how to write a comparative essay gcse

Comparing poems - AQA Structuring a comparative essay

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

Part of English Literature Writing and analysing poetry

Structuring a comparative essay

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

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

Example question

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

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

Structure A

Structure b.

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

Explore the study guide for 'Walking Away' .

More guides on this topic

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

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MR HENNEMAN'S ENGLISH LANGUAGE AND LITERATURE

Free worksheets, study guides, essay writing, revision guidance and youtube links. writing styles, fiction and non-fiction reading skills. analysis of plays, novels and poetry. for teachers and independent learners., the gcse comparative essay: non-fiction texts, this page provides useful lesson resource material and guidance on how to approach and write a gcse ‘compare’ essay ..

A typical question would  be:

Referring to Source 3, and Source 2, you are going to compare the two texts.  Compare the ways in which language is used for effect in the two texts.  Give some examples and analyse the effects.

In any English Language exam, you are asked: to identify  how  language is being used; to quote  and  give examples ; and to identify how the author achieves his/her purpose (or, if you like, how the effect on the reader is created).

F irst: Identify the a uthor’s main purpose :

IMPORTANT NOTE on 1-3 below: Be flexible – texts will be!  

1. Is the author’s purpose to provide information (facts)  or give an  opinion  (or both)?

For information (facts)  : you might find examples of:

• Statistics, numbers, dates, times
• Quoting an expert (which often poses as fact!)
• Reported Speech
• Technical Language (suggesting expertise)

For opinion, there might be:

• first person pronouns
• unsubstantiated claims
• commands(imperative verb form),
• challenging rhetorical questions
• generalisations

2. Is the author’s purpose description?  You might find:

• Lively, vivid language and/or use of adjectives
• Use of the five senses: touch, hearing, sight, smell, taste
• Personification
• Active verbs

It is therefore possible that you might have e.g a mainly an informally written factual piece, which has some opinion and a little description.

3. For both 1 and 2 above, you might find examples the author’s tone e.g. in  (a) formal, (b) humorous or (c) informal ways:.

(a) For Formal, you might find:

• Standard English grammar
• Impersonal tone
• emotive language (i.e. encouraging an emotional response)
• Passive mood verb forms
• the use of ‘one’ e.g. ‘one might say …’

(b) For humorous :

(c) For informal:

• Colloquial language (i.e. everyday spoken language) and writing to represented how words are spoken
• Dialect vocabulary and grammar
• Personal comments/observations
• Emotive language (can appear here as well as under ‘formal’ above)
• First person pronouns
• Repetition, triple phrasing, use of a list
• Contrast, antithesis, juxtaposition, bathos
• Language directed at a particular type of reader e.g. young people
• Sentence structures: compound sentences, complex sentences, simple sentences and the non-sentence
• Sentence types: exclamation, rhetorical question, statement
• alliteration, onomatopœia, pun, double-meaning,  oxymoron

NOTE on linguistic devices : It is not enough to spot these devices, the examiner wants to know whether you have appreciated the effect of any feature on you, the reader.

Let us return to how an essay might develop.  I have written a sample paragraph for an old paper.  The paragraph is not a GCSE student’s but it might usefully serve as a model.  You might ask students to annotate the point, evidence, expanation/analysis:

The purpose of article 1 is to  inform the reader about the water problems in the UK.  Geoffrey Lean starts by showing that we automatically assume water shortage is only a problem to desert nations, with the metaphor that the reader’s mind might ‘ fly” there.  The speed of flight is used to demonstrate how we automatically view Britain in terms of the fertile adjective ‘green’ . This is further supported by the quote from Shakespeare which repeats the word ‘rain’ to give a sense of unending wetness; the humorous image of always being a soaked is conveyed in the informal metaphor of us being a ‘soggy nation’.    This is all described with view to surprise us with the actual truth, which is an ironic contrast.   We are given sobering facts, such as parts of Britain having less rain than the Mediterranean, and predictive reports that we will even have water-rationing by the specific date of 2015.  Figures about future costs rising to £25 Billion are alarming – particularly because they are in a Government report which one might think is reliable.   In this passage, factual language is therefore used to expose our mistaken beliefs.  The facts and evidence are used to give us the ‘true’ picture, as the author sees it.

I have annotated the same paragraph, in red, so that students can see what an examiner might note:

The purpose of article 1 is to  inform  [author’s purpose]  the reader about the water problems in the UK.  Geoffrey Lean starts by showing that we automatically assume  [r eader becomes aware of his/her preconceptions]  water shortage is only a problem to desert nations, with the metaphor  [terminology] t hat the reader’s mind might ‘ fly” [ embedded quote]  t he re.  The speed of flight  [analysis of ‘fly’]  is used to demonstrate how we automatically view  [ effect on reader]  Britain in terms of the fertile adjective  [accurate terminology]  ‘green’ [ embedded quote] .  This is further supported by the quote  [author’s evidence noted]  f ro m Shakespeare which repeats  [structure/vocabulary feature]  the word ‘rain’  [embedded quote]  to give a sense of unending wetness  [effect on reader explained];  the humorous [ author’s tone]  image of always being a soaked  [effect on reader]  is conveyed in the informal [writing style]  metaphor [ terminology] of us being a  ‘soggy nation’ [ embedded quote].    This is all described with view to surprise us [ effect on reader]  with the actual truth, which is an ironic [ author’s tone]  contrast  [author’s writing structure] .   We are given sobering  [effect on reader] f acts [ author’s evidence], such as parts of Britain having less rain than the Mediterranean  [author’s factual example noted], and predictive reports [ author’s evidence] t hat we will even [ effect on reader]  have water-rationing by the specific date [ predicted fact]  of 2015.  Figures about future costs rising to £25 Billion  [predicted ‘fact’]  are alarming  [effect on reader]  – particularly because they are in a Government report  [the high  quality of author’s evidence is understood]  which one might think is reliable [ effect on reader].   In this passage, factual language is therefore used to expose our mistaken beliefs  [appreciation of author’s purpose ].  The facts and evidence are used to give us the ‘true’ picture  [effect on reader], as the author sees it  [understands that the  author’s purpose is subjective].

To continue with the essay: it is now  time to compare and contrast this with the language in the other text and show how they create different effects on the reader.  Note to students: you are not  being asked to compare/contrast the  content, you must always compare/contrast the language .  

To improve your skills in this type of language question, learn to use comparative words and phrases, such as: ‘unlike’; ‘in contrast’; ‘by way of contrast’; ‘different from’, ‘more evident in’  etc.

I hope you get the idea!

P.S. this material is based on Question 4 in the January 2012  exam.  A long time ago but some things never change!

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Comparing Poems

After studying this section you should be able to understand:

• what features to look for in each poem
• how to plan and write your response

As part of the GCSE English Literature course, one of the things you will need to do is to ‘explore relationships and comparisons between text, selecting and evaluating relevant material ’. One of the ways in which you might be asked to do this is to compare two poems.

When comparing poems you need to look for all the features that you look for when studying a single poem.

You need to look at the:

• content of the poem
• tone and mood of the poem
• form in which it is written and structured
• ways in which language is used

When writing your response, avoid writing an examination of one poem and then the other and comparing them in a final paragraph. Integrate your comments on the poems throughout.

However, you also need to compare these features in both poems.

You will need to look at each poem individually to plan your response, but when writing your response you need to integrate your ideas on both poems.

Watch the video below to help you understand key poetic terms and the forms and structure of poetry to help you analyse and compare poems for your unseen poetry paper.

Here’s one way you could approach this task:

Planning your response

1. Read both poems through carefully and get an overall sense of what each poem is about and how the poets handle their topics.

2. Re-read poem ‘A’ and make brief notes either around the poem, if you are able, or on a separate sheet, noting key words, phrases, images etc. and your response to it. Do the same with poem ‘B’.

3. Note down some brief quotations from each poem that you will use to illustrate your ideas. You could underline or circle these if you can write on the copy of the poem.

4. Make two lists – one headed similarities and one headed differences and list the main points under each heading.

Writing the response

It is important that you avoid writing an essay on each poem and then try to join them together. The best responses are those that integrate the ideas in parallel throughout the essay.

Here’s one way you could approach this:

INTRODUCTION

Introductory paragraph commenting on what each poem is about and capturing the ‘flavour’ of each.

Several paragraphs based on your detailed reading of the poems. It is a good idea to make a point about poem ‘A’ and then a point about poem ‘B’.

It can help you structure your ideas in a logical way, e.g. one paragraph could compare the way each uses imagery , while another paragraph could focus on structure etc.

A concluding paragraph, summing up the main similarities and differences, saying which you find more effective and why, if you are asked this .

Keep both poems at the centre of your focus and don’t be tempted to write all about one and then the other.

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• How To Write The Perfect Comparative Essay On Poetry

Poetry comparison – How to write the perfect comparative essay

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

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

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

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

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

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

Poetry comparison example

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

Context – theme

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

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

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

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

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

Structure – rhyme

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

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

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

Analysis of rhyme scheme

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

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

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

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

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

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

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

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

Metre – stress

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

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

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

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

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

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

Language – reflections

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

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

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

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

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

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

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

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

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How to Prep a Comparative Essay: A GCSE English Exam Guide

Embarking on the journey of mastering the comparative essay for your GCSE English exams? Excellent choice! In this guide, our English GCSE tutors will explore strategic preparation tips to set you on the path to success.

Preparation is the key to confidence.

There are three parts to this:

• First the preparation aspect of writing a comparative essay
• Second the deconstructing of the essay question and pulling together adequate information
• Third the structure and format of a comparative essay

This blog will look at the first section, strategic preparation, let’s delve into how you can equip yourself for the challenges that lie ahead.

Tip 1: Begin Early – Dive into Your Texts:

Commence your preparation well in advance. Start by immersing yourself in the selected texts. Understand the plot, characters, and themes thoroughly. This early engagement will allow for a deeper analysis when you revisit the texts closer to your exams.

Tip 2: Identify Key Themes and Motifs:

Themes are the backbone of the comparative study. Identify recurring themes and motifs in each text. Create a thematic map or list to help visualize connections. Understanding these foundational elements early on will facilitate a more nuanced analysis during your exam.

Tip 3: Establish a Comparative Framework:

Craft a comparative framework that aligns with your exam board’s requirements. Identify categories for comparison, such as themes, characters, and literary techniques. Having a structured framework will guide your study sessions and streamline your analysis during the exam.

Tip 4: Develop Character Portfolios:

Characters are the essence of any narrative. Create character portfolios for each text, detailing their traits, relationships, and arcs. Note any similarities or differences between characters from different texts. This comprehensive approach will strengthen your character analysis skills.

Tip 5: Explore Authorial Intentions:

Delve into the backgrounds of the authors. Investigate their writing styles, influences, and intentions behind crafting each text. Understanding the context in which the works were produced enhances your ability to interpret the texts critically. This one is often overlooked according to our English GCSE tutors!

Tip 6: Analyze Literary Devices:

Unpack the literary toolbox – symbols, metaphors, foreshadowing, and more. Identify instances of these devices in your texts and discern their impact. A nuanced understanding of literary devices will enrich your comparative analysis.

Tip 7: Engage in Comparative Discussions:

Stimulate your analytical thinking by engaging in discussions with peers or seeking guidance from a GCSE English tutor. Sharing insights and perspectives can broaden your understanding and expose you to new interpretations.

Tip 8: Utilize Supplementary Resources:

Supplement your studies with resources beyond the core texts. Explore critical analyses, scholarly articles, or video lectures related to your chosen texts. Diversifying your sources enhances your analytical toolkit.

Concluding thoughts on Comparative Essay Writing:

Strategic preparation is the bedrock of success in the comparative study says Bettering Youth English tutors . By beginning early, establishing a solid framework, and delving into the intricacies of your texts, you’re equipping yourself with a confident and insightful performance when exam day arrives. Embrace the journey of exploration, and let the richness of literature unfold before you!

Be sure to check out Part 2 of Comparative Essays:

• deconstructing of the essay question and pulling together adequate information

And Part 3:

Comparative Essay Worksheet:

Download our Free Comprehensive Guide to Comparative Essays and boost your English GCSE Marks

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Comparative Essay

How to Write a Comparative Essay – A Complete Guide

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

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

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

So, keep reading!

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

What is a Comparative Essay?

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

The main purpose of the comparative essay is to:

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

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

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

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

Comparative Essay Structure

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

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

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

Point-by-Point Method 

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

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

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

Block Method 

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

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

Here is the structure of the block method. 

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

Mixed Paragraphs Method

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

How to Start a Comparative Essay?

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

Choose a Topic

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

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

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

Develop a List of Similarities and Differences 

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

Evaluate the list and establish your argument and thesis statement .

Establish the Basis for Comparison 

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

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

Do the Research 

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

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

Create an Outline

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

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

Here is a standard comparative essay outline:

How to Write a Comparative Essay?

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

Here are the essential parts of a comparative essay: 

Comparative Essay Introduction 

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

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

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

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

Comparative Essay Body Paragraphs 

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

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

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

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

Comparative Essay Conclusion

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

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

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

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

Comparative Essay Format

Comparative Essay Examples

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

Comparative Essay on Summer and Winter

Comparative Essay on Books vs. Movies

Comparative Essay Sample

Comparative Essay Thesis Example

Comparative Essay on Football vs Cricket

Comparative Essay on Pet and Wild Animals

Comparative Essay Topics

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

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

Tips for Writing A Good Comparative Essay

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

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

Transition Words For Comparative Essays

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

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

Transition Words for Similarities

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

Transition Words for Differences

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

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

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

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

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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How to get top marks in the AQA Power and Conflict Exam Question (by an AQA Examiner)

Below, you’ll find an answer on how to get top marks in the AQA Power and Conflict Exam Question. This question can be a bit tricky! The first thing to do is understand all the themes and ideas of each poem. Then, practise planning and writing until you feel like the essay’s easy to do! Plan at least five essays, and write at least three before you take the exam. Try to get feedback in between each essay that you write.

For the L7-L9 grades, examiners look for depth and complexity – I should know, I’m an AQA examiner and I must have marked hundreds of answers on this question in my time! Rather than being basic and just thinking about how the poem shows ‘power’ or ‘conflict’, try to go deeper and more precisely into your interpretations. You can use revision guides to help you understand how to do this; if you just react to the poems yourself then you’ll only have very basic ideas.

We made a full course on Power and Conflict poems, check it out here if you need help with them.

Each poem is broken down in great detail, including looking into context, meaning, attitudes, language techniques and speaker/voice. There are also video lessons on the poems, sample essay answers and tips for how to write perfect essays.

How to write the Power and Conflict Essay:

It’s a comparative essay that you have to write, with one given poem and one of your choice. The exam question looks like this:

Compare how poets present the effects of memory on people in Poppies and in one other poem from Power and Conflict.

Power and Conflict Poetry Anthology List – English Literature

You can see that it has a remind to ‘COMPARE’ – this means to write a comparative essay . The best structure to use is this:

• Intro – a sensitive, thoughtful point of comparison or contrast between the poems
• PARAGRAPH 1 – one topic to do with the question
• Poem A: Explore the topic
• Poem B: Explore and compare back to what you said about Poem A
• PARAGRAPH 2 – a different topic to do with the question
• PARAGRAPH 3 – a different topic to do with the question
• CONCLUSION – summarise your strongest ideas again

Thanks for reading! If you need more help with Power and Conflict poems, take a look at our full course .

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Planning a Comparative Essay for GCSE Poetry Anthologies

Subject: English

Age range: 14-16

Resource type: Worksheet/Activity

Last updated

4 February 2021

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This includes 2 planning grids with a step-by-step guide as to how to approach a comparative essay on GCSE Poetry Anthologies. This explains the step-by-step process whether a student is being taught to write in PEAL/PEEL or PETER paragraphs. Aimed at AQA, Edexcel and OCR GCSE students for Literature papers.

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