compare and contrast poems essay example

Comparing Two Poems: Essay Example

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Poetry is a unique art form as it usually captures the feelings of a particular individual. Therefore, two poems with the same genre and similar themes can have substantial differences. On the other hand, verses that seem different can share striking resemblances. To compare and contrast two poems, this essay example will focus on the message they carry.

“The Negro Speaks of Rivers” is a poem written by Langston Hughes during the Harlem Renaissance. It was 1921, and the young Hughes was just adding his voice to the plight of the African Americans at the time. “We Wear the Mask” is a piece by the famous author and activist Laurence Dunbar. The lyrical poem was written twenty-five years before Hughes published “The Negro Speaks of Rivers.” By comparing two poems, this essay example will reveal both their similarities and differences.

These two poems were written in the period between the Civil War and the Civil Rights Movement. This period was characterized by deep emotions concerning the struggles of the African Americans. Each of these poems represents the poets’ feelings towards the struggles of the African Americans. “The Negro Speaks of Rivers” chronicles the speaker’s historical journey from Africa to the West. The speaker refers to African Americans, their history, and their heritage.

The poem captures this rich heritage albeit in a nostalgic manner. On the other hand, “We Wear the Mask” is a poem by one of the first African American writers to be accorded a national accolade for his work. Dunbar explores the coping mechanisms of the African Americans during their struggles. Both poems address issues that happen in the same period.

Dunbar’s poem was published at the turn of the century shortly after slavery was outlawed. This period was expected to be a victorious time for African Americans and everyone assumed that they were happy. “We Wear the Mask” disputes this idea and presents an argument that happiness among the African American population was a façade.

According to Dunbar, deep inside, African Americans have ‘torn and bleeding hearts’. The message in this poem is not direct and it is in line with the situation in the ground. When this poem was written, the fight for equal rights among African Americans had not started in earnest. Instead, the struggle for equal rights was just bubbling under the surface.

Dunbar’s poem hints at this discontent by claiming that African Americans were just masking their feelings. Dunbar digs deeper into the issue by claiming that most of the population at the time was hiding behind religion to avoid confronting the issues of inequality. In addition, the speaker accuses the African American population of misleading the rest of the population about their actual feelings.

Langston Hughes’ poem has a more melancholic tone. Hughes wrote “The Negro Speaks of Rivers” twenty-five years after Dunbar’s poem was written. Hughes’ poem uses a different approach to address the African American issues of the time. His poem highlights the pride of origin that African Americans have.

The speaker in this poem speaks proudly about his rich history and heritage and how it is closely connected to some mighty rivers around the world. Unlike Dunbar, Hughes does not hide the message of his poem. This is mostly because there was no need for indirect messages after the Civil Rights Movement had already taken shape. Hughes took time out of the equal rights struggles of the African Americans to reflect on this population’s prolific heritage.

By doing this, the poet was alluding to the fact that the Civil Rights Movement was a small hurdle for the population that had come so far. The message in Hughes’ poem is structurally different from that in Dunbar’s poem. Hughes is reassuring African Americans of their supremacy and the need to hold on to their mighty heritage while Dunbar is indirectly urging African Americans to do something about their veiled unhappiness.

The mask that Dunbar talks about hides a prolific history and heritage about the African Americans. On the other hand, Hughes reiterates the need for African Americans to hold on to their rich heritage. Hughes’ poem is also meant to remind the world that African Americans have contributed towards major civilizations around the world. For instance, the speaker reminds the readers that African Americans were part of the civilization that brought the pyramids.

Hughes’ point is that African Americans thrived through various civilizations around the world and the Civil Rights Movement is just another hurdle. The rest of the population at the time viewed the African American population as the recently freed slaves who were supposed to show gratitude. However, most people failed to put into consideration the fact that African Americans’ history predated slavery.

Dunbar’s poem is also structured in a manner that addresses African Americans and the rest of the population. Dunbar sends a call to action to African Americans although his message is not direct. On the other hand, Dunbar’s poem informs the rest of the population that the happiness they see among the African American population is not real. While Hughes’ message is assertive and direct, Dunbar’s message is provocative and indirect.

One of the most striking similarities between these two poems is the fact that they use a central metaphor. Hughes’ poem uses the River as the main metaphor. In addition, he includes it in the poem’s title. The river is used to show the passage of time in “The Negro Speaks of Rivers”. African Americans have come a long way and triumphed over several forms of adversity. However, just like rivers flow eternally, African Americans have kept on flowing.

The metaphor of the river is also used to show that the existence of African Americans will outlast many things. At one point in the poem, the speaker says that he has seen rivers change their appearance depending on the time. This signifies that a time will come when the outlook of African Americans will be favorable. Dunbar’s poem uses the mask as the main metaphor.

The poet also boldly introduces this metaphor in the poem’s first line. The mask refers to the façade that prevents people from seeing the discontent of the African American population. According to Dunbar, African Americans use masks to hide their actual feelings and avoid provoking those who oppress them. The mask is a strong metaphor that also lends itself to the poem’s title. Use of metaphors gives these two poems a valuable outlook and helps the poets pass their strong messages to their audience.

“The Negro Speaks of Rivers” and “We Wear the Mask” are two poems that address the plight of the African Americans albeit from different perspectives. The wishes of the two poets materialized with the success of the Civil Rights Movement. Both poets reckon that the struggle of African Americans is an ongoing process.

• Paul Laurence Dunbar’s “We Wear the Mask” Poem
• “We Wear the Mask” by Paul Lawrence Dunbar
• The Work "Sea to Shining Sea" by Roxanne Dunbar-Ortiz
• Comparing Robert Frost’s Poems: The Road Not Taken and A Question
• About the victims in three novels
• ‘Rime of the Ancient Mariner’ and ‘Ode to the West Wind’
• Concept of Representation of Marriage
• Apartheid Imagery in "A Walk in the Night" and "A Dry White Season"
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2019, January 17). Comparing Two Poems: Essay Example. https://ivypanda.com/essays/comparison-of-two-poems/

"Comparing Two Poems: Essay Example." IvyPanda , 17 Jan. 2019, ivypanda.com/essays/comparison-of-two-poems/.

IvyPanda . (2019) 'Comparing Two Poems: Essay Example'. 17 January.

IvyPanda . 2019. "Comparing Two Poems: Essay Example." January 17, 2019. https://ivypanda.com/essays/comparison-of-two-poems/.

1. IvyPanda . "Comparing Two Poems: Essay Example." January 17, 2019. https://ivypanda.com/essays/comparison-of-two-poems/.

Bibliography

IvyPanda . "Comparing Two Poems: Essay Example." January 17, 2019. https://ivypanda.com/essays/comparison-of-two-poems/.

Poetry & Poets

Explore the beauty of poetry – discover the poet within

How To Structure A Poetry Comparison Essay

Introduction

Comparing two poems typically involves analyzing the content and structure of the poetry, as well as its universal themes, language, and the imagery used. Writing a poetry comparison essay is considered a formidable task for many because determining the similarities and differences between two pieces of poetry can be quite difficult. With the right approach, however, it’s quite possible to produce an impressive essay. For example, It’s essential to understand that it doesn’t suffice to point out the differences and similarities between two pieces of poetry, explain how they compare and contrast, and then summarize the findings. To write a successful paper, one needs to apply higher-level thinking to structure information gathered from researching the poems. This article provides useful tips on how to compare two poems and structure a successful poetry comparison essay.

Finding two poems to compare

The first step to writing a successful poetry comparison essay is finding two poems to compare. To facilitate this process, one can choose two poems by the same author or two poems on the same subject or theme. Alternatively, one can compare or contrast poems from different authors with content that explores the same themes, such as love, war, etc. Alternatively, one can go through existing literary criticism material or search in literary databases to find poets/poems to compare.

Creating a thesis statement

Next, it’s essential to put together a persuasive thesis statement that explains how two poems are related in terms of a specific literary element or idea. A thesis statement should make a direct, clear, and concise point. It’s also important to back up points made with direct citations or reference to the poems. Depending on the topic of the essay, the thesis statement may contain a number of concepts discussed in the body of the essay.

Outlining the paper

The structure of the paper should include an introduction with a thesis statement, a body, and a conclusion. A great example of an outline for this type of paper would be as follows: 1. Introduction with a thesis statement 2. Explain the first poem 3. Explain the second poem 4. Discussion of the differences and similarities between the two poems 5. Conclusion Moreover, it’s important to clearly point out how the comparison of the two poems relates back to the thesis statement. If the paper is more than 5 paragraphs, one may consider adding a paragraph discussing how each poem imparts a certain meaning or provides insight into a larger idea, such as how two poets view a single subject differently.

Discussing structure

When discussing the structure of two poems, one must look at how both poems are organized. This includes paying attention to the titles of the poems, the length of the lines, and the use of words. Perhaps, one poem has a traditional structure and rhythm, while the other is more flexible in terms of structure. Maybe the two poems have a similar tone or mood, yet have different ideas about a particular topic. How the poems use language to provide perspective or build an idea is also essential to consider.

Analyzing content

For this section, it’s important to focus on comparing the content and ideas of both poems. This includes looking at the themes, imagery, and characters in the poems, as well as the symbols, metaphors, and figurative language used by the characters. Likewise, one can analyze the type of diction and syntax that is used to create a certain tone or mood. Moreover, it’s important to consider how the message or meaning of a poem changes when it is viewed as part of a larger context. For example, is the author expressing a particular point of view, or is the poem a response to a previous poem?

Comparing universal themes

The final element to consider when writing a poetry comparison essay is the universal themes that are evident in each poem. Universal themes are the underlying messages that give shape to the poem and can be found in most poems. Examples of universal themes include love, loss, mortality, loneliness, joy, and growth. It’s important to examine how the poets explore these universal themes in each poem and consider how the themes work together to create a unique perspective. Additionally, one can consider how a poem might be interpreted differently by different readers due to their personal experiences.

In conclusion, writing a successful poetry comparison essay requires an in-depth analysis of two poems and the development of an overall argument or point of view. It’s essential to pick two poems to compare, create a thesis statement, develop an organized outline, and analyze the structure, content, and universal themes of both poems. With the right attention to detail and strategy, it is possible to write a successful, impactful, and well-structured poetry comparison essay.

Discussing structure of each poem

When evaluating the structure of both poems, one should focus on the title, length of lines, and the words used. For instance, one poem may have a traditional structure and rhythm, while the other might have a looser structure with irregular recurring patterns. On top of that, the two poems may or may not have the same tone or mood. It may be worth noting the difference in how the authors use words to help build their ideas.

Activity: Describing Content of each poem

When it comes to the content of both poems, consider to analyse the themes, characters, and symbols in each work. For example, what type of metaphors are used? What kind of diction and syntax help to create the mood and tone? Also, try to look at how the idea of each poem works within a larger context. For instance, is the poem a response to another poem or is it a stand-alone work?

Examining universal themes

The core messages in both pieces of poetry are known as the universal themes. These themes could be something like love, loss, or mortality. Look for these themes and analyse how each author explores those universal themes. Additionally, consider how the poem might be interpreted differently based upon different reader’s individual experiences.

Structuring the paper

When it comes to putting the paper together, you will need to create an outline. A great outline would be something like: Introduction, explanation of each poem, comparison of differences and similarities, and conclusion. Remind yourself of the thesis statement and make sure the comparison of both poems relates back to it. If the paper is more than 5 paragraphs, consider adding a section discussing how each poem imparts a certain meaning or provides insight into a larger idea.

Minnie Walters

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

Leave a Comment Cancel reply

The Hyperbolit School

Your trusty englit guide.

How to compare poems – 5 steps

Previously, I wrote a post on how to analyse any unseen poem , which a lot of you found useful. One of you asked if I could also write a guide on how to compare poems, so that’s what this post is for. 

What’s the deal with comparative analysis – and why does it always seem so much harder…? 

Between an unseen single-poem analysis task and a prepared comparative poetry analysis task, which one would you prefer?

Both can be tricky to master, but neither is unmanageable – we just need to find the right strategy. 

Personally, I think the reason that comparative tasks seem more challenging is largely psychological. It’s not so much that the act of comparing texts itself is hard as it is that we get easily flustered when asked to multitask – especially in a high-stress situation like an exam.

Obviously, if these are set texts that you can prepare for, that should relieve a lot of the stress which would otherwise come with tackling an unseen comparative task (with the right sort of guidance, granted). 

So, what’s my point here?

I’m trying to say if you find comparative tasks intimidating, don’t – because

a) there’s a systematic way to go about doing it well, and

b) I’m going to show you just how to do it in this post, complete with steps and examples. 

5 steps to comparing any poems: a guide

Step 1: summarise the main idea of each poem in 1-2 sentences , step 2: find similarities – thematic, stylistic, structural and formal, step 3: find differences from similarities , step 4: identify 3 key ideas for comparison, step 5: summarise your main argument in a comparative statement.

Or watch my video below, in which I go through the 5 steps to comparing poems (but stick around this blog post for a demonstration of how to do it in the next section, where I compare Carol Rumens and Seamus Heaney’s poems):

What’s the first thing we do when encountering any poem? We read it, of course. But what do you do after you first read the poem? We’re likely to re-read it – either because we don’t really ‘get it’ the first time round, or because we need to start sourcing clues for our analysis. 

Re-reading is all good and well (not to mention necessary), but the problem with it is there’s potentially no end to how many times we could re-read a poem, and so the more we re-read, the more we’re likely to be led into a labyrinthe of questions, which causes more confusion. In normal, non-exam circumstances, that’s perfectly fine, but if you’re racing against time, then a better tactic is to read once, then summarise your first impressions; read twice, and summarise the main idea of the poem. 

But, what if I really don’t get it? Obviously, there’s room to take ‘once’ or ‘twice’ liberally, so no issues if you have to re-read a couple of times before you can summarise anything. My point, however, is not to get sucked into an endless process of reading and re-reading, because before long you’ll have whittled all your time away – only to have nothing to show for it at the end. 

To prevent this, start actively engaging with the poem by asking yourself these questions immediately after reading it: 

What is the main gist of the poem’s content?

How do I feel after reading this poem? 

What are some themes or ideas that jump out at me? 

Is there anything special or weird about this poem? 

Etcetera. 

Then, scribble them down on your planning sheet (you should always plan before you write!), so at least you’re visualizing your response to the poem, which gives you a much better place to start than simply keeping everything in an abstract, befuddled jumble in your head. These notes don’t have to be long – just 1-2 sentences or even bullet points will suffice. 

Once we’ve settled on a main understanding of the poems, it’s time to switch our thinking to a ‘lateral’ mode. By ‘lateral’, I mean to think across both poems in terms of different aspects of analysis (i.e. theme, style, structure, form), instead of focusing on only one poem at a time. 

Let’s start by looking at the similarities in theme, style, structure and form between the poems. If you’ve read my post on ‘how to tackle any unseen poetry’ (which you should!), you’ll know I love me some tables, rows and columns, so here’s a sample table for us to systematise our observations:

Similarities between Poem A and Poem B

Again, as I’ve mentioned in the unseen post, the ability to spot these similarities (and differences, as we’ll cover in the next step) is predicated on us being familiar with the technical basics. I.e., we can’t spot a metaphor if we don’t know what metaphor means, so make sure that you sort out the fundamentals first – a wobbly foundation is no place to start any poetry analysis task, comparative, unseen, or otherwise.

Differences across poems can appear on multiple levels. There can be complete differences (e.g. Poem A is a sonnet whereas Poem B is a ballad), but more often, we’re looking for ‘differences within similarities’. This is why a good place to start identifying differences is, perhaps a bit ironically, in our similarities table. 

The guiding questions to ask, then, would include the following:

How do the poems present the same theme in different ways? 

How do the poets use the same stylistic, structural or formal techniques to present different aspects of the theme? 

For instance, while both poems may be about love, A could be about unrequited love and B about mutual love, so there’s a thematic difference for you. Alternatively, both poems may feature comparative devices, but while metaphors are used to compare love with dandelions in Poem A, similes could be used to compare love with an onion in Poem B.

Likewise, both poems may be odes , but perhaps A is a Pindaric ode, while B is a Horatian ode (for a more detailed explanation of the ode, read this post). So on so forth. You’ll notice that the ‘differences’, then, could simply be your analysis of the different quotations you’ve sourced for each poem’s ‘similarities’. 

So instead of creating a new table, we can add one extra line underneath each aspect of analysis to address how each ‘similarity’ differs across the poems, like this: 

Once we’ve reviewed all the ‘differences-in-similarities’, we can then zoom out and see if there are other fundamental points of divergence between the poems, i.e. is there something in Poem A that’s totally absent from Poem B, and vice versa? If it serves your argument to also bring these points in, then feel free to add them in. 

Now that we’ve mapped out all the thematic, stylistic, structural and formal similarities and differences, it’s time to zoom in on how the theme is presented from various angles through the use of style, structure and form.

This means going back to the quotations we’ve sourced for the stylistic, structural and formal categories in each table, and looking at how these quotations present the theme in different ways through the poet’s use of techniques.

The purpose of this is to identify 3 main points of discussion for our main body section, which could look something like this:

Main body 1: How the poems present the nature of love (unrequited vs mutual)

• Techniques used for this: Poem A (metaphor); Poem B (rhyme) 

Main body 2: How the poems present the fickleness of love, regardless of unrequited or mutual affections 

• Techniques used for this: Poem A (organic imagery); Poem B (irony) 

Main body 3: How the poems reach their respective revelation about the role of love in our lives

• Techniques used for this: Poem A (indentation / formal variation); Poem B (rhyming couplet at the end)

Together, your 3 main body points should cover the entirety of both texts, and not be limited to just one section of each poem. As for the ‘techniques used’, these should come in organically as part of your analysis, as you explain how the poet(s) convey these ideas through the use of metaphor , rhyme, organic imagery , irony etc. 

One more point to note is this: even within a comparative framework, there’s likely to be an arc of transformation in the way a theme is portrayed in each poem.

So, if Poem A is about unrequited love, does it begin in a despairing tone, but ends on a more stoic note? And if Poem B is about mutual love, is the idea presented in a purely joyful light throughout the poem, or does an element of doubt seep in halfway?

It’s important that we pay attention to these changes within each poem even while comparing across poems. 

Finally, let’s summarise the poems’ similarities and differences in a comparative statement.

This should be the guiding thesis for your essay, which also doubles as your main line of argument and cascades into points of analysis for the main body section.

Perhaps it seems a bit odd to ‘work backwards’ by coming up with the introductory thesis at the end of our planning process, but it works, because when you think about it, your argument should be a distillation of your main points, which are the specifics in each main body paragraph. 

To formulate the thesis, use comparative sentence structures like the following:

While both Poem A and Poem B are about…, Poem A portrays… as…, whereas Poem B casts… as… 

Poem A and Poem B are concerned with…, but Poem A presents… in a … light, while Poem B paints… as…

In Poem A, … is depicted as… However, this same subject matter is dealt with differently in Poem B, where the poet portrays… as… 

Your comparative thesis should be thematic in nature (i.e. it spells out how a theme is portrayed across both poems); any shared or different techniques could either be left to the main body analysis, or – if it helps clarify your focus as you go on to write the rest of your essay – you could add one follow-up sentence after the comparative thesis to summarise the technical overlaps and divergences between the poems.

For example, “Poem A relies mainly on comparative devices and imagery, while Poem B features personification and rhyme to convey the nuances of…” etc etc. But this is largely optional. 

Quick demonstration: Carol Rumens’ ‘The Emigree’ vs Seamus Heaney’s ‘Storm on an Island’ | AQA GCSE English Literature Power and Conflict Poetry

Below, I’ll demonstrate how we can apply these steps to a comparison between two GCSE Power and Conflict poems – Carol Rumens’ ‘The Emigree’ and Seamus Heaney’s ‘Storm on an Island’. 

You can refer to the texts here (The Emigree) and here (Storm on an Island).

In ‘Emigree’, the persona is a political exile (hence the title) who has left her home country to escape political persecution. In the poem, she reminisces about her native city with nostalgic fondness, while conveying her awareness of the tyrannical threat that lurks in the shadows of her past. In a nutshell, she misses home but knows that she will probably never be able to return. 

The main idea of ‘Storm in an Island’ is that we’re often afraid of things that aren’t out to get us. We prepare for potential dangers, and yet are unaware that we can’t always prepare for them, or that they usually turn out to not be dangerous at all. In this poem, the persona initially sees nature as a force of threat, but ultimately understands that while nature is forceful, it doesn’t have to be threatening. 

Main idea 1: Preserving the home against external dangers  

• In ‘The Emigree’, the persona fights back against her political persecutors by preserving a pure memory of her home city
• In ‘Storm’, the persona braces himself for a potentially devastating storm by fortifying the structures of his home
• Techniques used: war and natural imagery

Main idea 2: Reality vs expectation / ideal

• In ‘The Emigree’, the persona would ideally like to return to her city, but it is implied that those in power back home do not welcome her presence.
• In ‘Storm’, the persona anticipates a threatening storm, but ultimately realises that it’s much less destructive than he had expected it to be.
• Techniques used: alliteration (plosives vs sibilants) 

Main idea 3: The turbulent nature of life 

• In ‘The Emigree’, the persona is unmoored from her roots, and as an exile, she constantly struggles with conflicted emotions about wanting to return and yet knowing that she probably can never do so.
• In ‘Storm’, nature is seen to be a turbulent force that changes in ways humans can’t quite anticipate.
• Techniques used: enjambment and varied lineation 

Both ‘The Emigree’ and ‘Storm on an Island’ present the individual in the face of external dangers, whether real or imagined. However, while Rumens’ persona faces the threat of political persecution, and chooses to counter it by preserving a purer memory of her home, Heaney’s persona over-calculates the dangers of the storm, and eventually discovers that his fear of nature is largely unjustified. 

Bit of a mammoth post, I know, but I hope this helps break down the poetry comparison process into digestible chunks! If you have any questions, reach out to me here .

To read other study guides, check out my posts below: 

• How to ace any Shakespeare question
• How to analyse any unseen poem – 3 top tips
• How to revise for English Literature – 8 top tips

share this with a friend!

• Click to share on WhatsApp (Opens in new window)
• Click to share on Facebook (Opens in new window)
• Click to share on Twitter (Opens in new window)
• Click to email a link to a friend (Opens in new window)

Leave a comment Cancel reply

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Copy shortlink
• Report this content
• View post in Reader
• Manage subscriptions
• Collapse this bar

How to Write an Essay Comparing Poems

This is Revision World’s guide on how to write an essay or answer an exam question that asks you to compare poems within the poetry anthology you are studying.

Understanding the Task:

Identify the Key Components: Ensure you understand the task requirements, including the poems you're comparing, the themes, and the aspects you need to analyse (e.g., structure, language, tone).

Pre-Writing Stage:

Read and Annotate: Read the poems multiple times, annotating key themes, literary devices, and interesting observations.

Identify Similarities and Differences: Note down similarities and differences in themes, imagery, language, structure, and tone between the two poems.

Structuring Your Essay:

 Introduction:

Introduce the poems and poets, providing context if necessary.

Present your thesis statement, outlining the main points of comparison.

Body Paragraphs:

Topic Sentences: Start each paragraph with a clear topic sentence that states the aspect of comparison.

Comparison: Analyse each poem separately, focusing on the chosen aspect (e.g., theme, structure). Then, compare and contrast the same aspect in both poems.

Use of Evidence: Provide evidence from the poems to support your analysis (quotations).

Analysis: Interpret the significance of the similarities and differences, considering their effects on the reader and the overall meaning of the poems.

Conclusion:

Summarise your main points of comparison.

Reflect on the significance of the comparisons and their implications for the reader.

Offer insights into the broader themes or messages conveyed by the poems.

Writing Tips:

Be Specific: Avoid vague statements and ensure your comparisons are specific and well-supported by evidence.

Consider Poetic Devices: Analyse the poets' use of poetic devices (e.g., imagery, symbolism, metaphor) and how they contribute to the overall effect of the poems.

Focus on Key Themes: Choose a few key themes or aspects to compare rather than attempting to cover everything in the poems.

Maintain Coherence: Ensure your essay flows logically, with clear transitions between paragraphs and ideas.

Proofread: Carefully proofread your essay for grammar, spelling, and punctuation errors.

Example Statement:

"In 'Poem A' and 'Poem B,' both poets utilise imagery and symbolism to explore the theme of loss, but while 'Poem A' uses natural imagery to convey a sense of grief and acceptance, 'Poem B' employs religious symbolism to depict a more existential struggle with loss and faith."

Example Topic Sentences:

"In 'Poem A,' the poet employs vivid natural imagery to convey the speaker's emotional response to loss."

"Conversely, 'Poem B' utilises religious symbolism to explore the theme of loss in a more abstract and existential manner."

By following these steps and incorporating these tips, you can effectively write a well-structured and insightful essay comparing two poems in your GCSE English Literature exam.

How to Write a Grade 9 Poetry Comparison Essay ( Edexcel IGCSE English Literature )

Revision note.

English and Language Lead

How to Write a Grade 9 Poetry Anthology Comparison Essay

To get a Grade 9 in the Poetry Anthology section of the exam, you need to know how to write an effective comparison essay. Find out how to approach the exam question: 

Top grade tips for a Grade 9

How to plan a poetry comparison essay

Planning your essay is absolutely vital to achieve the highest marks. Your plan should include all aspects of your response, covering all of the assessment objectives: 

Your overall argument, also known as a thesis 

Your topic sentences for all your 3-4 paragraphs 

The quotations you will be using from the given poem 

The quotations and references you will be using and analysing from your second poem 

Comments on why the poets have made the choices they have in terms of language, structure and form

Similarities and differences between the poems

How you should start a poetry comparison essay

Your introduction should clearly and briefly answer the question. The best way to do this is to include a thesis statement. You should include the exact words from the question in your thesis statement. Examiners want to see your own opinion – your interpretation of what the poets are trying to show – so your thesis statement should also attempt to explain why you think the poets have presented the idea or theme of the question in the way that they have. What are they trying to say overall? What are the poets’ messages? 

How you should develop a poetry comparison essay

For each paragraph, include a clear introductory sentence (also known as a “ topic sentence ”) at the beginning. This topic sentence must make one clear point that is directly related to the focus of the question. 

Beware of writing an overly structured paragraph that follows a set pattern. While you may have learned PEE, PEAL, PEED, or other structures for your paragraphs, examiners often say that these can be limiting in an exam, especially if you want a top grade.

How to end a poetry comparison essay

It is always a good idea to include a conclusion to your essay so that it reads coherently throughout. However, there is no need to spend a long time writing it. A conclusion for a poetry anthology comparison essay should only summarise the proof you have provided for your thesis. It only needs to be two or three sentences long and should include the words of the question and your thesis. Remember, you do not get rewarded for including the same information twice.

You've read 0 of your 0 free revision notes

Get unlimited access.

to absolutely everything:

• Downloadable PDFs
• Unlimited Revision Notes
• Topic Questions
• Past Papers
• Model Answers
• Videos (Maths and Science)

Join the 100,000 + Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Did this page help you?

Author: Kate Lee

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.

• How to Cite
• Language & Lit
• Rhyme & Rhythm
• The Rewrite
• Search Glass

How to Compare and Contrast Two Poems

When you compare and contrast two poems, focus on similarities and differences between the themes, tone, imagery and language . You might compare and contrast two poems by the same author to show how the poet uses diverse methods to get her points across. Or, you might compare and contrast poems by different authors.

Focus on the Themes

Show how two poems have similar or different themes such as romantic love, death or courage. For example, you might compare and contrast themes in the epic poem "Beowulf" with those in "The Odyssey" by Homer. The two poems are similar because both contain themes of courage, honor, loyalty, hospitality and duty. However, Beowulf also contains themes about revenge and tribal allegiances, and "The Odyssey" contains themes about free will.

Examine the Mood and Tone

Two poems by the same author can have similar or different moods and tones . For example, you might compare and contrast two poems by the same author, such as "A Prayer in Spring" and "A Late Walk," by Robert Frost. The poems are similar because both focus on the wonders of nature and the changing seasons. However, "A Prayer in Spring" has a cheerful, delightful tone and a peaceful, grateful mood. Conversely, "A Late Walk" has a melancholy, somber tone and a depressing, pessimistic mood. Frost effectively differentiates the beauty of spring in one with the barrenness of fall in the other .

Study Imagery in Both Poems

Poets often use imagery and symbolism to reveal important truths about man and nature. Compare and contrast the use of imagery and symbolism in one poem with another poem from the same era. For example, you might compare and contrast Emily Dickinson's poem "Because I Could Not Stop for Death" with Edgar Allan Poe's poem "The Raven." The two poems are similar because they deal with themes of death and loss, and both poets use imagery to reveal truths about death . However, Dickinson uses a pleasant carriage ride with a gentlemanly driver, the sunset and a house as a final resting place to show the inevitable, yet understandable and acceptable, role death plays in human lives. Poe uses an ominous, haunting raven who only utters "nevermore" to represent the dark, unwelcoming finality of death.

Evaluate the Language, Style and Format

Examine the language, style and format of both poems to find similarities and differences. Look at the author's choice of words, the meter, rhythm and the length of each line or stanza. For example, some poets prefer one-syllable words and short lines, such as Dr. Seuss, and others, such as William Wordsworth, prefer multisyllable words and long lines or stanzas. Consult with your teacher to determine how technical she wants your comparisons and contrasts to be, such as whether she wants you to discuss iambic pentameter, stressed syllables and feet.

• University of North Carolina at Chapel Hill -- The Writing Center: Comparing and Contrasting
• Santiago Canyon College: English 102 -- Essay #2 -- Writing About Poetry; Professor Maureen Roe
• The Odyssey; Homer
• Poem Hunter: A Prayer in Spring; Robert Frost
• Poem Hunter: A Late Walk; Robert Frost
• Poetry Foundation: Because I Could Not Stop for Death; Emily Dickinson
• Poetry Foundation: The Raven; Edgar Allan Poe

As curriculum developer and educator, Kristine Tucker has enjoyed the plethora of English assignments she's read (and graded!) over the years. Her experiences as vice-president of an energy consulting firm have given her the opportunity to explore business writing and HR. Tucker has a BA and holds Ohio teaching credentials.

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

• Access and FAQ's
• Poetry Essay: Comparison/Contrast Assignment
• Snap!Search
• Need help with citations?

Poetry Essay: Comparison/Contrast Assignment Details

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

About the Comparison/Contrast Essay

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

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

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

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

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

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

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

• << Previous: Access and FAQ's
• Next: Snap!Search >>
• Last Updated: Oct 23, 2023 1:44 PM
• URL: https://library.northshore.edu/CMP102Taylor

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

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

Comparing and Contrasting in an Essay | Tips & Examples

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

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

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

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

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

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

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

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

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

Prevent plagiarism. Run a free check.

As the name suggests, comparing and contrasting is about identifying both similarities and differences. You might focus on contrasting quite different subjects or comparing subjects with a lot in common—but there must be some grounds for comparison in the first place.

For example, you might contrast French society before and after the French Revolution; you’d likely find many differences, but there would be a valid basis for comparison. However, if you contrasted pre-revolutionary France with Han-dynasty China, your reader might wonder why you chose to compare these two societies.

This is why it’s important to clarify the point of your comparisons by writing a focused thesis statement . Every element of an essay should serve your central argument in some way. Consider what you’re trying to accomplish with any comparisons you make, and be sure to make this clear to the reader.

Comparing and contrasting can be a useful tool to help organize your thoughts before you begin writing any type of academic text. You might use it to compare different theories and approaches you’ve encountered in your preliminary research, for example.

Let’s say your research involves the competing psychological approaches of behaviorism and cognitive psychology. You might make a table to summarize the key differences between them.

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

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

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

The alternating method

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

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

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

The block method

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

• Point of comparison A
• Point of comparison B

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

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

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

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!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

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.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2023, July 23). Comparing and Contrasting in an Essay | Tips & Examples. Scribbr. Retrieved June 24, 2024, from https://www.scribbr.com/academic-essay/compare-and-contrast/

Is this article helpful?

Jack Caulfield

Other students also liked, how to write an expository essay, how to write an argumentative essay | examples & tips, academic paragraph structure | step-by-step guide & examples, get unlimited documents corrected.

✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

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:

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:

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

Make a Gift

Essay Papers Writing Online

A comprehensive guide to crafting a successful comparison essay.

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

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

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

Understanding the Basics

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

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

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

Choosing a Topic for Comparison Essay

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

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

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

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

Finding the Right Pairing

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

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

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

Structuring Your Comparison Essay

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

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

Creating a Clear Outline

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

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

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

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

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

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

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

Engaging the Reader

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

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

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

Point-by-Point vs Block Method

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

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

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

Selecting the Best Approach

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

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

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

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

Related Post

How to master the art of writing expository essays and captivate your audience, convenient and reliable source to purchase college essays online, step-by-step guide to crafting a powerful literary analysis essay, unlock success with a comprehensive business research paper example guide, unlock your writing potential with writers college – transform your passion into profession, “unlocking the secrets of academic success – navigating the world of research papers in college”, master the art of sociological expression – elevate your writing skills in sociology.

Home — Essay Samples — Literature — Robert Frost — Comparative Analysis Of Robert Frost’s And Wilfred Owen’s Poems

Comparative Analysis of Robert Frost's and Wilfred Owen's Poems

• Categories: Poetry Robert Frost Wilfred Owen

About this sample

Words: 1143 |

Published: Sep 14, 2018

Words: 1143 | Pages: 2 | 6 min read

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Dr Jacklynne

Verified writer

• Expert in: Literature

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

2 pages / 1340 words

2 pages / 746 words

2 pages / 1142 words

6 pages / 2729 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Robert Frost

Robert Frost’s poem "Mending Wall," first published in 1914, is often interpreted as a commentary on the human tendency to erect barriers, both physical and metaphorical, between themselves and others. The poem explores themes [...]

Robert Frost was born in San Francisco, California in 1874, a lesser-known fact about the renowned poet. Despite his early years spent in small apartments in the city, Frost is most commonly associated with the natural [...]

Robert Frost's poem "Mending Wall" is rich in symbolism, as the poet uses various elements to convey deeper meanings and themes. One of the key symbols in the poem is the wall itself, which represents barriers and divisions [...]

The Armful By Robert Frost AnalysisRobert Frost, one of the most celebrated American poets, is known for his ability to capture the complexities of human experience through deceptively simple language and imagery. In his poem [...]

In the poem “Fire and Ice,” by Robert Frost readers learn of his thoughts on how the world might terminate. The emotion he conveys seems to convey is remorse and disgust, as shown in line five, “I think I know enough of hate.” [...]

Robert Frost is one of America’s greatest poets. He was born on March, 26 1874 and died January 29, 1963. He wrote several books in England as an American author. He suffered from depression and had several occurrences of death [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

Information

• Author Services

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

Original Submission Date Received: .

• Active Journals
• Find a Journal
• Proceedings Series
• For Authors
• For Reviewers
• For Editors
• For Librarians
• For Publishers
• For Societies
• For Conference Organizers
• Open Access Policy
• Institutional Open Access Program
• Special Issues Guidelines
• Editorial Process
• Research and Publication Ethics
• Article Processing Charges
• Testimonials
• Preprints.org
• SciProfiles
• Encyclopedia

Article Menu

• Subscribe SciFeed
• Recommended Articles
• Google Scholar
• on Google Scholar
• Table of Contents

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

Moral education and heaven–human relationship in jesuit translations of chinese poetry (17th–18th centuries).

1. Introduction

2. overview of jesuits’ introduction and translation of chinese poetry in the 17th–18th centuries.

Poetry has ever been much esteemed in China; during times when there were many kings, feudatory to one emperor, when they came to do him homage every three years, the ambassadors would bring with them the poems and verses that were most popular in their kingdoms at the time, so that through them their manners and customs could be judged, which truly are much discovered in such compositions. In this particular, the Chinese have a great advantage over us, because they are very modest, in whatsoever they write, and it is very rare to find an improper word in their verses; and (admirable discretion!) they have no letters to express the shameful parts, nor are they to be found written in any part of all their books, or any other place……they compose much poetry, almost always in praise of friends and notable men, and of saints who were virtuous. ( Semedo 1642, pp. 81–82 )

The art of poetry is extremely ancient in China, and there are various poems with different rhythms. All these poems conform to a fixed number of characters and follow the order of five tones. Among the five books of poetry, one is particularly studied by those seeking positions in the government. This book specifically deals with the actions of ancient monarchs, whether right or wrong, in such a way as to inspire fear in the wicked and spur the good to virtue. There are also popular verses about nature, the beauty of flowers, plants, and other similar subjects, but they strictly adhere to the principle that no fabrications are included in these writings, which is different from what is commonly found in the works of our poets. For they are wholly dedicated to teaching the beauty of morals through the harmony of natural things. There are some verses about love, but they promote chastity more than tenderness as in our poets, with a great concern for decency throughout. ( Martini 1659, pp. 111–12 )

3. Poetry as a Medium for Illustrating Chinese Moral Education and Virtuous Monarchs

Since frequent and grave crimes and moral dissolution eventually pave the way to the greatest of all crimes, Atheism; so too every virtue and rule of right living, and the pious administration of the people, are clear indications of true Religion. ( Intorcetta et al. 1687, vol. 1, p. lxxxii )

Original text: The great ancestors once issued a clear instruction: the people should be respected and not looked down upon; the people are the foundation of the nation, and only when the foundation is strong will the country be stable. I see that everyone in the world, even the most ordinary people, can surpass me. A person who repeatedly makes mistakes but still does not realize their need for repentance—does he need to feel the people’s resentment before he becomes aware of it? It should be addressed before it fully manifests. Governing the masses, I am as fearful as if driving six horses with a damaged rope; how can a ruler not be respectful and cautious? [皇祖有訓，民可近，不可下。民惟邦本，本固邦甯。予視天下愚夫、愚婦，壹能勝予，壹人三失，怨豈在明，不見是圖。予臨兆民，懔乎若朽索之馭六馬，爲人上者，奈何不敬？] ( Shangshu 2012, p. 370 )

Martini’s translation: Ab Yuo avo nostro haec est imperanti dicta lex, Populum amandum, non spernendum, aut opprimendum. Hunc enim regni radicem esse, cujus robore & constantia regni quoque firmitatem niti. Aurigae similem esse, qui aliis praest, qui vero sex equos putri fune colligat, an non ei caute agendum? ( Martini 1659, p. 56 )

In English: From our ancestor Yu 禹 came this ruling law: The people must be loved, not despised or oppressed. For they are the root of the kingdom, whose strength and stability the firmness of the kingdom depends on. He is like a charioteer who leads others, but if he binds six horses with a rotten rope, should he not proceed with caution?

Original text: Captives are brought in groups; ears of the enemy are cut off calmly. Sacrifices to the gods are made to seek victory, the Chong nation is summoned and pacified, and no one dares to invade our country. [执讯连连，攸馘安安。是类是祃，是致是附，四方以无侮。] ( Cheng and Jiang 2017, p. 611 )

Prémare’s translation: Ven vang n’estpas précipité dans sa marche: sa colère ne respire que la paix: il prend le Ciel à témoin de la bonté de son cœur: il voudrait qu’on se rendît sans combat, & il est prêt de pardonner aux plus coupables. Bien loin qu’une si grande douceur lui attire aucun mépris, jamais il ne parut plus digne d’être aimé. ( Prémare 1735, pp. 310–11 )

In English: Wenwang is not precipitant in his march: He breathes nothing in his anger but peace. He takes Heaven to witness the goodness of his heart: He is willing that they should submit without fighting and is ready to pardon the most criminal. Far from incurring any contempt by this lenity, he never appeared more amiable.

4. Poetry as a Carrier of the Chinese Concept of Heaven-Human Relationship

4.1. adopting a base text more aligned with jesuit perspectives.

Original text: Heaven gives life to the multitude of people, whose destinies are often variable and uncertain (天生烝民, 其命匪谌). ( Cheng and Jiang 2017, p. 641 )

Zhu Xi’s interpretation 5 : Indeed, Heaven creates the multitude of people, and among them, there are those whose destinies cannot be trusted. Although their decrees from Heaven are initially good, few can follow the path of goodness to the end, resulting in this great chaos (蓋天生衆民, 其命有不可信者, 蓋其降命之初, 無有不善, 而少能以善道自終, 是以致此大亂). ( Zhu 2018a, p. 309 )

Jiang and Wu’s interpretation: If the Mandate of Heaven cannot be fulfilled, as illness and calamities are numerous, it is the result of human actions. How can this be blamed on Heaven? (使天命亦罔克終, 如疾威而多僻也, 乃人之所爲也,豈可歸咎于天哉?). ( Jiang and Wu 1684, p. 39 )

Prémare’s translation: Heaven, it is true, gives life and being to all the inhabitants of the world: But we must not depend too much upon its generosity and clemency. (le Ciel donne, il est vrai, la vie & l’être à tous les peuples de la terre; mais il ne faut pas entièrement compter sur sa libéralité & sur sa clémence). ( Prémare 1735, p. 316 )

4.2. Christian Theological Translation and Interpretation of Tian 天 and Di 帝

Text 1: le Chang-ti a détourné ses regards de dessus elle

In English: The Shangdi has turned His gaze away from her

Text 2: la faveur du Tien n’est pas inamissible

In English: The favor of Tian is not irreplaceable

Text 3: On eternise par-là les promesses du Tien

In English: By this, the promises of Tian are eternalized

Text 4: les Chang avant leur ruine mériterent les complaisances du Chang-ti

In English: Before their downfall, the Shang dynasty deserved the favor of Shangdi ( Cibot 1779, pp. 175–76 )

5. Conclusions

Author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

• Amiot, Joseph-Marie. 1770. Éloge de la ville de Moukden et de ses environs: Poème composé par Kien-Long, empereur de la Chine & de la Tartarie, actuellement régnant . Paris: N. M. Tilliard. [ Google Scholar ]
• Chang, Sen 常森. 2018. Siwuxie zuowei Shijing huayu ji qi yiyi zhuanhuan “思无邪” 作为《诗经》学话语及其意义转换[ Siwuxie , As a Discourse of Study of the Shijing and Its Meaning Transformation]. Wenxue Pinglun 文学评论 [Literary Rwview] 3: 172–81. [ Google Scholar ]
• Chen, Quan 陈铨. 1997. Zhongde Wenxue Yanjiu 中德文学研究 [Studies in Sino-German Literature] . Shenyang: Liaoning jiaoyu chubanshe 辽宁教育出版社 [Liaoning Education Press]. [ Google Scholar ]
• Cheng, Junying 程俊英, and Jianyuan Jiang 蔣見元. 2017. Shijing Zhuxi 詩經注析 [A Commentary on the Shijing] . Beijing: Zhonghua shuju中华书局 [Zhonghua Book Company]. [ Google Scholar ]
• Chu, Binjie 褚斌杰, and Bigong Zhang 章必功. 1983. Shijing zhong de zhoudai tianmingguan ji qi fazhan bianhua《诗经》中的周代天命观及其发展变化 [The Concept of the Mandate of Heaven in the Zhou Dynasty as Depicted in the Shijing and Its Evolution]. Beijing Daxue Xuebao (zhexue shehui kexue ban) 北京大学学报 (哲学社会科学版) [Journal of Peking University (Philosophy and Social Sciences)] 12: 50–69. [ Google Scholar ]
• Cibot, Pierre-Martial. 1779. Diverses Pieces en Vers et en Prose sur La Piété Filiale. In Mémories concernant l’histoire, les sciences, les arts, les moeurs et les usages des Chinois par les Missionnaires de Pékin . Paris: chez Nyon l’ainé, vol. IV, pp. 168–77. [ Google Scholar ]
• De La Charme, Alexandre. 1830. Confucii Chi-King sive Libre Carminum . Edited by Julius Mohl. Stuttcartiae and Tubingae: J.G. Cotte. [ Google Scholar ]
• Du, Xinxin 杜欣欣. 2012. Maruose Shijing fanyi chutan 马若瑟《诗经》翻译初探 [A Preliminary Study of Joseph-Marie Prémare’s Translation of the Shijing ]. Zhongguo Wenzhe Yanjiu Tongxun 中國文哲研究通訊 [Newsletter for Research in Chinese Literature and Philosophy] 1: 43–71. [ Google Scholar ]
• Du Halde, Jean-Baptiste. 1735. Description géographique, historique, chronologique, politique, et physique de l’Empire de la Chine et de la Tartarie Chinoise . Paris: P. G. Le Mercier, vol. 2. [ Google Scholar ]
• Hosne, Ana Carolina. 2013. The Jesuit Missions to China and Peru, 1570–1610: Expectations and Appraisals of Expansionism . New York: Routledge. [ Google Scholar ]
• Intorcetta, Prospero, Christiani Herdtrich, Francisci Rougemont, and Philippi Couplet. 1687. Confucius Sinarum Philosophus, sive Scientia Sinensis latine exposita studio et opera Prosperi Intorcetta, Christiani Herdtrich, Francisci Rougemont, Philippi Couplet . Parisiis: Apud Danielem Horthemels. [ Google Scholar ]
• Jiang, Wencan 姜文灿, and Quan Wu 吴荃. 1684. Shijing Zhengjie 诗经正解 [Authoritative Interpretation of the Shijing] . Suzhou: Shenliu tang 深柳堂, vol. 24. [ Google Scholar ]
• Jiang, Xiangyan 蒋向艳. 2015. A Preliminary Study on the First Selected Translation of The Book of Poetry into French. Asian Studies 3: 75–86. [ Google Scholar ] [ CrossRef ]
• Ke, Hui 柯卉. 2017. Zaihua yesuhuishi yu hou liyizhizheng shidai—yi deyizhi yesuhuishi weijijin wei li 在华耶稣会士与后 “礼仪之争” 时代—以德意志耶稣会士魏继晋为例 [Jesuits in China and the Period After the Rites Controversy—A Study Based on the Example of the German Jesuit Florian Joseph Bahr]. Deguo Yanjiu 德国研究 [Germany Studies] 2: 81–96. [ Google Scholar ]
• Landry-Deron, Isabelle. 2002. La Preuve Par La Chine: La “Description” de J.-B. Du Halde, jésuite, 1735 . Paris: Ecole des hautes études en sciences sociales. [ Google Scholar ]
• Lei, Ming 雷鸣. 2024. Shijing zhi Jing: Sunzhang Shijing Ladingwen Yiben Yanjiu 《诗经》之镜：孙璋《诗经》拉丁文译本研究 [A Mirror of the Shijing: On Alexandre de la Charme’s Confucii Chi-King sive Liber Carminum] . Beijing: Shehui kexue wenxian chubanshe 社会科学文献出版社 [Social Sciences Academic Press]. [ Google Scholar ]
• Li, Guangwei 李广伟, and Feng Yue 岳峰. 2020. Chanshixue shiyu xia Shijing zhong Tian zhi yuanliu ji qi fanyi yingxiang yinsu kaocha 阐释学视阈下《诗经》中 “天” 之源流及其翻译影响因素考察 [The Origin of “Tian” and Its Translation Factors in Shijing from the Perspective of Hermeneutics]. Zhongguo Waiyu 中国外语 [Foreign Languages in China] 5: 100–7. [ Google Scholar ]
• Li, Tiangang 李天纲. 1998. Zhongguo Liyizhizheng: Lishi、 Wenxian he Yiyi 中国礼仪之争：历史、文献和意义 [The Chinese Rites Controversy: History, Documents, and Significance] . Shanghai: Shanghai guji chubanshe 上海古籍出版社 [Shanghai Ancient Books Publishing House]. [ Google Scholar ]
• Li, Xiaoshu 李晓书, and Yuan Tan 谭渊. 2022. Maruose Shijing yiben yu liyizhizheng 马若瑟《诗经》译本与 “礼仪之争” [Prémare’s Translation of the Shijing and the Chinese Rites Controversy]. Guoji Hanxue 国际汉学 [International Sinology] 2: 45–52. [ Google Scholar ]
• Long, Yun 龙云. 2015. Qiandeming: 18 Shiji Zhong Fa jian de Wenhua Shizhe 钱德明：18世纪中法间的文化使者 [Joseph-Marie Amiot: Cultural Emissary between China and France in the 18th Century] . Beijing: Beijing daxue chubanshe 北京大学出版社 [Peking University Press]. [ Google Scholar ]
• Lundbæk, Knud. 1991. Joseph de Prémare (1666–1736), S. J. Chinese Philology and Figurism . Aarhus: Aarhus University Press. [ Google Scholar ]
• Magalhães, Gabriel. 1688. Nouvelle relation de la Chine, contenant la description des particularitez les plus considerables de ce grand Empire . Paris: Claude Barbin. [ Google Scholar ]
• Marthaler, Berard Lawrence, Richard E.McCarron, and Gregory F. LaNave, eds. 2003. New Catholic Encyclopedia , 2nd ed. Detroit: Thompson Gale. [ Google Scholar ]
• Martini, Martino. 1659. Sinicae Historiae Decas Prima: Res à Gentis Origine ad Christum Natum in Extrema Asia, sive Magno Sinarum Imperio Gestas Complexa . Amstelaedami: Apud Joannem Blaev. [ Google Scholar ]
• Meynard, Thierry 梅谦立. 2008. Kongfuzi: Zuichu xiwen fanyi de rujia jingdian 《孔夫子》: 最初西文翻译的儒家经典 [Early Translation in Western Languages of Confucian Classics]. Zhongshan Daxue Xuebao (shehui kexue ban) 中山大学学报 (社会科学版) [Journal of Sun Yat-sen University (Social Science Edition)] 2: 131–42. [ Google Scholar ]
• Meynard, Thierry 梅谦立. 2014. Yesuhuishi yu rujia jingdian: Fanyizhe, yi huo pannizhe? 耶稣会士与儒家经典: 翻译者, 抑或叛逆者? [The Jesuit and Confucian Classics: Translation or Subversion?]. Xiandai Zhexue 现代哲学 [Modern Philosophy] 6: 67–78. [ Google Scholar ]
• Mungello, David Emil. 1989. Curious Land: Jesuit Accommodation and the Origins of Sinology . Honolulu: University of Hawaii Press. [ Google Scholar ]
• Percy, Thomas. 1761. Hau Kiou Choaan or The Pleasing History . London: R. & J. Dodsley, vol. 4. [ Google Scholar ]
• Pfister, Louis. 1932. Notices biographiques et bibliographiques sur les jésuites de l’ancienne mission de Chine 1552–1773 . Changhai: Mission catholique. [ Google Scholar ]
• Prémare, Joseph-Marie. 1735. Le CHI KING. In Description géographique, historique, chronologique, politique et physique de l’Empire de la Chine et de la Tartarie Chinoise II . Paris: P. G. Le Mercier, pp. 308–17. [ Google Scholar ]
• Puttenham, George. 1869. The Arte of English Poesis . London: Alex. Murray & Son. [ Google Scholar ]
• Qian, Linsen 钱林森. 2015. 18 shiji faguo chuanjiaoshi hanxuejia dui Shijing de yijie yu yanjiu 18世纪法国传教士汉学家对《诗经》的译介与研究——以马若瑟、白晋、韩国英为例 [Translation of, Introduction to and Studies on The Book of Odes and Hymns by the French Missionary Sinologists in the 18th Century, with such Examples as Joseph Marie de Prémare, Joachim Bouvet and Pierre-Martial Cibot]. Huawen Wenxue 华文文学 [Literatures in Chinese] 5: 10–19. [ Google Scholar ]
• Ricci, Matteo. 2014. Tianzhu Shiyi Jin Zhu 天主實義今注 [The True Meaning of God with Modern Annotations] . Noted by Thierry Meynard. Beijing: Shangwu yinshuguan 商务印书馆 [The Commercial Press]. [ Google Scholar ]
• Semedo, Álvaro. 1642. Imperio De La China, I Cultura Evangelica En Èl, Por Los Religios De La Compañia De Iesus . Madrid: Impresso por Iuan Sanchez en Madrid. [ Google Scholar ]
• Shangshu 尚書 [The Book of Historical Documents] . 2012. Noted by Shishun Wang 王世舜 and Cuiye Wang 王翠叶. Beijing: Zhonghua shuju 中华书局 [Zhonghua Book Company].
• Standaert, Nicolas. 1998. Keqin de Tianzhu: Qing Chu Jidutu Tan Di Lun Tian 可親的天主: 清初基督徒論 “帝” 談 “天” . [Early Qing Christians Discuss Di and Tian] . Taibei: Guangqi chubanshe 光啓出版社 [Kuangchi Press]. [ Google Scholar ]
• Tan, Yuan 谭渊, and Xiaoyan Zhang 张小燕. 2021. Liyizhizheng yu zhonghua diguo quanzhi dui zhongguo dianji yu wenxue de yijie 礼仪之争与《中华帝国全志》对中国典籍与文学的译介 [The Rites Controversy and Translation of Chinese Literature in Description de l’Empire de la Chine]. Zhongguo Fanyi 中国翻译 [Chinese Translators Journal] 4: 49–56. [ Google Scholar ]
• Walravens, Hartmut. 1987. China illustrata: Das europäische Chinaverständnis im Spiegel des 16. bis 18. Jahrhunderts . Weinheim: Acta Humaniora VCH. [ Google Scholar ]
• Webb, John. 1669. An Historical Essay: Endeavoring a Probability that the Language of the Empire of China is the Primitive Language . London: Printed for Nath Brook. [ Google Scholar ]
• Zhang, Juzheng 张居正. 2013. Zhang Juzheng Jiangping Lunyu 张居正讲评论语 [Zhang Juzheng’s Commentary on Confucian Analects] . Shanghai: Shanghai cishu chubanshe 上海辞书出版社 [Shanghai Lexicographical Publishing House]. [ Google Scholar ]
• Zhang, Xiping 张西平. 2016. Ruxue Xichuan Ouzhou Yanjiu Daolun 儒学西传欧洲研究导论 [Introduction to the Study of the Transmission of Confucianism to Europe] . Beijing: Beijing daxue chubanshe 北京大学出版社 [Peking University Press]. [ Google Scholar ]
• Zhang, Xiping 张西平. 2020. Limadou ruxueguan de kunjing yu zhangli 利玛窦儒学观的困境与张力 [The Dilemma and Tension of Matteo Ricci’s View of Confucianism]. Beijing Xingzheng Xueyuan Xuebao 北京行政学院学报 [Journal of Beijing Administration Institute] 1: 119–28. [ Google Scholar ]
• Zhao, Fasheng 赵法生. 2015. Xunzi Tian lun yu xian Qin rujia tianrenguan de zhuanzhe 荀子天论与先秦儒家天人观的转折 [Studies on Xunzi’s Views Towards Heaven and the Turning Point View About the Relationship Between Heaven and Human Beings of the Pre-qin Confucians]. Qinghua Daxue Xuebao (zhexue shehui kexue ban) 清华大学学报 (哲学社会科学版) [Journal of Tsinghua University (Philosophy and Social Sciences)] 2: 97–106. [ Google Scholar ]
• Zhu, Xi 朱熹. 2018a. Shijizhuan 詩集傳 [Collected Commentaries on the Shijing] . Beijing: Zhonghua shuju 中华书局[Zhonghua Book Company]. [ Google Scholar ]
• Zhu, Xi 朱熹. 2018b. Sishu Zhangju Jizhu 四書章句集注 [Commentaries on the Four Books] . Beijing: Zhonghua shuju 中华书局 [Zhonghua Book Company]. [ Google Scholar ]

Share and Cite

Li, X.; Tan, Y. Moral Education and Heaven–Human Relationship in Jesuit Translations of Chinese Poetry (17th–18th Centuries). Religions 2024 , 15 , 798. https://doi.org/10.3390/rel15070798

Li X, Tan Y. Moral Education and Heaven–Human Relationship in Jesuit Translations of Chinese Poetry (17th–18th Centuries). Religions . 2024; 15(7):798. https://doi.org/10.3390/rel15070798

Li, Xiaoshu, and Yuan Tan. 2024. "Moral Education and Heaven–Human Relationship in Jesuit Translations of Chinese Poetry (17th–18th Centuries)" Religions 15, no. 7: 798. https://doi.org/10.3390/rel15070798

Article Metrics

Article access statistics, further information, mdpi initiatives, follow mdpi.

Subscribe to receive issue release notifications and newsletters from MDPI journals