how to write a compare and contrast essay ap lit

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AP English Literature : Comparisons and Contrasts

Study concepts, example questions & explanations for ap english literature, all ap english literature resources, example questions, example question #1 : comparisons and contrasts.

Adapted from “God’s Grandeur” by Gerard Manley Hopkins (1877) in  Poems of Gerard Manley Hopkins  (1918, ed. Bridges) 

The world is charged with the grandeur of God.

     It will flame out, like shining from shook foil;

     It gathers to a greatness, like the ooze of oil

Crushed. Why do men then now not reck his rod?

Generations have trod, have trod, have trod ;

     And all is seared with trade; bleared, smeared with toil;

     And wears man's smudge and shares man's smell: the soil

Is bare now, nor can foot feel, being shod.

And for all this, nature is never spent ;

     There lives the dearest freshness deep down things;

And though the last lights off the black West went

     Oh, morning, at the brown brink eastward, springs—

Because the Holy Ghost over the bent

     World broods with warm breast and with ah! bright wings.

What is the relationship between the two sentences whose beginnings are underlined?

To contrast human corroding of nature with the endless fecundity of the latter

To force the reader to envision the world in a hardscrabble manner in order to acknowledge the true sources of beauty in life

To be amazed at the combination of human labor and nature in day to day life

To prepare the reader to overcome a bias against nature and then provide a striking remark regarding natural beauty

To condemn industrial work and praise the bucolic life of the farmer

The two sentences effectively contrast two situations. On the one hand, there are human persons, who toil and "smudge" nature with their work, seemingly wearing it down over time; however, in contrast to this, nature is "never spent"—it never loses its vitality and power.

Generations have trod, have trod, have trod;

And for all this, nature is never spent;

To what is nature compared in this passage?

The waxing of new love

God's providential guidance of the growth of plants

The forgetful and beautiful lillies of the field

The story of God's salvation of the Hebrews in Egypt

The dawning sky

The third and fourth lines of the second stanza of the poem give us the image we are looking for:

"And though the last lights off the black West went / Oh, morning, at the brown brink eastward, springs—"

Nature is like the morning dawn that arises in the sky, which earlier had experienced the sunset. Although much of this passage is focused upon God (if only implicitly and indirectly at times), the key image here is that of the sunrise.

Example Question #6 : Thesis Or Argument

From “Essay on Liberty” by John Stuart Mill

Mankind can hardly be too often reminded, that there was once a man named Socrates, between whom and the legal authorities and public opinion of his time, there took place a memorable collision. Born in an age and country abounding in individual greatness, this man has been handed down to us by those who best knew both him and the age, as the most virtuous man in it; while we know him as the head and prototype of all subsequent teachers of virtue, the source equally of the lofty inspiration of Plato and the judicious utilitarianism of Aristotle, "i maëstri di color che sanno," the two headsprings of ethical as of all other philosophy. This acknowledged master of all the eminent thinkers who have since lived—whose fame, still growing after more than two thousand years, all but outweighs the whole remainder of the names which make his native city illustrious—was put to death by his countrymen, after a judicial conviction, for impiety and immorality. Impiety, in denying the gods recognized by the State; indeed his accuser asserted (see the Apologia ) that he believed in no gods at all. Immorality, in being, by his doctrines and instructions, a "corrupter of youth." Of these charges the tribunal, there is every ground for believing, honestly found him guilty, and condemned the man who probably of all then born had deserved best of mankind, to be put to death as a criminal.

To pass from this to the only other instance of judicial iniquity, the mention of which, after the condemnation of Socrates, would not be an anti-climax: the event which took place on Calvary rather more than eighteen hundred years ago. The man who left on the memory of those who witnessed his life and conversation, such an impression of his moral grandeur, that eighteen subsequent centuries have done homage to him as the Almighty in person, was ignominiously put to death, as what? As a blasphemer. Men did not merely mistake their benefactor; they mistook him for the exact contrary of what he was, and treated him as that prodigy of impiety, which they themselves are now held to be, for their treatment of him. The feelings with which mankind now regard these lamentable transactions, especially the later of the two, render them extremely unjust in their judgment of the unhappy actors. These were, to all appearance, not bad men—not worse than men most commonly are, but rather the contrary; men who possessed in a full, or somewhat more than a full measure, the religious, moral, and patriotic feelings of their time and people: the very kind of men who, in all times, our own included, have every chance of passing through life blameless and respected. The high-priest who rent his garments when the words were pronounced, which, according to all the ideas of his country, constituted the blackest guilt, was in all probability quite as sincere in his horror and indignation, as the generality of respectable and pious men now are in the religious and moral sentiments they profess; and most of those who now shudder at his conduct, if they had lived in his time, and been born Jews, would have acted precisely as he did. Orthodox Christians who are tempted to think that those who stoned to death the first martyrs must have been worse men than they themselves are, ought to remember that one of those persecutors was Saint Paul.

How are the accusers of Socrates and Jesus compared or contrasted?

They both rejected their own context as well as the new message offered by Jesus and Socrates.

They were both, in a way, groups of honest men.

They both were thralls of patriarchal imagery and society.

They were both equally corrupt, haters of moral virtue.

Their biases clouded their ability to render an adequate sentence for the crimes of Socrates and Jesus alike.

Strangely enough, the comparison that Mill wishes to make is that these two groups of men were not bad men, per se. In many ways, they were good men for their time, just very clouded in their judgments of reality because of their biases.

Adapted from "The Book of the Grotesque" in  Winesburg, Ohio  by Sherwood Anderson (1919)

In his bed the writer rolled over on his side and lay quite still. For years he had been beset with notions concerning his heart. He was a hard smoker and his heart fluttered. The idea had got into his mind that he would some time die unexpectedly and always when he got into bed he thought of that. It did not alarm him. The effect in fact was quite a special thing and not easily explained. It made him more alive, there in bed, than at any other time. Perfectly still he lay and his body was old and not of much use any more, but something inside him was altogether young. He was like a pregnant woman, only that the thing inside him was not a baby but a youth. No, it wasn’t a youth, it was a woman, young, and wearing a coat of mail like a knight. It is absurd, you see, to try to tell what was inside the old writer as he lay on his high bed and listened to the fluttering of his heart. The thing to get at is what the writer, or the young thing within the writer, was thinking about.

In the bed the writer had a dream that was not a dream. As he grew somewhat sleepy but was still conscious, figures began to appear before his eyes. He imagined the young indescribable thing within himself was driving a long procession of figures before his eyes.

You see the interest in all this lies in the figures that went before the eyes of the writer. They were all grotesques. All of the men and women the writer had ever known had become grotesques.

The grotesques were not all horrible. Some were amusing, some almost beautiful, and one, a woman all drawn out of shape, hurt the old man by her grotesqueness. When she passed he made a noise like a small dog whimpering. Had you come into the room you might have supposed the old man had unpleasant dreams or perhaps indigestion.

For an hour the procession of grotesques passed before the eyes of the old man, and then, although it was a painful thing to do, he crept out of bed and began to write. Some one of the grotesques had made a deep impression on his mind and he wanted to describe it.

At his desk the writer worked for an hour. In the end he wrote a book which he called “The Book of the Grotesque.” It was never published, but I saw it once and it made an indelible impression on my mind. The book had one central thought that is very strange and has always remained with me. By remembering it I have been able to understand many people and things that I was never able to understand before. The thought was involved but a simple statement of it would be something like this:

That in the beginning when the world was young there were a great many thoughts but no such thing as a truth. Man made the truths himself and each truth was a composite of a great many vague thoughts. All about in the world were the truths and they were all beautiful.

The old man had listed hundreds of the truths in his book. I will not try to tell you of all of them. There was the truth of virginity and the truth of passion, the truth of wealth and of poverty, of thrift and profligacy, of carelessness and abandon. Hundreds and hundreds were the truths and they were all beautiful.

And then the people came along. Each as he appeared snatched up one of the truths and some who were quite strong snatched up a dozen of them.

It was the truths that made the people grotesques. The old man had quite an elaborate theory concerning the matter. It was his notion that the moment one of the people took one of the truths to himself, called it his truth, and tried to live his life by it, he became a grotesque and the truth he embraced became a falsehood.

In paragraph eight, the author makes use of __________ to demonstrate the multi-faceted nature of truth.

Extrapolation

Circumolocution

Contrast is a comparison meant to show the difference between two things. In this case, the author lists opposites (wealth/poverty, carlessness/abandon) in order to demonstrate the many sides of truth. The things listed contradict each other, but the writer considers them all truths.

Adapted from Act 1, Scene 1, ln. 78-119 of  The Tragical History of Dr. Faustus  by Christopher Marlowe (1604) in Vol. XIX, Part 2 of  The Harvard Classics  (1909-1914)

FAUSTUS :  How am I glutted with conceit of this!

Shall I make spirits fetch me what I please,

Resolve me of all ambiguities,

Perform what desperate enterprise I will?

I’ll have them fly to India for gold,

Ransack the ocean for orient pearl,

And search all corners of the new-found world

For pleasant fruits and princely delicates;

I’ll have them read me strange philosophy

And tell the secrets of all foreign kings;

I’ll have them wall all Germany with brass,

And make swift Rhine circle fair Wittenberg;

I’ll have them fill the public schools with silk,

Wherewith the students shall be bravely clad;

I’ll levy soldiers with the coin they bring,

And chase the Prince of Parma from our land,

And reign sole king of all the provinces;

Yea, stranger engines for the brunt of war

Than was the fiery keel at Antwerp’s bridge,

I’ll make my servile spirits to invent.

[Enter VALDES and CORNELIUS]

Come, German Valdes and Cornelius,

And make me blest with your sage conference.

Valdes, sweet Valdes, and Cornelius,

Know that your words have won me at the last

To practice magic and concealed arts:

Yet not your words only, but mine own fantasy

That will receive no object, for my head

But ruminates on necromantic skill.

Philosophy is odious and obscure,

Both law and physic are for petty wits;

Divinity is basest of the three,

Unpleasant, harsh, contemptible, and vile:

’Tis magic, magic, that hath ravish’d me.

Then, gentle friends, aid me in this attempt;

And I that have with concise syllogisms

Gravell’d the pastors of the German church,

And made the flowering pride of Wittenberg

Swarm to my problems, as the infernal spirits

On sweet Musaeigus, when he came to hell,

Will be as cunning as Agrippa was,

Whose shadows made all Europe honor him.

Which of the following contrasts is most relevant to the passage?

Conventional knowledge and magic

Past and present

Illusion and reality

Activity and passivity

Light and darkness

The most relevant contrast in the passage is the contrast between conventional knowledge and magic. While Faustus describes magic as being fascinating, he frames conventional knowledge as "odious," "petty," and "base."

While illusion and reality are extremely important themes in the overall play, they are not the most relevant contrast seen in this passage. Light and darkness, as a contrast for this passage, is an overly vague answer, and is not discussed directly in this excerpt.

Example Question #181 : Interpreting The Passage

What is main difference in content between the first half of the passage, before the arrival of Valdes and Cornelius, and the second, after their arrival?

Before their arrival, Faustus fantasizes about the earthly pleasures he will gain from his occult powers; after their arrival, he justifies his fascination with the occult in intellectual terms.

Before their arrival, Faustus weighs the consequences of his decision; after their arrival, he asks Valdes and Cornelius for their help in gaining occult powers.

Before their arrival, Faustus justifies his decision to himself in academic terms; after their arrival, he explains it in more practical, financially oriented terms.

Before their arrival, Faustus dreams about what occult powers might allow him to do; after their arrival, he complains about his current station in life, and begs for their help in escaping Wittenberg.

Before their arrival, Faustus considers a trip to a foreign land; after their arrival, he decides to stay and use his powers for the good of science.

Before Valdes and Cornelius' arrival, Faustus fantasizes about the earthly pleasures he will gain from his occult powers; after their arrival, he justifies his fascination with the occult in intellectual terms. The first section of the speech is focused almost exclusively on "pleasant fruits and princely delicates," and other luxuries like "silk." It is only after the arrival of Valdes and Cornelius that Faustus begins to discuss his dissatisfaction with conventional academics in favor of the "concealed arts."

It is difficult to characterize Faustus' tone as "begging" at any point. While he fantasizes about traveling, he never makes a plan and thus does not reverse it and decide to stay in Wittenberg.

Adapted from “The Habit of Perfection” in  Poems  by Gerard Manley Hopkins (1919)

Elected silence, sing to me

And beat upon my whorlèd ear,

Pipe me to pastures still and be

The music that I care to hear.

Shape nothing, lips; be lovely-dumb:

It is the shut, the curfew sent

From there where all surrenders come

Which only makes you eloquent.

Be shellèd, eyes, with double dark

And find the uncreated light:

This ruck and reel which you remark

Coils, keeps, and teases simple sight.

Palate, the hutch of tasty lust,

Desire not to be rinsed with wine:

The can must be so sweet, the crust

So fresh that come in fasts divine!

Nostrils, your careless breath that spend

Upon the stir and keep of pride,

What relish shall the censers send

Along the sanctuary side!

O feel-of-primrose hands, O feet

That want the yield of plushy sward,

But you shall walk the golden street

And you unhouse and house the Lord.

And, Poverty, be thou the bride

And now the marriage feast begun,

And lily-colored clothes provide

Your spouse not labored-at nor spun.

What is the contrast expressed in the last (underlined and bolded) stanza?

Between the simple poverty of hunger and the grandness of a large feast

Between poverty and the wealth of a marriage ceremony

Between freely chosen poverty and the gifts of God

Between the poverty of self-spun clothes and the clothes of those who have others make their clothing.

None of the other answer choices is correct.

Even if you do not realize the religious context of this passage (though there are various hints throughout the poem—talk of censers, the "Lord," "fasts divine," and so forth), you can see that the stanza in question is contrasting poverty with being provided with "lily-colored" clothes. The "spouse" is Jesus in Christian imagery, and the theme of the lilies and clothing comes from certain passages of the Gospels.

Example Question #11 : Other Content Analysis Questions: Poetry

Adapted from “Solitary Death, make me thine own” in  Underneath the Bough: A Book of Verses  by Michael Field (pseudonym of Katherine Bradley and Edith Cooper) (1893)

Solitary Death, make me thine own,

And let us wander the bare fields together;

          Yea, thou and I alone

Roving in unembittered unison forever.

I will not harry thy treasure-graves,

I do not ask thy still hands a lover;

            My heart within me craves

To travel till we twain Time’s wilderness discover.

To sojourn with thee my soul was bred,

And I, the courtly sights of life refusing,

            To the wide shadows fled,

And mused upon thee often as I fell a-musing.

Escaped from chaos, thy mother Night,

In her maiden breast a burthen that awed her,

           By cavern waters white

Drew thee her first-born, her unfathered off-spring toward her.

On dewey plats, near twilight dingle,

She oft, to still thee from men’s sobs and curses

           In thine ears a-tingle,

Pours her cool charms, her weird, reviving chaunt rehearses.

Though mortals menace thee or elude,

And from thy confines break in swift transgression.

            Thou for thyself art sued

Of me, I claim thy cloudy purlieus my possession.

To a long freshwater, where the sea

Stirs the silver flux of the reeds and willows,

            Come thou, and beckon me

To lie in the lull of the sand-sequestered billows:

Then take the life I have called my own

And to the liquid universe deliver;

            Loosening my spirit’s zone,

Wrap round me as thy limbs the wind, the light, the river.

Which of the following is an important contrast at play in the poem?

Nature and science

Corporeal reality and abstract concepts

Light and dark

Corporeal reality and religious teachings

Good and evil

The contrast of corporeal reality and an abstract view of the universe is an important contrast throughout this poem. The physical realm is attended to with imagery and an extended personification of abstract concepts (Night and Death, also the last stanza ties the personification of Death to the physicality of “the wind, the light, the river”), and with attention to the physical realities of death (“men’s sobs and curses”).

Moral judgments like “good and evil” are not at play in the work, nor is the question of nature and science. While darkness is an overriding theme, and light appears at the end of the poem, they are not directly contrasted. While one might expect a poem about death to have religious overtones, there are no overt religious overtones present in this poem.

Example Question #1 : Characterization And Motivation: Prose

Adapted from  The Picture of Dorian Gray  by Oscar Wilde (1891)

"Dorian," cried Hallward, "that is not the question. England is bad enough I know, and English society is all wrong. That is the reason why I want you to be fine. You have not been fine. One has a right to judge of a man by the effect he has over his friends. Yours seem to lose all sense of honor, of goodness, of purity. You have filled them with a madness for pleasure. They have gone down into the depths. You led them there. Yes: you led them there, and yet you can smile, as you are smiling now. And there is worse behind. I know you and Harry are inseparable. Surely for that reason, if for none other, you should not have made his sister's name a by-word."

"Take care, Basil. You go too far."

"I must speak, and you must listen. You shall listen. When you met Lady Gwendolen, not a breath of scandal had ever touched her. Is there a single decent woman in London now who would drive with her in the park? Why, even her children are not allowed to live with her. Then there are other stories—stories that you have been seen creeping at dawn out of dreadful houses and slinking in disguise into the foulest dens in London. Are they true? Can they be true? When I first heard them, I laughed. I hear them now, and they make me shudder. What about your country-house and the life that is led there? Dorian, you don't know what is said about you. I won't tell you that I don't want to preach to you. I remember Harry saying once that every man who turned himself into an amateur curate for the moment always began by saying that, and then proceeded to break his word. I do want to preach to you. I want you to lead such a life as will make the world respect you. I want you to have a clean name and a fair record. I want you to get rid of the dreadful people you associate with. Don't shrug your shoulders like that. Don't be so indifferent. You have a wonderful influence. Let it be for good, not for evil. They say that you corrupt every one with whom you become intimate, and that it is quite sufficient for you to enter a house for shame of some kind to follow after. I don't know whether it is so or not. How should I know? But it is said of you. I am told things that it seems impossible to doubt. Lord Gloucester was one of my greatest friends at Oxford. He showed me a letter that his wife had written to him when she was dying alone in her villa at Mentone. Your name was implicated in the most terrible confession I ever read. I told him that it was absurd—that I knew you thoroughly and that you were incapable of anything of the kind. Know you? I wonder do I know you? Before I could answer that, I should have to see your soul."

"To see my soul!" muttered Dorian Gray, starting up from the sofa and turning almost white from fear.

"Yes," answered Hallward gravely, and with deep-toned sorrow in his voice, "to see your soul. But only God can do that."

A bitter laugh of mockery broke from the lips of the younger man. "You shall see it yourself, tonight!" he cried, seizing a lamp from the table. "Come: it is your own handiwork. Why shouldn't you look at it? You can tell the world all about it afterwards, if you choose. Nobody would believe you. If they did believe you, they would like me all the better for it. I know the age better than you do, though you will prate about it so tediously. Come, I tell you. You have chattered enough about corruption. Now you shall look on it face to face."

There was the madness of pride in every word he uttered. He stamped his foot upon the ground in his boyish insolent manner. He felt a terrible joy at the thought that someone else was to share his secret, and that the man who had painted the portrait that was the origin of all his shame was to be burdened for the rest of his life with the hideous memory of what he had done.

Contrast the characters of Dorian and Basil, as presented in this passage.

Dorian is wicked and destructive, while Basil is religious.

Dorian is aloof and amoral, while Basil is concerned and engaged.

Dorian is youthful and engaged, while Basil is overweening and prideful.

Dorian is bashful, while Basil is forward and pushy.

Dorian is immature, while Basil shows the wisdom of many years.

Throughout this passage, Dorian is portrayed as being disconnected from the morally negative things attributed to him by Basil. While we might be able to say that he is wicked or immoral, it is best to note the milder critique that could be made, namely that Dorian seems detached from moral right and wrong. Basil accuses him of this, noting how Dorian smiles without caring about his critiques. Thus, it is best to note that Dorian is aloof and amoral (i.e. not particularly moral at all), while Basil is concerned with Dorian's moral well-being.

Example Question #3 : Characterization And Motivation: Prose

Adapted from The Picture of Dorian Gray by Oscar Wilde (1891)

Based on Basil's words, in what way might Dorian's friends be contrasted before and after they get to spend time with him?

They go from being cultured to being crass.

They go from being uncouth to being aware of the ways of high society.

They go from being upright to being self-indulgent.

They go from having stable jobs to becoming unemployed.

The become immature after being mature.

A key text for this question is found in Basil's statement, "[Your friends] seem to lose all sense of honor, of goodness, of purity. You have filled them with a madness for pleasure." Indeed, it seems that Dorian's friends lose their "polish"—but it is above all a moral polish that they lose. It is not merely a matter of becoming immature or irresponsible. They lose all sense of purity and honor. Therefore, the best thing to say is that they go from being upright to being self-indulgent.

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

Comparing and Contrasting in an Essay | Tips & Examples

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

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

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Table of contents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The alternating method

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

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

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

The block method

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

• Point of comparison A
• Point of comparison B

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

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

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Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

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• Sample Compare and Contrast Essay - "Langston Hughes"

Langston Hughes: Comparison and Contrasting Essay

by Feross Aboukhadijeh

Langston Hughes was a central figure in the Harlem Renaissance, the flowering of African-American literature and artistic forms in Manhattan during the 1920s. Not only did his writing promote African-American culture, but it sought to bring attention to the plight of the African-Americans suffering injustice and repression. His poems "I, Too" and "Theme for English B" both advanced his political views of equal civil rights and treatment under the law for African-Americans. Both poems use first-person voices; however the "I" is different for each poem, in order to fulfill Hughes' purpose for the poem.

In Hughes' poem "I, Too," the speaker is not an individual as the word "I" implies. In fact, the "I" represents the entirety of African-Americans living in the United States. That Hughes writes " I am the darker brother" instead of " we are the darker brothers" is no accident (2). The connotation of the word "I" as opposed to "we" is that of a lone individual, defenseless and outnumbered. The speaker says " They send me to eat in the kitchen," reinforcing the one-versus-all mentality that Hughes is trying to convey in this poem (3). "We" and "they," give a stronger, more united connotation than "I" does. In this poem, "I" is used to connote weakness, and isolation. As used in this poem, the first-person voice highlights the weakness of the African-American people. However, this is not the only way that Hughes uses "I" in his poetry.

On the other hand, Hughes' poem "Theme for English B," uses the first-person voice for an entirely different effect. In this poem, the "I" is an individual student. The poem is written like a narrative: "I am twenty-two, colored, born in Winston-Salem" (7). Unlike the first poem, "I" is used here to connote strength and singularity. The speaker, an African-American student given an English writing assignment, engages his teacher in an intelligent, even pointed dialog. Hughes artistically makes use of the first-person point of view to enhance the effect of the story. By using words like "I" and "them", "me" and "you," the speaker is able to point out the differences between himself and his teacher. One passage in particular stands out for its incessant juxtaposition of the words "you" and "me":

You are white—

yet a part of me, as I am a part of you.

That's American.

Sometimes perhaps you don't want to be a part of me.

Nor do I often want to be a part of you.

But we are, that's true!

As I learn from you,

I guess you learn from me— (31-38).

Not only does this highlight the differences between the speaker and teacher, but it puts the speaker in a commanding position. The fact that an African-American individual is writing something controversial, and making critical remarks of his teacher—and in such an eloquent way—is a sign of strength and source of pride.

Although these poems both make use of first-person voices, they each make use of voice to different ends. Nonetheless, both poems draw attention to the plight of the African-American people, albeit in different manners. Both poems cry out for civil rights and equality in a time where African-Americans were treated neither civilly nor equally.

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How to Write a Compare and Contrast Essay

WHAT IS A COMPARE AND CONTRAST ESSAY?

Essentially, compare and contrast essays ask students to evaluate the similarities and differences between two things.

Usually, there will be some meaningful connection between the two things to be compared and contrasted.

These essays are not merely about stating the obvious; instead, they challenge the students to explore two or more topics and then express subtle similarities and understated differences that may not be immediately obvious to the casual reader.

For example, there is little point in asking students to  compare and contrast  a computer and a bicycle.

Both are material objects, but the extreme differences are obvious apart from that. More useful would be to ask students to compare and contrast two different models of computers or two different brands of bicycles to help them decide which to buy.

Compare and contrast essays encourage students to make distinctions and evaluate things that largely belong in the same category. This is an instrumental and practical skill to develop.

In this article, we will explore how to approach the writing of compare-and-contrast essays in a step-by-step manner. Following this method, students can soon write a well-structured compare-and-contrast essay on practically any topic.

Let’s get started.

A COMPLETE UNIT ON COMPARE AND CONTRAST ESSAY WRITING

Teach your students how to write amazing compare and contrast essays with this  COMPLETE UNIT  of work which guides students through the process of research, analysis and articulating their thoughts into a well-structured essay.

IT INCLUDES

HOW TO WRITE A COMPARE & CONTRAST ESSAY

1. understand your task and purpose.

Compare, and contrast type questions ask students to do one of three things:

• To compare two or more things.
• To contrast two or more things.
• To compare and contrast two or more things.

For the purposes of this article, we’ll assume the compare and contrast essay is focused on comparing and contrasting two things.

Now, let’s break down the two keywords to examine what they ask the students to do:

Compare asks the students to look at two things in relation to their similarities.

Let’s compare apples and oranges as a quick example.

Apples and oranges have many commonalities. Firstly, they are both fruits that are grown on trees. They are also both a popular and tasty food choice for many people.

Additionally, apples and oranges are nutritious and provide essential vitamins and minerals for our bodies.

Finally, apples and oranges can be used in various recipes, from baked goods to juices, and they are both easily accessible and affordable. So, even though apples and oranges are different in many ways, they both have some similarities that make them essential parts of a healthy and balanced diet.

Contrast asks the students to examine how the two things differ. Let’s now explore the differences in a quick written example.

Apples and oranges differ in many ways. Firstly, they have a different appearance – apples are round and come in different colors like red, green and yellow, while oranges are oval and have a bright orange appearance.

Secondly, they have a different texture – apples are crunchy, while oranges are juicy. They have different tastes – apples are sweet and tangy, while oranges are sweet and slightly sour.

They also contain different vitamins and minerals – apples are a good source of vitamin C, while oranges are a great source of vitamin C and fibre. So, even though they are both fruits, apples and oranges are different in terms of their appearance, taste, and nutritional value.

It is important that students do both when they are asked a compare-and-contrast question. It may seem obvious, but very often students do one and neglect to do the other.

These ‘things’ could be anything from historical figures to poems, philosophies to fictional characters, but the essential criteria will remain pretty much the same regardless.

2. Identify Similarities and Differences

The starting point for planning this type of essay is to list the similarities and differences between the two things. This can be done simply in table form or, for the more visually orientated, in the form of a Venn diagram.

Venn diagrams are an especially useful form of graphic organizer that allows the student to see the information at a glance. This is extremely helpful while students are writing.

Brainstorming the similarities and differences can be done by focusing on one subject at a time or by dealing with common traits or features one by one. This will depend not just on the student’s preferences but on the nature of the subjects being examined.

Whether listing the similarities and differences in columns or on a Venn diagram, it’s helpful for students to keep their list of characteristics parallel. That is, the related features between each of the subjects should be displayed clearly together.

3. Choose a Suitable Organizational Structure

Once your students have listed their main points, they need to choose a suitable organizational structure to help present their ideas in essay form.

In most instances, one of two structures will best meet the needs of any compare-and-contrast type essay. These two possible organizational structures are:

• The block structure
• The point-by-point structure

In the block structure, each subject is dealt with in turn. That is, the characteristics of Subject 1 are written about first and, in the second half of the essay, the characteristics of Subject 2 are written about.

The block structure is generally easier to write as the student need only focus on one subject at a time.

However, the point-by-point structure more often provides a clearer vehicle for comparing and contrasting the various aspects of both subjects.

Using the point-by-point structure generally requires more skill from the student to weave the similarities and differences of each subject into the fabric of each paragraph. However, it is also the default setting for most compare and contrast essays, and students should be practised in it accordingly.

4. Gather Supporting Evidence

Once students have analyzed the question and identified the similarities and differences between the two subjects, they’ll need to gather supporting evidence to back up any assertions they make in their essays.

Students can use many different types of evidence to support the statements in their essays.

Some of the most common types of evidence in compare and contrast essays include statistical, textual, testimonial, and anecdotal evidence.

Let’s take a closer look:

Statistical Evidence is perhaps the strongest type of evidence that can be used to support an argument. People like numbers! However, the most important aspect of using statistical evidence is that they come from a reliable source – those cynical of statistics echo the old adage, “ There are three kinds of lies: lies, damned lies, and statistics ”.

Textual Evidence is often needed to support an argument, especially when writing about a book, a play, a speech, etc. When using textual evidence in an essay, it is important that students state clearly the source of the evidence they use. Textual evidence can come in many different forms, including:

●     Direct quotations from a text

●     Summaries of the content of a text

●     Paraphrasing of what an author has said on a topic.

Testimonial Evidence refers to the use of expert opinion to bolster an assertion. As with the use of statistical evidence, it is important to select the sources in question carefully. Selecting an unreliable or compromised ‘expert’ can call into question the merit of any argument made. When an expert has been chosen to provide testimonial type evidence, students should establish their credibility by stating who they are and why they are considered an expert before quoting them.

Anecdotal Evidence is often considered to be the weakest form of evidence due to its highly personal nature. Basically, anecdotal evidence takes the form of the retelling of a personal experience. Though it is often criticized as a weak form of evidence, it can be useful when used correctly in an essay. Anecdotes often work well as a ‘hook’ to grab the reader’s attention at the beginning of an essay. Not only do they grab the reader’s attention effectively, but anecdotes also work well in building a personal connection with readers from the outset.

5. Compare and Contrast Essay Transitional Language

Nothing makes a text staler for a reader than the overuse of favorite words and the endless repetition of pet phrases.

Variety is the spice of not only life but of essay writing too. As students weave comparisons and contrast into their essays, they’ll be required to employ transition signals to introduce their points.

Transition signals are words and phrases that are used to signal the relationship between ideas in a text to the reader. It is helpful to students to have a variety of these to hand and to know which can be used to introduce comparisons and which can be used to introduce contrasts.

Let’s take a look at some examples for each:

Comparison Transition Signals

• Both…and…
• Neither…nor…
• Just as / Just like
• In a similar manner
• Analogous to

Contrasting Transition Signals

• In contrast to / Contrastingly / In comparison / By comparison
• On the contrary
• On the other hand
• Nevertheless

Tips for Writing a Great Compare and Contrast Essay

• Start by choosing two logical subjects that you would like to compare and contrast.
• Research both subjects thoroughly to gain a deeper understanding of their similarities and differences.
• Create a clear and compelling thesis statement that defines the purpose of your essay.
• Organize your essay into paragraphs that compare and contrast specific aspects of each subject.
• Use relevant and appropriate examples to support your comparisons and contrasts.
• Use transitional words and phrases to help guide the reader through your essay.
• Avoid simply listing the similarities and differences of each subject. Instead, focus on making meaningful comparisons and contrasts.
• Use a variety of sentence structures and vocabulary to make your writing engaging and interesting.
• Revise and edit your essay for clarity, coherence, and grammatical correctness.
• Proofread your essay one final time to catch any remaining errors and make sure that your essay is ready for submission.

Remember, writing a compare and contrast essay is an opportunity to show your creativity, critical thinking skills, and writing abilities. So, have fun with it and let your unique voice shine through!

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Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

COMPARE AND CONTRAST TEACHING STRATEGIES AND ACTIVITIES

Compare and Contrast Activity #1

Students should get into the habit of closely examining the question they are writing the essay in response to, especially in high-pressure situations like exams.

Too often, students under pressure misread essay prompts and either miss out on a crucial aspect of the set question or, worst of all, answer an entirely different question to the one that was set.

To help students focus on the specifics of the question, encourage them to underline keywords and phrases with a highlighter or a colored pen.

Another great way to encourage students to focus attention on the specifics is to have students practice rewriting the question in their own words.

While this may not be practical in an exam situation, it is a great way for students to get accustomed to paying close attention to essay questions in less pressured scenarios such as homework and classwork.

Compare and Contrast Activity # 2

Set a compare and contrast question and then instruct your students to use a Venn diagram as a brainstorming tool to help organize their ideas.

Students should draw two circles slightly overlapping and write down things the subjects share in common in the intersection of the two circles. This will enable students to see areas of commonality and divergence between the two subjects at a glance.

Compare and Contrast Activity # 3

Students can use the information they produced in the previous two activities for this activity.

In this activity, students will draft three paragraphs for a compare-and-contrast essay using the point-by-point structure.

To do this, they will use the traditional five-paragraph essay structure as follows:

• Paragraph 1: Introduction
• Paragraphs 2, 3, & 4: Body Paragraphs
• Paragraph 5: Conclusion

The focus of your students’ outlines will be on the body paragraphs. From the points listed in the previous exercises, students select 3 main points to focus on; one for each of the body paragraphs they’ll write.

Instruct students to make their point by focusing on Subject 1 first, and then on Subject 2. This will complete the first paragraph. They’ll then repeat this process for points 2 and 3 to produce paragraphs 2 and 3.

At the end of this, they will have the three body paragraphs of their compare and contrast essay. From there, they can then reverse engineer their introduction and then complete their conclusions.

This exercise is a useful way to provide students some practice in structuring body paragraphs. Not only that, but it’s also a legitimate way to write an essay itself. This method can often reveal to the writer the best way forward when it comes to writing the introduction and conclusion.

Compare and Contrast Activity #4

Using the points outlined in previous activities, challenge students to produce as many types of evidence in support of each assertion as possible. In groups, students can then present their evidence to each other and discuss which is the most convincing and why given the specific context.

Compare and Contrast Activity # 5

Whether making comparisons or contrasts, students must consider carefully which criteria they are using in regards to the two subjects they are dealing with.

For example, if students are contrasting two subjects, say, two people, they may write something like,

Alfred is intelligent and handsome, whereas Brian is short and strong.

While the use of the transition signal whereas in the above sentence effectively sets up a contrast between Alfred and Brian, what isn’t clear is which criteria are being contrasted.

When discussing Alfred’s attributes in the first part of the sentence, the criteria employed are intelligence and looks. In the second part of the sentence, two new criteria are introduced, namely height and physical strength.

This is one of the most common errors made by students in these types of essays. To help students gain practice in this area, write a few example sentences on the whiteboard using the model sentence above to help. Then, have students identify the four different criteria and write two separate contrast sentences that avoid the error illustrated.

For example, in response to the model sentence, students might write the following two corrections:

i. Alfred is intelligent and handsome, whereas Brian is stupid and ugly.

ii. Brian is short and strong, while Alfred is tall and weak.

You can encourage students to vary the contrast transition signals they use to gain practice in this area too.

Compare and Contrast Essay ExampleS (student Writing Samples)

Below are a collection of student writing samples of compare and contrast essay.  Click on the image to enlarge and explore them in greater detail.  Please take a moment to read both the compare and contrast essays in detail and the teacher and student guides highlighting some key elements to consider before writing.

Please understand these student writing samples are not intended to be perfect examples for each age or grade level but a piece of writing for students and teachers to explore together to critically analyze to improve student writing skills and deepen their understanding of compare and contrast writing.

We would recommend reading the example either a year above and below, as well as the grade you are currently working with, to gain a broader appreciation of this text type.

In Conclusion 

While there are many technical aspects for students to master on the road to producing well-written compare and contrast essays, the above provides a clear signpost to set them off in the right direction.

Most of the specific skills focused on in the practice activities above will not only improve your student’s abilities to write compare-and-contrast-type essays but will improve their writing in other areas too. Just be sure to offer ample opportunities to practice!

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12.11: Essay Type - Comparing and Contrasting Literature

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Compare and Contrast Essay Basics

The Compare and Contrast Essay is a literary analysis essay, but, instead of examining one work, it examines two or more works. These works must be united by a common theme or thesis statement. For example, while a literary analysis essay might explore the significance of ghosts in William Shakespeare's Hamlet, a compare/contrast essay might explore the significance of the supernatural in Hamlet and Macbeth .

Literary Analysis Thesis Statement:

While Horatio seems to think the ghost of Old Hamlet is a demon trying to lead Hamlet to death, and Gertrude and Claudius think it is a figment of Hamlet's insanity, Hamlet's status as an unreliable narrator and the ghost actually symbolizes the oppression of Catholics during Shakespeare's time period.

Compare and Contrast Thesis Statement:

The unreliable narrators paired with the ghosts in both Hamlet and Macbeth symbolize the oppression of Catholics in Shakespeare's time period.

Essay Genre Expectations

• Use first-person pronouns sparingly (you, me, we, our)
• Avoid colloquialisms
• Spell out contractions
• Use subject-specific terminology, such as naming literary devices
• Texts: two or more
• Avoid summary. Aim for analysis and interpretation
• MLA formatting and citations

Organization

While the literary analysis essay follows a fairly simple argumentative essay structure, the compare and contrast essay is slightly more complicated. It might be arranged by:

• Literary Work
• Alternating literary works
• Topic/subtopics

In general, ensure each paragraph works to support the thesis statement, and that both works receive equal attention.

One Option for Organization

• Background of topic
• Background of works related to topic
• Thesis Statement
• Topic sentence
• Summary of Text 1
• Summary of Text 2
• Explanation of unifying theme for both texts
• Introduction of evidence
• Explanation of evidence
• Analysis of evidence
• Restatement of thesis in new words
• Summary of essay arguments

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Compare & Contrast Essays How things are similar or different

Compare and contrast is a common form of academic writing, either as an essay type on its own, or as part of a larger essay which includes one or more paragraphs which compare or contrast. This page gives information on what a compare and contrast essay is , how to structure this type of essay, how to use compare and contrast structure words , and how to make sure you use appropriate criteria for comparison/contrast . There is also an example compare and contrast essay on the topic of communication technology, as well as some exercises to help you practice this area.

What are compare & contrast essays?

For another look at the same content, check out YouTube » or Youku » , or this infographic » .

To compare is to examine how things are similar, while to contrast is to see how they differ. A compare and contrast essay therefore looks at the similarities of two or more objects, and the differences. This essay type is common at university, where lecturers frequently test your understanding by asking you to compare and contrast two theories, two methods, two historical periods, two characters in a novel, etc. Sometimes the whole essay will compare and contrast, though sometimes the comparison or contrast may be only part of the essay. It is also possible, especially for short exam essays, that only the similarities or the differences, not both, will be discussed. See the examples below.

• Compare and contrast Newton's ideas of gravity with those proposed by Einstein ['compare and contrast' essay]
• Examine how the economies of Spain and China are similar ['compare' only essay]
• Explain the differences between Achaemenid Empire and Parthian Empire ['contrast' only essay]

There are two main ways to structure a compare and contrast essay, namely using a block or a point-by-point structure. For the block structure, all of the information about one of the objects being compared/contrasted is given first, and all of the information about the other object is listed afterwards. This type of structure is similar to the block structure used for cause and effect and problem-solution essays. For the point-by-point structure, each similarity (or difference) for one object is followed immediately by the similarity (or difference) for the other. Both types of structure have their merits. The former is easier to write, while the latter is generally clearer as it ensures that the similarities/differences are more explicit.

The two types of structure, block and point-by-point , are shown in the diagram below.

Compare and Contrast Structure Words

Compare and contrast structure words are transition signals which show the similarities or differences. Below are some common examples.

• both... and...
• not only... but also...
• neither... nor...
• just like (+ noun)
• similar to (+ noun)
• to be similar (to)
• to be the same as
• to be alike
• to compare (to/with)
• Computers can be used to communicate easily, for example via email. Similarly/Likewise , the mobile phone is a convenient tool for communication.
• Both computers and mobile phones can be used to communicate easily with other people.
• Just like the computer, the mobile phone can be used to communicate easily with other people.
• The computer is similar to the mobile phone in the way it can be used for easy communication.
• In contrast
• In comparison
• By comparison
• On the other hand
• to differ from
• to be different (from)
• to be dissimilar to
• to be unlike
• Computers, although increasingly small, are not always easy to carry from one place to another. However , the mobile phone can be carried with ease.
• Computers are generally not very portable, whereas the mobile phone is.
• Computers differ from mobile phones in their lack of portability.
• Computers are unlike mobile phones in their lack of portability.

Criteria for comparison/contrast

When making comparisons or contrasts, it is important to be clear what criteria you are using. Study the following example, which contrasts two people. Here the criteria are unclear.

• Aaron is tall and strong. In contrast , Bruce is handsome and very intelligent.

Although this sentence has a contrast transition , the criteria for contrasting are not the same. The criteria used for Aaron are height (tall) and strength (strong). We would expect similar criteria to be used for Bruce (maybe he is short and weak), but instead we have new criteria, namely appearance (handsome) and intelligence (intelligent). This is a common mistake for students when writing this type of paragraph or essay. Compare the following, which has much clearer criteria (contrast structure words shown in bold).

• Aaron and Bruce differ in four ways. The first difference is height. Aaron is tall, while Bruce is short. A second difference is strength. Aaron is strong. In contrast , Bruce is weak. A third difference is appearance. Aaron, who is average looking, differs from Bruce, who is handsome. The final difference is intelligence. Aaron is of average intelligence. Bruce, on the other hand , is very intelligent.

Example essay

Below is a compare and contrast essay. This essay uses the point-by-point structure . Click on the different areas (in the shaded boxes to the right) to highlight the different structural aspects in this essay, i.e. similarities, differences, and structure words. This will highlight not simply the paragraphs, but also the thesis statement and summary , as these repeat the comparisons and contrasts contained in the main body.

Title: There have been many advances in technology over the past fifty years. These have revolutionised the way we communicate with people who are far away. Compare and contrast methods of communication used today with those which were used in the past.

Before the advent of computers and modern technology, people communicating over long distances used traditional means such as letters and the telephone. Nowadays we have a vast array of communication tools which can complete this task, ranging from email to instant messaging and video calls. While the present and previous means of communication are similar in their general form , they differ in regard to their speed and the range of tools available . One similarity between current and previous methods of communication relates to the form of communication. In the past, both written forms such as letters were frequently used, in addition to oral forms such as telephone calls. Similarly , people nowadays use both of these forms. Just as in the past, written forms of communication are prevalent, for example via email and text messaging. In addition, oral forms are still used, including the telephone, mobile phone, and voice messages via instant messaging services. However , there are clearly many differences in the way we communicate over long distances, the most notable of which is speed. This is most evident in relation to written forms of communication. In the past, letters would take days to arrive at their destination. In contrast , an email arrives almost instantaneously and can be read seconds after it was sent. In the past, if it was necessary to send a short message, for example at work, a memo could be passed around the office, which would take some time to circulate. This is different from the current situation, in which a text message can be sent immediately. Another significant difference is the range of communication methods. Fifty years ago, the tools available for communicating over long distances were primarily the telephone and the letter. By comparison , there are a vast array of communication methods available today. These include not only the telephone, letter, email and text messages already mentioned, but also video conferences via software such as Skype or mobile phone apps such as WeChat, and social media such as Facebook and Twitter. In conclusion, methods of communication have greatly advanced over the past fifty years. While there are some similarities, such as the forms of communication , there are significant differences, chiefly in relation to the speed of communication and the range of communication tools available . There is no doubt that technology will continue to progress in future, and the advanced tools which we use today may one day also become outdated.

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Below is a checklist for compare and contrast essays. Use it to check your own writing, or get a peer (another student) to help you.

There is a downloadable graphic organiser for brainstorming ideas for compare and contrast essays in the writing resources section.

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Author: Sheldon Smith    ‖    Last modified: 08 January 2022.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

AP English Literature and Composition

Put words under a magnifier, things fall apart.

Click on the link for our lesson guide.

Essay prompts for Things Fall Apart  ( source)

Essential Questons

These prompts should point you in interesting directions, leaving you to chart your course, not lead you by the nose, determining your every step. Don’t feel obligated or expected to address each question or to address them in the order in which they’re posed. You’re to craft your own thesis and to make your own argument.

• What’s the novel’s view of women and their importance for the novel’s larger themes?
• Igbo proverb: “The thought that led a man to truncate his own existence was not conceived in a day.” What are the thoughts that led Okonkwo to his suicide? How were they formed over many days? Do you see his act as a cowardly one or a courageous one? (You choice needn’t be either/or.)
• Achebe has said “that African peoples did not hear of culture for the first time from Europeans; that their societies were not mindless but frequently had a philosophy of great depth and value and beauty, that they had poetry and, above all, they had dignity.” Write an essay that defines and explores that culture and reflects on its importance to the novel’s larger themes.
• Define the point of view from which the story is told and the role the narrator plays in the story. Explore the art of Achebe’s choice.
• Explain Achebe’s choice to end the novel as he does.
• How does Achebe create characters? Define his methods and means and explore their art.
• It is said of Okonkwo at one point that “Clearly his personal god or chi was not made for great things. A man could not rise beyond the destiny of his chi. The saying of the elders was not true—that if a man said yea his chi also affirmed. Here was a man whose chi said nay despite his own affirmation” (76). How should we understand the roles of fate and individual responsibility in the novel
• Okonkwo’s self-understanding is deeply bound up with his need to affirm and protect what he thinks of as his “manliness.” What are the main features of Okonkwo’s view of masculinity, and how does his view relate to that of other important characters in the novel? Do you see problems with Okonkwo’s view?
• Achebe’s style seems very simple. Is it really as simple as it seems? Define and explore the artfulness of the novel’s style. How does that style contribute to the novel’s larger meanings?
• After Okonkwo’s female killing of the boy, Obierika, the novel’s philosopher, wonders, “Why should a man suffer so grievously for an offense he had committed inadvertently?” The narrator tells us that “although he thought for a long time he found no answer. He was merely led into greater complexities” (74). Does the novel answer what Obierika can’t?
• Igbo culture believes “there is a fundamental justice in the universe and nothing so terrible can happen to a person for which he is not somehow responsible” (“Chi in Igbo Cosmology” 163). Explore the justice of Okonkwo’s actions and his responsibility for them. What view of justice emerges?
• How does the novel depict and treat the Christian missionaries? Do you see bias or objectivity? What role does the treatment of the missionaries play in the novel’s larger themes?

Objectives: Students will become familiar with colonial history as well as the background and context for the novel and author.

Aim: What’s the role of fiction in understanding colonial history?

Resources: About the author

Activities:

Respond to the quote,

“The last four or five hundred years of European contact with Africa produced a body of literature that presented Africa in a very bad light and Africans in very lurid terms. The reason for this had to do with the need to justify the slave trade and slavery.… This continued until the Africans themselves, in the middle of the twentieth century, took into their own hands the telling of their story.” (Chinua Achebe, “An African Voice”, The Atlantic)

Discuss Preparatory Reading:

• “The Novelist as Teacher” by Chinua Achebe
• “Teaching Things Fall Apart” by Chinua Achebe
• “An Image of Africa: Racism in Conrad’s Heart of Darkness” by Chinua Achebe

http://kirbyk.net/hod/image.of.africa.htm l

Teaching Points:

• A brief history of precolonial Nigeria and the colonization of Africa • 1958, first publication of Things Fall Apart • Nigeria: British colony from end of 19th c. until 1960 • 1967‐70 Biafran War (Igbo secession) • Major ethnic groups (70% of population): Hausa‐Fulani, Yoruba and Igbo • Est. 2005 pop of Nigeria: 128 million • Tumultuous political history since independence; many of Achebe’s other books confront corruption in politics, social issues • Identify Nigeria on the map of Africa, and the approximate setting for the fictional village of Umuofia in the novel • Discuss the people, languages and religions of Nigeria today, as well as any political or popular news you feel is relevant to your course • Discuss why context is important to understanding the novel • Provide background information on Achebe and his life, other works, career, etc • Be sure to remind your students to make use of the glossary in the back of the book. • Let them know they will be responsible for the terms and concepts Achebe presents. • Discussion of the colonialist, Eurocentric representations of African history and how the novel directly confronts these. Discuss how “history” is an imperfect record of  events and is subject to the biases and perspectives of those who record it. Discuss the role of objectivity and integrity in contemporary historiography.

• This is the perfect opportunity to also set some ground rules as a class for what kind of language is and is not appropriate/respectful when talking about Africa. Using “How To Write About Africa” by Binyavanga Wainaina could be a good way to bring up the issue of stereotypes and misconceptions about Africa • Introduce the concept of understanding and analyzing fiction and using close reading to create meaning in the Wisconsin classroom • Discuss the author’s contention that his work has (at least partly) a didactic role in terms of “re‐teaching” the history of Africa in a more positive light. o Use this idea to discuss: ƒ What this means to American readers? Are we “outsiders?”The role of fiction/literature in understanding history.Whether or not fiction can “revise” history. What does this really mean?

Discussion Questions: ( Practice):

Discussion Questions: • What is fiction? • What is history? • Find Nigeria on the map of Africa. Discuss its features. • Compare contemporary, colonial and pre‐colonial maps of Africa. Discuss their features. • What does “diversity” mean in Nigeria as compared to the US? • What are stereotypes? How do certain words promote a negative impression of Africa or Africans? o What is problematic about the following terms: tribe, hut, savage, primitive, backward, timeless, primordial, (etc)? Why are these terms problematic? Why might some people find them offensive or disparaging? • Who is Chinua Achebe? • Who lives in Nigeria? • What are the official languages of Nigeria? How many languages are spoken throughout the country? How many cultural or ethnic groups can you find on the map (see supplementary materials for linguistic and ethnic maps of Nigeria)?

Homework: Do research and write an essay in which you reflect on (mis)representations of Africa in the media and popular culture. Find a movie, tv show, advertisement or song that reproduces a negative stereotype and then relate that to Achebe’s project of combating misrepresentation of African history. Think of what stereotypes or generalizations are applied to their own [ethnic, cultural, religious, family, social] group and reflect on how/why those generalizations are problematic or misleading.

Objectives: Students will be able to better understand and engage with key Igbo cultural concepts developed in the text so that they can better relate to the story and appreciate the complexity of the novel.

Aim: Some novels and plays seem to advocate changes in social or political attitudes or in traditions.What particular attitudes or traditions does the author apparently wishes to modify as revealed in Things Fall Apart?

Resources: KWHL Chart

Lecture Points:

• Proverbs (“the palm‐oil with which words are eaten” 5) • Define cosmology and religion and use the Igbo Cosmology  chart to teach the Ibgo system of gods, intermediaries and humans • Chi – personal god; can be controlled by humans • Social structure and hierarchy of Igbo society o Titled and untitled citizens o Egwugwu (masquerades) – men and titled men; masks as primary visual art of   Ibo o Osu (outcasts) • Polygamy  and family structure (compound living within village system) • System of villages, shared governance, laws. Communication methods (drum, messengers, envoys) • Matriarchal or patriarchal?  Gender roles don’t necessarily correspond to Western categories. Eg: “Mother is Supreme” (133) [see gender unit for more on this]

. Drums and ogene as metaphors for the “heart” of the people – “The drums were still beating,  persistent and unchanging. Their sound was no longer a separate thing from the living village. It was like the pulsation of its heart” (44).

Do Now: Share the information you  have gathered from the following reading –

• “Talking About ‘Tribe’” Africa Action http://www.africaaction.org/bp/ethall.htm • University of Iowa’s Ibgo information page: http://www.uiowa.edu/~africart/toc/people/Igbo.html 

Discussion Questions:

1. Who are the Igbo people? Where do they live? What is their life like? How have their  customs and traditions changed since the 1880s? Since the 1950s?

2. What do they believe? Describe their religious system and the hierarchy of Igbo cosmology.

3. What is the concept of ogbanje (77) and how is it important to the novel?

4. What other cultural concepts in the book are unique to Igbo people? Why do you think Achebe includes these? What do they tell us about Igbo people and their beliefs in the novel?

5. What are “kola nuts” and how are they used in the novel? What do they represent or symbolize?

6. Discuss the idea of “cultural tourism.” Do you feel like an outsider or voyeur when you read some of these passages? Explain.

7. What elements of Igbo culture and society are similar to your own? What elements differ?

Read the passages and write a response on how these passages reveal that Achebe tries to advocates changes in social or political attitudes or in traditions- • The ogbanje scene with Ezinma • P. 124‐125, which describe the legal ramifications for Okonkwo’s crime, and Obierika reflects on the justice of such laws. • Any of the passages that deal with the throwing out of twins into the Evil Forest

Open-Ended Essay Topics

1987.  Some novels and plays seem to advocate changes in social or political attitudes or in traditions. Choose such a novel or play and note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then analyze the techniques the author uses to influence the reader’s or audience’s views. Avoid plot summary.

1991.  Many plays and novels use contrasting places (for example, two countries, two cities or towns, two houses, or the land and the sea) to represent opposed forces or ideas that are central to the meaning of the work. Choose a novel or play that contrasts two such places. Write an essay explaining how the places differ, what each place represents, and how their contrast contributes to the meaning of the work.

1995.  Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed. Choose a novel or a play in which such a character plays a significant role and show how that character’s alienation reveals the surrounding society’s assumptions or moral values.

1997.  Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole. You may choose a work from the list below or another novel or play of literary merit.

Descriptions: American students often have a knee jerk reaction to the way women are depicted in this novel, and see the text as sexist, and Okonkwo as the ultimate chauvinist. And it’s true: Achebe goes to great pains to demonstrate how Okonkwo’s skewed view of gender roles has an impact on both his thinking and his actions.  However, this theme is much more complex and sophisticated than being simply a matter of “male” and “female” tensions; it provokes serious discussion of how these interact, where they overlap, how both Igbo and European societies may have problematic assessments of gender roles, and so on.  One important thing to keep in mind when teaching gender in the novel is that Okonkwo’s view does not represent the “norm” of Igbo thought in this text; there are many illustrations of how his distorted interpretation of gendered roles is what leads to trouble in his life. To find and identify these moments in the text would help us understand deeply the hero’s downfall. Themes of gender and engendered meaning play an enormous role in the novel, and you could approach this theme from several perspectives: • By character, with a focus on the relationship between Okonkwo and Nwoye and Okonkwo and Ezinma • By looking at language and how so many everyday things and concepts have gendered meaning for the Igbo people in the novel. You could look at traditional roles for men and women within Igbo society, and discuss what it means to be “a man” (or a woman) in the novel. Think, too, about how individual concepts and ideas are associated with gender, and what this means to the novel as a whole. • By analyzing the role of kinship, family and the role of the extended family that is central to Okonkwo’s story – as well as the disctinction between “motherland” and “fatherland” and “matriarchal” vs “patriarchal” perspectives in the text. • By analyzing Okonkwo and his deepest fear: becoming like his father, who he feels is feminine and weak. Contrast Okonkwo’s view with that of other, more moderate, characters in the novel.

Objective: To discuss and explore what gender means in the novel, and help students see how complex this theme really is, even though Okonkwo’s view seems very narrow and clear‐ cut. Students will relate this discussion to gender roles in their own cultures, and explore why/how things are not always as they seem when it comes to gender relations and assumptions.

Preparatory Reading :

• “Women in Achebe’s World: A Womanist Critique” by Rose Ure Mezu (in Chinua Achebe: The Man and His Works 2006) • “Problems of Gender and History in the Teaching of Things Fall Apart” by Rhonda Cobham (Modern Critical Interpretations: Chinua Achebe’s Things Fall Apart, ed. Harold Bloom 2002

• “Okonkwo and His Mother: Things Fall Apart and Issues of Gender in the Constitution of African Postcolonial Discourse” by Biodun Jeyifo (in Chinua Achebe’s

• Things Fall Apart: A Casebook, ed. Isidore Okpewho 2003) • “Igbo Women from 1929‐1960” by John N. Oriji (West Africa Review) http://westafricareview.com/vol2.1/oriji.html • Ngambika (excerpt)

Lecture points : In addition to addressing the ideas listed above, a lecture on gender in the text might include the following: • Explanation of the difference between sex and gender • Discussion of what gender means to culture, how language can be “gendered,” and   gendered meaning affects the way we see the world • A reminder that gender roles vary by society and what is “sexist” or inappropriate in one place might be perfectly normal somewhere else. Gender roles are not the same in all places, and based on only the fictional world of Things Fall Apart, we can’t really make blanket assessments about “all of Igbo culture” or people • Provide some background and context for gender roles in Igbo societies (then and now might be nice, but at a minimum at the time of the novel’s setting). • Masculinity/femininity, the role of a “man” in society – compare and contrast Okonkwo with his father – use this to discuss how (if at all) students have a different view of what it means to be “a real man”

• Gendered meanings (motherland, fatherland; masc/fem words) • Kinship and extended family. Define matriarchy and patriarchy and what they mean to cultural rules and norms. Ask the class to think of examples of both positive and negative effects of both matriarchal and patriarchal systems. Point out ways in which our own society is structured patriarchally. Ask students to think of other examples. • Provide some history and context for what it means to be “feminist” in Africa and how/why terms like “womanism” are preferred. You may consider discussing the debate over feminism as a Western concept, and whether or not there is a universal standard that should apply to all women when it comes to women’s rights and roles in society. • Discuss the nuances of gender in the text and how gender issues are not just male vs. female in the text. Achebe develops lots of grey area – characters with different views, male characters who “act” female or female characters who “act” male, etc.

Discussion Questions: • How does Okonkwo’s relationship with male and female characters differ? Why? • What role to women play in this novel? What is life like for Okonkwo’s wives? • Some female characters in the book don’t seem to fit the mold according to Okonkwo’s view? Who are they and why are they important to the text? • What material things can you find in the book that have a specific gender? Does their gender effect their meaning or how they are used? How or how not? • When Okonkwo is sent into exile, he is sent to Mbanta, his “motherland,” where things seem very different than life in Umuofia. How are they different? What do these differences tell us about gender? What do you make of the expression “Mother is Supreme” that is mentioned in the book? • What do the terms “patriarchy” and “matriarchy” mean? Give one example of each from the text. • How is Okonkwo’s view of gender different from other characters’ view of gender roles in the novel? Give examples. • Think about the character Ezinma. Of Ezinma, Okonkwo thinks: “She should have been a boy” (p. 64). Why is it necessary to the story that Okonkwo’s most favored child be a girl? What does it mean that she has all of the characteristics that her father finds more valuable in a son? • In the novel, there are two kinds of murder – male and female (124). What are these and what do they mean to the novel? Does it matter that Okonkwo committed the “female” kind of murder?

Suggested passages for close reading • The first paragraph on page 13 that begins “Okonkwo rules his household with a heavy hand…” In this paragraph, we learn about his fear of weakness and how he learns that agbala means both “woman” and a man who has no title. Discuss how this effect his attitude and views about gender. • “Nwoye knew that it was right to be masculine and to be violent, but somehow he still preferred the stories that his mother used to tell, and which she no doubt still told to her younger children… […] That was the kind of story Nwoye loved. But he now knew that they were for foolish women and children, and he knew that his father wanted him to be a man. And so he feigned that he no longer cared for women’s stories…” (53‐54) What does this passage tell us about the conflict between father and son? What does it tell us about what gender means in the novel? How does it foreshadow Nwoye’s later conversion? • Women “never saw the inside of the [egwugwu house]. No woman ever did. They scrubbed and painted he outside walls under the supervision of men. If they imagined what was inside, they kept their imagination to themselves. No woman ever asked questions about the most powerful and the most secret cult in the clan” (89). This is a good example of how women and men have different social roles in Igbo society. Discuss this passage and what it means to the novel. • The discussion of motherland and “mother is supreme” on p. 133‐135

• The very important passage in which Okonkwo’s friend Ofoedu discusses the relationship of a well‐known couple, Ndulue and Ozoemena, who have both died at the same time. Obierika says “It was always said that Ndulue and Ozoemena had one mind. ..He could not do anything without telling her.” To which Okonkwo replied, “I did not know that. I thought he was a strong man in his youth.” And Ofoedu says, “He was indeed.” (68) This is a key passage as it shows that other esteemed elders in the village do not share Okonkwo’s view that warriors cannot be loving or gentle or close to others; it demonstrates that his rigid position on what constitutes strong masculine behavior is not shared by all Igbo men.

Assignment Ideas( Select one assignment to do) • Okonkwo’s view does not represent the “norm” of Igbo thought in this text; there are many illustrations of how his distorted interpretation of gendered roles is what leads to trouble in his life.  Find at least three passages in the text where Okonkwo’s view is challenged or contradicted in the novel.  Use the list to discuss the larger role gender plays in the novel, and what it means to the story. What is the message that these contradictions reveal? • Compare and contrast the relationships Okonkwo has with his son Nwoye and his daughter, Ezinma. • Choose one character an write an essay on why gender matters to this person. • Compare/contrast two characters in a two‐page essay which evaluates how gender meaning differs for each of them. Suggested pairs (Okonkwo/Nwoye, Okonkwo/Obierka, Nwoye/Ezinma, Ezinma/Okonkwo).

Lesson 4: Character Study-: Psychology, Relationships and Meaning

• Okonkwo: Villain, Victim or Tragic Hero?
• Okonkwo and his family: the role of his wives and children
• Ezinma ‐ Fathers, sons and daughters: key relationships in the novel
•  Obierika, Voice of Reason
• Outsiders: The role of missionaries and colonial administrators

Character development is central to the development of a wide range of issues in the novel, such as  family, friendships and identity.  Okonkwo himself is such a complex character, and most of the other themes in the novel are developed by exploring the relationships between Okonkwo and other characters.

Objective: To perform close readings of specific characters, assess their relationships, anddetermine how characterization relates to other major themes in the novel to create meaning.

Preparatory Reading:  • “For Chinua Achebe: The Resilience and the Predicament of Obierika” from  Chinua Achebe: A Celebration by Biodun Jeyifo

Character List-

• Okonkwo protagonist
• Unoka    his shiftless, title‐less father
• Okonkwo’s wives: (1) Nwoye’s mother, the senior wife
• Children: Nwoye [Isaac] (m), Obiageli (f), Nneka, Nwofia    (“begotten in the wilderness” 45, should’ve been a boy), and the  “adopted son” Ikemefuna (m) who is killed by Okonkwo

(2) Ekwefi Child: Ezinma (f) (3) Ojiugo  Children: Nkechi (f), Obiageli (f) * Note: # of children here incomplete.  Text says he has 11 children before  the exile; 2 (?) born in exile; 5 sons Ikemefuna young boy captured in revenge for death of a daughter of Umuofia

• Obierka friend of Okonkwo
• Ndulue and Ozoemena couple known for their close relationship (68)
• Ofoedu Friend of Okonkwo and Obierika
• Agbala    Oracle of the Hills & the Caves
• Chika    Priestess of Agbala
• Chielo    Priestess of Agbala
• Ani    Earth godess
• Ezeani    Priest of Ani
• Uchendu Okonkwo’s mother’s brother in Mbanta (exile)
• Mr. Kiaga missionary interpreter/teacher Mr. Brown white missionary – compromise and accommodation policy
• Mr. Smith white missionary (Brown’s replacement); no compromise policy
• Nneka     first convert; mother of twins
• Okoli    man “accused”/presumed/rumored to have killed sacred python (dies 114)
• Enoch    priest of the snake cult District Commissioner Unnamed British colonial administrator who famously appears to pronounce Okonkwo’s story “interesting reading” for a paragraph in his memoir: The Pacification of the Primitive Tribes of the
• Lower Niger

Lecture points: • Begin with a discussion of character analysis – what is is, how to do it, how characters work together to create meaning, etc. • Discuss the role of the PROTAGONIST and minor or supporting characters. • Discuss Okonkwo’s role as protagonist. Is he a hero? A victim? A villain? • Use passages from the text to explorerelationships between characters o Okonkwo and Unoka o Okonkwo and Obierika o Okonkwo and his children o Okonkwo’s wives and their children etc • Show how most of the themes in the novel depend on character development to make sense. Use this to demonstrate how novels/fiction work – show how Okonkwo (and the other characters) act out the drama to produce meaning and allow us different points of view to consider as we interpret the novel • Remind the class that Okonkwo, though esteemed and in a position of authority in his village, is a bit of an anomaly. Others do not share his views on many things. • You might also consider spending entire days on individual characters to explore how they relate to specific themes/issues • Nwoye and religion/conversion • The missionaries vs. the rest of the characters; how do they differ? • Ezinma and gender roles, Ezinma and Igbo customs/belief • Ikemefuna and his symbolic death; also what his presence in the novel teaches us about how this society works, its rules and norms

Discussion Questions: • What is “characterization?” How are characters created in a text? • What does the term “protagonist” mean? What happens when our protagonist is kind of antagonistic? Is Okonkwo a sympathetic character? How can we relate to him? Does he remind you of anyone you know? • Do a close reading of the descriptions of Okonkwo and Unoka in chapter one.  How do these two characters differ? What kind of language is used to describe each of  them? What proverbs are associated with each? What does this contrast foreshadow?

• Discuss specific characters/pairs of characters and what they mean to the rest of the text. • What is the significance of the child Ikemefuna to the novel? Why does Okonkwo kill him? What can be learned from this episode?

Assignment and Project Ideas: • Make a list of characters or character pairs for the students and write down the major theme or issue associated with that character/pair of characters. Find one example of this, with a quote, to present to the rest of the class. • Write a one‐page character analysis of the character of your choice. Be sure to include: a description of the character, his/her relationship to the protagonist and his/her main function in the novel. Support your response with quotes from the book. • Compare and contrast Unoka and Okonkwo. Make a chart or graph of all of their differences. • Do role play. Get in character and enact specific parts of the book, or answer questions “in character” • Think about the character of Nwoye. Why does he convert to Christianity? Write an essay in which you discuss the factors that led to his transformation, and how they relate to his relationship with his father. •  Is Okonkwo a tragic hero? Argue and support it with textual evidence.

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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.

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How to Write the AP Lit Poetry Essay

What’s covered:.

• How to Write the AP Literature Poetry Essay
• Tips for Writing The AP Lit Poetry Essay

To strengthen your AP Literature Poetry Essay essay, make sure you prepare ahead of time by knowing how the test is structured, and how to prepare. In this post, we’ll cover the structure of the test and show you how you can write a great AP Literature Poetry Essay.

What is the AP Lit Poetry Essay? 

The AP Literature exam has two sections. Section I contains 55 multiple choice questions, with 1 hour time allotted. This includes at least two prose fiction passages and two poetry passages. 

Section II, on the other hand, is a free response section. Here, students write essays to 3 prompts. These prompts include a literary analysis of a poem, prose fiction, or in a work selected by the student. Because the AP Literature Exam is structured in a specific, predictable manner, it’s helpful to prepare yourself for the types of questions you’ll encounter on test day. 

The Poetry Essay counts for one-third of the total essay section score, so it’s important to know how to approach this section. You’ll want to plan for about 40 minutes on this question, which is plenty of time to read and dissect the prompt, read and markup the poem, write a brief outline, and write a concise, well-thought out essay with a compelling analysis. 

Tips for Writing the AP Lit Poetry Essay

1. focus on the process.

Writing is a process, and so is literary analysis. Think less about finding the right answer, or uncovering the correct meaning of the poem (there isn’t one, most of the time). Read the prompt over at least twice, asking yourself carefully what you need to look for as you read. Then, read the poem three times. Once, to get an overall sense of the poem. Second, start to get at nuance; circle anything that’s recurring, underline important language and diction , and note important images or metaphors. In your annotations, you want to think about figurative language , and poetic structure and form . Third, pay attention to subtle shifts in the poem: does the form break, is there an interruption of some sort? When analyzing poetry, it’s important to get a sense of the big picture first, and then zoom in on the details. 

2. Craft a Compelling Thesis

No matter the prompt, you will always need to respond with a substantive thesis. A meaty thesis contains complexity rather than broad generalizations , and points to specifics in the poem.

By examining the colloquial language in Gwendolyn Brooks’s poem, “We Real Cool”, we can see the tension of choosing to be “cool”. This raises important ideas about education, structure, and routine, and the consequences of living to be “real cool”.

Notice how the thesis provides a roadmap of what is to follow in the essay , and identifies key ideas that the essay will explore. It is specific, and not vague. The thesis provides a bigger picture of the text, while zooming in the colloquial language the speaker uses. 

A good thesis points out the why as much as the what . Notice how in the above example, the thesis discusses language in the poem as it connects to a bigger message about the poem. For example, it’s not enough to discuss Emily Dickinson’s enjambment and hyphens. A good thesis will make a compelling argument about why those infamous Dickinson hyphens are so widely questioned and examined. Perhaps a good thesis might suggest that this unique literary device is more about self-examination and the lapse in our own judgement. 

3. Use Textual Evidence 

To support your thesis, always use textual evidence . When you are creating an outline, choose a handful of lines in the poem that will help illuminate your argument. Make sure each claim in your essay is followed by textual evidence, either in the form of a paraphrase, or direct quote . Then, explain exactly how the textual evidence supports your argument . Using this structure will help keep you on track as you write, so that your argument follows a clear narrative that a reader will be able to follow. 

Your essay will need to contain both description of the poem, and analysis . Remember that your job isn’t to describe or paraphrase every aspect of the poem. You also need lots of rich analysis, so be sure to balance your writing by moving from explicit description to deeper analysis. 

4. Strong Organization and Grammar

A great essay for the AP Literature Exam will contain an introduction with a thesis (not necessarily always the last sentence of the paragraph), body paragraphs that contain clear topic sentences, and a conclusion . Be sure to spend time thinking about your organization before you write the paper. Once you start writing, you only want to think about content. It’s helpful to write a quick outline before writing your essay. 

There’s nothing worse than a strong argument with awkward sentences, grammatical errors and spelling mistakes. Make sure to proofread your work before submitting it. Carefully edit your work, paying attention to any run-on sentences, subject-verb agreement, commas, and spelling. You’d be surprised how many mistakes you’ll catch just by rereading your work. 

Common Mistakes on the AP Literature Poetry Essay 

It can be helpful to know what not to do when it comes time to prepare for the AP Literature Poetry Essay. Here are some common mistakes students make on the AP Literature Poetry Essay:

1. Thesis is not arguable and is too general 

Your thesis should be arguable, and indicate the central ideas you will discuss in your essay. Read the prompt carefully and craft your thesis in light of what the prompt asks you to do. If the prompt mentions specific literary devices, find a way to tie those into your thesis. In your thesis, you want to connect to the meaning of the poem itself and what you feel the poet intended when using those particular literary devices.

2. Using vague, general statements rather than focusing on analysis of the poem

Always stay close to the text when writing the AP Literature Poetry Essay. Remember that your job is not to paraphrase but to analyze. Keep explicit descriptions of the poem concise, and spend the majority of your time writing strong analysis backed up by textual evidence.

3. Not using transitions to connect between paragraphs

Make sure it’s not jarring to the reader when you switch to a new idea in a new paragraph. Use transitions and strong topic sentences to seamlessly blend your ideas together into a cohesive essay that flows well and is easy to follow. 

4. Textual evidence is lacking or not fully explained 

Always include quotes from the text and reference specifics whenever you can. Introduce your quote briefly, and then explain how the quote connects back to the topic sentence after. Think about why the quotes connect back to the poet’s central ideas. 

5. Not writing an outline

Of course, to write a fully developed essay you’ll need to spend a few minutes planning out your essay. Write a quick outline with a thesis, paragraph topics and a list of quotes that support your central ideas before getting started.

To improve your writing, take a look at these essay samples from the College Board, with scoring guidelines and commentary. 

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How to Write the AP Lit Prose Essay with Examples

March 30, 2024

AP Lit Prose Essay Examples – The College Board’s Advanced Placement Literature and Composition Course is one of the most enriching experiences that high school students can have. It exposes you to literature that most people don’t encounter until college , and it helps you develop analytical and critical thinking skills that will enhance the quality of your life, both inside and outside of school. The AP Lit Exam reflects the rigor of the course. The exam uses consistent question types, weighting, and scoring parameters each year . This means that, as you prepare for the exam, you can look at previous questions, responses, score criteria, and scorer commentary to help you practice until your essays are perfect.

What is the AP Lit Free Response testing? 

In AP Literature, you read books, short stories, and poetry, and you learn how to commit the complex act of literary analysis . But what does that mean? Well, “to analyze” literally means breaking a larger idea into smaller and smaller pieces until the pieces are small enough that they can help us to understand the larger idea. When we’re performing literary analysis, we’re breaking down a piece of literature into smaller and smaller pieces until we can use those pieces to better understand the piece of literature itself.

So, for example, let’s say you’re presented with a passage from a short story to analyze. The AP Lit Exam will ask you to write an essay with an essay with a clear, defensible thesis statement that makes an argument about the story, based on some literary elements in the short story. After reading the passage, you might talk about how foreshadowing, allusion, and dialogue work together to demonstrate something essential in the text. Then, you’ll use examples of each of those three literary elements (that you pull directly from the passage) to build your argument. You’ll finish the essay with a conclusion that uses clear reasoning to tell your reader why your argument makes sense.

AP Lit Prose Essay Examples (Continued)

But what’s the point of all of this? Why do they ask you to write these essays?

Well, the essay is, once again, testing your ability to conduct literary analysis. However, the thing that you’re also doing behind that literary analysis is a complex process of both inductive and deductive reasoning. Inductive reasoning takes a series of points of evidence and draws a larger conclusion. Deductive reasoning departs from the point of a broader premise and draws a singular conclusion. In an analytical essay like this one, you’re using small pieces of evidence to draw a larger conclusion (your thesis statement) and then you’re taking your thesis statement as a larger premise from which you derive your ultimate conclusion.

So, the exam scorers are looking at your ability to craft a strong thesis statement (a singular sentence that makes an argument), use evidence and reasoning to support that argument, and then to write the essay well. This is something they call “sophistication,” but they’re looking for well-organized thoughts carried through clear, complete sentences.

This entire process is something you can and will use throughout your life. Law, engineering, medicine—whatever pursuit, you name it—utilizes these forms of reasoning to run experiments, build cases, and persuade audiences. The process of this kind of clear, analytical thinking can be honed, developed, and made easier through repetition.

Practice Makes Perfect

Because the AP Literature Exam maintains continuity across the years, you can pull old exam copies, read the passages, and write responses. A good AP Lit teacher is going to have you do this time and time again in class until you have the formula down. But, it’s also something you can do on your own, if you’re interested in further developing your skills.

AP Lit Prose Essay Examples 

Let’s take a look at some examples of questions, answers and scorer responses that will help you to get a better idea of how to craft your own AP Literature exam essays.

In the exam in 2023, students were asked to read a poem by Alice Cary titled “Autumn,” which was published in 1874. In it, the speaker contemplates the start of autumn. Then, students are asked to craft a well-written essay which uses literary techniques to convey the speaker’s complex response to the changing seasons.

The following is an essay that received a perfect 6 on the exam. There are grammar and usage errors throughout the essay, which is important to note: even though the writer makes some mistakes, the structure and form of their argument was strong enough to merit a 6. This is what your scorers will be looking for when they read your essay.

Example Essay 

Romantic and hyperbolic imagery is used to illustrate the speaker’s unenthusiastic opinion of the coming of autumn, which conveys Cary’s idea that change is difficult to accept but necessary for growth.

Romantic imagery is utilized to demonstrate the speaker’s warm regard for the season of summer and emphasize her regretfulness for autumn’s coming, conveying the uncomfortable change away from idyllic familiarity. Summer, is portrayed in the image of a woman who “from her golden collar slips/and strays through stubble fields/and moans aloud.” Associated with sensuality and wealth, the speaker implies the interconnection between a season and bounty, comfort, and pleasure. Yet, this romantic view is dismantled by autumn, causing Summer to “slip” and “stray through stubble fields.” Thus, the coming of real change dethrones a constructed, romantic personification of summer,  conveying the speaker’s reluctance for her ideal season to be dethroned by something much less decorated and adored.

Summer, “she lies on pillows of the yellow leaves,/ And tries the old tunes for over an hour”, is contrasted with bright imagery of fallen leaves/ The juxtaposition between Summer’s character and the setting provides insight into the positivity of change—the yellow leaves—by its contrast with the failures of attempting to sustain old habits or practices, “old tunes”. “She lies on pillows” creates a sympathetic, passive image of summer in reaction to the coming of Autumn, contrasting her failures to sustain “old tunes.” According to this, it is understood that the speaker recognizes the foolishness of attempting to prevent what is to come, but her wishfulness to counter the natural progression of time.

Hyperbolic imagery displays the discrepancies between unrealistic, exaggerated perceptions of change and the reality of progress, continuing the perpetuation of Cary’s idea that change must be embraced rather than rejected. “Shorter and shorter now the twilight clips/The days, as though the sunset gates they crowd”, syntax and diction are used to literally separate different aspects of the progression of time. In an ironic parallel to the literal language, the action of twilight’s “clip” and the subject, “the days,” are cut off from each other into two different lines, emphasizing a sense of jarring and discomfort. Sunset, and Twilight are named, made into distinct entities from the day, dramatizing the shortening of night-time into fall. The dramatic, sudden implications for the change bring to mind the switch between summer and winter, rather than a transitional season like fall—emphasizing the Speaker’s perspective rather than a factual narration of the experience.

She says “the proud meadow-pink hangs down her head/Against the earth’s chilly bosom, witched with frost”. Implying pride and defeat, and the word “witched,” the speaker brings a sense of conflict, morality, and even good versus evil into the transition between seasons. Rather than a smooth, welcome change, the speaker is practically against the coming of fall. The hyperbole present in the poem serves to illustrate the Speaker’s perspective and ideas on the coming of fall, which are characterized by reluctance and hostility to change from comfort.

The topic of this poem, Fall–a season characterized by change and the deconstruction of the spring and summer landscape—is juxtaposed with the final line which evokes the season of Spring. From this, it is clear that the speaker appreciates beautiful and blossoming change. However, they resent that which destroys familiar paradigms and norms. Fall, seen as the death of summer, is characterized as a regression, though the turning of seasons is a product of the literal passage of time. Utilizing romantic imagery and hyperbole to shape the Speaker’s perspective, Cary emphasizes the need to embrace change though it is difficult, because growth is not possible without hardship or discomfort.

Scoring Criteria: Why did this essay do so well? 

When it comes to scoring well, there are some rather formulaic things that the judges are searching for. You might think that it’s important to “stand out” or “be creative” in your writing. However, aside from concerns about “sophistication,” which essentially means you know how to organize thoughts into sentences and you can use language that isn’t entirely elementary, you should really focus on sticking to a form. This will show the scorers that you know how to follow that inductive/deductive reasoning process that we mentioned earlier, and it will help to present your ideas in the most clear, coherent way possible to someone who is reading and scoring hundreds of essays.

So, how did this essay succeed? And how can you do the same thing?

First: The Thesis 

On the exam, you can either get one point or zero points for your thesis statement. The scorers said, “The essay responds to the prompt with a defensible thesis located in the introductory paragraph,” which you can read as the first sentence in the essay. This is important to note: you don’t need a flowery hook to seduce your reader; you can just start this brief essay with some strong, simple, declarative sentences—or go right into your thesis.

What makes a good thesis? A good thesis statement does the following things:

• Makes a claim that will be supported by evidence
• Is specific and precise in its use of language
• Argues for an original thought that goes beyond a simple restating of the facts

If you’re sitting here scratching your head wondering how you come up with a thesis statement off the top of your head, let me give you one piece of advice: don’t.

The AP Lit scoring criteria gives you only one point for the thesis for a reason: they’re just looking for the presence of a defensible claim that can be proven by evidence in the rest of the essay.

Second: Write your essay from the inside out 

While the thesis is given one point, the form and content of the essay can receive anywhere from zero to four points. This is where you should place the bulk of your focus.

My best advice goes like this:

• Choose your evidence first
• Develop your commentary about the evidence
• Then draft your thesis statement based on the evidence that you find and the commentary you can create.

It will seem a little counterintuitive: like you’re writing your essay from the inside out. But this is a fundamental skill that will help you in college and beyond. Don’t come up with an argument out of thin air and then try to find evidence to support your claim. Look for the evidence that exists and then ask yourself what it all means. This will also keep you from feeling stuck or blocked at the beginning of the essay. If you prepare for the exam by reviewing the literary devices that you learned in the course and practice locating them in a text, you can quickly and efficiently read a literary passage and choose two or three literary devices that you can analyze.

Third: Use scratch paper to quickly outline your evidence and commentary 

Once you’ve located two or three literary devices at work in the given passage, use scratch paper to draw up a quick outline. Give each literary device a major bullet point. Then, briefly point to the quotes/evidence you’ll use in the essay. Finally, start to think about what the literary device and evidence are doing together. Try to answer the question: what meaning does this bring to the passage?

A sample outline for one paragraph of the above essay might look like this:

Romantic imagery

Portrayal of summer

• Woman who “from her golden collar… moans aloud”
• Summer as bounty

Contrast with Autumn

• Autumn dismantles Summer
• “Stray through stubble fields”
• Autumn is change; it has the power to dethrone the romance of Summer/make summer a bit meaningless

Recognition of change in a positive light

• Summer “lies on pillows / yellow leaves / tries old tunes”
• Bright imagery/fallen leaves
• Attempt to maintain old practices fails: “old tunes”
• But! There is sympathy: “lies on pillows”

Speaker recognizes: she can’t prevent what is to come; wishes to embrace natural passage of time

By the time the writer gets to the end of the outline for their paragraph, they can easily start to draw conclusions about the paragraph based on the evidence they have pulled out. You can see how that thinking might develop over the course of the outline.

Then, the speaker would take the conclusions they’ve drawn and write a “mini claim” that will start each paragraph. The final bullet point of this outline isn’t the same as the mini claim that comes at the top of the second paragraph of the essay, however, it is the conclusion of the paragraph. You would do well to use the concluding thoughts from your outline as the mini claim to start your body paragraph. This will make your paragraphs clear, concise, and help you to construct a coherent argument.

Repeat this process for the other one or two literary devices that you’ve chosen to analyze, and then: take a step back.

Fourth: Draft your thesis 

Once you quickly sketch out your outline, take a moment to “stand back” and see what you’ve drafted. You’ll be able to see that, among your two or three literary devices, you can draw some commonality. You might be able to say, as the writer did here, that romantic and hyperbolic imagery “illustrate the speaker’s unenthusiastic opinion of the coming of autumn,” ultimately illuminating the poet’s idea “that change is difficult to accept but necessary for growth.”

This is an original argument built on the evidence accumulated by the student. It directly answers the prompt by discussing literary techniques that “convey the speaker’s complex response to the changing seasons.” Remember to go back to the prompt and see what direction they want you to head with your thesis, and craft an argument that directly speaks to that prompt.

Then, move ahead to finish your body paragraphs and conclusion.

Fifth: Give each literary device its own body paragraph 

In this essay, the writer examines the use of two literary devices that are supported by multiple pieces of evidence. The first is “romantic imagery” and the second is “hyperbolic imagery.” The writer dedicates one paragraph to each idea. You should do this, too.

This is why it’s important to choose just two or three literary devices. You really don’t have time to dig into more. Plus, more ideas will simply cloud the essay and confuse your reader.

Using your outline, start each body paragraph with a “mini claim” that makes an argument about what it is you’ll be saying in your paragraph. Lay out your pieces of evidence, then provide commentary for why your evidence proves your point about that literary device.

Move onto the next literary device, rinse, and repeat.

Sixth: Commentary and Conclusion 

Finally, you’ll want to end this brief essay with a concluding paragraph that restates your thesis, briefly touches on your most important points from each body paragraph, and includes a development of the argument that you laid out in the essay.

In this particular example essay, the writer concludes by saying, “Utilizing romantic imagery and hyperbole to shape the Speaker’s perspective, Cary emphasizes the need to embrace change though it is difficult, because growth is not possible without hardship or discomfort.” This is a direct restatement of the thesis. At this point, you’ll have reached the end of your essay. Great work!

Seventh: Sophistication 

A final note on scoring criteria: there is one point awarded to what the scoring criteria calls “sophistication.” This is evidenced by the sophistication of thought and providing a nuanced literary analysis, which we’ve already covered in the steps above.

There are some things to avoid, however:

• Sweeping generalizations, such as, “From the beginning of human history, people have always searched for love,” or “Everyone goes through periods of darkness in their lives, much like the writer of this poem.”
• Only hinting at possible interpretations instead of developing your argument
• Oversimplifying your interpretation
• Or, by contrast, using overly flowery or complex language that does not meet your level of preparation or the context of the essay.

Remember to develop your argument with nuance and complexity and to write in a style that is academic but appropriate for the task at hand.

If you want more practice or to check out other exams from the past, go to the College Board’s website .

Brittany Borghi

After earning a BA in Journalism and an MFA in Nonfiction Writing from the University of Iowa, Brittany spent five years as a full-time lecturer in the Rhetoric Department at the University of Iowa. Additionally, she’s held previous roles as a researcher, full-time daily journalist, and book editor. Brittany’s work has been featured in The Iowa Review, The Hopkins Review, and the Pittsburgh City Paper, among others, and she was also a 2021 Pushcart Prize nominee.

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