and Coleridge’s “Frost at Midnight,” pointing out that they both have nature as a central theme is relevant (comparisons of poetry often talk about themes) but not terribly interesting; your class has probably already had many discussions about the Romantic poets’ fondness for nature. Talking about the different ways nature is depicted or the different aspects of nature that are emphasized might be more interesting and show a more sophisticated understanding of the poems.

Your thesis

The thesis of your comparison/contrast paper is very important: it can help you create a focused argument and give your reader a road map so they don’t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, “This paper will compare and contrast two pizza places,” or “Pepper’s and Amante are similar in some ways and different in others,” or “Pepper’s and Amante are similar in many ways, but they have one major difference”) with something more detailed and specific. For example, you might say, “Pepper’s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.”

Be careful, though—although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looking for a bit more analysis. In this case, the obvious question is “So what? Why should anyone care that Pepper’s and Amante are different in this way?” One might also wonder why the writer chose those two particular pizza places to compare—why not Papa John’s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here’s a revision of the thesis mentioned earlier:

Pepper’s and Amante both offer a greater variety of ingredients than other Chapel Hill/Carrboro pizza places (and than any of the national chains), but the funky, lively atmosphere at Pepper’s makes it a better place to give visiting friends and family a taste of local culture.

You may find our handout on constructing thesis statements useful at this stage.

Organizing your paper

There are many different ways to organize a comparison/contrast essay. Here are two:

Subject-by-subject

Begin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you’re comparing/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it’s more likely that you’d have several paragraphs per item. Using our pizza place comparison/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper’s, a paragraph about its location, and a paragraph about its ambience. Then you’d have three similar paragraphs about Amante, followed by your conclusion.

The danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper—generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.

A subject-by-subject structure can be a logical choice if you are writing what is sometimes called a “lens” comparison, in which you use one subject or item (which isn’t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you’ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the “lens”), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.

Point-by-point

Rather than addressing things one subject at a time, you may wish to talk about one point of comparison at a time. There are two main ways this might play out, depending on how much you have to say about each of the things you are comparing. If you have just a little, you might, in a single paragraph, discuss how a certain point of comparison/contrast relates to all the items you are discussing. For example, I might describe, in one paragraph, what the prices are like at both Pepper’s and Amante; in the next paragraph, I might compare the ingredients available; in a third, I might contrast the atmospheres of the two restaurants.

If I had a bit more to say about the items I was comparing/contrasting, I might devote a whole paragraph to how each point relates to each item. For example, I might have a whole paragraph about the clientele at Pepper’s, followed by a whole paragraph about the clientele at Amante; then I would move on and do two more paragraphs discussing my next point of comparison/contrast—like the ingredients available at each restaurant.

There are no hard and fast rules about organizing a comparison/contrast paper, of course. Just be sure that your reader can easily tell what’s going on! Be aware, too, of the placement of your different points. If you are writing a comparison/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper’s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper’s look better. If you’ve decided that the differences between the items you’re comparing/contrasting are most important, you’ll want to end with the differences—and vice versa, if the similarities seem most important to you.

Our handout on organization can help you write good topic sentences and transitions and make sure that you have a good overall structure in place for your paper.

Cue words and other tips

To help your reader keep track of where you are in the comparison/contrast, you’ll want to be sure that your transitions and topic sentences are especially strong. Your thesis should already have given the reader an idea of the points you’ll be making and the organization you’ll be using, but you can help them out with some extra cues. The following words may be helpful to you in signaling your intentions:

like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand … on the other hand.

For example, you might have a topic sentence like one of these:

Compared to Pepper’s, Amante is quiet.
Like Amante, Pepper’s offers fresh garlic as a topping.
Despite their different locations (downtown Chapel Hill and downtown Carrboro), Pepper’s and Amante are both fairly easy to get to.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Comparative essays.

This handout is available for download in DOCX format and PDF format .

What is a comparative essay?

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

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

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

Make sure you know the basis for comparison

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

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

Develop a list of similarities and differences

Once you know your basis for comparison, think critically about the similarities and differences between the items you are comparing, and compile a list of them. For example, you might decide that in Great Expectations , being a true gentleman is not a matter of manners or position but morality, whereas in The Tenant of Wildfell Hall , being a true gentleman is not about luxury and self-indulgence but hard work and productivity. Your list is not yet your outline for the essay, but it should provide you with enough similarities and differences to construct an initial plan.

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

Once you have listed similarities and differences, decide whether the similarities on the whole outweigh the differences or vice versa. Create a thesis statement that reflects their relative weights. A more complex thesis will usually include both similarities and differences and will argue that one of them (either the similarities or the differences) outweighs the other.

Come up with a structure for your essay

Alternating method: point-by-point pattern.

In the alternating method, you find points common to your central subjects A and B, and alternate between A and B on the basis of these points (ABABAB …). For instance, a comparative essay on the French and Russian revolutions might examine how both revolutions either encouraged or thwarted innovation in terms of new technology (body paragraphs 1 and 2), military strategy (body paragraphs 3 and 4), and the administrative system (body paragraphs 5 and 6).

Two notes about the alternating method:

The two entities may be dissimilar in the themes you identify. To use this method, they need not be similar; you just need to have something to say about both A and B in each area.
You may certainly include more than three pairs of alternating points: allow the subject matter to determine the number of points you develop in the body of your essay.

When do I use the alternating method?

The alternating method generally does a better job of highlighting similarities and differences between A and B. It also tends to produce a more tightly integrated and analytical paper. Consider the alternating method if you are able to identify clearly related points between A and B. Otherwise, if you attempt to impose the alternating method, you will probably find it counterproductive.

Block method: Subject-by-subject pattern

In the block method (AB), you discuss all of A, then all of B. For example, a comparative essay using the block method on the French and Russian revolutions would address the French Revolution in the first half of the essay and the Russian Revolution in the second half. If you choose the block method, however, make sure they are connected! The B block should refer to the A block and make clear points of comparison whenever comparisons are relevant: (“Unlike A, B . . .” or “Like A, B . . .”). This technique will allow for a higher level of critical engagement, continuity, and cohesion.

When do I use the block method?

The block method is particularly useful in the following cases:

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

Adapted from the University of Toronto, https://advice.writing.utoronto.ca/types-of-writing/comparative-essay/, 2020.

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Comparative Analysis

What It Is and Why It's Useful

Comparative analysis asks writers to make an argument about the relationship between two or more texts. Beyond that, there's a lot of variation, but three overarching kinds of comparative analysis stand out:

Coordinate (A ↔ B): In this kind of analysis, two (or more) texts are being read against each other in terms of a shared element, e.g., a memoir and a novel, both by Jesmyn Ward; two sets of data for the same experiment; a few op-ed responses to the same event; two YA books written in Chicago in the 2000s; a film adaption of a play; etc.
Subordinate (A → B) or (B → A ): Using a theoretical text (as a "lens") to explain a case study or work of art (e.g., how Anthony Jack's The Privileged Poor can help explain divergent experiences among students at elite four-year private colleges who are coming from similar socio-economic backgrounds) or using a work of art or case study (i.e., as a "test" of) a theory's usefulness or limitations (e.g., using coverage of recent incidents of gun violence or legislation un the U.S. to confirm or question the currency of Carol Anderson's The Second ).
Hybrid [A → (B ↔ C)] or [(B ↔ C) → A] , i.e., using coordinate and subordinate analysis together. For example, using Jack to compare or contrast the experiences of students at elite four-year institutions with students at state universities and/or community colleges; or looking at gun culture in other countries and/or other timeframes to contextualize or generalize Anderson's main points about the role of the Second Amendment in U.S. history.

"In the wild," these three kinds of comparative analysis represent increasingly complex—and scholarly—modes of comparison. Students can of course compare two poems in terms of imagery or two data sets in terms of methods, but in each case the analysis will eventually be richer if the students have had a chance to encounter other people's ideas about how imagery or methods work. At that point, we're getting into a hybrid kind of reading (or even into research essays), especially if we start introducing different approaches to imagery or methods that are themselves being compared along with a couple (or few) poems or data sets.

Why It's Useful

In the context of a particular course, each kind of comparative analysis has its place and can be a useful step up from single-source analysis. Intellectually, comparative analysis helps overcome the "n of 1" problem that can face single-source analysis. That is, a writer drawing broad conclusions about the influence of the Iranian New Wave based on one film is relying entirely—and almost certainly too much—on that film to support those findings. In the context of even just one more film, though, the analysis is suddenly more likely to arrive at one of the best features of any comparative approach: both films will be more richly experienced than they would have been in isolation, and the themes or questions in terms of which they're being explored (here the general question of the influence of the Iranian New Wave) will arrive at conclusions that are less at-risk of oversimplification.

For scholars working in comparative fields or through comparative approaches, these features of comparative analysis animate their work. To borrow from a stock example in Western epistemology, our concept of "green" isn't based on a single encounter with something we intuit or are told is "green." Not at all. Our concept of "green" is derived from a complex set of experiences of what others say is green or what's labeled green or what seems to be something that's neither blue nor yellow but kind of both, etc. Comparative analysis essays offer us the chance to engage with that process—even if only enough to help us see where a more in-depth exploration with a higher and/or more diverse "n" might lead—and in that sense, from the standpoint of the subject matter students are exploring through writing as well the complexity of the genre of writing they're using to explore it—comparative analysis forms a bridge of sorts between single-source analysis and research essays.

Typical learning objectives for single-sources essays: formulate analytical questions and an arguable thesis, establish stakes of an argument, summarize sources accurately, choose evidence effectively, analyze evidence effectively, define key terms, organize argument logically, acknowledge and respond to counterargument, cite sources properly, and present ideas in clear prose.

Common types of comparative analysis essays and related types: two works in the same genre, two works from the same period (but in different places or in different cultures), a work adapted into a different genre or medium, two theories treating the same topic; a theory and a case study or other object, etc.

How to Teach It: Framing + Practice

Framing multi-source writing assignments (comparative analysis, research essays, multi-modal projects) is likely to overlap a great deal with "Why It's Useful" (see above), because the range of reasons why we might use these kinds of writing in academic or non-academic settings is itself the reason why they so often appear later in courses. In many courses, they're the best vehicles for exploring the complex questions that arise once we've been introduced to the course's main themes, core content, leading protagonists, and central debates.

For comparative analysis in particular, it's helpful to frame assignment's process and how it will help students successfully navigate the challenges and pitfalls presented by the genre. Ideally, this will mean students have time to identify what each text seems to be doing, take note of apparent points of connection between different texts, and start to imagine how those points of connection (or the absence thereof)

complicates or upends their own expectations or assumptions about the texts
complicates or refutes the expectations or assumptions about the texts presented by a scholar
confirms and/or nuances expectations and assumptions they themselves hold or scholars have presented
presents entirely unforeseen ways of understanding the texts

—and all with implications for the texts themselves or for the axes along which the comparative analysis took place. If students know that this is where their ideas will be heading, they'll be ready to develop those ideas and engage with the challenges that comparative analysis presents in terms of structure (See "Tips" and "Common Pitfalls" below for more on these elements of framing).

Like single-source analyses, comparative essays have several moving parts, and giving students practice here means adapting the sample sequence laid out at the " Formative Writing Assignments " page. Three areas that have already been mentioned above are worth noting:

Gathering evidence : Depending on what your assignment is asking students to compare (or in terms of what), students will benefit greatly from structured opportunities to create inventories or data sets of the motifs, examples, trajectories, etc., shared (or not shared) by the texts they'll be comparing. See the sample exercises below for a basic example of what this might look like.
Why it Matters: Moving beyond "x is like y but also different" or even "x is more like y than we might think at first" is what moves an essay from being "compare/contrast" to being a comparative analysis . It's also a move that can be hard to make and that will often evolve over the course of an assignment. A great way to get feedback from students about where they're at on this front? Ask them to start considering early on why their argument "matters" to different kinds of imagined audiences (while they're just gathering evidence) and again as they develop their thesis and again as they're drafting their essays. ( Cover letters , for example, are a great place to ask writers to imagine how a reader might be affected by reading an their argument.)
Structure: Having two texts on stage at the same time can suddenly feel a lot more complicated for any writer who's used to having just one at a time. Giving students a sense of what the most common patterns (AAA / BBB, ABABAB, etc.) are likely to be can help them imagine, even if provisionally, how their argument might unfold over a series of pages. See "Tips" and "Common Pitfalls" below for more information on this front.

Sample Exercises and Links to Other Resources

Common Pitfalls
Advice on Timing
Try to keep students from thinking of a proposed thesis as a commitment. Instead, help them see it as more of a hypothesis that has emerged out of readings and discussion and analytical questions and that they'll now test through an experiment, namely, writing their essay. When students see writing as part of the process of inquiry—rather than just the result—and when that process is committed to acknowledging and adapting itself to evidence, it makes writing assignments more scientific, more ethical, and more authentic.
Have students create an inventory of touch points between the two texts early in the process.
Ask students to make the case—early on and at points throughout the process—for the significance of the claim they're making about the relationship between the texts they're comparing.
For coordinate kinds of comparative analysis, a common pitfall is tied to thesis and evidence. Basically, it's a thesis that tells the reader that there are "similarities and differences" between two texts, without telling the reader why it matters that these two texts have or don't have these particular features in common. This kind of thesis is stuck at the level of description or positivism, and it's not uncommon when a writer is grappling with the complexity that can in fact accompany the "taking inventory" stage of comparative analysis. The solution is to make the "taking inventory" stage part of the process of the assignment. When this stage comes before students have formulated a thesis, that formulation is then able to emerge out of a comparative data set, rather than the data set emerging in terms of their thesis (which can lead to confirmation bias, or frequency illusion, or—just for the sake of streamlining the process of gathering evidence—cherry picking).
For subordinate kinds of comparative analysis , a common pitfall is tied to how much weight is given to each source. Having students apply a theory (in a "lens" essay) or weigh the pros and cons of a theory against case studies (in a "test a theory") essay can be a great way to help them explore the assumptions, implications, and real-world usefulness of theoretical approaches. The pitfall of these approaches is that they can quickly lead to the same biases we saw here above. Making sure that students know they should engage with counterevidence and counterargument, and that "lens" / "test a theory" approaches often balance each other out in any real-world application of theory is a good way to get out in front of this pitfall.
For any kind of comparative analysis, a common pitfall is structure. Every comparative analysis asks writers to move back and forth between texts, and that can pose a number of challenges, including: what pattern the back and forth should follow and how to use transitions and other signposting to make sure readers can follow the overarching argument as the back and forth is taking place. Here's some advice from an experienced writing instructor to students about how to think about these considerations:

a quick note on STRUCTURE

Most of us have encountered the question of whether to adopt what we might term the “A→A→A→B→B→B” structure or the “A→B→A→B→A→B” structure. Do we make all of our points about text A before moving on to text B? Or do we go back and forth between A and B as the essay proceeds? As always, the answers to our questions about structure depend on our goals in the essay as a whole. In a “similarities in spite of differences” essay, for instance, readers will need to encounter the differences between A and B before we offer them the similarities (A d →B d →A s →B s ). If, rather than subordinating differences to similarities you are subordinating text A to text B (using A as a point of comparison that reveals B’s originality, say), you may be well served by the “A→A→A→B→B→B” structure.

Ultimately, you need to ask yourself how many “A→B” moves you have in you. Is each one identical? If so, you may wish to make the transition from A to B only once (“A→A→A→B→B→B”), because if each “A→B” move is identical, the “A→B→A→B→A→B” structure will appear to involve nothing more than directionless oscillation and repetition. If each is increasingly complex, however—if each AB pair yields a new and progressively more complex idea about your subject—you may be well served by the “A→B→A→B→A→B” structure, because in this case it will be visible to readers as a progressively developing argument.

As we discussed in "Advice on Timing" at the page on single-source analysis, that timeline itself roughly follows the "Sample Sequence of Formative Assignments for a 'Typical' Essay" outlined under " Formative Writing Assignments, " and it spans about 5–6 steps or 2–4 weeks.

Comparative analysis assignments have a lot of the same DNA as single-source essays, but they potentially bring more reading into play and ask students to engage in more complicated acts of analysis and synthesis during the drafting stages. With that in mind, closer to 4 weeks is probably a good baseline for many single-source analysis assignments. For sections that meet once per week, the timeline will either probably need to expand—ideally—a little past the 4-week side of things, or some of the steps will need to be combined or done asynchronously.

What It Can Build Up To

Comparative analyses can build up to other kinds of writing in a number of ways. For example:

They can build toward other kinds of comparative analysis, e.g., student can be asked to choose an additional source to complicate their conclusions from a previous analysis, or they can be asked to revisit an analysis using a different axis of comparison, such as race instead of class. (These approaches are akin to moving from a coordinate or subordinate analysis to more of a hybrid approach.)
They can scaffold up to research essays, which in many instances are an extension of a "hybrid comparative analysis."
Like single-source analysis, in a course where students will take a "deep dive" into a source or topic for their capstone, they can allow students to "try on" a theoretical approach or genre or time period to see if it's indeed something they want to research more fully.
DIY Guides for Analytical Writing Assignments

For Teaching Fellows & Teaching Assistants

Types of Assignments
Unpacking the Elements of Writing Prompts
Formative Writing Assignments
Single-Source Analysis
Research Essays
Multi-Modal or Creative Projects
Giving Feedback to Students

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Tips and strategies for crafting a well-structured and insightful comparative essay.

When it comes to crafting a compelling comparative essay, it is crucial to navigate through the complexities of comparing and contrasting different subjects. This essay type challenges writers to critically analyze multiple perspectives, revealing both similarities and differences. By employing a systematic and meticulous approach, you can unlock the secrets behind writing a remarkable comparative essay. This step-by-step guide will provide you with the essential tools and techniques to create a well-structured, engaging, and thought-provoking piece of written work.

Exploring the art of comparison

The key to crafting an outstanding comparative essay lies in the art of comparison. This process involves analyzing and contrasting different aspects of the subjects under discussion, shedding light on their similarities and differences. By employing various literary devices and techniques, such as symbolism, imagery, and rhetorical devices, you can effectively convey your ideas and arguments to the reader. Additionally, diving deep into the historical, cultural, and social contexts of the subjects will provide you with invaluable insights, enriching your analysis and elevating the overall quality of your essay.

Structuring your essay for clarity and coherence

A well-structured essay is essential for clear communication and coherent flow of ideas. Begin your comparative essay with a compelling introduction that captures the reader’s attention and introduces the main subjects of comparison. Following this, dedicate separate paragraphs to each aspect or theme you wish to compare, ensuring you provide detailed evidence and analysis to support your arguments. Finally, conclude your essay by summarizing your main points and offering a balanced perspective, leaving the reader with a lasting impression.

Understanding the task requirements

Before beginning your comparative essay, it is essential to have a clear understanding of the assignment prompt. The instructions provided by your instructor or professor will give you insights into the specific criteria and expectations for your essay. By comprehending the task requirements, you can ensure that you stay focused and meet all the necessary criteria.

The assignment prompt may include details about the topic, the scope of the comparison, and any specific texts, sources, or themes that need to be addressed. It is crucial to read the prompt carefully and identify keywords or phrases that highlight the main objectives of the assignment. Understanding these key elements will help you define the boundaries of your essay and guide your research and analysis.

In addition to content requirements, the assignment prompt may also provide instructions regarding the format, structure, and length of the essay. Pay attention to any guidelines regarding the organization of your essay, such as whether to use a point-by-point or block method of comparison. Understanding the formatting expectations will ensure that your essay is well-structured and coherent.

Key Points	Importance
Topic and scope	Defining the focus of the essay
Required texts and sources	Assessing the material to be analyzed
Themes and objectives	Identifying the main points of comparison
Format and structure	Ensuring a well-organized essay

By understanding the assignment prompt, you can begin your comparative essay with a clear direction and purpose. It allows you to select and analyze relevant material while adhering to the specific requirements set by your instructor. Taking the time to grasp the assignment prompt will ultimately lead to a more successful and cohesive essay.

Choose a clear and concise thesis

One of the most crucial steps in writing a comparative essay is selecting a clear and concise thesis statement. Your thesis statement serves as the main argument of your essay, guiding the reader through your points of comparison and analysis. It should be a well-defined statement that clearly states your position and sets the tone for the rest of your essay.

When choosing your thesis, it is important to consider the specific topic or prompt of your essay. Take the time to analyze the similarities and differences between the subjects or texts you are comparing and think about the main point you want to make. Your thesis should reflect this main point and provide a roadmap for your essay.

A clear and concise thesis statement not only helps you stay focused on your argument, but it also helps your readers understand the purpose of your essay. By clearly stating your position and guiding your readers through your points of comparison, you can ensure that your essay is well-organized and persuasive.

Tips for choosing a clear and concise thesis:
1. Brainstorm your ideas and gather evidence: Before crafting your thesis, spend time brainstorming and gathering evidence for your points of comparison. This will help you formulate a strong, well-supported argument.
2. Make a claim: Your thesis statement should make a claim or take a position on the topic of your essay. Avoid vague statements or general observations.
3. Be specific: Your thesis should clearly state the main points of comparison and provide a sense of direction for your essay.
4. Consider the scope of your essay: Depending on the length and requirements of your essay, your thesis may need to be narrower or broader in scope. Consider the limitations of your essay and choose a thesis that is appropriate for your topic.
5. Revise and refine: Once you have drafted your thesis statement, take the time to revise and refine it. Ensure that it is clear, concise, and accurately represents the main argument of your essay.

By taking the time to choose a clear and concise thesis statement, you can set yourself up for success in writing a strong comparative essay. Your thesis will not only guide your writing process but also provide a solid foundation for your analysis and interpretation of the subjects or texts you are comparing.

Conduct thorough research on both subjects

In order to write a compelling comparative essay, it is essential to conduct comprehensive research on both subjects being compared. By thoroughly investigating each subject, you will be able to identify their similarities, differences, and unique characteristics. This research is crucial for developing a well-informed and insightful analysis of the subjects, ensuring that your essay is both informative and engaging.

Start by gathering relevant information from a variety of credible sources, including books, journals, scholarly articles, and reputable websites. Take detailed notes as you explore each subject, making note of key concepts, important facts, and pertinent examples. This will help you build a solid foundation of knowledge about each subject and provide you with a comprehensive understanding of their respective contexts.

Furthermore, it is important to consider different perspectives and interpretations of each subject. Engage with a diverse range of sources that offer varying viewpoints, as this will enable you to develop a more nuanced understanding of the subjects and their significance. By evaluating different arguments and opinions, you will be able to construct a well-rounded comparative analysis that takes into account multiple perspectives.

Additionally, be sure to identify any potential biases or limitations in your sources and strive to include a balanced representation of information. This will help you present a fair and objective comparison of the subjects, allowing readers to form their own opinions based on the evidence you provide.

Ultimately, conducting thorough research on both subjects is essential for writing a successful comparative essay. By immersing yourself in the relevant literature and critically analyzing different viewpoints, you will be able to develop an in-depth understanding of the subjects and present a compelling analysis that highlights their similarities and differences. Through this detailed research process, you will be able to craft an informative and engaging essay that showcases your analytical skills and knowledge of the subjects at hand.

Outline your essay before writing

Before diving into the writing process, it is crucial to create an outline for your comparative essay. An outline serves as a roadmap that guides you throughout the essay, helping you organize and structure your thoughts in a logical and coherent manner.

When creating an outline, start by identifying the main points or themes that you want to compare and contrast in your essay. These can be specific elements or aspects of the subject matter that you find interesting or relevant. Once you have identified the main points, organize them in a logical order, considering the flow of your essay.

Next, break down each main point into subpoints or supporting evidence. These subpoints should provide more specific details that help to support your main points and strengthen your overall argument. Consider using examples, data, or evidence from reliable sources to support your claims and make your essay more persuasive.

As you create your outline, remember to maintain a clear and parallel structure. This means that each main point and subpoint should be phrased in a consistent manner. Use headings, subheadings, or formatting techniques such as numbering or bullet points to clearly delineate the different levels within your outline.

Furthermore, while creating your outline, be flexible and open to changes. It is common for your ideas and arguments to evolve as you research and analyze your subject matter more deeply. As a result, you may need to revise or reorganize your outline to accommodate any new insights or findings.

Finally, the outline should serve as a visual representation of your essay’s structure. It should provide you with a clear overview of the content and organization of your essay, making the writing process smoother and more efficient.

Use effective language and transitions

When writing a comparative essay, it is important to use effective language and transitions which can enhance the clarity and coherence of your arguments. By carefully choosing your words and utilizing proper transitions, you can create a seamless flow between your ideas and help your readers easily follow your train of thought.

One of the key aspects of using effective language is to be concise and direct in your writing. Instead of using excessive jargon or complex sentences, try to convey your ideas in a straightforward and understandable manner. This will not only make your essay more accessible to a wider range of readers but also make your arguments more convincing and persuasive.

In addition to using concise language, it is also crucial to use strong and persuasive words to express your ideas. By using words that convey a sense of certainty and confidence, you can make your arguments more compelling. For example, instead of saying “there might be a correlation between the two variables”, you can say “there is a clear correlation between the two variables”. This simple change in language can greatly enhance the impact of your arguments and make your essay more persuasive.

Furthermore, the effective use of transitions is essential for creating a cohesive and well-structured essay. Transitions act as bridges between different ideas and help readers understand the connection between them. By using transitional words and phrases such as “however”, “in contrast”, “similarly”, and “on the other hand”, you can clearly indicate the relationship between different points in your essay. These transitions will not only make your essay more coherent but also help your readers navigate through your arguments more easily.

In conclusion, using effective language and transitions is crucial for writing a successful comparative essay. By employing concise and direct language, as well as strong and persuasive words, you can make your arguments more persuasive. Additionally, by utilizing appropriate transitions, you can create a seamless flow between your ideas and enhance the overall coherence of your essay.

Provide evidence and examples to support your comparisons

When writing a comparative essay, it is essential to provide evidence and examples to back up your comparisons. This will help strengthen your arguments and make your essay more convincing. Without adequate evidence and examples, your comparisons may seem unsubstantiated and lack impact.

One way to provide evidence is to reference authoritative sources. Citing scholarly articles, books, or reputable websites can lend credibility to your arguments. These sources can provide factual information, expert opinions, or statistical data that support your comparisons. Be sure to properly cite these sources in your essay to avoid plagiarism.

In addition to using external sources, you can also rely on examples from the texts or materials that you are comparing. These examples can be specific quotes, scenes, or events that illustrate the similarities or differences between the subjects of your essay. By including these examples, you give your readers concrete evidence to consider and analyze.

When selecting evidence and examples, it is important to choose ones that are relevant and significant to your comparisons. This means that they should directly relate to the aspects or criteria that you are examining in your essay. Avoid including irrelevant or peripheral information that does not contribute to your main argument.

Furthermore, it is crucial to analyze and explain the evidence and examples you provide. Simply presenting them without any commentary or analysis will leave your comparisons feeling incomplete. Take the time to explain how the evidence supports your comparisons and what it reveals about the subjects being compared. This will help your readers understand the significance of your comparisons and the broader implications they may have.

In conclusion, providing evidence and examples is crucial when writing a comparative essay. By referencing authoritative sources and using examples from the texts or materials being compared, you can strengthen your arguments and make your essay more convincing. Remember to choose relevant and significant evidence, and to analyze and explain the evidence and examples you provide. These steps will help ensure that your comparisons are well-supported and persuasive.

Revise and edit your essay for clarity and coherence

Once you have completed a rough draft of your comparative essay, it’s important to dedicate time to revise and edit your work. This step is crucial in ensuring that your essay is clear and coherent, allowing your ideas to flow smoothly and making it easier for your readers to understand the points you are trying to convey.

During the revision process, focus on refining your essay’s structure and organization. Ensure that your introduction effectively introduces the topic and provides a clear thesis statement. Check that each paragraph is logically connected to the ones before and after it, using appropriate transitions to guide your readers through your comparison.

In addition to structure, pay attention to the clarity of your language and the coherence of your arguments. Use clear and concise sentences to express your ideas, avoiding unnecessary jargon or overly complex language. Make sure that your points are supported with evidence and examples, and that your analysis is thorough and well-reasoned.

As you revise, consider the overall flow and organization of your essay. Does each paragraph contribute to your central argument? Are there any parts that could be rearranged or omitted for clarity? Take the time to read your essay aloud or have someone else read it to you to identify any areas where the writing may be confusing or unclear.

Finally, pay attention to grammar, spelling, and punctuation errors. A polished and error-free essay indicates attention to detail and professionalism. Proofread your essay carefully, using online tools or asking a friend or colleague to review it for you. Correct any mistakes you find, ensuring that your essay is flawless and well-presented.

By revising and editing your essay for clarity and coherence, you can elevate the quality of your writing and enhance your ability to communicate your ideas effectively. Take the time to carefully review and refine your work, and you will be rewarded with a well-crafted comparative essay that engages and informs your readers.

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Free Comparative Literature Essay Examples & Topics

Comparative literature explores the relationship between works of fiction of different cultures and times. Its purpose is to establish the connection between specific genres, styles, and literary devices and the historical period. At the same time, it provides an insight into the meaning hidden between the lines of a given text.

What is a literary comparison essay? This academic paper requires a specific methodology but follows the typical rules. A student is expected to perform comparative textual analysis of a short story, novel, or any other piece of narrative writing. However, it is vital to remember that only the pieces with something in common are comparable.

This is where all the challenges start. Without an in-depth literature review, it is not always clear which works can and should be compared. Which aspects should be considered, and which could be left out? The structure of a comparative essay is another stumbling rock.

For this reason, our team has prepared a brief guide. Here, you will learn how to write a successful comparative literature essay and, more importantly, what to write in it. And that is not all! Underneath the article, we have prepared some comparative literary analysis essay examples written by students like you.

Comparative literary analysis requires you to know how to correlate two different things in general. So let us start from the basics. This section explains how to write a comparative paper.

A good comparison essay structure relies on two techniques:

Alternating or point-by-point method.

Using this technique, you dedicate two paragraphs for each new comparison aspect, one for each subject. It is the best way to establish similar and different features in the two novels. Such comparative analysis works best for research, providing a detailed and well-structured text.

1st Body Paragraph: Social problems in Steinback’s works.

2nd Body Paragraph: Social problems in Hemingway’s works.

3rd Body Paragraph: Psychological problems in Steinback’s works.

4th Body Paragraph: Psychological problems in Hemingway’s works.

5th Body Paragraph: Interpersonal problems in Steinback’s works.

Block or subject-by-subject method .

This approach means that you divide your essay in two. The first part discusses one text or author, and the second part analyzes the other. The challenge here is to avoid writing two disconnected papers under one title.

For this purpose, constantly refer the second part to the first one to show the differences and similarities. You should use the technique if you have more than two comparison subjects (add another paragraph for each next one). It also works well when there is little in common between the subjects.

1-3 Body Paragraphs: Description of rural labor in Steinback’s works.

4-6 Body Paragraphs: Description of rural labor in Hemingway’s works.

You will formulate a thesis and distribute the arguments and supporting evidence depending on the chosen structure. You can consult the possible options in our comparative literature essay examples.

Let us move to the main point of this article: the comparison of literature. In this section, we will discuss how to write an ideal essay in this format.

We suggest you stick to the following action plan:

Choose literary works to compare. They should have some features in common. For example, the protagonist faces the same type of conflict, or the setting is the same. You should know the works well enough to find the necessary passages. Check the comparative literature examples below if you struggle with the step.
Select the topic, thinking of similarities. The broader the matter, the more challenging the writing. A comparative study of the protagonists in two books is harder than analyzing the same theme that appears in them. Characters may have little in common, making the analysis more complicated.
Find both differences and similarities. Once you’ve formulated the topic , make a list of features to compare. If the subjects are too different, choose the block method of contrasting them. Otherwise, the alternating technique will do.
Formulate a thesis statement that has a comparative nature. It should convey the gist of the essay’s argument. Highlight the relationship between the books. Do they contradict, supplement, develop, or correct each other? You can start the thesis statement with “whereas.” For example, “Whereas Heathcliff in Wuthering Heights and Darcy in Pride and Prejudice are full of pride, this trait leads them to different troubles.”
Outline and list key elements. Select three to six comparable aspects depending on your essay’s expected length. Then, plan in what order you’ll present them and according to which technique.
Link elements and write. Distribute the features among the comparative paragraphs. If you wish to prove that the books are more different than alike, start with the most diverging factors and move to the most similar ones.

That’s it! Thank you for reading this article. For more examples of comparative literature essays, check the links below.

708 Best Essay Examples on Comparative Literature

Compare and contrast wordsworth and keats.

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Comparing Two Poems

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Hamlet, Laertes, Fortinbras: Revenge for the Deaths of Their Fathers

Feminist perspective: “my last duchess”, “to his coy mistress”, and “the secretary chant”.

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William Blake’ Poems Comparison: “The Lamb” and “The Tyger”

Racism in the “dutchman” by amiri baraka.

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William Shakespeare “Romeo and Juliet” and “A Midsummer Night’s Dream”

Words: 1773

Imagery and Theme in William Blake’s Poems

A high-toned old christian women by wallace stevens, “the lady with the pet dog”: oates & chekhov [analysis], the absurd hero as an interesting type of hero in literature and movies.

Words: 1248

Blindness in Oedipus Rex & Hamlet

Words: 2788

Comparing Robert Frost’s Poems: The Road Not Taken and A Question

Comparison of “hamlet”, “king lear” and “othello” by shakespeare.

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Gilgamesh and Odysseus: A Comparison

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Characterization’s Importance in Literature

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Defoe’s “Robinson Crusoe” and Swift’s “Gulliver” Comparative Analysis

Dante and chaucer: the divine comedy and the canterbury tales comparison, animals as symbols of the human behaviour.

Words: 2856

The Mother Image in a Poem, a Song, and an Article

Words: 1494

Atwood’s “Dancing Girls” and Achebe’s “The Madman”

Words: 2787

The Aspects of Human Nature That George Orwell Criticizes in His Work 1984 Compared to Today’s World

Words: 1098

“Annabel Lee” and “The Raven” by Edgar Allan Poe

Tim burton interpretation of “alice in wonderland”.

Words: 3660

Relationship Between Parents and Children

Symbolism in ozymandias by p.b. shelley, the sick rose by w. blake, the road not taken by r. frost.

Words: 1762

Anne Bradstreet and Mary Rowlandson Comparison of Famous Puritan Writers – Compare and Contrast Essay

Words: 1890

Little Things are Big by Jesus Colon and Thank You M’am by Langston Hughes Analysis + Summary

“appointment with love” and “the gift of the magi” comparison.

Words: 1529

Lamb to the Slaughter: Movie vs. Book

Words: 1384

“The Namesake” and “The Overcoat”

“mirror image” by coakley and “a secret lost in the water” by carrier, hamlet and king oedipus literature comparison, the play “trifles” and the short story “a jury of her peers” by glaspell, incomplete families: “the drover’s wife,” “the chosen vessel,” and “good country people”.

Words: 2033

Comparison of Shakespeare’s and Donne’s Works

Words: 1113

“The Epic of Gilgamesh” and “The Bhagavad Gita” Comparison

Power and corruption in shakespeare’s plays.

Words: 2918

The Fairy Tales “Beauty and the Beast”, “The Frog King”, and “The Pig King”

Words: 2062

Comparison of Douglass and Jacobs Narratives

Words: 1486

Macbeth & Frankenstein: Compare & Contrast

Words: 2483

Analysis of the poems “Elephant Eternity” (Adrian Mitchell) and “Washing the Elephant” (Barbara Ras)

The concept of true love.

Words: 1369

John Donne’s and Edmund Spenser’s Works Comparison

Words: 1250

Harriet Jacobs and Frederick Douglass Literature Comparison

Words: 2254

Comparativing of the poem “Richard Cory” and “The Unknown Citizen”

Comparing and contrasting “the tyger” by william blake with “traveling through the dark” by william stafford, william faulkner and ernest hemingway comparison, “the hobbit”: book vs. movie.

Words: 2495

Sex and Sexuality in “Dracula” and “The Bloody Chamber”

Words: 2053

Oedipus: Three-Way Compare and Contrast

Divine comedy and the odyssey as epics.

Words: 1378

Transcendentalist vs Dark Romantic Literature

Words: 1407

“The Fortune at the Bottom of the Pyramid” by C.K. Prahalad

Words: 2902

Love for Nature: A Symptom of a Lovesick Heart

Words: 1010

Comparison of G. Orwell’s “1984”, R. Bradbury’s “Fahrenheit 451” and A. Huxley’s “Brave New World”

Words: 1716

Genre Diversity in Literature

Words: 4133

Mary Prince and Frederick Douglass: Works Comparison

Words: 1393

Comparison: The Algonquin Cinderella (America) Vs Tam and Cam (Vietnam)

Words: 1472

A Critical Comparison of Two Readings

Words: 1182

“The Fall of the House of Usher” & “The Cask of Amontillado”: Summaries, Settings, and Main Themes

Words: 1258

Hindu Creation Myth

“the bacchae” by euripides, and “the secret history” by donna tartt.

Words: 1920

“A Doll’s House” and “Death of a Salesman” Comparison

Words: 1414

The Dystopian Societies of “1984” and Brave New World

Robert frost and walt whitman: poems comparison, on his blindness: a response to the poem, compare and contrast “to his coy mistress” & “to the virgins”.

Words: 2413

Comic Books and Picture Books

Words: 1210

William Faulkner and Flannery O’Connor: Comparison

Words: 2094

Novels by Conrad and Forster Comparison

Words: 1479

Nathaniel Hawthorne and Flannery O’Connor’s Works Comparison

Comic heroines in “as you like it” and twelfth night.

Words: 1673

Women’s Roles: 1001 Nights and The Iliad

Words: 1969

Comparison Between Sun Tzu’s Art of War and Machiavelli’s Art of War

Words: 1108

Nothing Gold Can Stay vs. Because I Could Not Stop for Death

Words: 2314

The Analysis of Two Literary Works

Poe’s “the fall of the house of usher” and “the black cat”, ‘what’s your name girl’ and ‘me talk pretty one day’: comparison and contrast.

Words: 1028

Nascent Colonialism in Robinson Crusoe and Gulliver

Words: 2993

‘Out, Out’ by Robert Frost: Themes of Moving On and Sorrow

Gregor’s relationship with his father in “the matamorphosis”.

Words: 1983

Homage to My Hips

“punishment” by tagore vs. “the stranger” by camus.

Words: 1114

“Dancing Girls” and “Madman” by Margaret Atwood and Chinua Achebe

Words: 2433

“Hills Like White Elephants”: Argument Comparison

The drover’s wife by murray bail and henry lawson comparison, beauty and the beast.

Words: 2364

Comparison of the Opening Scene of Macbeth by Orson Welles and The Tragedy of Macbeth by Roman Polanski

Auden’s “the unknown citizen” and piercy’s “the market economy”, the death of ivan ilych and the metamorphosis.

Words: 3084

Salih’s “A Handful of Dates” and Ferre’s “The Youngest Doll”

Words: 1120

Peter Singer and Onara O’Neill: Comparative Position

The book “fahrenheit 451” and the movie “equilibrium”.

Words: 1127

“The Holy Man of Mount Koya” and “The Narrow Road to Oku”: Comparison of Emotions in Journey Narratives

Comparative literature for robert browning and elizabeth barrett browning.

Words: 2289

Role of Fate and Divine Intervention in Oedipus and The Odyssey

Words: 1163

Joy Harjo’s “She Had Some Horses” Analytical Essay

Words: 1215

Opus of Love, Sacrifice, and Irony

Words: 1194

Olivier vs. Roland in The Song of Roland

“mending wall” by robert frost and “the lottery” by shirley jackson, setting in steinbeck’s “the chrysanthemums” and updike’s “a&p”, binary opposition in “the tell-tale heart” by poe and “young goodman brown” by hawthorne.

Words: 2852

Conrad’s “Heart of Darkness” & “Things Fall Apart” by Achebe: Comparison

Words: 1183

A Rose for Emily: Faulkner’s Short Story vs. Chubbuck’s Film

Words: 1103

Homer’s The Iliad and John Milton’s Lost Paradise

Words: 1907

Count Orlok & the Other Mother Fictional Monsters

Words: 1221

Matthew Arnold’s and Thomas Hardy’s Poems Theme

Literature: “the chronicles of narnia” and “his dark materials”.

Words: 2003

”Othello” and ”Chronicle of a Death Foretold”: A Difference Between Love and Passion

Sartre’s “why write” and miller’s “narrative”, comparing the nature and characteristics in two poems.

Words: 1639

Initiation Themes in Literature Works

Words: 2159

‘Sex without love’ by Sharron Olds and ‘She being Brand’ by E.E Cummings

“frankenstein” vs. “great expectations”: compare and contrast.

Words: 2213

Kincaid’s “The Girl” vs. Chopin’s “The Story of an Hour”

Women in “the lady with the dog” by chekhov and “the dead” by joyce.

Words: 1153

Shakespeare’s “King Lear” and Smiley’s “A Thousand Acres”

John milton’s “paradise lost” and christopher marlow’s “dr. faustus”: comparative analysis.

Words: 2567

Appearance vs. Reality in Shakespeare’s “Hamlet” and Sophocles’ “Oedipus Rex”

Words: 1831

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Literary Criticism: Comparing/Contrasting Works, Characters, or Authors

Getting Started
1. What is Literary Criticism
Critical Literary Lenses
Literary Elements
Comparing/Contrasting Works, Characters, or Authors
3. Find Literary Criticism
4. Write Your Paper
MLA Citation This link opens in a new window

Comparing/Contrasting Literary Works, Characters, or Authors

Comparing literary works.

Consider which works you want to compare/contrast.
You could make a list of themes from each work and compare them side by side.
Free writing is also a great way to get your ideas on paper.
Spend time brainstorming- those who explore their ideas often have better essays in the end.
Try to determine the central theme of the work you are considering.
Look for a second work that has a similar theme

Common Themes

Good vs. Evil
Coming of Age
War and its perils
Individual vs. Society
Heroism

These are only some of the themes out there. You can explore many other options for your paper!

Questions to Ask

What is the overall message of the work?
Does the main character evolve as the story progresses?
What was the main conflict in the work?
Is the work trying to convey a message about society?
How do symbols tie into or help to develop the theme?

Character Analysis

Select two characters you would like to analyze.
Reread text and focus in on these characters, taking notes as you go.
Make a list of traits for each character and compare/contrast them side by side.
What important traits do the characters possess?
Is the character a main protagonist or antagonist?
Look at the characters actions- how can they be interpreted?
How does the character interact with others?
How does the character interact with the world they live in?
Do you see changes in the character as the plot progresses?

Author Analysis

You can also focus your compare/contrast criticism on two authors.
Reread the authors works you will be critiquing
Take notes about the authors as you read
What does the text say about the Author?
What kind of message is the Author trying to convey to their audience?
Does the author's life and background effect the themes of their works?
Do historical events influence the authors?
<< Previous: Literary Elements
Next: 3. Find Literary Criticism >>

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Writing a Paper: Comparing & Contrasting

A compare and contrast paper discusses the similarities and differences between two or more topics. The paper should contain an introduction with a thesis statement, a body where the comparisons and contrasts are discussed, and a conclusion.

Address Both Similarities and Differences

Because this is a compare and contrast paper, both the similarities and differences should be discussed. This will require analysis on your part, as some topics will appear to be quite similar, and you will have to work to find the differing elements.

Make Sure You Have a Clear Thesis Statement

Just like any other essay, a compare and contrast essay needs a thesis statement. The thesis statement should not only tell your reader what you will do, but it should also address the purpose and importance of comparing and contrasting the material.

Use Clear Transitions

Transitions are important in compare and contrast essays, where you will be moving frequently between different topics or perspectives.

Examples of transitions and phrases for comparisons: as well, similar to, consistent with, likewise, too
Examples of transitions and phrases for contrasts: on the other hand, however, although, differs, conversely, rather than.

For more information, check out our transitions page.

Structure Your Paper

Consider how you will present the information. You could present all of the similarities first and then present all of the differences. Or you could go point by point and show the similarity and difference of one point, then the similarity and difference for another point, and so on.

Include Analysis

It is tempting to just provide summary for this type of paper, but analysis will show the importance of the comparisons and contrasts. For instance, if you are comparing two articles on the topic of the nursing shortage, help us understand what this will achieve. Did you find consensus between the articles that will support a certain action step for people in the field? Did you find discrepancies between the two that point to the need for further investigation?

Make Analogous Comparisons

When drawing comparisons or making contrasts, be sure you are dealing with similar aspects of each item. To use an old cliché, are you comparing apples to apples?

Example of poor comparisons: Kubista studied the effects of a later start time on high school students, but Cook used a mixed methods approach. (This example does not compare similar items. It is not a clear contrast because the sentence does not discuss the same element of the articles. It is like comparing apples to oranges.)
Example of analogous comparisons: Cook used a mixed methods approach, whereas Kubista used only quantitative methods. (Here, methods are clearly being compared, allowing the reader to understand the distinction.

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Previous Page: Developing Arguments
Next Page: Avoiding Logical Fallacies
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The Ultimate Guide to VCE Comparative

May 8, 2019

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Go ahead and tilt your mobile the right way (portrait). the kool kids don't use landscape....

Updated 14/07/2022

What Is a Comparative?
What Are You Expected To Cover? (Comparative Criteria)
School Assessed Coursework (SAC), Exams and Allocated Marks
How To Prepare for Your Comparative SAC and Exam
How To Write a Comparative Essay

1. What Is a Comparative?

Comparative is also known as 'Reading and Comparing', 'Comparative Essay' and less frequently, 'Compare and Contrast'. For our purposes, we'll just stick to 'Comparative'.

As its name may indicate, a Comparative is when you analyse and write on two texts, comparing their similarities and differences. In VCE, there are 8 pairs of texts Year 12s can choose from (or more accurately, your school chooses for you!). The most popular combination of texts include novels and films, however, plays also make it onto the list.

When you start doing Comparative at school, you will move through your texts just as you have for Text Response (except...instead of one text it's actually two) - from watching the film and/or reading the novel, participating in class discussions about similar and different themes and ideas, and finally, submitting one single essay based on the two texts. So yep, if you've only just gotten your head around Text Response, VCAA likes to throw a spanner in the works to keep you on your toes!

But, don't worry. The good news is all of your Text Response learning is applicable to VCE’s Comparative, and it's really not as hard as it might first appear. Here's a video I created introducing Comparative ( I've time-stamped it to start at 0:55 - when the Comparative section starts - thank me later! ).

‍ 2. What Are You Expected To Cover? (Comparative Criteria)

What are teachers and examiners expecting to see in your essays? Below are the VCE criteria for Comparative essays (sourced from the VCAA English examination page ).

Note: Some schools may express the following points differently, however, they should all boil down to the same points - what is necessary in a Comparative essay.

a) Knowledge and understanding of both texts, and the ideas and issues they present

Society, history and culture all shape and influence us in our beliefs and opinions. Authors use much of what they’ve obtained from the world around them and employ this knowledge to their writing. Understanding their values embodied in texts can help us, as readers, identify and appreciate theme and character representations.

For example: Misogyny is widespread in both Photograph 51 and The Penelopiad , and both writers explore the ways in which females deal with such an environment. Photograph 51 is set in the 1950s when women begun to enter the workforce, whereas The Penelopiad is set in Ancient Greece, a period when women were less likely to speak out against discrimination.

b) Discussion of meaningful connections, similarities or differences between the texts, in response to the topic;

More about this later in 4. How To Prepare for Your Comparative SAC and Exam, Step 2: Understand both your texts - as a pair (below) .

c) Use of textual evidence to support the comparative analysis

While you should absolutely know how to embed quotes in your essay like a boss , you want to have other types of evidence in your Comparative essay. You must discuss how the author uses the form that he/she is writing in to develop their discussion. This encompasses a huge breadth of things from metaphors to structure to language.

For example: "The personification of Achilles as ‘wolf, a violator of every law of men and gods', illustrates his descent from human to animal..." or "Malouf’s constant use of the present voice and the chapter divisions allow the metaphor of time to demonstrate the futility and omnipresence of war..."

To learn more about metalanguage, read our What Is Metalanguage? post.

d) Control and effectiveness of language use, as appropriate to the task.

When examiners read essays, they are expected to get through about 12-15 essays in an hour! This results in approximately 5 minutes to read, get their head around, and grade your essay - not much time at all! It is so vital that you don’t give the examiner an opportunity to take away marks because they have to reread certain parts of your essay due to poor expression and grammar.

3. School Assessed Coursework (SAC), Exams and Allocated Marks

Comparative is the first Area of Study (AoS 1) in Unit 2 (Year 11) and Unit 4 (Year 12) - meaning that majority of students will tackle the Comparative SAC in Term 3. The number of allocated marks are:

Unit 2 – dependant on school
Unit 4 – 60 marks (whopper!)

The time allocated to your SAC is school-based. Schools often use one or more periods combined, depending on how long each of your periods last. Teachers can ask you to write anywhere from 900 to 1200 words for your essay (keep in mind that it’s about quality, not quantity!)

In your exam, you get a whopping total of 3 hours to write 3 essays ( Text Response , Comparative, and Language Analysis ). The general guide is 60 minutes on Comparative, however, it is up to you exactly how much time you decide to dedicate to this section of the exam. Your Comparative essay will be graded out of 10 by two different examiners. Your two unique marks from these examiners will be combined, with 20 as the highest possible mark.

4. How To Prepare for Your Comparative SAC and Exam

Preparation is a vital component in how you perform in your SACs and exam so it’s always a good idea to find out what is your best way to approach assessments. This is just to get you thinking about the different study methods you can try before a SAC. Here are my top strategies (ones I actually used in VCE) for Comparative preparation that can be done any time of year (including holidays - see How To Recharge Your Motivation Over the School Holidays for more tips):

Step 1: Understand each text - individually

This doesn’t mean reading/watching your texts a specific amount of times (though twice is usually a recommended minimum), but rather, coming to an understanding of your texts. Besides knowing important sections, quotes, themes and characters (which are still important and which you should definitely know), here are some other matters which are also necessary to consider:

Why has it been chosen by VCAA (out of literally millions of other books)?
Why are you reading it (especially if it’s an old text, and how it’s still important throughout the ages)?
Why did the author write it?
What kind of social commentary exists within the text (especially on specific issues and themes)?

These kinds of questions are important because quite often in this area of study, you’ll be defending and interpreting your own ideas alongside the author’s. When you find a solid interpretation of the text as a whole, then no essay topic will really throw you off - because you’ll know already what you think about it. Moreover, because you’re comparing two texts in this section, understanding a text and being specific (e.g. 'both texts argue that equality is important' vs. 'while both texts A and B agree with the notion of equality, A focuses on ____ whereas B highlights ____') will help your writing improve in sophistication and depth.

If you need any more tips on how to learn your texts in-depth, Susan's (English study score 50) Steps for Success in Text Study guide provides a clear pathway for how to approach your texts and is a must read for VCE English students!

And, if you're studying texts you hate (ugh!), you'll also want to check out Lavinia's guide which teaches you how to do well even when you hate your texts .

Step 2: Understand both your texts - as a pair

Avoid simply drawing connections between the texts which are immediately obvious. When writing a Comparative, the key strategy that'll help you stand out from the crowd is the CONVERGENT and DIVERGENT strategy . I discuss this in more detail below, under 'eBooks'.

We'll use George Orwell's Animal Farm and Shakespeare's Macbeth as an example ( don't worry if you haven't studied either of these texts, it's just to prove a point ). The most obvious connection simply from reading the plot is that both Napoleon and Macbeth are powerful leaders. However, you want to start asking yourself more questions to develop an insightful comparison between the two men:

For example: In Macbeth and Animal Farm a common theme is power

Q: How do they achieve power?

A: In Animal Farm , Napoleon is sly about his intentions and slowly secures his power with clever manipulation and propaganda. However , Shakespeare’s Macbeth adopts very different methods as he uses violence and abuse to secure his power.

Q: How do they maintain power?

A: Both Napoleon and Macbeth are tyrants who go to great length to protect their power. They believe in killing or chasing away anyone who undermines their power.

Q: What is the effect of power on the two characters?

A: While Macbeth concentrates on Macbeth’s growing guilty conscience and his gradual deterioration to insanity, Animal Farm offers no insight into Napoleon’s stream of consciousness. Instead, George Orwell focuses on the pain and suffering of the animals under Napoleon’s reign. This highlights Shakespeare’s desire to focus on the inner conflict of a man, whereas Orwell depicted the repercussions of a totalitarian regime on those under its ruling.

Check out our comparative scene analysis of The Longest Memory & The 7 Stages of Grieving for another example of understanding texts as a pair!

Step 3: Know your comparative words

Having a list of comparative words will help you understand your texts as a pair, and helps make your life easier when you start writing your essays. Here's a list we've compiled below:

Similarities

Additionally
At the same time
Correspondingly
Furthermore
In addition
In parallel

Differences

Compared to
Despite that
Even though
In contrast
Nevertheless
On the contrary
On the other hand
Nonetheless

Feel free to download the PDF version of this list for your own studies as well!

Step 4: Understand the construction of your texts

Besides comparing ideas and themes, and having an understanding of what the text says, it’s also imperative that you understand HOW the texts say it. This type of analysis focuses on metalanguage (also known as literary devices or literary techniques). When you get technical with this and focus on metalanguage, it brings out more depth in your writing.

You could start asking yourself:

What kind of description is used?
What kind of sentences are used?
Are they long and winding or rather short and bare?
Are they dripping with adjectives or snappy?
What is the structure of the text?
Does one begin with a prologue/end with an epilogue?
Is the text continuous or divided e.g. through letters or days or parts?
Does the text end at a climax or end with a true finality?
What reoccurs throughout the text? (specific lines, symbols or images)

These kinds of understanding are important as they are evidentiary material for your arguments. What you say and believe the authors have said, as well as how you believe the texts differ, may rely heavily on these techniques. You'd then translate this analysis to develop your arguments further in your essay. For example:

His depiction of Chapel serves as a subversion of the conventional type of slave; he is 'half a slave, half the master' and belongs to 'another way of life'. His defiance and rebellion against the dictations of society is exemplified through his speech, which consists of rhythmic and poetic couplets, filled with flowery language; which ultimately challenges the idea of illiterate slaves.

Step 5: Read and watch Lisa's Study Guides' resources

Doing this study all by yourself can be rather daunting, so we've got your back. We specialise in supporting VCE English students by creating helpful videos, study guides and ebooks. Here are some just to get your started:

YouTube Videos

We create general study advice videos like this:

We also create Comparative pair-specific videos:

If you prefer learning through videos, check out our entire YouTube channel (and don't forget to subscribe for regular new videos!).

Study Guides

Our awesome team of English high-achievers have written up study guides based on popular VCE texts. Here's a compilation of all the ones we've covered so far including current and older text pairs:

Bombshells and The Penelopiad

I Am Malala and Pride

Reckoning and The Namesake

Reckoning and The Namesake (Quote Analysis)

Ransom and Invictus

Ransom and The Queen

Stasiland and 1984

Stasiland and Never Let Me Go

Stasiland and Never Let Me Go (yes this is a different guide to the one above!)

The Crucible and The Dressmaker

The Crucible and The Dressmaker (Understanding Context)

The Crucible and Year of Wonders

The Hate Race and Charlie's Country

The Longest Memory and Black Diggers

The Longest Memory and The 7 Stages of Grieving

The Penelopiad and Photograph 51

Tracks and Charlie's Country

Tracks and Into the Wild

Tip: You can download and save the study guides for your own study use! How good is that?

And if that isn't enough, I'd highly recommend my How To Write A Killer Comparative ebook. What's often the most difficult part of Comparative is finding the right examples and evidence to ensure that you're standing out against hundreds of other students studying VCE.

Unlike Text Response where there are over 30 texts for schools to choose from, Comparative only has 8 pairs of texts. This means that the likelihood of other students studying the same texts as you is much higher. And what does that mean?

It means that your competition is going to be even tougher. It's likely the character or quote you plan to use will also be used by other students. So, this means that there needs to be a way for you to differentiate yourself. Enter my golden CONVERGENT and DIVERGENT strategy .

This strategy can be used for any example you wish to use, but by approaching your example with the CONVERGENT and DIVERGENT mindset, you'll immediately be able to establish a unique perspective that should earn you some bonus marks.

If you've ever had a teacher tell you that you needed to ‘elaborate’, ‘go into more detail’, or ‘more analysis’ needed in your essays - this strategy will help eliminate all those criticisms. It will also show your teacher how you are comfortable writing an in-depth analysis using fewer examples, rather than trying to overload your essay with as many examples as possible because you barely have anything to say about each one.

To learn more about the CONVERGENT and DIVERGENT strategy, get a free preview of this study guide on the Shop page or at the bottom of this blog.

Step 6: Brainstorm and write plans

Once you've done some preliminary revision, it's time to write plans! Plans will help ensure you stick to your essay topic, and have a clear outline of what your essay will cover. This clarity is crucial to success in a Comparative essay.

Doing plans is also an extremely time-efficient way to approach SACs. Rather than slaving away hours upon hours over writing essays, writing plans will save you the burnout and get you feeling confident faster.

I've also curated essay topic breakdown videos based on specific VCE texts. In these videos, I explore keywords, ideas and how I'd plan an essay with corresponding examples/evidence.

Step 7: Get your hands on essay topics

Often, teachers will provide you with a list of prompts to practice before your SAC. Some teachers can be kind enough to nudge you in the direction of a particular prompt that may be on the SAC. If your teacher hasn’t distributed any, don’t be afraid to ask.

We have a number of free essay topics curated by our team at LSG, check some of them out:

I Am Malala and Made In Dagenham Prompts

Ransom and Invictus Prompts

Stasiland and Never Let Me Go Prompts

The Crucible and Year Of Wonders Prompts

The Penelopiad and Photograph 51 Prompts

Psst...see these fully annotated sample essays where we show you exactly how we analysed the prompt, brainstormed our ideas and created a plan for our essay:

Comparing Photograph 51 and The Penelopiad: Essay Topic Breakdown

Ransom and The Queen: Comparative Essay Topic Breakdown

The Longest Memory and Black Diggers - A Comparative Essay Breakdown

‍ Step 8: Write essays

Yes, sad but it’s a fact. Writers only get better by actually writing . Even if you just tackle a couple of essays then at least you will have started to develop a thinking process that will help you to set out arguments logically, utilise important quotes and time yourself against the clock. It will help you write faster as well – something that is a major problem for many students. With that said, let's get into how to write a Comparative next.

‍ 5. How To Write a Comparative Essay

Comparative essay structure.

Here are a couple of resources to get your Comparative essay structure sorted. Firstly a video (time-stamped at 1:38) :

Secondly, jump over to Sarah's (English study score 47) Compare the Pair: A Guide to Structuring a Reading and Comparing Essay post where she delves into two different types of Comparative essay structures.

Comparative Essay Example

Introduction.

In an introduction, you're expected to have the following:

Context (or background)
Both authors' (or director's) names
Both text titles
Main arguments

Here's an example from Mida (English study score 43), in her post The Longest Memory and Black Diggers - A Comparative Essay Breakdown :

The hopes and dreams of oppressed individuals can be fulfilled to a certain extent. This degree of fulfilment, however, can ultimately become restricted by the entrenched beliefs and dictations of society; and thus, this process of fulfilment is presented to be difficult and rare to achieve. In Fred D’Aguiar’s novella, The Longest Memory , the hopes and dreams for equality and racial acceptance is revealed to coerce oppressed individuals to subvert social norms, all in an attempt to gain liberty and fairness. Similarly, Tom Wright’s play, Black Diggers , explores the collective yearning of oppressed Indigenous Australians who seek to gain a sense of belonging and recognition in society. Both D’Aguiar and Wright expose how the obstacles of social inequality, deep-rooted prejudice and beliefs can essentially restrict the fulfilment of such desires and dreams.

Try to keep your introduction to the point. There's no need to prolong an introduction just to make a set number of sentences. It's always better to be concise and succinct, and move into your main body paragraphs where the juicy contents of your essay resides.

Body Paragraph

Most of you will be familiar with TEEL learnt in Text Response. TEEL can stand for:

Topic sentence
Linking sentence

If your teacher or school teaches you something slightly different that's okay too. At the end of the day, the foundations are the same.

In Comparative, you can still use TEEL, except that you'll be making comparisons between the two texts throughout your paragraph.

The below example adopts the 'Alternate' Comparative essay structure where the first part of the body paragraph focuses on Text 1 ( The Longest Memory ) and the second half of the body paragraph focuses on Text 2 ( Black Diggers ).

The ambitions of the oppressed are achieved to a certain extent. However, they are not maintained and thus become restricted due to the beliefs and conventions entrenched in society. D’Aguiar asserts that a sense of liberation can indeed be achieved in the unjust system of slavery, and this is demonstrated through his characterisation of Chapel. His depiction of Chapel serves as a subversion of the conventional type of slave; he is 'half a slave, half the master' and belongs to 'another way of life'. His defiance and rebellion against the dictations of society is exemplified through his speech, which consists of rhythmic and poetic couplets, filled with flowery language; which ultimately challenges the idea of illiterate slaves. D’Aguiar also associates the allusion of the 'two star-crossed lovers' in regards to the relationship between Lydia and Chapel; who were 'forbidden' to 'read together'. Despite this, the two characters take on a form of illicit, linguistic, sexual intercourse with each other, as they 'touch each other’s bodies in the dark' and 'memorise [their] lines throughout'. Here, D’Aguiar illustrates their close intimacy as a form of rebellion against the Eurocentric society, who believed such interrelation between blacks and whites was 'heinous' and 'wicked'. The individualistic nature of Chapel is also paralleled in Black Diggers , where Wright’s portrayal of Bertie expresses the yearning for a sense of belonging. Just like Chapel, Bertie desires free will, and he decides to 'fight for the country'. This aspiration of his however, is restrained by both his Mum and Grandad; who in a similar manner as Whitechapel, represent the voice of reality and reason. Wright employs the metaphor of the Narrandera Show to depict the marginalisation and exclusion of Aboriginal people, as they will never be 'allowed through the wire', or essentially, ever be accepted in Australia. This notion of exclusion is further reinforced through Bertie’s gradual loss of voice and mentality throughout Wright’s short vignettes, as he soon becomes desensitised and is 'unable to speak'. Here, Wright seems to suggest that the silenced voices of the Indigenous soldiers depict the eternal suffering they experienced; from both the horrors of war, but also the continual marginalisation and lack of recognition they faced back home. Consequently, D’Aguiar and Wright highlight how the ambitions of young individuals are limited by the truths and history of reality, and are essentially rarely achieved.

Conclusions should be short and sweet. Summarise your main points while comparing the two texts (just as you have throughout your entire essay).

D’Aguiar and Wright both illustrate oppressed individuals fighting against the beliefs and conventions of society; in order to gain their freedom and achieve their hopes and dreams. However, both reveal the harsh truths of reality that ultimately inhibit and restrict the capacity of people’s ambitions. D’Aguiar and Wright compel their readers to try and grasp an understanding of the past of slaves and Aboriginal soldiers, in order to seek remembrance and closure of this fundamental truth. They both convey the need for memories and the past to never be forgotten; and instead remembered and recognised in history.

For further detail from Sarah (English study score 45), read her advice on 5 Tips For A Mic-Drop Worthy Essay Conclusion .

If you're looking for more A+ Comparative essay examples, then you can also get your hands on any of our LSG study guide ebooks. Each study guide has 5 comparative essays, all fully annotated so you can see into the mind of a high achiever. These comparative essay examples also adopt different essay structures (block, alternating, and integrated) so you can see all three in action.

Ransom & The Queen

The Crucible & The Dressmaker

The 7 Stages of Grieving & The Longest Memory

I Am Malala & Pride

Photograph 51 & My Brilliant Career

‍ This blog guide is fantastic to get you started - there are certain strategies you can implement to ensure your Comparative essay wows your examiner and gives you an A-grade ranking. These strategies have been adopted by high-achievers in the past few years and have resulted in student achieving study scores of 45+. Make sure you don't miss out on these strategies by accessing a free sample of our How To Write A Killer Comparative ebook. In the meantime, good luck!

Get our FREE VCE English Text Response mini-guide

Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps. Click below to get your own copy today!

Unsure how to study for your Comparative SAC or exam?

Learn LSG's unique CONVERGENT and DIVERGENT strategy which has helped hundreds of students achieve A+ in their assessments
Includes sample A+ essays with EVERY essay annotated and broken down on HOW and WHY students achieved A+ so you reach your goals quicker
Different types of essay structures broken down so you understand what to do and what not to do with confidence
Learn how to stand out from other students with unique points of comparison

For an overview of the EAL study design plus tips and tricks for reading comprehension, time management and more, check out The Ultimate Guide to EAL .

The listening section of the curriculum was introduced by VCAA in 2017 and I highly recommend having a look at the examination reports from 2017 onwards as they provide valuable insight into what the examiners are looking for in high-scoring responses. In this blog, I will explain three key tips that helped me receive a perfect study score in EAL so that you can better prepare for EAL listening.

Tip #1: Pay Attention to the Choice of Delivery

Delivery of speech can be described from 5 aspects:

Pitch refers to the highness or lowness of a sound. High-pitch can be used to heighten the emotion; conversely, a low-pitched voice is often softer and quieter or used to make an important point.

Pace is the speed at which the speech is delivered. Pace can be described as ‘fast’ or ‘slow’.

Presence of pauses, repetition, hesitation

These are often used in conjunction with pace and pitch of voice to illustrate the speaker’s feelings, attitude or views towards a certain issue.

Emphasis/stress on certain words

The emphasis a speaker places on specific words or phrases serves to draw the listener’s attention to the most important information.

Tone of voice

When I first started learning how to nail the listening component, I made an extensive list of descriptive words for tone of voice that can be incorporated into my answers when it comes to SACs and the exam:

It is, of course, awesome and somewhat satisfying to have a glorious list of A+ words under our belt, but they are of no use if we are not comfortable using them. By this, I mean we need to make sure we know the meaning of these fancy words and how to incorporate them into sentences.

Although the full list is very useful, I found myself frequently tending to use a certain few as highlighted below. This helped me to memorise the words I found most versatile, rather than trying to memorise ones I was unlikely to use. You can select the words that work best for you individually - no right or wrong here!

Tip #2: How To Tackle the 3 Marks Question!

Usually, towards the end of a listening task, you will get a 3 marks question that asks for ‘choice of language and delivery’.

Note: For background information on this ‘Gidon’ question, see this blog . And, if you’re not sure why we have highlighted and underlined certain words, see here .

So how do we formulate a cohesive response for this question and ensure we can get 3/3? The train of thought for answering this question is similar to that of analysing how language is tailored to persuade the readers.

The following is an example of what your final answer might look like:

Describe Gidon’s response to the change made to hospital fees. Support your answer with his word choice and delivery. 3 marks

Gidon is very happy and proud of the change in hospital fees. Gidon uses a cheerful and hopeful tone (1st mark) to deliver the message that the change brings him ‘a really good feeling’ and he feels ‘unbelievably proud’ that ‘small people can make great change’ (2nd mark). In addition, Gidon states this in a high pitch and at a fast pace, demonstrating that he is pleased and satisfied with the reduction in hospital parking fees (3rd mark).

For background information on this ‘Gidon’ question and its answer, see EAL Listening Practice .

Here is another sample answer question and answer (see this blog for background information):

What is Beverley Wang’s opinion on some apps showing many ‘likes’? Support your answer with an example of word choice and language. (3 marks)

Beverley Wang expresses her opinion that some apps can foster addictive behaviours and can be scary by using a frustrated and alarmed tone (1st mark). Additionally, by repeating the term ‘consuming’ four times in a row (2nd mark), delivered at a fast pace, Wang affirms the unethical and addictive nature of the apps (3rd mark).

Tip #3: Build Your Vocabulary to Describe the Interaction Between Speakers

In EAL listening, you are often expected to describe the interaction between two or more speakers. This allows you to comment on how multiple speakers express their ideas. There will typically be a question that asks you to describe the interaction between the speakers, such as, ‘Suggest 2 words to describe the interaction between A and B’. The answer you need to provide will typically be a two-word answer. Here is a list of words that I frequently used to answer questions like this:

Words to describe positive interactions include:

Friendly, respectful
Professional, formal, polite
Relaxed, warm
Amicable, sanguine

Words to describe negative interactions include:

Embarrassed
Teasing, childish
Tense, unpleasant, disappointed
Confrontational

Hint: You have probably noticed that a lot of the words used to describe the tone for language analysis overlap with the ones you employ to describe the interaction between speakers. This is a bonus since once you have learned these adjectives, you can use them for both sections of the exam.

I hope you found these tips useful! For further tips and tricks on tackling the EAL Listening Exam, check out How To ACE the EAL Listening Exam .

The listening tasks of the EAL exam are worth 20% of the total exam marks. Since this section was introduced to the exam fairly recently, limited past exam questions are available for students to practice. In my blog post EAL Listening Practice and Resources , I provide you with some awesome listening resources that you should definitely check out! And more importantly, I teach you a step-by-step approach for how to use those listening resources to help you better prepare for EAL listening. If you haven’t already read that blog post, go and check it out before coming back to this one so that you understand the steps we’re following.

Here we’ll be working through another exam-style practice to help us improve on the EAL listening section. We will be adopting the same strategies introduced in EAL Listening Practice and Resources . For more advice on how to boost your skills in the listening section, check out Tips on EAL Listening .

Use this link to access the audio clip that we’ll be using in this listening practice: Hospital Parking Fees - Classroom - BTN (abc.net.au)

Download this worksheet so that you can work through this listening task on your own too!

1st Time Listening

Step 1: read and annotate background information (below).

Highlight the name of the speakers.
Underline important information.

Step 2: Read and Annotate the Questions

Develop a system that works well for you personally. For example, I usually underline the keywords that give me information on ‘what’, ‘why’, ‘how’, ‘where’, ‘when’. I highlight the speakers in the example below.

Step 3: Listen to the Audio (Without the Visual)

Hospital Parking Fees - Classroom - BTN (abc.net.au)

Step 4: Write Down Side Notes

2nd Time Listening

Step 1: Fill in the blanks and try to be aware of words you don’t quite ‘get’.

This is where you have the opportunity to fill in the blanks for the challenging words that you did not pick up in the first round. For example: petition, democratic, campaign, rare.

COMMON MISTAKE: check the spelling for ‘rare’, not ‘rear’

Step 2: Note down how the speakers convey their attitude, feeling, ideas, etc.

Let's take a look at this section of the audio clip:

GIDON: ‘ It gives me a really good feeling to know that I've made a change, that change has happened. I think what I would like to say to all the other people, especially kids who want to start change, is that it really does sometimes seem impossible that someone that doesn't have a vote and who doesn't have as much democratic power really as adults do, I think what this has shown is that it really is possible to do these things that we still can affect our country and that small people can make great change.’

Here’s one way I analysed the delivery of the audio:

The cheerful and hopeful tone used to deliver the message that the change brings him ‘a really good feeling’ demonstrates Gidon’s approval of the change in parking fees. Furthermore, Gidon states this in a high pitch and fast pace, unveiling that he is pleased and satisfied about the reduction in hospital parking fees .

Step 3: Interaction between speakers.

This step does not apply to this particular audio clip since the audio/ video is a recount of the event rather than direct conversation between two or more speakers.

3rd Time Listening

The transcript is available HERE .

Whilst reading through the transcript with the audio on, try and pick up any information that you missed in previous rounds of listening and also words that you might have spelt incorrectly.

Sample Questions and Answers

Have a go at these VCAA-style questions that I wrote up, and then check out my sample answers to see how your own answers compare. You will probably notice that a lot of the information you gather from the ‘W’ words actually provides you with the answers to the majority of the questions here.

Sample Questions

Sample answers.

1. Gidon’s petition is about lowering the fee for parking in hospitals and putting a limit on how much the hospital can charge.

2. Gidon has a rare blood condition which means he visits the hospital quite regularly. Since his diagnosis, Gidon’s family paid more than ten thousand dollars just to visit the hospital.

3. When hospital parking fees are too expensive, patients will buy food and other necessities instead of going to the hospital. Thus, patients may not go to the hospital because parking is too expensive, these poor patients need to choose between paying parking fees and buying food.

4. Regular hospital attendants will receive a 90% discount on what they are currently paying.

5. Families, patients and carers for regular visitors of public hospitals.

COMMON MISTAKE: check the spelling for ‘carer’, not ‘career’ or ‘carrier’

6. Gidon is very happy and proud of the change in hospital fees. Gidon uses a cheerful and hopeful tone (1st mark) to deliver the message that the change brings him ‘a really good feeling’ and he feels ‘unbelievably proud’ that ‘small people can make great change’ (2nd mark). In addition, Gidon states this in a high pitch and fast pace, demonstrating that he is pleased and satisfied with the reduction in hospital parking fees (3rd mark).

--- I hope you found this guide handy! For further tips and tricks on tackling the EAL Listening Exam, check out How To ACE the EAL Listening Exam .

Historical Context
Plot Summaries
Themes, Motifs and Key Ideas
Sample Essay Breakdown

For a detailed guide on Comparative, check out our Ultimate Guide to VCE Comparative.

1. Historical Context

To understand the works of Franklin and Ziegler, we are going to take a look at the historical contexts in which the texts were written. By doing this, we’ll establish a proper understanding of some of the language and concepts that you might have experienced in class. The three specific historical contexts that we will address are life in 1950s London , uncovering the enigma of DNA as well as 19th-century rural life in Australia . As you continue to read this study guide, you may wish to refer back to this section if you find some of the terminologies and references confusing!

Life in 1950s London (Photograph 51)

Photograph 51 is set during the 1950s in London. This was a challenging time for everyone, largely due to Britain’s impaired economy after the war, as well as the financial obligations of the nation to the United States. An iconic local feature of this time was the fact that the government encouraged everyone in the nation to grow food for themselves and their communities. Everywhere you looked, land was being used to farm crops! Indeed, people would grow food everywhere that they could because government rations were strictly enforced and the 1950s was a decade marked by the struggle for parents to find enough food for themselves and their children. This was a difficult situation in which to live and work. However, in this time after the Second World War, Britain experienced changes on a scale never experienced by the country before. The war had cost Britain its status as a nation of monumental power, and in the 1950s the nation was looking to rebuild itself. This was a period of enthusiasm and optimism, in which many technological and scientific developments were made. Computers became more sophisticated, and humanity deeply desired to explore the workings of the world.

Nonetheless, during this time of hope and progress, women were remarkably undervalued , and female professionals were often treated with contempt. We are provided with a snapshot of what this looked like in Photograph 51 . As a Jewish woman in the 1950s, Rosalind Franklin is depicted as a target for prejudice in the world around her. For example, she is not permitted to dine with her male colleagues at lunch, which renders her unable to engage in meaningful conversations with her colleagues and debate about their research and ideas. Additionally, despite the fact that she is just as qualified as Wilkins, he continually ignores her qualifications and achievements. We see this as he refers to her with the patronising nickname ‘Rosy’, which underscores the reality that he sees her as inferior to him. It is evident that the professional world was a challenging place for women and minorities during the 1950s in London. However, Rosalind Franklin was willing to persist with her important scientific work in this formidable social setting.

19th Century Rural Life in Australia (My Brilliant Career)

My Brilliant Career was published in 1901. This was the year when the Commonwealth of Australia was formed, as the colonies of Western Australia, Tasmania, Victoria, Queensland, South Australia and New South Wales united as one nation. The text is set in areas around Goulburn in Australia in the 1890s, which is around 195 kilometres - or a two-hour drive - in the South-West direction of Sydney. To put it bluntly: Australia was a challenging place to live in in the 1890s. Take a moment to consider the harsh realities of life in this time and place. During this time, most of Australia was a rural environment and this was an era in which Australians were confronted with drought, economic hardships and high unemployment rates. Indeed, the period of prosperity during the 1850s gold rush was, unfortunately, coming to a close, international investment in Australia was devastatingly declining and the price of wool and wheat was dropping at a dangerous pace. The dire economic situation was certainly not helped by the long drought, which created a distressing situation for the agricultural industry. As we see in the text, Sybylla’s father is a dairy farmer, and her family lived through this unbearable summer heat, the harsh drought and the pain caused by dying livestock. Miles Franklin convincingly uses Sybylla and her family to illustrate the extent to which the adversity of the time had an impact on everyone and the fact that nobody could escape it.

During this period, many women had to take up jobs to support their families, due to the turbulent economic times. Having said that, this was a challenging environment for a woman to pursue a career. Marriage was seen as the only appropriate venture for a woman, and women were expected to marry as soon as they were able to. It was basically unthinkable for a woman to work and pursue a career unless she was working while she waited to be able to depend upon a husband for support. Those who chose not to marry were treated poorly by the world around them. In particular, women could be traded and bartered as labour, and we see when Sylblla becomes a governess to repay her family’s debt.

During this challenging time, it was becoming increasingly common for young women in Australia to publish books, with Miles Franklin being one of them. Nevertheless, Miles Franklin - officially born Stella Franklin - ensured that ‘Miss’ was excluded from her name on the cover of her text. Presumably, she did not want her readers to assume that My Brilliant Career was written by a woman, as this may have harmed sales. Despite this, it is undeniable that social perspectives surrounding gender roles were gradually shifting towards permitting women greater rights within society. For instance, women were eventually granted the right to vote in federal elections in Australia when the Franchise Act was passed in 1902. We see such a progressive attitude represented in the text through Sybylla. Despite the social expectations placed upon her, Sybylla has aspirations for her future. As part of her aspirations, she must choose between the traditional route of marriage to Harry Beecham or her plans to pursue a career. Through this, we see that Miles Franklin welcomes the potentiality for increased social freedom for women to pursue meaningful occupations. In defiance of what society expected of her, she wanted to do something with her life and have a meaningful career! Much like many women of the day in rural Australia, pursuing such a path was no easy task and she faced much opposition.

2. Plot Summaries

We’re now going to take a quick look at the plots of My Brilliant Career and Photograph 51 . However, I cannot overemphasise the importance of setting aside the time to read these texts in detail and annotate them for yourself. You may wish to use these summaries to refresh your memory about the plot, or to stay on track if you get lost or confused while you read! We’ll provide you with a general overview of what happens, with a particular focus on the key events in each text.

Summary: My Brilliant Career

My Brilliant Career is an Australian literary classic by Stella 'Miles' Franklin which is set in rural New South Wales in the late nineteenth century. The story is presented in an autobiographical format and depicts the life and travels of Sybylla Melvyn and her family. The novel is written in a fairly free-flowing format, which Sybylla unapologetically explains is the result of her life being unstructured and lacking a plot. At times you may be frustrated with Sybylla’s pessimism and cynicism . At other times, you may hold back tears as you reflect on the adverse circumstances she faces as she pursues her goals and strives to find purpose in her life.

The novel commences with Sybylla and her family living in Bruggabong. Sybylla is content with her life here, with the freedom to roam around and ride horses as she pleases. However, as the first chapter comes to a close, we are told that Sybylla’s father, Dick Melvyn, intends to sell his stations and move his family to Possum Gully. He hopes that Possum Gully will present him with greater financial opportunities through trading farm animals. Sybylla is frustrated by the move and perceives her family’s new home as boring and monotonous. At the same time, life is hard for her mother, who becomes increasingly critical of Sybylla who seems to be developing into a rebellious child. Dick inflicts a great deal of pain upon his family, as he spends too much time in town, loses money with every sale and becomes an alcoholic. The drought certainly doesn’t simplify matters, with the scorching heat taking a toll on Sybylla, her family and their animals.

Eventually, we learn that Sybylla’s grandmother has decided to take Sybylla to live with her in Caddagat. Sybylla enthusiastically agrees and celebrates the opportunity to experience life in a different location away from the difficulties of Possum Gully. Whilst in Caddagat, she lives with Grandma Bosser, Aunt Helen and Uncle Jay-Jay. During her time there, several men approach Sybylla with an interest in marrying her. The first is Everard Grey, a wealthy lawyer from Sydney with a keen interest in the performing arts. She is denied the opportunity to travel with him and he neglects her upon hearing this news. Frank Hawden, a farmhand to the family, is attracted to Sybylla, but she sharply rejects him due to his unsophisticated demeanour. Finally, she meets Harold Beecham of Five-Bob Downs. They enjoy spending time together and he brings out Sybylla’s playful side. They eventually become engaged. However, Sybylla never intends to marry him and only agrees to the engagement on the condition that it is kept a secret between the two of them. She shares to her audience that she intends to break off the engagement as a means of stirring up and confronting Harold. Eventually, Harold is forced to leave Five-Bob Downs due to his financial misfortune resulting in the loss of his property. However, he and Sybylla agree to maintain their engagement and commit to marrying after a few years. Having said that, Sybylla never really has any intention of marrying Harold, for she views marriage as restrictive and unnecessary controlling of her freedom to pursue her own life.

Shortly after Harold’s departure, Sybylla is confronted with the news that her father’s debt to Peter M’Swat means that she will be required to travel to Barney’s Gap to work as a governess for the M’Swat children. It would be an understatement to say that Sybylla is dissatisfied with this new state of affairs! She absolutely hates working for the M’Swat family! She finds that the house is filthy, the children are disobedient and she has very minimal personal space. All she wants is to go back and live with Grandma Bossier and Aunt Helen. However, her mother denies her this privilege, for she must repay her father’s debt. The experience at Barney’s Gap becomes so bad for her that she develops an illness due to the emotional strain that she experiences. Accordingly, Mr. M’Swat sends her back home to Possum Gully to be with her family.

Sybylla hardly receives a warm welcome from her parents. Her mother continually treats her as ungrateful, and her father’s drinking has had a significant impact on his demeanour. Her younger sister, Gertie, is sent off to live in Caddagat, and Sybylla feels as if Grandma Bossier, Aunt Helen and Uncle Jay-Jay have forgotten about her. To make matters worse, she feels as if Harold Beecham, who has been unable to return to Five-Bob Downs, is falling in love with Gertie. Eventually, Harold travels to Possum Gully. Sybylla is expecting her to ask Dick for permission to marry Gertie. But to her surprise, he actually intends to ask Sybyllla if she will marry him, even though she made it clear through her letters that she had no intention of doing so. For fear of hurting him and due to her view of marriage as restrictive, she rejects Harold again and sends him on his way.

And that’s basically the story! Sybylla concludes with some reflections on her position and purpose in life. She sees her purpose as completing the monotonous tasks that nobody wants to complete and she is thankful for the opportunity to earn her living through hard labour. Overall, we know that her ambition was to become an author, and this book is her final product as she writes about her various experiences.

Summary: Photograph 51

Photograph 51 is a play by Anna Ziegler which tells the story of the discovery of the structure of DNA. The title takes its name from the photograph taken by Raymond Gosling and Rosalind Franklin at King’s College in 1952. The play has been constructed by Ziegler with a bit of artistic license, and she herself admits that she has modified timelines, altered facts and events, and recreated characters. If we take a step back and look at the big picture, we have a great representation of events that makes some bold statements about injustice within the scientific community and society at large.

It is important to mention that this play is full of characters who break the fourth wall - a performance convention in which we usually imagine that there is a wall that separates characters from the audience when we watch a television show, movie or play. Ziegler has deliberately constructed this play in a manner where the characters that feature in the play provide commentary on the events to the audience. And this is how we start, with Rosalind directly speaking to the audience alongside Wilkins, Watson, Crick, Caspar and Gosling. Rosalind shares that the play will be about ‘powerful’ scientists accomplishing incredible feats. Shortly after this, our story begins (with frequent interruptions from the male scientists who want to bicker with each other and give their own commentary on the events).

Rosalind arrives at King’s College in London to work in the field of genetics. However, much to her surprise and dissatisfaction, she is told that she will be working on uncovering the structure of DNA. She also learns that she will be working with a doctoral student, Gosling, under the direction of Wilkins. Wilkins and Rosalind clearly don’t get along, and they are often fighting about something! Meanwhile, Gosling is clearly lower in the chain of hierarchy and awkwardly tries to have a say in matters.

Now, pay attention to this part, because it will be important for the end. Shortly after her arrival at King’s College, Rosalind goes to see a production of Shakespeare’s comedy, The Winter’s Tale . Ziegler doesn’t get into the details, but basically, this play features King Leontes and Hermione, his wife. Leontes murders Hermione upon suspecting her of unfaithfulness. In The Winter’s Tale , Leontes is able to pray Hermione back to life! Why is this significant to Photograph 51 ? Just remember for now that Rosalind can’t seem to remember who played Hermione in the London production, whilst she can recall who played Leontes. We may say that this represents the misogyny that Rosalind has internalised after facing a life of sexism from the world around her.

As Rosalind and Gosling work closely on taking photographs of DNA, Gosling urges her to go home and rest on several occasions. She refuses, as she wants to persist in her work! He also pleads with her to be careful around the beam, but she is reluctant to listen. It is clear that she disregards her health and well-being because she is fixated on the task at hand.

We are introduced to two other scientists, Watson and Crick, who are also competing in the race to discover the structure of DNA. Another character, Caspar, is introduced around this time. He’s a PhD student who is captivated by Rosalind’s work and writes to her for assistance with his research. He eventually finishes his PhD and obtains a fellowship at King’s College where he develops a close relationship with Rosalind.

Over the course of the play, Wilkins works progressively closer with Watson and Crick, and eventually shares Rosalind’s Photograph 51 with them. This image, having been captured and developed by Rosalind and Gosling, was crucial to their discovery of the double helical structure of DNA. Watson and Crick are also able to access Rosalind’s unpublished paper which details all of her findings.

Rosalind and Caspar are having dinner together and Rosalind admits to the audience that she has feelings for Caspar. However, she does not share this information with him. During this time, Rosalind has some pain in her stomach and it is revealed that she has cancer, with two tumours in her ovaries. It is likely that this came about due to her close work with X-rays. She becomes very sick and eventually dies at the age of thirty-seven.

We are informed that Watson, Crick and Wilkins all receive the Nobel prize for their work on uncovering the structure of DNA. Meanwhile, Rosalind receives no credit, even though her research was what helped them with their breakthrough.

In the final moments of the play, Rosalind and Wilkins talk about The Winter’s Tale . Wilkins shares that he saw her entering the theatre on the day when she saw the play, but he decided not to enter with her. He regrets this and it is clear that he has lived a life full of regret. Wilkins wishes he could bring Rosalind back to life, just as Leontes does with Hermione in Shakespeare’s play. However, he regrets that this is not possible and must carry on his life with guilt and regret for the decisions he has made and the way that he has treated Rosalind.

3. Themes, Motifs and Key Ideas

Through discussing themes, motifs and key ideas, we’ll gain a clearer understanding of some super important ideas to bring out in your essays. Remember that, when it comes to themes, there’s a whole host of ways you can express your ideas - but this is what I’d suggest as the most impressive method to blow away the VCAA examiners. We’ll be adhering to the CONVERGENT and DIVERGENT strategy. While this study guide doesn’t go into too much detail about using LSG’s CONVERGENT and DIVERGENT strategy , I’d highly recommend you familiarise yourself with it by reading LSG's How To Write A Killer Comparative .

CONVERGENT: Yearning

Within Photograph 51 and My Brilliant Career , we are presented with characters with profound ambitions to overcome adverse circumstances. Indeed, both texts featured major and minor characters, who yearn to overcome their circumstances and make the most of their unfortunate situations. At the conclusion of My Brilliant Career , Sybylla questions the nature of 'vain ambition'. She reflects on the inevitability of death, and that all will die, regardless of one’s status as a 'king or slave'. Ultimately, Sybylla wants to be 'true' to herself, and in striving to do so, she finds contentment. Likewise, Rosalind is satisfied with 'painstakingly' trying to accomplish success by discovering the truth in her work. She is highly diligent, for she wants to discover the truth, and she will not permit herself to make a mistake. In doing so, she '[pays] attention to every detail'. However, as part of this, Watson and Crick are able to take advantage of her, and ultimately achieve success at her expense.

Rather insightfully, Caspar reflects that 'the things we want but can’t have are probably the things that define us'. This reflects the reality for characters across both texts. In particular, Rosalind has a deep 'yearning' for various things throughout Photograph 51 . This is not strictly for success in her research, for she admits that she yearns for friendships, peace, to be able to sleep well at night and for a deeper relationship with Caspar. Rosalind works diligently with her research, admitting that she doesn’t believe in 'laziness'. She regularly stays up all night, which likely contributes to her significant health complications. At the same time, this has an impact on her ability to form meaningful relationships with the people around her. Ultimately, she is not able to attain any of her aspirations, for her life is cut short by her unfortunate death. Likewise, Crick acknowledges that his ambitions in the scientific community have negatively impacted his relationship with his wife. Whilst he may have started out with the desire to 'support [his] family, to do science, to make some small difference in the world', it is clear that he became overwhelmed with his desire for success, and this has cost him dearly.

One of the most significant characters with aspirations in My Brilliant Career is Dick Melvyn. He clearly possesses great ambition at the beginning of the text, which motivates him to move his family from Bruggabrong to Possum Gully. However, this ambition for financial prosperity turns him into a man who is 'a slave of drink', as well as someone who is overall 'careless' and 'bedraggled in his personal appearance'. Indeed, his ambition has taken a challenging toll on him and the life of his family. Unlike Dick Melvyn, who has been harshly impacted by his ambition for success, the M’Swat family seem to be genuinely supportive of their children, and others outside of their family. This is evident in their care for the Melvyn family in their time of financial need. It is evident that a desire for success and 'the possession of money' does not necessarily lead to ruin.

DIVERGENT: Selflessness

The leading characters in My Brilliant Career and Photograph 51 differ in the extent to which they display selflessness as they approach life. Whilst Sybylla’s perception of her circumstances may not be entirely accurate, we can see that she approaches her despairing circumstances with ultimate altruism that leads her to neglect her own desires and focus on how she can be useful in serving the needs of others. At the conclusion of the text, Sybylla sees that she is most suited to 'wait about common public-houses to look after [her] father when he is inebriated'. She seems to be content to submit to her circumstances in order to look after the needs of her family. In contrast, Rosalind seems to be limited in her capacity to discern the needs of others, and the fact that others also require resources to complete their work. This is highlighted when Wilkins complains that 'she’s keeping [him] from [his] work'. Indeed, she seems to hoard 'all the best equipment'. Whilst Wilkins may be exaggerating the extent of the situation, this still highlights Rosalind's uncharitable approach to her work.

At the heart of these differences are the contrasting worldviews of the leading characters, and the way in which they each find meaning in life. Rosalind ultimately views society as opposed to her, and her response to this is to stand her ground tenaciously. She finds meaning in persevering and avoiding mistakes at all costs. In this approach to her world, she is able to justify her occasional cruel treatment of the men around her. On the other hand, Sybylla finds purpose in being able to fulfil a functioning role in the society around her. By the time the novel reaches its conclusion, she has essentially given up fighting for any of her own interests and seems to be content in serving the needs of those around her. This is evident when she rejects Harold for the final time. She notes that Harold is like a ' child pleading for a dangerous toy', and that '[her] refusal was for his good'. In doing so, she demonstrates selflessness, for she genuinely believes that she is acting in Harold’s best interest. The key contrast between Rosalind rejecting the assistance of Wilkins and Sybylla refusing to marry Harold is that Rosalind isolates herself and rejects others because she sees other people as unreliable, and sees that she will 'work best' if she works 'alone', whereas Sybylla rejects Harold for she believes she is acting for his good.

4. Sample Essay Breakdown

As with all our essay topic breakdowns, we'll follow LSG's THINK and EXECUTE strategy , as taught in our How To Write A Killer Text Response study guide. The LSG's THINK and EXECUTE strategy follows three steps in the THINK phase:

A nalyse ‍ B rainstorm ‍ C reate a Plan

Learn more about this technique in this video:

Step 1: Analyse

This ‘discuss’ topic prompts us to evaluate the topic in light of My Brilliant Career and Photograph 51 and reach a conclusion. This is also a theme-based topic, relating to perception and self-awareness. Accordingly, it would be wise to ‘discuss’ how key themes CONVERGE and DIVERGE across our texts. With our given theme, we will need to consider what we mean by ‘perception’, how it occurs in both texts, and the conclusions we can draw from this that will feature in our analysis.

Step 2: Brainstorm

In order to address this topic, we need to consider the notion of perception and how this connects with self-awareness. Crucially, the topic prompts us to consider where characters think they have perceived their situation accurately, when in reality they have actually accepted a form of illusion or false perception. We want to broadly consider where this occurs, which will enable us to group characters together later on. We also want to address the reality that something usually occurs to cause a person to realise that they have been perceiving their reality incorrectly.

Step 3: Create a Plan

We will approach this topic with a chronological structure . This means that we are going to broadly consider 1) the behaviour of characters with a false perception of reality, 2) the nature of crises that cause someone to confront their perception of their world, and 3) how characters respond to such crises.

As we think of examples to include in each of our paragraphs, we need to also be considering CONVERGENT and DIVERGENT points of comparison. We can base these around the themes from the Themes, Motifs and Key Ideas section of LSG's Photograph 51 & My Brilliant Career study guide.

Paragraph 1: Living with a false perception of reality

At this point, we should discuss the CONVERGENT ideas analysed in the Themes, Motifs and Key Ideas section of LSG's Photograph 51 & My Brilliant Career study guide. We should make sure that we focus on Sybylla and Rosalind at the beginning of their respective texts. In particular, we can focus on the naivety of Sybylla and how this connects to her as an unreliable narrator, as well as how Rosalind’s steadfast determination causes her to lose sight of reality.
On top of this, we also want to draw connections between the themes and the minor characters of the texts. We mustn’t limit our discussion to one that centres solely around Sybylla and Rosalind, so we’ll take a look at Harold’s relationship with Sybylla, as well as Watson and Crick’s publication of false data.

Paragraph 2: Crises that confront a false perception of reality

Now we want to focus on the ‘middle’ sections of each of our texts. Take note: ‘middle’ doesn’t necessarily have to be exactly halfway through the book. However, it should be around the point where there is a significant turn of events. My Brilliant Career actually has a few of these, but we’ll focus on Sybylla having to travel to Barney’s Gap. In Photograph 51 , we’ll discuss Rosalind’s discovery of her cancer diagnosis.
As we trace our secondary characters, we’ll look at Harold’s financial troubles, as well as Watson and Crick’s ridicule due to their flawed model.

Paragraph 3: Responding to crises and evaluating a false perception of reality

As we conclude our essay, we want to discuss the impacts of the crises on our characters. For Sybylla, we’ll talk about how she continues in her naivety. However, the crisis does prompt Sybylla to evaluate some of her values. For Rosalind, she doesn’t really change her ways, however, it does give her more urgency. These are some of the DIVERGENT ideas that will feature in our discussion. We also need to address Watson and Crick, who end up taking an even more cunning approach to their work, which results in them achieving international recognition for their research.

Want to see the the fully written and annotated version of the essay we've just planned here? Check our A Killer Comparative Guide: Photograph 51 & My Brilliant Career. Not only can you find the full version of this essay, there are also 4 other (5 in total) full, A+ essays fully annotated, as well as more themes, analysed quotes, exploration of different interpretations and lenses and more!!

Updated 24/12/2020

Comparative Essay Prompt Example
Sample Essay Topics

The Crucible is a four-act play that portrays the atmosphere of the witch trials in Salem. As an allegory of McCarthyism, the play primarily focuses on criticising the ways in which innocent people are prosecuted without any founded evidence, reflecting the unjust nature of the corrupted authoritarian system that governs Salem. It starts off with the girls dancing in the woods and Betty’s unconsciousness, which causes the people of Salem to look for unnatural causes. People start scapegoating others to escape prosecution and falsely accuse others to gain power and land, facilitating mass hysteria which ultimately leads to the downfall of the Salem theocracy. The protagonist John Proctor is one of those that decides to defy the courts and sacrifices his life towards the end of the play, ending the play on a quiet note in contrast with its frenzied conflict throughout the acts.

The Dressmaker shows the audience the treatment towards Tilly Dunnage upon her return to fictional town Dungatar years after she was wrongly accused of being a murderess. Rosalie Ham critiques the impacts of rumours on Tilly and Molly, also establishing her condemnation of the societal stigma of this isolated town. Tilly starts making haute couture outfits to transform the lives of the women in the town and help them present themselves as more desirable and elevate their ranks. However, the townspeople still see Tilly negatively, except for some individuals who are able to look past the opinions of others and get to know Tilly themselves. Ham’s gothic novel garners the audience’s sympathy towards the outcasts of the town and antagonises those who find pleasure in creating drama and spreading rumours about others.

2. Themes, Motifs and Key Ideas

Through discussing themes, motifs, and key ideas , we’ll gain a clearer understanding of some super important ideas to bring out in your essays. Remember, that when it comes to themes, there’s a whole host of ways you can express your ideas - but this is what I’d suggest as the most impressive method to blow away the VCAA examiners. Throughout this section, we'll be adhering to the CONVERGENT and DIVERGENT strategy to help us easily find points of similarity and difference. This is particularly important when it comes to essay writing, because you want to know that you're coming up with unique comparative points (compared to the rest of the Victorian cohort!). I don't discuss this strategy in detail here, but if you're interested, check out How To Write A Killer Comparative . I use this strategy throughout this discussion of themes and in the next section, Comparative Essay Prompt Example.

Similarities and Differences (CONVERGENT and DIVERGENT Ideas)

Social class .

Both The Crucible and The Dressmaker talk extensively about class. By class, what I mean is the economic and social divisions which determine where people sit in society. For instance, we could say that the British Royals are ‘upper class’, whilst people living paycheck to paycheck and struggling to get by are ‘lower class’.

Ultimately, both The Crucible and The Dressmaker are set in classist societies where there is no opportunity for social advancement. Whilst Thomas Putnam steals the land of poor Salemites accused of witchcraft, the McSwineys are left to live in absolute poverty and never leave the ‘tip’ where they have lived for generations. Dungatar and Salem view this social division as a ‘given’ and reject the idea that there is anything wrong with certain people living a life of suffering so others can have lives of wealth and pleasure. As such, for both Salem and Dungatar, the very idea that anyone could move between the classes and make a better life for themselves is inherently dangerous. What we can see here is that class shapes the way communities deal with crisis. Anything that overturns class is dangerous because it challenges the social order – meaning that individuals such as Reverend Parris in The Crucible , or Councillor Pettyman in The Dressmaker may lose all their power and authority.

For The Crucible , that’s precisely why the witchcraft crisis is so threatening, as the Salemites are prepared to replace Reverend Parris and deny his authority. Although Abigail and the group of girls thus single-handedly overturn Salem’s class structures and replace it with their own tyranny, Parris’ original intention was to use their power to reinforce his authority. In The Dressmaker , Tilly is threatening because she doesn’t neatly fit in to Dungatar’s class structure. Having travelled the outside world, she represents a worldly mindset and breadth of experiences which the townspeople know they cannot match.

For this theme, there’s a DIVERGENCE of ideas too, and this is clear because the way that class is expressed and enforced in both texts is vastly different. For The Crucible , it’s all about religion – Reverend Parris’ assertion that all Christians must be loyal to him ensures the class structure remains intact. More than that, to challenge him would be to challenge God, which also guides Danforth in executing those who don’t follow his will. In the case of The Dressmaker , there’s no central authority who imposes class on Dungatar. Rather, the people do it themselves; putting people back in their place through rumour and suspicion. However, by creating extravagant, expensive dresses for the townspeople, Tilly inadvertently provides people with another way to express class.

Isolated Communities

CONVERGENT:

The setting forms an essential thematic element of The Crucible and The Dressmaker . Both communities are thoroughly isolated and, in colloquial terms, live in the ‘middle of no-where’.

However, what is starkly different between the texts is how this isolation shapes the respective communities’ self-image. For Salem, its citizens adopt a mindset of religious and cultural superiority – believing that their faith, dedication to hard work and unity under God make them the most blessed people in the world. Individuals as diverse as Rebecca Nurse and Thomas Putnam perceive Salem to be a genuinely incredible place. They see Salem as the first battleground between God and the Devil in the Americas, and as such, construct a grand narrative in which they are God’s soldiers protecting his kingdom. Even the name ‘Salem’ references ‘Jerusalem’, revealing that the Salemites see themselves as the second coming of Christ, and the fulfilment of the Bible’s promises.

Not much of the same can be said for The Dressmaker . Dungatar lacks the same religious context, and the very name of ‘Dungatar’ references ‘dung’, or beetle poop. The next part of the name is 'tar', a sticky substance, creating the impression that Dungatar's people are stuck in their disgusting ways. The townspeople of Dungatar are acutely aware of their own inadequacy, and that is why they fight so hard to remain isolated from the outside world. Tilly is therefore a threat because she challenges their isolation and forces the men and women of Dungatar to reconsider why their community has shunned progress for so long. In short, she makes a once-isolated people realise that fear, paranoia, division and superstition are no way to run a town, and brings them to acknowledge the terribly harmful impacts of their own hatred.

On top of that, because Salem is literally the only Christian, European settlement for miles, it is simply impossible for them to even think about alternatives to their way of life. They are completely isolated and thus, all of their problems come from ‘within’ and are a result of their own division. For Dungatar, it’s a mix of societal issues on the inside being made worse by the arrival of people from the outside. The township is isolated, but unlike Salem, it at least has contact with the outside world. All Tilly does, therefore, is show the people of Dungatar an alternative to their way of life. But, for a community used to the way they have lived for decades, it ultimately contributes to its destruction.

By the way, to download a PDF version of this blog for printing or offline use, click here !

3. Comparative Essay Prompt Example

The following essay topic breakdown was written by Lindsey Dang. If you'd like to see a completed A+ essay based off this same essay topic, then check out LSG's A Killer Comparative Guide: The Crucible & The Dressmaker , written by 50 study scorer and LSG tutor, Jordan Bassilious!

[Modified Video Transcription]

Compare the ways in which outcasts are treated in The Crucible and The Dressmaker.

Before writing our topic sentences, we need to look at our key words first. The keywords in this prompt are outcasts and treated .

So, who are considered outcasts in the two texts? Outcasts can be those of traditionally lower classes, they can be characters with physical flaws, those that are different to others or those who do not abide by the standards of their respective societies.

In The Crucible : Tituba, Abigail, John Proctor or even Martha Giles can be considered as outcasts.
In The Dressmaker : We can consider Tilly, Molly, The McSwineys, etc.

We also need to look our second key word ‘treated’. How would we describe the treatment towards these characters? Are they treated nicely or are they mistreated and discriminated against? Do ALL members of that community have that same treatment towards those outcasts or are there exceptions? Remember this point because we might be able to use this to challenge the prompt.

We’re going to skip Step 2: Brainstorm today, but if you’re familiar with LSG teachings, including the THINK and EXECUTE strategy discussed in my How To Write A Killer Text Response ebook, then you’ll be good for this part.

Both texts portray outcasts as victims of relentless accusations or rumours, seeking to engage the pathos of the audience towards those who are marginalised.

In The Crucible , Tituba the ‘Negro slave’ is the first person to be accused by witchcraft in Salem. Her ‘consequent low standing’ is also shown through her use of language ‘You beg me to conjure! She beg me make charm’ which is fraught with grammatical errors, compared to Judge Danforth who uses legal jargon and the Putnams who are much more well-spoken.
Similarly, the McSwineys are also those of lower class and are seen as the outcasts of Dungatar. Their names show us their position in the social hierarchy because they are associated with swines which are pigs. This is confirmed by Sergeant Farrat who said ‘Teddy McSwiney was, by the natural order of the town, an outcast who lived by the tip’. Even when Teddy McSwiney died, the townspeople still did not reflect on the impacts that their prejudice and bigotry had on him, eventually forcing the McSwineys to leave the town because they could not find a sense of belonging living there.
Tilly is also poorly treated due to the fact that she is fatherless, being bullied by the kids at school especially Stewart Pettyman and also used by William as a leverage to marry Gertrude, threatening Elsbeth that ‘it’s either her [Gertrude] or Tilly Dunnage’
Also discuss Giles Corey’s death and the significance of his punishment as the stones that are laid on his chest can be argued to symbolise the weight of authority

Miller and Ham also denounce the ways in which outcasts are maltreated due to their position in the social hierarchy through his antagonisation of other townspeople.

There’s also a quote on this by Molly ‘But you don’t matter – it’s open slather on outcasts'. Herein, she warns the audience of how quickly outcasts can become victims of rumours and accusations as the term ‘slather’ carries negative connotations.
Similarly, the theocracy that governs Salem dictates the rights of their people and children. He specifically states 'children were anything but thankful for being permitted to walk straight, eyes slightly lowered, arms at sides, and mouths shut until bidden to speak', which explains the girls’ extreme fear of being whipped. Salem is very violent to children, slaves and helpers and it can be seen that this is the result of the social hierarchy and the Puritan ideology.
For The Dressmaker , also discuss the ways in which they name others in this quote ‘daughter of Mad Molly is back – the murderess!’ Likewise discuss how Goody Osbourne the ‘drunkard half-witted’ and Sarah Good an old beggar woman are the first ones to be named. You can talk about Martha who is accused of being a witch just because she has been ‘reading strange books’, and Sarah Good due to the mere act of ‘mumbling’. The normality of these actions underlines the absurdity of the accusations made against these individuals, furthering Miller’s chastisement of the fictitious nature of the trials and also the ways in which outcasts are the first to be scapegoated.

However, there are still characters that are driven by their sense of morality or remorse instead of mistreating the outcasts of their community.

Both Sergeant Farrat and Proctor are motivated by their remorse to make amends. Proctor’s evasion of ‘tearing the paper’ and finding ‘his goodness’ is motivated by his desire to atone for his sin (having committed adultery with Abigail), and Sergeant regretted sending Tilly away. He, in his eulogy, says ‘if you had included [Tilly], Teddy would have always been with us’, expressing his regret for the ways outcasts are treated in Dungatar. Similarly, Teddy McSwiney also has a pure relationship with Tilly and treats her differently instead of judging her based on the rumours about her being a ‘murderess’.
While those who can sympathise with outcasts in The Dressmaker are either outcasts themselves or are remorseful (or both), there are those in The Crucible that are purely and solely motivated by their moral uprightness. Rebecca Nurse is neither an outcast (as she is highly respected for her wisdom) nor remorseful (as she has remained kind and pure from the beginning of the play). She is always the voice of reason in the play and tries to stop authoritative figures from convicting and prosecuting outcasts. A quote you can use would be ‘I think you best send Reverend Hale back as soon as he come. This will set us all to arguin’ again in the society, and we thought to have peace this year'.

4. Sample Essay Topics

1. 'I say—I say—God is dead.' —John Proctor, The Crucible . Explore how communities respond to crisis.

2. People must conform to societal expectations in The Crucible and The Dressmaker . Do you agree?

3. Discuss how The Crucible and The Dressmaker use textual features to convey the author’s perspective.

4. Gender repression is rife in both The Crucible and The Dressmaker . Discuss.

Now it's your turn! Give these essay topics a go. If you're interested in reading a 50 study scorer's completed essays based off these 4 essay topics, along with annotations so you can understand his thinking process, then I would highly recommend checking out LSG's A Killer Comparative Guide: The Crucible & The Dressmaker.

This blog has written contributions from Lindsey Dang.

Download a PDF version of this blog for printing or offline use

Understanding Context in The Crucible and The Dressmaker

The Crucible by Arthur Miller

The Dressmaker by Rosalie Ham

The following is an excerpt from our study guide, I am Malala and Pride , available for purchase here .

Plot overview

I Am Malala by Malala Yousafzai is a memoir of the eponymous Pakistani schoolgirl and activist. Yousafzai grows up in Pakistan’s Swat Valley with parents who were unconditionally supportive of her education. However, Pakistan is strongly under the control of the Taliban, an extremist group who opposes education for girls. On the other hand, Yousafzai’s family practice Islam in a peaceful and egalitarian manner.

Tracing how decades of global, geopolitical movements have produced these conditions, Yousafzai recounts the rise of the Taliban and her increasingly dangerous journey to school each day. The geopolitical histories trace back decades to the military rule of General Zia in the 1980s. Since then, turbulent domestic politics combined with a volatile, ever-evolving relationship with America (which, importantly, is partly America’s fault) has allowed the Taliban to rise to power. The post-9/11 period and the ‘War on Terror’ are important milestones here, since these are the years in which Yousafzai grows up.

As the Taliban continue to deny women and girls their freedoms, Yousafzai becomes an outspoken activist, made all the more prominent by the BBC and the New York Times. Because of her fame, nationally and internationally, she becomes a target and is shot in the head by Taliban gunmen when she is just 15. The memoir starts here in its prologue, before going back in time to catch us up. Indeed, Yousafzai is now well-known everywhere for this incident.

The remainder of the book traces her recovery, and reaffirms her commitment to fighting for girls’ education. Even though she now lives in Birmingham, England, she has persevered through many setbacks to keep up the good fight - now on a uniquely far-reaching international platform.

Pride , directed by Matthew Warchus, is a film exploring the 1984-85 miners’ strike in Britain. In particular, it explored how an unlikely ally, the Lesbians and Gays Support the Miners (LGSM) organisation, was able to provide solidarity and support despite their differences.

At the time, many members of London’s LGBT community had difficult coming out experiences, made all the more difficult by stigma and dominating views of masculinity - they perceived miners in their hometowns as part of that problem. However, activist Mark Ashton saw an opportunity to help a group in need, and a group that was experiencing similar political pressures as themselves, particularly at the hands of Conservative Prime Minister Margaret Thatcher.

While the National Union of Mineworkers is initially reluctant to take LGSM’s money, Mark is able to connect directly with Dai Donovan, who represents miners from the Welsh village Onllwyn. Over time, LSGM is able to build relationships with locals, who gradually warm to their presence as well. Solidarity - the idea that anybody’s fight against injustice is everybody’s fight against injustice - is an important part of what makes this partnership tick. Their campaign culminates in the Pits and Perverts concert, which raises thousands of pounds.

The ending is a bittersweet one though - the mineworkers’ union finds this too controversial, rejects further support and ultimately loses the strike, while the queer activists return to their own struggles with identity and belonging. However, the campaign forged lasting bonds between these activists and miners, who show up in their own display of solidarity at the next year’s Pride March.

Themes, Ideas, and Key Messages

At LSG, we use the CONVERGENT and DIVERGENT strategy to help us easily find points of similarity and difference. This is particularly important when it comes to essay writing, because you want to know that you're coming up with unique comparative points (compared to the rest of the Victorian cohort!). I don't discuss this strategy in detail here, but if you're interested, check out my How To Write A Killer Comparative . I use this strategy throughout my discussion of themes above and in the next section, Essay Topic Breakdown.

Similarities (CONVERGENT Ideas)

Identity and Perspective : Before even considering the activism that is featured in each text, it’s worth unpacking the individual identities of the main characters, and the complexities that come with them. Both texts see characters juggle and negotiate tensions within their identity - in particular, other people who share the identity don’t always see eye to eye with them. In I Am Malala , Yousafzai often finds herself at odds with other practitioners of Islam, especially the more extreme Taliban who would oppose her belief in girls’ education. Likewise, queer activists in Pride ’s LGSM draw incredulity from their peers, who bristle at the idea of supporting the mineworkers. However, not only are these characters able to overcome these tensions, but their personal identities give them a perspective that feeds back into their activism - they actually draw on their identity in their fight for justice. Yousafzai acknowledges that Muslims “don’t [all] agree” (Chapter 7), but she firmly believes that “education for females not just males is one of our Islamic rights” (Chapter 23). Her fight is informed by, rather than separate from, her faith. In the film, personal identity also acts as a springboard for activism. For example, the collaborative and highly successful Pits and Perverts fundraiser came about as a result of the “long and honourable tradition in the gay community [of] when somebody calls you a name…you take it and you own it”. Queerness is mobilised to fundraise for the miners, rather than silenced or excluded as others might have it.

Injustice and Activism : As we explored in the context sections (and as we’ve been exploring throughout), a fight for justice is fundamentally at the heart of both texts. In the film and the memoir alike, we see conservative agendas disempowering certain groups. Yousafzai recounts how pre-existing sexism in Pakistan, where girls found “no point in going to school just to end up cooking, cleaning and bringing up children” (Chapter 3), was exacerbated by the Taliban who closed schools altogether. They would even vandalise and destroy schools - “by the end of 2008, around 400 schools had been destroyed” (Chapter 11). Yousafzai’s fight is really about equality and human rights. The miners and LGSM are fighting their own injustices and inequalities in the film - Prime Minister Thatcher had been closing down mines and stripping miners of their livelihoods. Not only that, but she’d used pretty brutal tactics, calling in the police and withholding income support for newly-unemployed miners who struggled to feed their families through the winter.

Women’s Education : This isn't the principal fight in Pride , but there are moments where it definitely shines through. In particular, we first meet Sian as a young housewife, but by the end of the film Jonathan had encouraged her to return to school, and we know that she goes onto become the first female MP of her district. Through the strike, she discovered her own passion for trade unionism, and education hugely empowered her to take that passion further. This is particularly important given how much the strike affects men and women alike - consider the significance of ‘Bread and Roses’. In the memoir, the importance of women’s education is a much more central element. As Yousafzai points out, “going to school wasn’t just a way of passing time, it was our future” (Chapter 11). In both texts, education helps people (and women in particular) forge relationships and futures for themselves, and for one another.

Differences (DIVERGENT Ideas)

Now it's your turn! Here are some questions to get you thinking about the differences between the two texts:

Activism: what forms of activism are there? how effective can activism be? how are these ideas portrayed in the two texts?
Solidarity: what does solidarity mean? what are the ways in which people can show solidarity? how are these ideas portrayed in the two texts?

Essay Topic Breakdown

Whenever you get a new essay topic, you can use LSG’s THINK and EXECUTE strategy , a technique to help you write better VCE essays. This essay topic breakdown will focus on the THINK part of the strategy. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response .

Within the THINK strategy, we have 3 steps, or ABC. These ABC components are:

Step 1: A nalyse

Step 2: B rainstorm

Step 3: C reate a Plan

Theme-Based Prompt: Compare how the two texts explore injustice.

This is a theme-based prompt. Both texts have a pretty clear focus on this idea of ‘injustice’, so it’s an important theme to have thought about beforehand. This prompt is quite broad, so you could potentially include a wide range of thoughts and opinions about injustice—you might want to consider angles like who is affected, what its impacts are and what actions can reasonably be taken against it. Also because of how broad this prompt is, try to find answers to these questions from within the texts, but phrase them in a way that doesn’t necessarily refer to a text. This will help you keep your ideas flexible for both texts when the time comes to write.

I think those angles are a reasonable starting point for brainstorming. In the memoir, Yousafzai and her peers—Pakistani schoolgirls—are the most affected, while the injustices portrayed in the film affect coal miners and the LGBTQ+ community. All of these groups are disempowered and disenfranchised by injustice, and this is an important impact. Note that this is something you can say about both texts, which is exactly how we were trying to phrase our answers.

In terms of taking action against injustice, there’s a wide range of measures across the texts—speaking out, writing for news outlets, organising large-scale fundraisers etc.—and the key takeaway from that might be how diverse these measures are, the different outcomes they generate and whether or not they’re effective.

Step 3: Create a plan

Because this theme has a lot of rich overlaps between texts, it’s best to integrate discussion of both texts into every paragraph. When we do this for a theme-based prompt, especially a prompt with just one theme, that means every paragraph uncovers a new angle or dimension from both texts about the theme. Learn more about Integrated Text Discussion in How To Write A Killer Comparative .

P1: Injustice is framed as limiting people’s power—we can look at marginalised groups in both texts, from the schoolgirls of Yousafzai’s Pakistan, or the miners and the queer folk from the film.

P2: It’s also something that must be fought. Because it has such a detrimental impact, there is a need for those groups to stand up for themselves and for each other.

P3: In so doing, injustice may take time to overcome, but that doesn’t mean we shouldn’t fight it. Not all activism can be instantly, wildly successful—partial successes along the way are usually more frequent.

Our contention will try to string those three ideas together: injustice in any society involves some experiencing marginalisation and powerlessness that others do not experience (P1), and it is something that must be fought (P2), even if this is a time-consuming process (P3). Have a go at writing your own essay now if you’d like, or read a free preview of our I am Malala and Pride study guide below!

A Killer Comparative Guide: I am Malala and Pride

How to Write a Killer Comparative Ebook

A Guide to Structuring a Reading and Comparing Essay

Reading and Comparing Essays

‍ How to get A+ in Reading and Comparing

Compare the Pair: A guide to Structuring a Reading and Comparing essay

Black Diggers & The Longest Memory are studied as part of VCE English's Comparative. For one of our most popular posts on Comparative (also known as Reading and Comparing), check out our Ultimate Guide to VCE Comparative .

Here, I will be breaking down a comparative analysis. You will get to know exactly how I write one! Specifically, I will be focusing on the two texts, The Longest Memory and Black Diggers . I have also included my own essay as an example to follow through.

But firstly, if you haven't watched our The Longest Memory and Black Diggers introductory video which details themes, characters and more, check it out below:

This is the prompt that I have decided to approach:

‘The hopes and dreams of oppressed characters rarely eventuate.’ How do Black Diggers and The Longest Memory explore this idea? ‍

Let’s break it down!

The Introduction

Firsts things first, we need an introduction. Here is an example of my one:

The hopes and dreams of oppressed individuals can be fulfilled to a certain extent. This degree of fulfilment, however, can ultimately become restricted by the entrenched beliefs and dictations of society; and thus, this process of fulfilment is presented to be difficult and rare to achieve. In Fred D’Aguiar’s novella, The Longest Memory, the hopes and dreams for equality and racial acceptance is revealed to coerce oppressed individuals to subvert social norms, all in an attempt to gain liberty and fairness. Similarly, Tom Wright’s play, Black Diggers, explores the collective yearning of oppressed Indigenous Australians who seek to gain a sense of belonging and recognition in society. Both D’Aguiar and Wright expose how the obstacles of social inequality, deep-rooted prejudice and beliefs can essentially restrict the fulfilment of such desires and dreams.

Okay, now let’s take a closer look at it and see exactly how I constructed my introduction:

The hopes and dreams of oppressed individuals can be fulfilled to a certain extent.

Here, I have immediately addressed the topic question in my first sentence and provided my standpoint.

This degree of fulfilment, however, can ultimately become restricted by the entrenched beliefs and dictations of society; and thus, this process of fulfilment is presented to be difficult and rare to achieve.

In my next sentence, I went on to elaborate about my viewpoint of the prompt. I highlighted how society’s perceptions and beliefs restrict individuals’ hopes and dreams to occur.

In Fred D’Aguiar’s novella, The Longest Memory, the hopes and dreams for equality and racial acceptance is revealed to coerce oppressed individuals to subvert social norms, all in an attempt to gain liberty and fairness.

I then went on to introduce the first text, The Longest Memory . I explained the role of hopes and dreams, and how they drive individuals to gain their own freedom.

Similarly, Tom Wright’s play, Black Diggers, explores the collective yearning of oppressed Indigenous Australians who seek to gain a sense of belonging and recognition in society.

Next, I introduced the second text, Black Diggers , by using the transition comparing word, 'similarly', I briefly explained how Black Diggers is similar to The Longest Memory , in that they both have individuals who have yearnings and desires.

Both D’Aguiar and Wright expose how the obstacles of social inequality, deep-rooted prejudice and beliefs can essentially restrict the fulfilment of such desires and dreams.

I finished off my introduction by addressing the two writers, and the message they convey about hopes and dreams.

Body Paragraphs

Now moving on to the body paragraphs!

In Comparative, there's an emphasis on your ability to draw insightful connections between the two texts. That’s why in How To Write A Killer Comparative , we show you how to use the LSG CONVERGENT and DIVERGENT strategy to identify and discuss unique points of comparison. In the study guide, which has been written by 45+ study scorers, we also explain how to strengthen your comparative discussion through Advanced Essay Paragraph Structures which truly showcase the power of the CONVERGENT and DIVERGENT strategy. You can check it out here .

Here is an example of one paragraph I wrote for my essay:

The ambitions of the oppressed are achieved to a certain extent. However, they are not maintained and thus become restricted due to the beliefs and conventions entrenched in society. D’Aguiar asserts that a sense of liberation can indeed be achieved in the unjust system of slavery, and this is demonstrated through his characterisation of Chapel. His depiction of Chapel serves as a subversion of the conventional type of slave; he is 'half a slave, half the master' and belongs to 'another way of life'. His defiance and rebellion against the dictations of society is exemplified through his speech, which consists of rhythmic and poetic couplets, filled with flowery language; which ultimately challenges the idea of illiterate slaves. D’Aguiar also associates the allusion of the 'two star-crossed lovers' in regards to the relationship between Lydia and Chapel; who were 'forbidden' to 'read together'. Despite this, the two characters take on a form of illicit, linguistic, sexual intercourse with each other, as they 'touch each other’s bodies in the dark' and 'memorise [their] lines throughout'. Here, D’Aguiar illustrates their close intimacy as a form of rebellion against the Eurocentric society, who believed such interrelation between blacks and whites was 'heinous' and 'wicked'. The individualistic nature of Chapel is also paralleled in Black Diggers, where Wright’s portrayal of Bertie expresses the yearning for a sense of belonging. Just like Chapel, Bertie desires free will, and he decides to 'fight for the country'. This aspiration of his however, is restrained by both his Mum and Grandad; who in a similar manner as Whitechapel, represent the voice of reality and reason. Wright employs the metaphor of the Narrandera Show to depict the marginalisation and exclusion of Aboriginal people, as they will never be 'allowed through the wire', or essentially, ever be accepted in Australia. This notion of exclusion is further reinforced through Bertie’s gradual loss of voice and mentality throughout Wright’s short vignettes, as he soon becomes desensitised and is 'unable to speak'. Here, Wright seems to suggest that the silenced voices of the Indigenous soldiers depict the eternal suffering they experienced; from both the horrors of war, but also the continual marginalisation and lack of recognition they faced back home. Consequently, D’Aguiar and Wright highlight how the ambitions of young individuals are limited by the truths and history of reality, and are essentially rarely achieved.

Now let’s take a deeper look into this paragraph:

The ambitions of the oppressed are achieved to a certain extent. However, they are not maintained and thus become restricted due to the beliefs and conventions entrenched in society.

I started my paragraph by briefly explaining how the hopes and dreams of individuals are achieved, but they are not maintained due to social beliefs and conventions.

D’Aguiar asserts that a sense of liberation can indeed be achieved in the unjust system of slavery, and this is demonstrated through his characterisation of Chapel.

I went on to highlight the first text, The Longest Memory , and started to discuss about D’Aguiar’s characterisation of Chapel.

Here, I provided evidence and emphasised on the language D’Aguiar has used to construct his character of Chapel, and further explained how he did it in order to portray Chapel as non-standard type of slave.

D’Aguiar also associates the allusion of the 'two star-crossed lovers' in regards to the relationship between Lydia and Chapel; who were 'forbidden' to 'read together'. Despite this, the two characters take on a form of illicit, linguistic, sexual intercourse with each other, as they 'touch each other’s bodies in the dark' and 'memorise [their] lines throughout'.

I continued to discuss about the relationship between Lydia and Chapel, as they are both characters who defied society’s expectations and ideals.

Here, D’Aguiar illustrates their close intimacy as a form of rebellion against the Eurocentric society, who believed such interrelation between blacks and whites was 'heinous' and 'wicked'.

I have highlighted D’Aguiar’s characterisation of Chapel and Lydia, and further explained how he uses their relationship to demonstrate defiance and rebellion against society.

The individualistic nature of Chapel is also paralleled in Black Diggers, where Wright’s portrayal of Bertie expresses the yearning for a sense of belonging.

Then, I have addressed the second text by discussing the similarity between the characters of Chapel and Bertie.

Just like Chapel, Bertie desires free will, and he decides to 'fight for the country'. This aspiration of his however, is restrained by both his Mum and Grandad; who in a similar manner as Whitechapel, represent the voice of reality and reason.

I explained the similarities between Chapel and Bertie, but also included some comparisons with Mum and Grandad and Whitechapel.

Wright employs the metaphor of the Narrandera Show to depict the marginalisation and exclusion of Aboriginal people, as they will never be 'allowed through the wire', or essentially, ever be accepted in Australia.

I went on to explain how Wright used the construction of a metaphor, to convey the marginalisation and exclusion Aboriginal people faced.

This notion of exclusion is further reinforced through Bertie’s gradual loss of voice and mentality throughout Wright’s short vignettes, as he soon becomes desensitised and is 'unable to speak'.

I have further emphasised how Wright characterised Bertie to become silent throughout the play.

Here, Wright seems to suggest that the silenced voices of the Indigenous soldiers depict the eternal suffering they experienced; from both the horrors of war, but also the continual marginalisation and lack of recognition they faced back home.

I explained Wright’s portrayal of the silent Indigenous soldiers, in which he conveyed their exclusion and lack of recognition in society.

Consequently, D’Aguiar and Wright highlight how the ambitions of young individuals are limited by the truths and history of reality, and are essentially rarely achieved.

I ended my paragraph by explaining how both of the writers reveal how the ambitions of individuals are rarely achieved due to the truth of reality.

The Conclusion

And lastly, we need to end our comparative analysis with a conclusion. Here is my conclusion:

Here, I will explain how I constructed my conclusion:

D’Aguiar and Wright both illustrate oppressed individuals fighting against the beliefs and conventions of society; in order to gain their freedom and achieve their hopes and dreams.

I begin my conclusion by explaining the similarities between the two writers, in which they both presented oppressed individuals who desire freedom and have defied social beliefs.

However, both reveal the harsh truths of reality that ultimately inhibit and restrict the capacity of people’s ambitions.

I then further emphasised how Wright and D’Aguiar convey the message that hopes and dreams are restricted due to the truths of reality.

D’Aguiar and Wright compel their readers to try and grasp an understanding of the past of slaves and Aboriginal soldiers, in order to seek remembrance and closure of this fundamental truth.

I elaborated on the message that both writers conveyed to their audience, in which they wanted their readers to acknowledge the history and truth of slavery and war.

They both convey the need for memories and the past to never be forgotten; and instead remembered and recognised in history.

I ended my paragraph by highlighting the main purpose of the texts and the writers’ intention; which was to convey to their audience the significance of memories, and the need for the past to be remembered and recognised in history.

And that’s all folks! That’s the total rundown of my comparative analysis. I hope you were able to learn a thing or two from this article. Now, go on and begin writing!

What is a Written Explanation?
Creative Response-Based Written Explanations
Oral Presentation-Based Written Explanations

1. What is a Written Explanation?

Written Explanation (also known as Statement of Intention, SOE, and various other names throughout different schools) is a short introductory piece to your essay. The Written Explanation is intended to explore the reasons behind why you made particular writing decisions. This is done via FLAPC:

F orm, L anguage, A udience, P urpose, C ontext

2. Creative Response-Based Written Explanations

The following is taken from the VCAA study design for Creative Response-Based Written Explanations:

'a written explanation of creative decisions and how these demonstrate understanding of the text.'

Most assessors are quite lenient with how you want to approach the Written Explanation – there is no rigid structure that you need to abide by. As we will discuss below, this allows you to consider which aspects of form, language, audience, purpose and context you wish to include. Each of the points should establish why you have written your piece. They are considered as part of your SAC and thus, are marked accordingly. They are not examinable during the English exam.

There are traditionally three forms of writing accepted in assessments: expository, creative or persuasive essay.

‘I chose to write in an expository style, employing conventions of format and style of a traditional essay. This allows me to express my ideas in a logical order while adopting a sophisticated tone.’

When writing, you choose particular words and phrases to illustrate your ideas. Think about what type of language have you used and why. Perhaps your piece is formal or informal, sophisticated or simple, or from a first or third person perspective. All these factors are important in shaping your Context piece. Also consider language techniques you may have incorporated such as repetition, rhetorical questions, metaphors, symbolism and more.

‘I have chosen to write from a first person perspective to shed light on the inner workings of Gardiner from The Lieutenant .'

You must select a targeted audience for your essay. Your choice can be adults to young children, or even to your future self. Make sure your target audience is suitable for your essay – select a group that would realistically be interested in your work.

‘My piece is to be published in an anthology for those who have had difficulty assimilating into a new group or culture. As they have familiarity with the concepts I discuss, I intend for readers to depart with a greater understanding and appreciation of the ideas in my written piece.’

The purpose section is where you discuss the message you would like to send to your audience. Here you discuss your contention or arguments; whether you completely agree, disagree or a bit of both in regards to your prompt.

‘The purpose of this essay is to demonstrate that there can be different outcomes from encountering conflict: firstly, that conflicts can change many people through growth in understanding or a sense of self-development and secondly, that there are times when people remain unaffected by conflict and thus, unchanged.’

Since your essay is based on your studied text, you should provide a brief discussion of the basic ideas behind the Context . You can do this prior to your Purpose section since it is a good lead-in.

‘In this essay, I explored the idea that ‘Conflict inevitably changes people’; a concept heavily explored in The Lieutenant . Every person encounters conflict. It drives individuals to challenge themselves, and deal with new experiences.'

Different schools will set different word limits for Written Explanations. These can range from 300 – 350 words based on the VCAA study design. With such a small word limit, be succinct and choose wisely what you will discuss in order to score the maximum marks allocated to Written Explanations.

3. Oral Presentation-Based Written Explanations

The VCAA study design requests students write:

'a written statement of intention to accompany the student’s own oral presentation, articulating the intention of decisions made in the planning process, and how these demonstrate understanding of argument and persuasive language.'

Using the topic, 'Why we need to stop crying "cultural appropriation" when cultural exchange is far more important ', let's see how this can be done with FLAPC with some examples below (if you need help selecting a topic, check out our 2020 Oral Presentation topics to get those brain juices flowing ):

‘I chose to adopt the conventions of a persuasive speech, where I use a structure of presenting my main ideas by rebutting arguments made by the opposition. Throughout my speech, I embed persuasive tactics in an effort to firstly, encourage engagement from the audience and secondly, sway them to readily accept my point of view.

‘Since I am an Asian-Australian, I have purposefully forgone the opportunity to adopt a persona and instead, have chosen to write from a first person perspective as I can uniquely shed light on my own experiences towards cultural exchange and how that has directly impacted me. My speech heavily focuses on delivering tangible examples, such as anecdotes and social media usage, as I aim to heighten the topic’s relevancy and relatability for my audience. Moreover, as my focus is to reinforce positive attitudes towards cultural exchange, I have adopted a light-hearted approach with humour through the first portion of my speech, then moving into an urgent tone towards the end to highlight the importance of this issue.'

'I have opted to target young Australian adults since we are the generation of the future, and have a major role to play in positively shaping the Australian society’s views and attitudes towards cultural exchange.

'I aim to convince my audience that it is too easy to cry 'cultural appropriation' by being overly sensitive, and instead, we need to consider the benefits of cultural exchange. Cultural exchange itself, has shaped the world as we know it today – it has an important role in globalisation, understanding foreign cultures and the development of Australian society.'

'Australia is known to be one of the most multicultural countries in the world. However, recent media has drawn attention to cries of 'cultural appropriation' towards Indigenous Australians and other cultures, claiming that we fail to appreciate and respect cultural values when we take others' culture for our own (whether it be fashion, music, food or otherwise).'

‍ Sample FLAPC compiled and rearranged for flow and fluency:

Australia is known to be one of the most multicultural countries in the world. However, recent media has drawn attention to cries of 'cultural appropriation' towards Indigenous Australians and other cultures, claiming that we fail to appreciate and respect cultural values when we take others' culture for our own (whether it be fashion, music, food or otherwise). I aim to convince my audience that it is too easy to cry 'cultural appropriation' by being overly sensitive, and instead, we need to consider the benefits of cultural exchange. Cultural exchange itself, has shaped the world as we know it today – it has an important role in globalisation, understanding foreign cultures and the development of Australian society. I chose to adopt the conventions of a persuasive speech, where I use a structure of presenting my main ideas by rebutting arguments made by the opposition. Throughout my speech, I embed persuasive tactics in an effort to firstly, encourage engagement from the audience and secondly, sway them to readily accept my point of view. Since I am an Asian-Australian, I have purposefully forgone the opportunity to adopt a persona and instead, have chosen to write from a first person perspective as I can uniquely shed light on my own experiences towards cultural exchange and how that has directly impacted me. This also has an additional persuasive effect as I invite my audience to relate to my opinions through their own similar experiences as young Australian adults. I have opted to target this audience since we are the generation of the future, and have a major role to play in positively shaping the Australian society’s views and attitudes towards cultural exchange. My speech heavily focuses on delivering tangible examples, such as anecdotes and social media usage, as I aim to heighten the topic’s relevance and relatability for my audience. Moreover, as my focus is to reinforce positive attitudes towards cultural exchange, I have adopted a light-hearted approach with humour through the first portion of my speech, then moving into an urgent tone towards the end to highlight the importance of this issue.

Need more help with your Creative Response? Check out How To Achieve A+ in Creative Writing (Reading and Creating)!

See how Lisa achieved full marks in her SAC in her Advice for A+ Oral Presentations guide.

For many VCE Students, Language Analysis is most commonly their ‘weakest’ section out of all three parts of VCE English. Throughout my years of tutoring, when I’ve asked these students why they struggle, they usually blame the difficulty in grasping the most important component of Language Analysis:

Understanding how the author intends to persuade their readers.

You’ll see that I have italicised the words, ‘how’ and ‘intends’ in the above statement to highlight where your focus needs to be. If you’re currently trying to get your head around Language Analysis, or if you don’t understand where you’re going wrong, don’t worry. We’re going to look at the incorrect assumptions students make about Language Analysis, how to avoid it and also what you should do instead! So first, let’s have a look at a couple of common student errors. Students (including yourself perhaps) may believe that:

1. Language Analysis is about finding language techniques that persuade readers.

Stop right there! This certainly isn’t a treasure hunt ( but that would be pretty awesome right? ). If an essay was just about identifying language techniques, everyone would get an A+ ( we wish! ). Once you’ve had some practice under your belt, you’ll notice that anyone can find rhetorical questions, inclusive language and statistics, so there is a lot more to it than simply pointing out language techniques. Also, steer clear from throwing in all the possible language techniques you’ve found in an article too, because it’s not a competition about who can find the most techniques and even if you did, it doesn’t guarantee you an amazing score on your essay.

2. Language analysis is about if authors successfully persuade their readers.

Sorry to tell you, but this definitely isn’t it either. Our job as the student isn’t to figure out whether or not the author successfully persuades their reader. You can’t really speak for all the people reading an article if they do or do not agree with the author’s contention. Just like if you see an advertisement on television for MacDonalds, you can’t tell if the next person who watches the ad will be persuaded to go out and buy a Big Mac meal. That’s why at the end of the day, it’s not up to you to figure out the extent to which the author persuades their readers. So in that case, what should you be doing instead?

The ultimate goal is to demonstrate your understanding of how the author attempts to persuade the reader to agree with his or her contention.

Let’s break up the essential parts of analysing language so we can pinpoint exactly the part that is most problematic and also how we can finally get a strong grasp of how to be successful in this area:

The TEE rule

Technique – what persuasive technique is used?

Example – which text that shows it?

Effect – what is the intended impact on readers’ attitudes?

1. Technique

There are so many persuasive techniques around, once you’ve got your hands on a bunch of language technique lists then you’re pretty much set in this area. Be wary however, as I have mentioned in the past (and above) how simply ‘labelling’ language techniques is not enough for you to do well in language analysis.

This is quite frankly, the easiest part of Language Analysis! All you need to do is quote your evidence! Straightforward? If quoting is not your forte, you can check out: how to embed quotes in your essay like a boss

3. Effect

Ok, this is the core of most students’ issues. We already know that the author is trying to persuade readers but here, we’re going to look how their choice of words or phrases creates a certain effect on readers so that they will be encouraged to agree with the author. When thinking about the effect, the best way is to put yourself in the reader’s shoes – you are after all, a reader! So in order to understand the effect think about the following three points:

What readers may feel – emotions
What readers may think – thoughts
And what readers may want – wishes

Example 1: “You are my smartest friend, I’m really stuck on this question and I need help!”

Think about it realistically. If someone said this to you, how would you feel? There must’ve been a time where you were complimented (whether it be about your clothes, how you did something well, or how friendly you are with others), and you used this experience to your advantage. Each time you analyse a language technique, contemplate on what emotions, thoughts or wishes emerge as a result. When someone gives you a compliment, you probably feel flattered, or maybe even proud. And this is exactly what you need to include in your analysis! You should garner these everyday experiences as a trigger to help you understand how readers may respond to a certain technique. So if we broke it down via the TEE formula:

T echnique: Compliment

E xample: “You are my smartest friend, I’m really stuck on this question and I need help!”

E ffect: You feel feel proud and as a result want to assist your friend.

And let’s put it all together coherently and concisely:

Analysis: The compliment, “You are my smartest friend, I’m really stuck on this question and I need help!” encourages the listener to feel a sense of pride and this in turn, may encourage them to assist their friend.

Example 2: “The pet puppy was stuck inside a car on a 32 degree summer day, with no windows left open, and no room for fresh air.”

Again, think about the three points – how do you feel? What do you think of this scenario? What do you want as a result? You probably feel sorry for the puppy and want to save it from this situation.

T echnique: Appeal to sympathy

E xample: “The pet puppy was stuck inside a car on a 32 degree summer day, with no windows left open, and no room for fresh air.”

E ffect: You may feel that it is unfair for the puppy to be in such a horrendous and potentially life-threatening situation.

Analysis: Through the appeal to sympathy, “the pet puppy was stuck inside a car on a 32 degree summer day, with no windows left open, and no room for fresh air”, readers may believe that it is unfair for the puppy to be subjected to such a horrendous and potentially life-threatening situation and thus, may be persuaded to take action to prevent further harm to pets.

Ultimately, focus on the potential effect language can have on the reader and as a result, how this may encourage the reader to agree with the author. If you do that, then you’re definitely on the right track. If this study guide has helped you gain further insight into Language Analysis, then you may be interested in my upcoming workshop where I spend a few hours offering advanced advice on Language Analysis! No matter what scores you have been attaining in Language Analysis, whether high or low, my workshop is loaded with tips which will undoubtedly help you achieve the best you possibly can. You are welcome to register here: VCE English Intensive Spring Break Workshop . Join the Facebook event here today to keep updated on all the latest information in the lead up to the workshop and invite your friends!

This month’s blog post will be short but it contains one extremely valuable point you should take away – especially if you’ll be writing imaginary pieces in the next few months. Creative essays are great because they offer interesting and unique stories; however, there is one common downfall that occurs in writing. Some students create pieces that are too straightforward. Rather than using vocabulary, imagery and symbolism to express a point, they simply write down a statement that sums up what they wish to say. Your aim is to invite the reader to experience the story through your words. This can be done through the character’s thoughts, feelings, actions etc. Thus the well-known phrase among writers, ‘ Show, don’t tell’ . Keeping this idea in mind turn you into a much more successful writer – and you’ll see the difference!

Tell: Katie was very happy.

Show: Katie’s face lifted. Little wrinkles appeared around her bright eyes, her dimples made an appearance that dug into her cheeks as a big grin emerged to show her perfect teeth.

Tell: She felt horrible for the weeping children.

Show: Guilt throbbed inside her as she stared at the weeping children. Her heart pounded against her chest, her hands trembling beside her still body, her brain screaming at her to do something .

Tell: I was scared.

Show: I hear my breathing; heavy, and rapid. I shut my eyes tightly. I can feel goosebumps running up my arms and down my back.

To test whether or not you are ‘telling’ instead of ‘showing’, think about whether or not your sentence leaves room for questions. In Example 1, ‘Katie was very happy’ would leave the reader thinking – what thought or action showed that she was happy? Whereas ‘show’ demonstrated that she was happy without directly stating it.

The key is to go into the finer details of your story!

Updated on 11/12/2020

Hey guys, welcome to another week of Lisa's Study Guides. Thank you so much to everyone who came to the VCE expo that happened last Thursday through to Sunday. It was so great meeting so many of you - I really did not expect this many of you to rock up and say hi, but I'm so grateful that you did. So, thank you again so much! It just reinforces that what I'm doing is being really helpful to you guys, and I'm so glad! I'm going to keep going with this. I'm going to keep making sure that I offer you guys amazing English tips on this channel. So, hit that subscribe button below ( check out our YouTube channel here ), if you do support, and make sure you tell your friends about it as well, because the more love we can share, the more we help each other out.

Today we're going to be talking about tones . You might be interested in looking at tones because you are analyzing articles, but sometimes we're also looking at tones when it comes to the author's writing style when it comes to texts.

So, What Is a Tone and Why Is It Important?

A tone is essentially the attitude that an author takes towards their piece. What is really important is that you realise that there's a difference between tone and mood .

Mood has to do more so with the reader's response to an article, whereas tone is the approach that the author has towards the piece.

It's definitely tricky trying to identify tones, but there are a few things that you can ask yourself to help steer yourself in the right direction.

First thing is: does the author have a positive or negative attitude towards a certain idea? For example, if the author says, 'I can't wait to go to this party' (said in an enthusiastic tone), as opposed to saying, 'I can't wait to go to this party' (said in a sarcastic tone), who do you think is more excited about the party? Probably the first one. In this case, it's been a little bit easier because you see visually how I approached it, but if you just listen to what I've said, the first tone is immersed with a lot more enthusiasm, whereas the second one is sarcasm. Just remember that even though I said it was enthusiasm and sarcasm, if you yourself interpreted it differently than that is okay.

Remember with English, as always, there's not always that one perfect answer. Everyone interprets things differently. It's just a matter of you being able to back it up with your own evidence and your own explanation of why you've come to this certain tone.

So, any form of human emotion can ultimately be translated into a tone. So, whether that is being nostalgic, honoured, sentimental, condescending - these are all tones. And, there are actually so many tones that I've linked a link down below that goes to my blog (if you’re reading this you’re already on our blog!) that includes 195 tones you can choose from. I've also separated these turns into positive, neutral and negative tones and divided them yet again, depending on the type of emotion in order to help steer you in the right direction in picking out a tone amongst all the many, many tones that are available out there.

One more additional tip is that authors can also change their tone . So these can be called tonal shifts , or shifts in tone. An author might not start a book with the same tone and finish it with that same tone - so much has happened throughout the entire book or the event, or maybe even if it's just an article, depending on what they're talking about, they can change their tones. Don't get tripped up by that, acknowledge that sometimes throughout a piece there will be modifications. And, if you're able to pick that up, then that goes a really long way when showing off your efforts to your teachers or examiners.

So, just as a heads up, these tips that I've spoken about are all in our ebook How To Write A Killer Language Analysis . If you're keen to find out more about tones, then go ahead and check it out . There's more there, more examples to help test you, to see whether you're on the right track, more questions that you need to ask yourself to find the right tone and what you can do with tonal changes. I'm also going to do something a little bit different today, I'll write down three different sentences and I want you guys to interpret them your own way and tell me what tones do you think they are? I think this will be a fun exercise to bring our community together. And I'd just love to see what you guys have to say. I'll check in with you guys next time! Alright, let's see what different tones you identify from these sentences:

1. Check out my new shoes, I just got them yesterday!

2. It was long since I had returned to this place; the memories washed over me wave after wave.

3. It is imperative that we initiate fair laws for all workers!

List of Tones for Language Analysis

We've all struggled with identifying tones for language analysis. So, I've compiled an assortment of tones you can choose from, categorised into their 'intensities'! For a detailed guide on Language Analysis including how to prepare for your SAC and exam, check out our Ultimate Guide to VCE Language Analysis .

Choosing an Oral Presentation topic can be tough. Finding an idea that’s unique, relevant and interesting all at once can sometimes feel impossible; but don’t worry, this is where we come in! Below is a list of 12 potential Oral Presentation topics for you to draw inspiration from, selected in reference to the VCE assessment criteria .

Remember, this blog is not a resource to give you a finished speech idea , these are just jumping-off points. Plagiarism is very harshly punished in VCE and many other students will currently be reading this very same post, meaning it's up to YOU to figure out how you’ll form a unique angle if you pick one of these topics. To help you do this, each section provides an overview of the cultural events that make this topic relevant. Additionally, possible contentions are included, ensuring you can see how arguments about these topics can be effectively made.

1. Kanye’s blow-up - The necessity of the media to stop platforming celebrities spreading harmful ideas

American rapper Kanye West has always been a controversial figure, but since his endorsement of Trump in 2016 he’s seemingly been on a particularly bad downward spiral. His descent into increasingly more extremist right-wing politics has led to the question of whether the news media, detached and neutral as they might claim to be, should even be reporting on him.

As of writing (late 2022), Kanye’s recent appearances on far-right talk shows to voice support for Hitler and question the existence of the Holocaust (which has no doubt been topped by something equally controversial by the time this gets published) pushes this question right to its limit.

Events like this are undoubtedly big stories that many people would like to know about, but does reporting on them do more harm than good? Do we realistically all have the self-control to ignore these figures when so much of modern news already revolves around controversy and gossip? Possible Contentions:

Major media companies should reach an agreement to actively avoid covering celebrity behaviour that spreads dangerous ideas.
News media should make an extra effort to disprove the dangerous ideologies of those they cover, rather than presenting them in a ‘neutral way’.

2. Amber Heard - How online discourse can villainise marginalised groups and encourage ‘dogpiling’

A similar celebrity controversy that dominated 2022 headlines was the two-way public defamation lawsuit between actors Johnny Depp and Amber Heard, which involved accusations of abuse on both sides. One of the most notable parts of this case was the online depiction of Heard, on social media platforms such as Facebook and Youtube.

Heard emerged as the internet’s new favourite punching bag, with an endless stream of videos and memes where her ‘ allegations of domestic violence and sexual assault were mocked for entertainment ’. Crucially, these were made to criticise her in a way that most clearly mirrored historical sexist stereotypes about emotionally manipulative women. You probably came across examples of these yourself, as platforms like Youtube have a history of directing users to this kind of content.

As such, key issues were identified in terms of how social media warps online discussions of allegations of abuse. Additionally, like the last topic, the very fact that this legal dispute was publicly broadcast raises questions as to whether the media’s focus on this event may have worsened the issue.

Possible Contentions:

Personal legal proceedings between celebrities are not something that should be broadcast to the public.
The online discussion regarding this trial demonstrates the need for increased regulation of hateful and abusive content on social media platforms.

3. Should Australia be made a republic in the wake of the Queen’s death?

The death of Queen Elizabeth II in September of 2022, among many other things, drew Australia back into a debate it's been having for decades; should we become a republic? This would be a shift from our current state of (effectively) being overseen by the United Kingdom as a ‘constitutional parliamentary monarchy’, with the ‘head of state’ now being an Australian citizen rather than the UK monarch.

Although the replacement of the Queen with the new head of state (King Charles III) shouldn’t really shift people’s perspective on this issue, it most likely will. Queen Elizabeth has been the welcoming and approachable symbol of the monarchy for many Australians. Her death could be the catalyst for a shift in public opinion, severing the connection that many citizens still had to the UK monarchy.

This issue can be approached from many different angles, inducing discussion on HOW the process of Australia becoming a republic should occur (especially how the new head of state should be chosen), as well as stepping back and assessing the positives and negatives of making this shift.

Australia’s transition to a republic is a necessary step in helping honour the country’s Indigenous population and rejecting its colonial past
Australia’s transition to a republic, although often framed as an act of national unity, will actually worsen the cultural divides within our country.
Although Australia should transition to a republic, the current rise of nationalist politics makes a public election of the new head of state extremely risky.

4. Are NFTs a positive advancement in contemporary technology?

Whether or not you understand what it actually means, the phrase ‘NFTs’ has probably been inescapable on your social media feeds over the last year. Without getting too detailed, these ‘Non-Fungible Tokens’ are essentially investments into non-replicable representations of artwork , which will (supposedly) increase in value over time.

Despite seemingly being an exciting new technology that could have given control back to artists through copyright ownership, NFTs have instead been heavily criticised for commercialising artwork by reducing it to a literal piece of digital currency. Further issues have arisen in terms of how this technology can easily be used to scam people through misrepresenting the value of individual NFTs, or NFT owners simply taking the money and running.

What do you think? All new technology seems shaky and uncertain at the start, and maybe we should recognise that the current negative impacts of NFTs must simply be overcome with time. How do we weigh the benefit this technology has for individual artists against its potential drawbacks?

For their many flaws, NFTs give the power back to creators and, therefore, need to be improved rather than roundly rejected.
Despite preaching democratisation, NFTs and Bitcoin are both a part of a technological trend that will further increase wealth inequality.

5. How much can Western citizens really do to fight injustice via social media activism?

The effect of the COVID pandemic on developing countries, the Russian invasion of Ukraine, and human rights abuses by the nation of Qatar - this year has seen an innumerable number of news stories that would make any reasonable person jump to their phones to see what they could do to help, like signing an online petition or sharing a public post to spread awareness.

However, as you probably know, these forms of social media 'slacktivism’ have historically drawn criticism for their ineffectiveness and self-serving nature. Increasingly though, this debate has become more complicated, moving away from the simplified dismissal of any social media activism that emerged around the turn of the century . Others have rightly pointed out that many influential contemporary social movements, that have had real-world impacts, did emerge from social media, such as the BLM and #MeToo movements.

As such, there’s a lot of room for different arguments here regarding whether a critical perspective of ‘social media slacktivism’ has become outdated in a world that is increasingly unavoidably based on the internet.

Possible Contentions:

Social media activism is unavoidably the way that young people are going to engage with political issues, and a rejection of it is naive and impractical.
Political activism should distance itself from the online world if it wants to make real-world change that doesn’t fit neatly under existing power structures.

6. Is the overload of various media streaming service subscriptions sustainable?

‘Streaming fatigue’ has emerged as a 2023 talking point that may have seemed unthinkable just a few years ago. Remember when we just had Netflix offering us a new way of consuming film and TV that was both more convenient and cost-effective than ‘pay TV’ packages (which were often heavily inflated in price and packed with unwanted channels )?

However, as we move into 2023, many have argued that the current subscription landscape now mirrors the previous pay-TV model. Consumers once again find themselves having to pay for an increasingly large amount of services if they want to conveniently access their film and TV shows. Predictably, this has seen a re-emergence of video piracy .

Does this mean that it's fundamentally impossible for us to access our media as conveniently as we’d like to, and the years of Netflix being the only streaming service that had all we wanted were never sustainable? Or maybe corporations are unfairly squeezing every dollar they can out of us, and piracy is a fair and just consumer response?

Through offering convenience that is unparalleled by any other previous technology, streaming services are still worth the cost.
Consumers should actively engage in digital piracy until media corporations create a more affordable streaming environment.

7. Is a post-COVID work-at-home model healthy for the next generation of workers?

Although 2020 and 2021 may be remembered as the ‘years of COVID’, 2022 onwards is perhaps when we will see which long-term impacts of the pandemic continue to stick around. Aside from the permanent placement of public hand sanitiser stations, working from home has emerged as one of the most prominent main-stays from our lockdown years.

Is this something that we should embrace? A lot was said during the lockdown about the mental health effects of being deprived of human connection; is this something we should just forget about when it comes to work? As with many of these issues, the question arises as to whether this shift is an inevitable effect of technological advancement, which we can either accept or fruitlessly battle until it becomes the new normal.

However, the fact that this ‘work from home’ dynamic only emerged due to a pandemic complicates this idea, making it possible that we may have accidentally all become accustomed to a new economic model of work that we would be better off without.

Possible Contentions:

We must actively push back against the ‘work from home’ model; if we don’t, we will suffer both mentally and financially into the future.
Working from home is a win-win; it's more convenient and cost-effective for both employer and employee.

8. How can gentrified and aestheticised versions of social movements be avoided?

I wonder whether you saw the Indigenous name for Victoria’s capital city (Naarm) appear more frequently on your social media feeds this year, with people adding it to their Instagram bios or referring to it on TikTok? What started as a conscious choice to respectfully refer to the city by its original Indigenous name quickly became criticised as a trendy aesthetic for outwardly progressive white Victorians, with terms like ‘naarm-core’ becoming short-hand for a specific kind of trendy fashion that was ‘ devoid of any ties to First Nations people ’.

‘Naarm-core’, therefore, stands as another example of a movement that may have started with admirable aims, but was drowned out by those who just wanted the social benefits of participating in progressive politics. Think of the recent similar debates about ‘rainbow capitalism’, with similar criticisms being made of brands that co-opt progressive concepts like LGBQTI+ identity purely for social (and financial) capital. The question naturally emerges as to how we can avoid this for future political movements.

Or maybe you disagree with all these critiques? Political discussion moves so fast these days that it can feel like people are in such a rush to criticise things that they miss actual progress being made. After all, the use of the term ‘Naarm’ to refer to Melbourne was undeniably popularised on the back of this trend.

‍ Possible Contentions:

The criticism of political movements that deal with race being tokenised by white people can only be solved by allowing people of colour at the centre of these movements.
People are too cynical about social movements and trends; virality and popularity, despite ‘inauthentic intentions’, often do more good than harm.

9. How can the highly polarised discussion concerning COVID vaccines become more productive?

Another thing you may have witnessed from living in a post-COVID world is an increase in how divided simple issues seem to make us. Ever tried to convince a relative or friend that, no, in fact, vaccines are not designed to implant us with microchips - seems impossible right?

For many people, the pandemic was a tipping point into full-blown conspiracy communities, meaning people are increasingly able to exist within their own social-media realities that don’t need to be bound to scientific truth or objective fact. This all creates a division between those with different beliefs that is somehow wider than before, where we can’t even agree on simple statements of truth.

The debate around what to do about this deals with questions of human psychology, social media (again), but also freedom of speech. Should spreading (potentially dangerous) false information that conflicts with scientific consensus be allowed on social media? Most importantly, how do we encourage actual communication between different sides?

Possible contentions:

Talking in person is the only way for people with vastly different beliefs to find common ground.
Those spreading dishonest and dangerous conspiracy theories about public health cannot be reasoned with, and need to be actively shut down wherever they appear.

10. With the infamous Oscar slap, what ‘consequences’ should comedians and satirists face for what they say?

Here’s a news story that you’re probably tired of hearing about! Actor Will Smith’s act of violence against Oscar host and comedian Chris Rock for a joke about his wife’s alopecia (hair loss) caused many different conversations to happen at once; about toxic masculinity, celebrity culture, violence as a spectacle. These are all totally valid angles for your Oral Presentation, but let’s focus on maybe the most common debate; did Chris Rock deserve this?

Functioning as a comedian hosting an awards night, Rock’s job was to poke fun at everyone participating, and these sorts of roles have often involved controversial comments and jokes . Does this mean they have immunity from any consequences for their words though? What should these consequences look like? And, if we excuse smaller acts of violence, what does that normalise?

The 2015 terrorist shooting of the staff of satirical French magazine ‘Charlie Hebdo’ for their depiction of the Islamic prophet may seem a world away from Will Smith’s slap, but some may argue that this is the logical end-point for a world that believes physical violence is the way to deal with jokes people don’t like.

The idea of comedians actually being threatened by violence is overblown; the slap was an isolated incident.
Protecting the safety of those who make controversial jokes is paramount to maintaining freedom of speech.

11. With Optus and Telstra’s recent data breaches, is placing all our valuable personal information in virtual spaces sustainably safe?

This year saw a record-level data breach from one of Australia’s leading telecommunications companies, Optus. The personal details of almost 10 million customers were given to the hackers.

Then, two weeks later, a similar data breach happened at Telstra. Yes, this time, no customer information was leaked, but information on the company’s employees was again released.

All of this may disturb the image we all have in our heads of online databases as relatively unbreachable, locked away behind thousands of firewalls somewhere in the cloud. In fact, much of modern society operates on this assumption. Maybe you’ve added your credit card details to your Chrome tab because it makes online purchases easier? This convenience comes with the implicit assumption that online personal info is pretty much always safe when protected by a big tech company, but these events arguably prove otherwise.

Cyberattacks are ‘ increasing as a threat ’, yet danger for the sake of convenience is something that all of us deal with. Maybe you think there are degrees to this; should we draw a line at information that can cause us legitimate harm if given to a malicious party?

Our society is already too technologically dependent to try and ‘go offline’ for the sake of data safety.
Valuables of any kind are always going to run the risk of being stolen, and digital piracy is no different.

12. What is the role of Western countries in resisting the unlawful Russian invasion of Ukraine?

As already mentioned, the Russian invasion of Ukraine was one of the biggest news stories of 2022. Putin’s unlawful decision to attack the country’s capital in February of 2022 has left more than 10,000 people dead and millions displaced from their homes. Virtually all world leaders condemned this act immediately. Yet, almost a year later, the war continues, and documented war crimes occur on Ukrainian soil.

Thinking larger than just social media, the question of what can actually be done to help by the countries who condemn this war has naturally emerged. Many nations have supported Ukraine financially, including the US giving nearly $20 billion . Some may argue that this is not nearly far enough, and that all world powers have a responsibility to wage direct war against Russia in support of Ukraine. Naturally though, many are strongly against Western intervention in this form, believing that countries like the US should not see themselves as all-knowing powers that can intervene in other nations based on their ideological beliefs.

‍ Possible Contentions:

Any attempt to guilt individual citizens about their need to ‘do something about Ukraine’ is completely unfair; the responsibility for any meaningful action is entirely on the government.
The West, particularly the US, has a long history of militarily invading smaller nations for their own purposes; their condemnation of the Russians is hypocritical.

If you haven’t already done so, check out our Ultimate Guide to Oral Presentations for some general tips and tricks to get you started!

Written by Milo Burgner

1. Summary 2. Themes 3. Symbols and Analysis 4. Quotes 5. Sample Essay Topics 6. Essay Topic Breakdown

Alice Munro is a Canadian Nobel-Prize-winning author of short stories , and Runaway , first published in 2004, is a collection of eight such stories (though kind of actually only six, because three of them are sequential). These stories examine the lives of Canadian women throughout the last century, but not all of them are necessarily realistic to what daily life actually looks like. Rather, Munro uses borderline-supernatural events (which some critics say feel staged or contrived) to shed light on the tensions and challenge s of gender in modern life.

This can mean that some of the stories are quite hard to follow; they go through all these twists and turns, and the lines between stories start blurring after a while. Let’s go through each in a bit more detail before jumping into our analysis.

2. Story-by-Story Characters and Summary

The titular story is about a woman Carla , her husband Clark , their goat Flora , and their elderly neighbour Sylvia Jamieson . There are many runaways in the story: Carla ran away from her middle-class home to marry Clark, Flora the goat literally runs away, a scandalous lie about Sylvia’s late husband gets a bit out of hand, and now Sylvia is helping Carla run away once again, this time from Clark. Few of these runaways are really very successful: this story is really interrogating why and how.

Chance/Soon/Silence

The next three stories are sequential, and revolve around Juliet , a well-educated classicist who is working as a teacher in the first story, ‘Chance’ - it is set in 1965 and she is 21. In this story, she meets her lover Eric Porteous on a train, then finds him again six months later. Eric is sleeping around with a few women in light of his wife’s declining health and eventual passing, but by ‘Soon’ he and Juliet have settled down and had a baby together - Penelope .

‘Soon’ focuses more on the relationship between Juliet and her parents, in particular her mother Sara . Juliet feels a bit out of place now at home, and feels guilty about not being more present for Sara. In turn, ‘Silence’ depicts her own daughter running away from her. Juliet returns to her studies and only hears about Penelope’s life through a chance encounter with a friend who reveals that Penelope is now a mother herself.

The next story is about Grace , an older woman revising the family home of her husband Maury Travers . Their marriage never had a lot of passion in it really - Grace was always more interested in Maury’s family - but both of them were just doing what was expected of them. The contrast comes from Maury’s brother Neil , a doctor who accompanies Grace on a hospital trip when she cuts her foot. This trip becomes longer and more sensual, feeling adulterous even though very little actually transpires between them - the story raises questions around what counts as cheating, and what marriages should entail.

‘Trespasses’ is slightly deliberately disorienting from the start (which is actually the end of the story). We go on a flashback in the middle to learn about a father, Harry , and his daughter Lauren . One day when moving house, Lauren finds a cardboard box - Harry explains that it contains the ashes of a dead baby who he and his wife Eileen (Lauren’s mother) had had before Lauren. This leads to Lauren questioning if she was adopted, which is further complicated by Delphine , a worker at a hotel who seems to think Lauren is her biological daughter. The ending (which was teased at the beginning) is the evening of confrontation between the four characters where the truth is finally revealed.

Conversely, ‘Tricks’ has a more linear plot to follow. Robin is a carer for her asthmatic sister Joanne , but she’s taken to watching Shakespeare plays in the next town once a year. One year, she meets a European clockmaker Danilo who plans to meet her next year when she is back in town - but this doesn’t go to plan at all. It’s only 40 years later that Robin finds out Danilo had a twin brother, which is why the plan had gone downhill.

The last story in the collection is arguably the most complex, and it’s broken into 5 parts to reflect that complexity. It follows Nancy as she ages from a fresh high school graduate to an old woman by the end of the sequence, including her marriage to the town doctor Wilf . Importantly, the stories also cover her friendship with Tessa , who has the supernatural powers mentioned in the title. However, by the third story, Tessa has been abandoned in a mental hospital and she has lost her powers. Throughout the stories, we also see Ollie , Wilf’s cousin (or a figment of Nancy’s imagination according to this analysis), who seems to be responsible for Tessa’s demise.

Let’s start tracing some of the common themes between the stories.

A key theme explored throughout many of the stories is marriage and domesticity . There’s a strong sense that it’s an underwhelming experience : it doesn’t live up to expectations and it particularly dampens the lives of the women involved. Nancy’s marriage to Wilf in ‘Powers’ only happens because she feels guilty - 'I could hardly [turn him down] without landing us both in…embarrassment' - but, as a result, she loses her fun, intellectual streak as he tells her to put down her book, 'give Dante a rest'. A similar fate befalls Juliet, who gives up her study in the process of becoming married.

Marriage is also sometimes explored as a deliberate choice , even if it might have unintended consequences - for example, Carla’s marriage to Clark is described as a life that she 'chose'. This interpretation is more unclear though, and is contradicted in other stories like Passion, where Grace’s marriage is described as 'acquiescence ', acceptance without protest. It’s even contradicted to some extent in the same story: Munro compares Carla’s marriage to a 'captive' situation, where she might’ve chosen to enter the marriage, but after that has little say in how it goes.

This sounds a bit trite, but the title is a key theme as well - just not necessarily in the physical sense . Consider all of these different definitions and how they pop up in the stories. In ‘Runaway’, Carla and the goat run away, but also the lie Carla tells Clark about Leon, a runaway lie that taints his relationship with Sylvia completely. Some runaways are described as accidents - 'she – Flora – slipped through' - while others are much more deliberate. The question here is how much control we actually have over our own lives . Not a lot, it would seem.

The other side of runaway/s is to think about who the victim in each runaway is. Does somebody run away because they are 'in a bad situation, the way it happens', a victim of circumstance , or do they run away because they feel guilty , or because they’re abandoning someone else, the true victim of being left behind? Carla does seem like more of a victim of circumstance with good reason to run away, but think about Nancy leaving Tessa behind in ‘Powers’: ‘“I’ll write to you”, she said…she never did.’

This question about who the real victim is might be the hardest to answer for ‘Silence’. Juliet’s daughter abandons her, but it’s not like there’s a strong history of positive mother-daughter relationships in their family: Juliet wasn’t able to give Sara what she needed ( 'she had not protected Sara') and in turn isn’t able to quite give Penelope what she needs either (Penelope having a 'hunger for the things that were not available to her in her home '). At the same time, Penelope’s abandonment does feel quite callous and inexplicable , even if Juliet feels like it’s what she deserves; Munro suggests at the end of the story that a reunion would be an 'undeserved blessing[]'. The intertextuality with Aethiopica reveals Juliet’s good intentions, her similarity to the 'great-hearted queen of Ethiopia', but it doesn’t quite give us the satisfaction of a neat resolution either.

Ethics and Morality

Finally, Munro’s stories also raise questions around morality . Besides what we’ve already covered - adultery, runaways - there are further questions raised around parenthood , particularly in ‘Trespasses’. Harry seems to share a bit too much information with his child, who really doesn’t need to know about the dead baby just yet. Lauren is 'not short of information', and it’s worth questioning where that boundary should be for a child of her age.

But not all ethical questions have simple answers : as in ‘Tricks’ they can sometimes just have 'outrageous', cruel punchlines that don’t reveal themselves for decades. Munro doesn’t necessarily have all the answers on this one. She brings up complex moral situations but does not pass judgment on any.

4. Symbols & Analysis

Greek elements.

Throughout the stories, Munro brings in a few elements of Greek mythology or literature . The intertextuality in ‘Silence’ is one example, drawing on the classical text Aethiopica , but there are a few more scattered throughout the stories: the constellations of Orion and Cassiopeia in ‘Chance’ and an oracle-like figure in Tessa, a main character in ‘Powers’. All of these elements have some significance:

Cassiopeia is known for her arrogance and vanity, which parallels with the way Juliet detaches herself from her life ('she had made herself into a rather superior, invulnerable observer' - despite her very real vulnerabilities)
Orion is known for his forbidden romance with the virgin goddess Artemis, which parallels with Eric’s romance with Juliet (Juliet being relatively inexperienced with men herself, with all of her experiences being 'fantasy')
Oracles in mythology are like mouthpieces of the gods who can prophesy about the future. They were often women, so oracles were unusually influential in their male-dominated societies. The question is whether this parallels with Tessa at all: even though she has these supernatural powers, are there other forms of power she might lack instead?

In general, intertextuality is a way to enrich a text by drawing parallels and linking characters to existing stories or archetypes. Here, Munro uses classical texts to add dimension to her characters in a way that is almost-but-not-quite commentary. Pre-existing Greek myths are a way for us to see what’s really going on .

(Rail)Roads and Transit

The other symbol that comes up a few times in the stories is roads or railroads - basically places where runaways might happen . ‘Chance’ is set in the middle of a train journey, ‘Tricks’ involves a couple of train journeys, ‘Runaway’ maps the roads leading in and out of Carla’s home, and almost all of ‘Passion’ takes place on the road. If we broaden ‘places where runaways might happen’ to include planes as well, then we can add ‘Powers’ and ‘Silence’ to the list.

All of these spaces are what might be called liminal - they’re ‘in-between’ spaces with an air of suspense about what can happen. It’s probably most prominent in ‘Passion’, where Grace describes the events of that road trip as a 'passage” in her life, both physically and metaphorically. In general though, they’re the settings where the wildest and most significant events tend to happen.

'She—Flora—slipped through.'
'She (referring to Carla) chose this life with Clark.'
'She is just in a bad situation, the way it happens.'
'She saw him as the architect of the life ahead of them, herself as the captive, her submission both proper and exquisite.'
'She might be free.' - this is the second last line in the story. Note the ambiguity here (and through all these quotes, to be honest) about which ‘she’ is being referred to (Carla, Flora or even Sylvia)
'Juliet was twenty-one years old and already the possessor of a B.A. and an M.A. in classics.'
'The problem was that she was a girl. If she got married—which might happen…—she would waste all her hard work.'
'She had made herself into a rather superior, invulnerable observer.'
'…the two of them (referring to Sara and Juliet) intertwined. And then abruptly, Juliet hadn’t wanted any more of it.'
'But she had not protected Sara. When Sara had said, soon I’ll see Juliet , Juliet had found no reply. Could it not have been managed?…She had put everything away.'
Penelope supposedly had a 'hunger for the things that were not available to her in her home.'
'Penelope does not have a use for me.'
'She hopes as people who know better hope for undeserved blessings, spontaneous remissions, things of that sort.'
Grace, watching a movie with Maury, felt 'rage…because that was what girls were supposed to be like. That’s what men - people, everybody - thought they should be like. Beautiful, treasured, spoiled, selfish, pea-brained. That was what a girl should be, to be fallen in love with.'
'It was not in her nature, of course, to be so openly dumbfounded, so worshipful, as he was.'
'Describing this passage, this change in her life, later on, Grace might say - she did say - that it was as if a gate had clanged shut behind her. But at the time there was no clang - acquiescence simply rippled through her.'
Lauren 'had been brought up to believe that children and adults could be on equal terms with each other.'
'How could she be sure that they had not got her as a replacement? If there was one big thing she hadn’t known about, why could there not be another?'
'Forgive us our trespasses' - note the ambiguity of ‘trespasses’ (does it mean sins as in the prayer, or overstepping boundaries, or both?)
'Some of the best-looking, best-turned-out women in town are those who did not marry.'
'A means to an end, those tricks are supposed to be.'
'I couldn’t stand for the poor man (referring to Wilf) to have had two girls turn him down’
'I used to have a feeling something really unusual would occur in my life, and it would be important to have recorded everything. Was that just a feeling?'
'She could be upset to see you leave without her. So I’ll give you an opportunity just to slip away.'
'He has nearly forgotten that he ever believed in her powers, he is now only anxious for her and for himself, that their counterfeit should work well.'

Having great quotes is one thing, but you also want to make sure you know How To Embed Quotes in Your Essay Like a Boss !

6. Sample Essay Topics

What does Runaway teach us about romance?
Carla, Grace and Tessa are more similar than different in terms of their relationships with the men in their lives. Do you agree?
How does Munro contrast younger and older women in Runaway ?
What does the setting contribute to the overall effect of Runaway ?
'Forgive us our trespasses.' What types of boundaries are created and overstepped in Runaway ?

7. Essay Topic Breakdown

Whenever you get a new essay topic, you can use LSG’s THINK and EXECUTE strategy , a technique to help you write better VCE essays. This essay topic breakdown will give you a brief glimpse on the THINK part of the strategy. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response .

‘Forgive us our trespasses.’ What types of boundaries are created and overstepped in Runaway ?

This quote is from ‘Trespasses’ and captures the double meaning of the word as both overstepping physical boundaries and sinning in the moral or religious sense . It’s likely we’ll want to talk about both interpretations - physically trespassing but also encroaching on boundaries in immoral ways. Note that the prompt also includes the action words ‘created’ and ‘overstepped’, meaning that there’ll be a pretty diverse range of examples that we’ll need to use to answer this prompt comprehensively.

Let’s start with physical boundaries : Carla’s marriage and the fences on her property and the US-Canada border in ‘Powers’ come to mind. Then, we’ve got non-physical boundaries: emotionally as in ‘Chance’ and ethically as in ‘Trespasses’. This is where we start getting into whether these boundaries are created or overstepped .

Clark creates boundaries for Carla and her attempts to break free from them are unsuccessful. The border in ‘Powers’ is more of an excuse for Nancy to neglect Tessa, a boundary she creates and never makes the effort to overstep. Finally, the ethical boundaries in ‘Trespasses’ are overstepped from the get-go. How can we synthesise these ideas into one essay?

I think the trick with questions like this is not to just allocate different types of boundaries and/or different action words to each paragraph. Try to think of creative ways to string these ideas together that also build towards a bigger picture or overall contention about the text as a whole. This example plan explores physical and emotional boundaries but makes a bigger argument that they are often associated with regret in Munro’s stories.

‍ Paragraph 1 : Physical boundaries are both the most intentional and the most difficult to overstep.

Carla’s farmstead is isolated and bordered by roads; her marriage to Clark and her life on this farmstead is likened to a 'captive' situation, with Clark being the 'architect' of it all
Munro ends Runaway on a pessimistic note about Carla’s ability to leave this boundary: 'She might be free'
International borders also constitute physical barriers, and these are used by Nancy in ‘Powers’ to avoid responsibility; because this is an active decision (‘“I’ll write to you”, she said…she never did.’), it’s a barrier that never really gets broken. Similar to Penelope in ‘Silence’

Paragraph 2 : Munro’s stories, however, focus more on emotional boundaries , and the way these are applied varies greatly. This variation underscores their complexity .

Emotional boundaries when created can prevent intimacy: Juliet 'ma[kes] herself into a rather superior, invulnerable observer' so as to avoid commitment. These boundaries come back to bite when she has a daughter
Conversely, they cause a great deal of harm when overstepped: for example, ‘Trespasses’ sees 'crazy and dangerous' adults toy with the life of a child, constantly assuming that she 'can take it' when in fact this is not the case

Paragraph 3 : Regardless, Munro’s characters often come to regret the boundaries they erect or overstep.

Carla’s ambivalence about her marriage is tinged with regret either way: when she’s there, she wants to escape, and when she escapes, she questions if she has 'anything left in [her]'
Juliet reflects on the boundaries she puts up between herself and Penelope and realises that 'spontaneous remissions' between them are undeserved and impossible
In ‘Powers’, Nancy struggles with the guilt of abandoning Tessa: many years later, she still wants to 'open [the past] up' and understand her motives. However, it is too late, and the boundaries are already there
Munro does not suggest that boundaries are inherently good or bad, but her stories show how they can be sources of regret when treated improperly

Runaway is usually studied in the Australian curriculum under Area of Study 1 - Creative Response. Check out Audrey's blog on how to approach Runaway as a Creative Response for more.

For a detailed guide on Creative Response as a whole, check out our Ultimate Guide to VCE Creative Writing .

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The Princeton Sourcebook in Comparative Literature

David Damrosch

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The Princeton Sourcebook in Comparative Literature: From the European Enlightenment to the Global Present

Edited by David Damrosch , Natalie Melas , and Mbongiseni Buthelezi

Key essays on comparative literature from the eighteenth century to today

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As comparative literature reshapes itself in today’s globalizing age, it is essential for students and teachers to look deeply into the discipline’s history and its present possibilities. The Princeton Sourcebook in Comparative Literature is a wide-ranging anthology of classic essays and important recent statements on the mission and methods of comparative literary studies. This pioneering collection brings together thirty-two pieces, from foundational statements by Herder, Madame de Staël, and Nietzsche to work by a range of the most influential comparatists writing today, including Lawrence Venuti, Gayatri Chakravorty Spivak, and Franco Moretti. Gathered here are manifestos and counterarguments, essays in definition, and debates on method by scholars and critics from the United States, Europe, Asia, Africa, and Latin America, giving a unique overview of comparative study in the words of some of its most important practitioners. With selections extending from the beginning of comparative study through the years of intensive theoretical inquiry and on to contemporary discussions of the world’s literatures, The Princeton Sourcebook in Comparative Literature helps readers navigate a rapidly evolving discipline in a dramatically changing world.

"Combining classic essays with little-known pieces from across the centuries and around the world whose take on comparative literary study is especially pertinent to debates today, The Princeton Sourcebook in Comparative Literature will be an indispensable resource for debates about how to conceive of literary studies today and in the future, and a salutary reminder that for comparatists the questions posed by globalization have always been on the table."—Jonathan Culler, past president of the American Comparative Literature Association

"Rebuilt many times on the high seas, comparative literature is a Noah's ark of texts, methodologies, languages, communities, and aspirations. This collection captures the restless, experimental, self-critical spirit of what has never been a discipline or a field but a project, from its emergence in the breakdown of Enlightenment universalism to current debates about circulation, translation, and value."—Haun Saussy, Yale University

"This is an excellent anthology of the main texts that define the field of comparative literature. These pieces show how the discipline has been organized in the past and where it is going in an age of increased globalization. The excellent introductions are concise, clear, and well written. This is a book that all students of comparative literature will want to read."—Jean-Michel Rabaté, University of Pennsylvania

"No other book gathers essays forming the major lines of comparative literature study from the Enlightenment to the present. I have no doubt that it will benefit anyone who teaches introductory courses in comparative and world literature. It is easy to imagine an undergraduate or graduate course structured by this book, with several literary works read alongside each of its sections. And The Princeton Sourcebook in Comparative Literature is scrupulously well organized and edited, with concise, informative biographical introductions that reveal the kinds of negotiations of language, national identity, and struggle that are at the heart of the discipline."—Kevin McLaughlin, Brown University

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How to Compare Two Novels in Comparative Essay
Comparing Main Characters in Novels. If your assignment is to compare the characters of these novels, you would make a list or Venn diagram to make more comparisons: Both characters are young men. Both question society's notion of honor. Both witness behavior that makes them question their role models. Both have a nurturing female influence.
Ultimate Guide to Writing a Comparison Essay: Tips and Examples
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. ... You can compare two books, two movies, two historical figures, two theories, or any other pair ...
Comparative Essay Writing: Methods and Examples
A comparative essay is a form of academic writing that examines and analyzes two or more subjects, identifying their similarities and differences. This type of essay allows students to develop critical thinking skills by evaluating and contrasting various topic elements. For example, a comparative analysis of the Roman Empire and the Aztec ...
The Comparative Essay
A comparative essay asks that you compare at least two (possibly more) items. These items will differ depending on the assignment. You might be asked to compare. positions on an issue (e.g., responses to midwifery in Canada and the United States) theories (e.g., capitalism and communism) figures (e.g., GDP in the United States and Britain)
Comparative Essay
Moreover, a comparative analysis essay discusses the similarities and differences of themes, items, events, views, places, concepts, etc. For example, you can compare two different novels (e.g., The Adventures of Huckleberry Finn and The Red Badge of Courage). However, a comparative essay is not limited to specific topics.
Comparative Essay
For a comparative essay, your thesis statement should assert why the similarities and differences between the literary works matter. Step 4: Create a Structure. Before drafting, create an outline. Your introduction should draw the reader in and provide the thesis statement. The supporting paragraphs should begin with a topic sentence that ...
Comparing and Contrasting in an Essay
In the block method, you cover each of the overall subjects you're comparing in a block. You say everything you have to say about your first subject, then discuss your second subject, making comparisons and contrasts back to the things you've already said about the first. Your text is structured like this: Subject 1. Point of comparison A.
8.6: Comparing and Contrasting Literature
Compare and Contrast Essay Basics. The Compare and Contrast Essay is a literary analysis essay, but, instead of examining one work, it examines two or more works. These works must be united by a common theme or thesis statement. For example, while a literary analysis essay might explore the significance of ghosts in William Shakespeare's Hamlet ...
How to Write a Comparative Essay: A Step-by-Step Guide
Step 2: Determine the Basis for Comparison. The key to answering the comparative analysis essay question effectively is to identify the basis for comparison. This step involves selecting the specific aspects or criteria you will use to evaluate the subjects. For instance, if you are comparing two novels, your basis for comparison might include ...
Writing Comparative Essays: Making Connections to Illuminate Ideas
Here are some tips, with student examples to illustrate each. 1. Make sure you're focusing on a manageable theme or idea. One of the first ways to get on the wrong track in writing a comparative ...
Compare and Contrast Essays: The Ultimate Guide
Matt Ellis. Updated on June 2, 2022 Students. A compare-and-contrast essay is a style of essay that points out the similarities and differences between two or more subjects. It's ideal for showing what separates and unites related things or concepts, particularly if the subjects are often confused for each other or unjustly lumped together.
Comparing and Contrasting
Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you're considering. In the central area where they overlap, list the traits the two items have in common.
PDF The Comparative Essay
comparative essay asks that you compare at least two (possibly more) items. These items will differ depending on the assignment. You might be asked to compare. events (e.g., the Great Depression and the global financial crisis of 2008-9) Although the assignment may say "compare," the assumption is that you will consider both the ...
4.1: Introduction to Comparison and Contrast Essay
4.1: Introduction to Comparison and Contrast Essay. The key to a good compare-and-contrast essay is to choose two or more subjects that connect in a meaningful way. Comparison and contrast is simply telling how two things are alike or different. The compare-and-contrast essay starts with a thesis that clearly states the two subjects that are to ...
Comparative Essays
For instance, a comparative essay on the French and Russian revolutions might examine how both revolutions either encouraged or thwarted innovation in terms of new technology (body paragraphs 1 and 2), military strategy (body paragraphs 3 and 4), and the administrative system (body paragraphs 5 and 6). Two notes about the alternating method:
Comparative Analysis
As we discussed in "Advice on Timing" at the page on single-source analysis, that timeline itself roughly follows the "Sample Sequence of Formative Assignments for a 'Typical' Essay" outlined under "Formative Writing Assignments," and it spans about 5-6 steps or 2-4 weeks.Comparative analysis assignments have a lot of the same DNA as single-source essays, but they potentially bring more ...
PDF Comparative Essay Sample: Two Books
Comparative Essay Sample: Two Books Literature, just like any other form of art, is a good historical mirror - books work as an informative reflection of social life and historical events of certain era. It is obvious that works of every period in the world history have something in common, demonstrating a cultural movement or context.
Tips for writing a comparative essay: step-by-step guide
Brainstorm your ideas and gather evidence: Before crafting your thesis, spend time brainstorming and gathering evidence for your points of comparison. This will help you formulate a strong, well-supported argument. 2. Make a claim: Your thesis statement should make a claim or take a position on the topic of your essay.
Free Comparative Literature Essay Examples & Topics
708 samples. Comparative literature explores the relationship between works of fiction of different cultures and times. Its purpose is to establish the connection between specific genres, styles, and literary devices and the historical period. At the same time, it provides an insight into the meaning hidden between the lines of a given text.
Comparing/Contrasting Works, Characters, or Authors
Spend time brainstorming- those who explore their ideas often have better essays in the end. Try to determine the central theme of the work you are considering. Look for a second work that has a similar theme ; Common Themes. Good vs. Evil; Coming of Age; War and its perils; Individual vs. Society; Love; Heroism ; Corruption
Academic Guides: Writing a Paper: Comparing & Contrasting
Use Clear Transitions. Transitions are important in compare and contrast essays, where you will be moving frequently between different topics or perspectives. Examples of transitions and phrases for comparisons: as well, similar to, consistent with, likewise, too. Examples of transitions and phrases for contrasts: on the other hand, however ...
The Ultimate Guide to VCE Comparative
Comparative is the first Area of Study (AoS 1) in Unit 2 (Year 11) and Unit 4 (Year 12) - meaning that majority of students will tackle the Comparative SAC in Term 3. The number of allocated marks are: Unit 2 - dependant on school. Unit 4 - 60 marks (whopper!) The time allocated to your SAC is school-based.
The Princeton Sourcebook in Comparative Literature
The excellent introductions are concise, clear, and well written. This is a book that all students of comparative literature will want to read."—Jean-Michel Rabaté, University of Pennsylvania "No other book gathers essays forming the major lines of comparative literature study from the Enlightenment to the present.

How to Compare Two Novels in Comparative Essay

Comparing Two Novel Themes

Comparing Main Characters in Novels

Comparative Essay Writing: Methods and Examples

What is a Comparative Essay?

Types of Comparative Methods

Why are Comparative Essays Important?

What Should You Consider When Selecting Topics for Comparison?

How Can You Brainstorm for a Comparative Essay?

How Should You Formulate a Thesis Statement for a Comparative Essay?

What Strategies Should You Employ When Writing Comparative Essays?

Strategies for Comparative Essays

Which Mistakes Should You Be Careful of in Comparative Essay Writing?

Why is Revising Your Comparative Essay Crucial?

Reasons to Revise Comparative Essays

How to Write a Comparative Essay – A Complete Guide

What is a Comparative Essay?

Comparative Essay Structure

How to Start a Comparative Essay?

Choose a Topic

Develop a List of Similarities and Differences

Establish the Basis for Comparison

Do the Research

Create an Outline

How to Write a Comparative Essay?

Comparative Essay Introduction

Comparative Essay Body Paragraphs

Comparative Essay Conclusion

Comparative Essay Examples

Comparative Essay Topics

Tips for Writing A Good Comparative Essay

Transition Words For Comparative Essays

Transition Words for Similarities

Transition Words for Differences

Frequently Asked Question

How do you end a comparative essay?

Keep reading

Instructor Resources

Step 1: Identify the Basis for Comparison

Step 2: Create a List of Similarities and Differences

Step 3: Write a Thesis Statement

Step 4: Create a Structure

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How to write comparative essay

Introduction

Step 1: Understanding the Comparative Analysis Essay Question

Step 2: Determine the Basis for Comparison

Step 3: Become Familiar with the Source Materials

Step 4: Choose an Appropriate Structure

Step 5: Prepare an Outline

Step 6: Write an Introduction with a Thesis Statement

Step 7: Develop the Body of Your Essay

Step 8: Write a Conclusion Summarizing Your Main Points

Conclusion:

Frequently Asked Questions

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Writing Comparative Essays: Making Connections to Illuminate Ideas

I. Overview

Comparing and Contrasting

Introduction

Recognizing comparison/contrast in assignments

Using comparison/contrast for all kinds of writing projects

Discovering similarities and differences

Two historical periods or events