how to write a thesis comparing two poems

How to Write an Essay Comparing Poems

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

Understanding the Task:

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

Pre-Writing Stage:

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

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

Structuring Your Essay:

 Introduction:

Introduce the poems and poets, providing context if necessary.

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

Body Paragraphs:

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

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

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

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

Conclusion:

Summarise your main points of comparison.

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

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

Writing Tips:

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

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

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

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

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

Example Statement:

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

Example Topic Sentences:

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

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

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

Mr Salles Teaches English

How to Write a Poetry Comparison

Including a grade 9 answer.

Here is a 26/30 essay from the exam. That’s the beginning of grade 9.

This is from a student who scored 30/30 on several of her other essays. So, this is a clue that the comparison is more difficult, and that she is also missing a trick or two.

I think there are two main things to learn from it:

Comparing each poem continually, point by point, is difficult, and should be avoided.

The easiest way to compare is to:

Write a thesis statement which compares the two poems.

Then write all about one poem.

Then write all about the second poem - referring back to similarities or differences as you notice them.

Then write a conclusion which sums up the difference or similarity in the poet’s viewpoints.

Be as specific and clear as possible. Don’t try to be clever. This is very difficult to explain. But you will see this student often writes sentences which look like an analysis, but because they are not specific, they are not clear.

Below you will get the essay marked by Tilf.io .

Then paid subscribers will get my feedback.

Both sets of feedback will teach you how to compare, whether you study Power and Conflict or Love and Relationships.

Question: How do the poets present the power of love in … and a poem of your choice

Tilf.io gave it Level 5 (which would be a mark of 25). See what you think about the advice it gives:

In both Sonnet 29 and Love’s Philosophy the speakers present the power of love to be greatly consuming and as something that can be constantly desired – common of the romantic period. However, while Shelley suggests ideas of love being fluid with themes of duality and the intersection with nature, Browning suggests the power of love can be all-consuming and perhaps overwhelming.

(This introduction effectively sets up a comparison between the two poems and introduces the thematic focus on the power of love. It's good that you've identified the poets' different approaches to the theme.

Try to directly link these observations back to the question by explicitly stating how these approaches convey the poets' ideas about the power of love.)

Both speakers present the romantic power of love to be constantly desired and with the theme of duality. The mountains “mingle” with rivers and the sea, indicating Shelley’s view that the power of love and power of nature are almost intersectional. The verb “mingle” suggests a gentle meeting, contrasting the later verb of “clasp”, connoting both tenacity and desire. The contrasting verbs present Shelley’s ideas of how love can develop and change, r his persuasive piece of wanting a required relationship. The further use of water imagery connotes fluidity, which perhaps displays Shelley’s ideas of the rhythm and synchronicity of both love and nature. However, Browning presents her ideas of the power of love with moods of power and tenacity. Browning employs the use of exclamatory language of “I think of thee!” accentuating the overbearing feelings of love she experiences. The employment of caesura following could perhaps further the idea of her thoughts being uncontrolled and constantly changing due to the overwhelming hold love has on her at this point. Ideas of duality are presented through Browning’s use of the previous “I” and “thee”. This direct address displays Browning’s view of love with themes of togetherness and these thoughts slowly consume her.

(Your analysis of the language and imagery used by both poets is insightful, particularly your discussion of the contrasting verbs 'mingle' and 'clasp'. This effectively demonstrates how the poets convey their ideas about the power of love.

To strengthen your response, consider exploring how these techniques affect the reader's understanding of love's power.)

Moreover, both poets present the power of love to be all consuming and omnipotent as their emotions develop. The power of love is seen to be great through the use of biblical imagery. Browning seeks divine intervention to justify and rationalise her disorderly emotions. The phrase “Oh my palm love” connotes ideas of maturity, indicative of Browning trying to justify her emotions. This constant justification could perhaps be because of the rarity of women being allowed to express emotions in the Romantic Victorian era as the initial intention of the poem was for the private eyes of Robert Browning. The poem is also a sonnet, a quintessentially romantic poem, typically for the use of mans to express their emotions. Further ideas of the all consuming power of love are clear when they “inspire” her. The verb “inspire” connotes inevitability and almost an echo chamber of emotions, displaying the extent of the power of love.

(This paragraph offers a nuanced understanding of the thematic and historical context of Browning's poem, which enriches your analysis. The mention of the sonnet form and its historical implications is particularly insightful.

To further enhance your response, consider how Shelley's use of natural imagery compares to Browning's use of biblical imagery in conveying the power of love.)

In contrast, Shelly presents his ideas of the overwhelming emotions he has succumbed to through the volta, questioning the value of something as powerful as nature if his love doesn’t have natural feelings. “High heavens” suggest the extent to which he is questioning the power of love if the feelings are unrequited. Shelley also employs images of “kiss, kissing” which conjure images of intimacy which are all in vain, due to the feelings not being reciprocated.

(Your exploration of Shelley's use of the volta and natural imagery to convey the theme of unrequited love is well done.

It would be beneficial to draw a clearer connection between this analysis and the overarching question of how poets convey their ideas about the power of love, perhaps by discussing the emotional impact of these techniques on the reader.)

Furthermore, both poets continue to present their ideas of the power of love as constantly changing, as both poems have a shift in tone. Browning suggests at the end she “no longer think [s] of thee”, suggesting ideas of composure which are the dichotomy of her previously “wild” emotions, displaying the development and changing view she has on the power of love. The use of caesura are indicative of the abrupt change in her emotions and she has overcome the previously overwhelming power that her emotions had on her.

(This paragraph effectively identifies a shift in tone in Browning's poem, which is a key observation.

To enhance your analysis, consider discussing how this shift in tone reflects the complex nature of love's power and its impact on the individual. Additionally, linking this observation more explicitly to the question will strengthen your argument.)

In contrast, Shelley instead employs a deeply philosophical rhetorical device of “the values in kissing, if thou do not love me”. The arguably nihilistic ideas display how his obsession of his partner has overwhelmed him to the point where he questions and challenges the value of nature and duality of his surroundings. This is indicative of his ideas of “the power of love” being too great to be further pursued again at what he believes his soulmate doesn’t love him back.

(Your analysis of Shelley's philosophical approach and its implications for understanding the power of love is insightful.

To further improve, consider how this philosophical questioning enhances the reader's understanding of love's power and its potential to overwhelm. Linking this back to the question more directly would also be beneficial.)

Overall, both poets present their ideas of the extent of the power of love as constantly shifting and all encompassing at times, sometimes, “weigh down”.

(Your conclusion succinctly summarizes the main points of your analysis, effectively tying back to the question. For a stronger conclusion, consider emphasizing the significance of these findings in relation to the poets' overall message about the power of love.)

Overall feedback:

Your essay demonstrates a thoughtful and detailed analysis of how both poets convey their ideas about the power of love through their use of language, imagery, and form. You've effectively compared and contrasted the poets' approaches, providing insightful observations on their techniques and the themes they explore.

To further enhance your response, ensure that each point directly links back to the question, emphasizing how these techniques convey the poets' ideas about the power of love. Additionally, consider exploring the emotional impact of these techniques on the reader to deepen your analysis.

What went well:

Your detailed analysis of language and imagery, as well as your understanding of the thematic and historical context of the poems, are particularly strong. You've also effectively identified and discussed the shifts in tone and their significance.

Even better if:

Your response could be improved by more explicitly linking each point back to the question and by exploring the emotional impact of the poets' techniques on the reader. Additionally, ensuring a more direct comparison between the poems throughout your essay would strengthen your argument.

Mr Salles Teaches English is a reader-supported publication. To receive new posts which help you get top grades, consider becoming a free or paid subscriber.

You can try out Tilf for free - it will mark your first piece of writing (in English, humanities or 6 mark science answers for free, so you can see if it is any use to you).

I have only tested it for literature, and it is spot on for marking up to grade 8, and really useful for advice on how to improve in every grade, including 9.

Now Compare that to my Feedback

(I’ve written my comments so you will learn even more if you don’t study Love and Relationships!)

This is at least a 3 part thesis which starts straight away with comparison. This is a great way to show that you are comparing the poets’ points of view. It is mostly brilliant. The weakness is that ‘ideas of love being fluid’ doesn’t make any sense yet - it is much too vague. What does it mean - love runs away like a river? Love changes shape like a puddle? Does that mean the person who loves, or who is loved. Vague. Vague. Vague. Be specific - explain how.

Both speakers present the romantic power of love to be constantly desired and with the theme of duality. The mountains “mingle” with rivers and the sea, indicating Shelley’s view that the power of love and power of nature are almost intersectional. The verb “mingle” suggests a gentle meeting, contrasting the later verb of “clasp”, connoting both tenacity and desire. The contrasting verbs present Shelley’s ideas of how love can develop and change, on his persuasive piece of wanting a requited relationship.

I think ‘intersectional’ means inter connected here. I don’t even understand what intersectional is. Don’t reach for show off vocabulary - it is much more likely to lose you marks. So this part gets no marks. The last sentence also doesn’t make much sense. The examiner is therefore left with some good analysis of individual words, and the way that they can be interpreted in dual ways. They get excited about this and award it Level 5 for AO2 because it looks ‘thoughtful’. The way to do that is zoom in on individual words, and write about alternative interpretations.

Paid subscribers get at least one grade 9 answer with my feedback every week. And they have access to the over 60 exam answers already published.

Keep reading with a 7-day free trial

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Poetry & Poets

Explore the beauty of poetry – discover the poet within

A Level Poetry Comparison Essay Example

Introduction

Writing a comparison essay between two poems can be an interesting task. It requires a student to be creative and think outside of the box. Although poetry comparison might seem overwhelming and daunting, once you understand the basics of comparing two poems, the task suddenly becomes much easier. This article aims to provide students with a comprehensive guide on how to write a poetry comparison essay, offering key tips and providing example essays for inspiration.

What is a Poetry Comparison Essay?

A poetry comparison essay is a type of essay in which the student is asked to compare two different poems of their own choosing, analyzing and critiquing each one. The poems should share some common theme or concept, yet still have many differences that the student should explore and compare. Generally, the student should draw upon their own knowledge and research to make comparisons between both poems.

Key Considerations

When writing a poem comparison essay, there are several key things to consider. Firstly, the student should think about the overarching theme or concept of the both poems, as this will most likely be an aspect they will need to focus on when comparing. Furthermore, the student should think about the structure of the poems, taking into account the layout, the rhyming patterns, and other literary elements such as alliteration and repetition. Additionally, use of language, imagery and symbolism should also be taken into account.

Comparing Language in Poems

When comparing two poems, one of the key aspects that the student should consider is the language used within each one. Generally, they should try to notice any patterns of language and note these down, thinking about how the various elements of language such as metaphors, similes and personification add to the effect of the poem. Additionally, the use of dialogue, structure and sounds can be used to compare the two poems, and how these elements help to convey the theme or emotions.

Analyzing Imagery and Symbolism in Poems

When comparing two poems, students should also be looking closely at the imagery and symbolism that is used within the poems. Imagery refers to any kind of mental image, description or figure of speech that has a referential meaning—namely, it refers to something else in order to help convey the subject. For example, a poem might use imagery of a flower to symbolize growth, or the use of tools to symbolize hard work. Symbolism, on the other hand, is an object or image that stands for something that it doesn’t literally symbolize. It can be used to add an extra layer of meaning to a poem.

Key Comparisons in the Poems

When comparing two poems, it is important to look at their similarities and differences. Generally, the student should look at common themes and imagery, as well as similarities in style and structure. It is also important to note how each poet has used language, imagery and symbols differently to convey their messages and feelings. Additionally, the student should think about how the structure of verbal and nonverbal elements impacts the overall message of the poem.

Example of a Poetry Comparison Essay

When writing a poetry comparison essay, an example can be useful. Taking a look at the following example from a student’s A-Level English Literature essay: In this essay, I shall be comparing and contrasting two poems: “The Road Not Taken” by Robert Frost and “The Listeners” by Walter de la Mare. Firstly, I shall be exploring the theme of choices in both poems. In “The Road Not Taken”, Frost has created a poem about the power of decision making, whereas “The Listeners” offers a less optimistic view on the consequences of choices. Both poems use vivid imagery to convey their respective messages. For example, “The Road Not Taken” uses the image of two roads to symbolize the difficult choices we make in life, while “The Listeners” uses the image of an empty house to represent the loneliness and confusion of not knowing which direction to take. The use of structure is also important in these two poems. Frost has used rhyming couplets to explore the theme of choices, while de la Mare adopts a more open, free-verse style. Both poets also use a similar range of language throughout their poems, with words such as “forlorn” and “darkness” being used to create a sense of loneliness and uncertainty. Ultimately, both poems explore similar themes in inventive, yet different ways.

Applying the Analysis

When writing a comparison essay between two poems, it is important to consider the key aspects discussed in the article, such as the theme, language, imagery and symbolism of each poem, as well as the structural elements. It is also important to apply the analysis to the essay, noting any relevant similarities or differences as you go. Additionally, the student should support their analysis with relevant evidence, such as quotes and examples, to ensure that the essay flows smoothly and that all aspects are covered.

Writing Style

When writing a comparison essay, it is important to ensure that the writing style is formal and direct. Generally, the student should not use overly complex sentences to ensure that the reader can understand the points that they are trying to make. Additionally, it is important to avoid the passive voice and use the active voice instead. This can help to ensure that the essay is succinct and that all points are clear and concise.

Explore Poems

When writing a poetry comparison essay, it is important for the student to take time to explore the chosen poems. Generally, the student should spend time looking at the different aspects of each poem in order to gain an understanding of the theme and ideas that the poet has tried to convey. Additionally, they can also look at reviews and interpretations of the poems in order to gain further insight into the meaning of both texts.

Bring in Outside Sources

When writing a comparative essay, it can be a good idea to bring in outside sources in order to provide a wider perspective on the chosen poems. Generally, this will involve looking for scholarly articles or reviews that have been written about the particular poems, and using these to provide further insight into the meaning and theme of the text. Additionally, the student should also look for any critical analysis that has been written in order to gain interesting perspectives from other experts in the field.

Organize Your Essay

When organizing the essay, the student should ensure that the essay is well structured and organized. Generally, a good structure for the essay should include an introduction, body paragraphs and a conclusion. Additionally, the body of the essay should be divided up into two sections, one analyzing each poem individually, and one section comparing both poems. This can help to ensure that all relevant points are covered, and that the essay flows smoothly.

Proofreading and Editing

Finally, before submitting the essay, it is important to ensure that the student proofreads and edits the essay thoroughly. Generally, editing should involve re-reading the essay to check for any inconsistencies in the argument, as well as any spelling or grammar errors that may have been overlooked. Additionally, the student should also use a spellchecker and a grammar checker to ensure that the essay is perfect.

In conclusion, writing a poem comparison essay can be an interesting and challenging task for students. By understanding the key considerations discussed in this article and taking note of the example essay, students should be well on their way to writing a successful comparison essay. It is also important to take time to explore the chosen poems, bringing in outside sources to provide a wider perspective. Additionally, the student should ensure that the essay is well organized, and that they proofread and edit it thoroughly before submitting.

Minnie Walters

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

Leave a Comment Cancel reply

The Hyperbolit School

Your trusty englit guide.

How to compare poems – 5 steps

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

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

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

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

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

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

So, what’s my point here?

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

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

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

5 steps to comparing any poems: a guide

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

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

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

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

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

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

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

How do I feel after reading this poem? 

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

Is there anything special or weird about this poem? 

Etcetera. 

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

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

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

Similarities between Poem A and Poem B

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Main idea 1: Preserving the home against external dangers  

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

Main idea 2: Reality vs expectation / ideal

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

Main idea 3: The turbulent nature of life 

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

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

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

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

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

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Comparing Two Poems Essay Example

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

IvyPanda . (2019) 'Comparing Two Poems'. 17 January.

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

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

Bibliography

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

Writing detailed comparisons about two poems

I can write a detailed comparative response about two poems.

Lesson details

Key learning points.

• A comparative thesis statement introduces the two poems and your overall ideas in relation to the question.
• A comparative topic sentence states the focus of the paragraph and links it back to the thesis statement.
• Comparative conjunctions should be used to compare language, form and structure of poems

Common misconception

A comparative essay should deal with each poem separately in the body of the essay.

More successful comparative essays compare the the poems throughout the essay.

Comparative - A comparative is judging the similarities and differences between one thing and another.

Ruminate - To ruminate is to think deeply about something.

Topic sentence - A topic sentence supports the thesis statement while explaining the specific focus of the paragraph.

Romanticise - To romanticise something is to describe in an idealised or unrealistic fashion to make it seem more appealing than it really is.

Conjunctions - A conjunction is a word such as ‘while’ or ‘although’ that connects words, phrases, and clauses in a sentence.

Content guidance

• Contains conflict or violence.

Supervision

Adult supervision suggested.

This content is © Oak National Academy Limited ( 2024 ), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

Starter quiz

6 questions.

'The Soldier' -  

'The Gift of India' -  

'In Flanders Fields' -  

The soldier

The dead soldiers

Additional material

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

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Poetry Essay: Comparison/Contrast Assignment Details

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

About the Comparison/Contrast Essay

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

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

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

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

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

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

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

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How to Compare Poems

Last Updated: September 4, 2022 References

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been viewed 13,524 times.

When comparing 2 poems, pay attention to both form and theme. The sound and shape of a poem is as important as its subject. Make sure to note use of traditional and experimental forms and techniques. Some research about the authors will help you contextualize the work, and will shed light on your interpretations. If you are writing a comparison paper about the poems, start by establishing their similarities, then break down their differences in form, theme, and historical context.

Comparing Formal Choices in the Poems

• If a poem has no lines or stanzas, but is instead written in sentences or paragraphs, it is a prose poem.
• Note how different it feels to read a poem with long lines, very short lines, or lines that are spaced unevenly.
• Notice if the lines end in punctuation, or if the sentences in the poem are broken up across the lines. When sentences split across lines, this is called enjambment.

• Even if a poem doesn't have a regular rhythm, it can still be rhythmic. The poet is likely using a mixture of different poetic feet.
• The most famous poetic foot in English is the iamb, which is 1 unstressed and 1 stressed syllable. For instance, "Japan" is an iamb.
• A line of five iambs is called "iambic pentameter, as in Shakespeare's "Sonnet 18": "Shall I compare thee to a summer's day."

• For the last century, it has become less common for poetry to rhyme. If you are reading a contemporary poem that rhymes, therefore, the poet is making an unusual choice. Think about why they are doing this: is the poem humorous? Is it inviting a comparison to song, or children's poetry?
• For instance, in this poem by David Brazil, "My wife she slept/as in a frieze/and dreamt a dream/she could not seize," the rhyme feels serious, not humorous, so that's your clue that the poet might be invoking song or older forms of poetry. [4] X Research source

• For instance, Alli Warren's poem "Breadwinning for Birds" includes both assonance and alliteration in its title. The repeated "b"s and "d"s are examples of alliteration, while the repeated "i" sound is an example of assonance. [6] X Research source

• If you know you are working with a Shakespearean sonnet, for instance, you will know that the poem has 14 lines, 3 ABAB rhymes, and a final rhymed pair. It will not have stanzas, but will be presented as a block. [8] X Research source
• Keep in mind that the Shakespearean or English sonnet differs from the Italian or Petrarchan sonnet. Determine which type your sonnet is before you continue.
• If you are working with a poem that does not appear to be in a traditional form, just take notes on its lines and stanzas. Consider how the poem's form might impact its content.

• Note if the poems are written in a form that sprang out of their time, a form that has been popularized since, or if the poet was the inventor of the form.
• For instance, if you were comparing a sonnet by Petrarch to a sonnet by Bernadette Mayer, you would need to give both of them credit for refining a form. Petrarch did not invent the Petrarchan sonnet, but rather popularized it. Bernadette Mayer did not invent the experimental sonnet, but her rule-breaking sonnets inspired countless imitations.

• For instance, you might compare Etel Adnan's The Arab Apocalypse with David Larsen's The Thorn, as both books of poems include visuals. You would note that while Larsen writes many of his works by hand, thus "painting" his poems, Adnan does rather the opposite, "writing" drawings into her poetic lines in the place of words.

Considering Thematic Differences and Similarities

• For instance, if you are reading 2 poems about spiritual epiphanies, and one is written from the perspective of an observer, while the other is from the perspective of the poet, you are likely to notice feeling more detached curiosity about the former, and more of an emotional, personal feeling about the latter.
• Some poems might address you as a reader, refer to the author as the author, or talk about their own composition and intentions. Note how this self-aware style differentiates the poem from a more "transparent," self-contained poem.

• For instance, when Elizabeth Barrett Browning writes, "I love thee to the depth and breadth and height/my soul can reach, when feeling out of sight/of the ends of being…" her tone is sincere, serious, and religious.
• However, when Joan Murray writes "oh my love is a mist of stars/and I am a little sad," she is combining an exaggerated image with an understated emotion to create a wistful, slightly ironic tone.
• Notice how formal choices affect tone. For instance, in these lines by CA Conrad, the sudden capitalization of "Darling" implies sarcasm instead of affection: "you think Oscar Wilde was funny/well Darling I think he was busy/distracting straight people/so they would not kill him." [12] X Research source

• Similes compare 2 unlike things using "like" or "as," as in Nazim Hikmet's line: "This world will grow cold…like an empty walnut shell."
• Metaphors compare 2 unlike things without using "like" or "as," as when Laura Riding describes her hair as "a scarf unwoven."
• Imagery uses the senses, describing something so that the reader can almost see, hear, feel, taste, or smell it, as in this startling image by Elizabeth Willis: "The devil does not speak to a witch. He only moves his tongue."
• Compare the uses of figurative language in the poems you are reading. If one poem uses a lot of metaphors, but the other a lot of similes, how does that affect you? The metaphor poem might feel more direct and powerful, while the simile poem might sound more academic or uncertain.

• For instance, Santa Terésa de Jesús and San Juan de la Cruz both wrote Catholic devotional poetry in Spain during the counter-reformation, but differences in their lives affect their engagement with the subject. Saint Terésa de Jesús was born earlier, came from a patrician family, and suffered illness and "ecstatic" encounters with God. Her visionary writings were a huge influence on San Juan de la Cruz, who joined the religious order based on her ideas, and wrote his own versions of many of her poems.
• Therefore, if you are comparing Santa Terésa's "Vivo sin vivir en mí," and the parallel poem by San Juan, "Coplas por un alma que pena por ver a Dios," you would note that "Coplas" came second, and you might note that while the lines are more complex, they lack the passionate immediacy of "Vivo."

• For instance, some poems are written to be recited aloud, while others are more likely to be read by an individual from the page. Some authors write for a broad audience, publishing their work internationally and commenting on global issues.
• Others might be writing for a smaller audience: for a small town, for speakers of a certain language, for a patron, for a loved one, or for a group of local poets who are socially and artistically entwined.

Writing a Comparison Paper about Poems

• For instance, if you were writing about Etel Adnan and David Larsen, you would explain here that both are poets who are also visual artists, and explain that they both mix painting into their writing.

• For you to have enough to write about, the poems you compare should have something in common. For instance, write about 2 sonnets by different poets from different time periods, write about several poems that all share the same author but that come from different phases of that author's life, compare love poems from different languages and cultures, or compare 2 contemporary poems that riff on the same older poem.

• For instance, Shakespeare depended on his wealthy patrons for financial support, so his treatment of a subject might be biased to flatter his patron.

• If you are comparing Shakespeare's sonnets to the sonnets of Bernadette Mayer, you might want to note that Shakespeare's sonnets are always the same length, while Mayer's sonnets, though normally short and sonnet-like in appearance, are of many lengths.

• For instance, a sonnet by Shakespeare will always include a "volta," or "turn" of thought, before ending on a rhymed couplet that resolves the tensions in the poem. However, a sonnet by Bernadette Mayer may end any number of ways, and the volta may occur at any time. [18] X Research source
• Therefore, you can describe how the predictable form of Shakespeare's "Sonnet 18" fills the reader with a reassuring sense of eternal, reliable love, while Bernadette Mayer's hilarious sonnet, "You jerk you didn't call me up" ends with an extra couplet in the form of choose-your-own-adventure instructions, thus presenting an image of a love that is unstable, often disappointing, yet exciting.

• For instance, if you were writing about Etel Adnan and David Larsen's poems, you might turn outward at the end of your essay by describing painters who have included poetry in their paintings.
• If you are writing about style differences between Santa Terésa de Jesús and San Juan de la Cruz, you might turn in by phrasing something in the manner of both authors: "As San Juan might say, we live, by the grace of reading, in the words of the dead. Or as Santa Terésa would put it: we die by the book."

Expert Q&A

• When you quote a few lines from a poem, replace the line breaks with "/". For instance, if you are quoting four lines from Joan Retallack's poem Not a Cage, for instance, you would write: "The shadow of the coup continues to hover over Spain/In the ordinary way of summer/girls were still singing/like a saguaro cactus from which any desert wayfarer can draw." [20] X Research source Thanks Helpful 0 Not Helpful 0

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• ↑ https://www.poetryfoundation.org/learn/glossary-terms/stanza
• ↑ https://www.poetryfoundation.org/learn/glossary-terms/meter
• ↑ https://www.poetryfoundation.org/learn/glossary-terms/rhyme
• ↑ https://www.poetryfoundation.org/harriet-books/2018/08/yosefa-raz-interviews-david-brazil
• ↑ https://www.poetryfoundation.org/learn/glossary-terms/assonance
• ↑ https://www.poetryfoundation.org/poems/90625/breadwinning-for-birds
• ↑ https://www.poets.org/poetsorg/collection/poetic-forms
• ↑ https://www.poetryfoundation.org/learn/glossary-terms/sonnet
• ↑ https://www.bbc.com/bitesize/guides/zcf2tyc/revision/1
• ↑ https://www.poetryfoundation.org/poetrymagazine/poems/148106/glitter-in-my-wounds
• ↑ https://www.poetryfoundation.org/articles/70215/learning-about-figurative-language
• ↑ https://www.bbc.com/bitesize/guides/zcf2tyc/revision/2
• ↑ https://www.poetryfoundation.org/learn/glossary-terms/volta
• ↑ https://www.poetryfoundation.org/poems/54240/not-a-cage

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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.

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

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

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

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

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

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

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

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

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How to Write a Grade 9 Poetry Anthology Comparison Essay

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

Top grade tips for a Grade 9

How to plan a poetry comparison essay

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

Your overall argument, also known as a thesis 

Your topic sentences for all your 3-4 paragraphs 

The quotations you will be using from the given poem 

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

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

Similarities and differences between the poems

How you should start a poetry comparison essay

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

How you should develop a poetry comparison essay

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

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

How to end a poetry comparison essay

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

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Author: Kate Lee

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

How to Write an Essay Comparing Two Poems

In what follows you will get familiar with some useful instructions regarding how to write an essay comparing two poems. Please use them only as a starting point and not as absolute authority - essay writing is always a unique process.

Writing an essays comparing two poems – 7 useful tips

1. reflect on the topic.

As with any other kind of essay, here you need to reflect very deeply upon the topic. Ask yourself the following questions: what is your task? What will be your leading idea (or thesis)? Then write down everything which comes to your mind and use it while writing the essay.

2. Formulate a topic of your comparison

You cannot merely title it “A comparison between the poem A and the poem B.” It should be rather exposed as a topic; for example, “The idea of romantic love in the poem A and the poem B.” Of course, this is valid only if your teacher has not assigned a precisely formulated topic.

3.  Describe both poems one by one

Pay attention especially to their plot (if there is such), to the ideas that are exposed in them (in short), and to their narrator or main character.

Advice : you do not need to go into details while describing the poems. This should not take more than one-fifth of the whole essay. Thus, if your essay is ten pages long, the description needs to be around two pages.

4. Find similarities between both poems  

You can do this by referring to their style, length, author, social and political context. Usually such a task requires comparing two poems belonging to one literary school (romanticism, symbolism, etc.). However, it is also possible to compare poems by two great poets although both of them belong to different nations, traditions and schools.

5. Reveal the differences between both poems

Again by referring to their method, style, etc. 

6. Turn to your central idea  

Now you need to turn to the central idea which is the basis of your topic; for instance, romantic love. How is this idea treated in both poems? You can use quotations in order to prove how romantic love is defined by both authors. The first author puts more stress on its tragic dimensions, and the other author is more optimistic concerning it. You can also refer to the style and methods used by the particular poets because ideas are suggested also in technical way (i.e., not only verbally).

7.  Conclusion

You can conclude the essay by saying what are the similarities and differences in the treatment of the main idea (or that which is your topic).

Remember that your conception should be clearly expressed and logically proved. The fact that you are dealing with poems does not indicate that you can say about them whatever comes to your mind. A literary analysis should be logical.

From all said above, it can be asserted that writing an essay comparing two poems requires preparation and deep reflections on one central idea, common for both poems. You have to demonstrate your observational skills and also ability to find meanings through interpretation. 

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Thesis ideas for Comparing and Contrasting two poems

amharp5 2 / 2   Sep 7, 2008   #1 Good evening, I have an essay due in two days but trying to come up with a thesis on comparing and contrasting two poems, "Night Clouds" by Amy Lowell, who describes compares meaning to cloud formations with stallions in the night sky by using symbolism and imagery; one for physical sensation and the other for nature. Robert Browning's poem "Meeting At Night," instills a prevailing and romantic mood during a nocturnal time constructed almost exclusively by direct images and colors from the night sky. Ok, I know each have the night in common, just not sure what my main point to start with. I tried this: "Even though both poets write about the strength of night, and how powerful they can be with images of nature, they vastly have different meanings and outcomes." Any ideas?

EF_Team5 - / 1585   Sep 7, 2008   #2 Good evening. Well, why do you think they both take place at night? What is so special about the cover of darkness in these two works? What about nature? Because the night sky is a natural phenomenon, could you compare the two portrayals of the same phenomenon? As for the contrasts, you could use, as you say, the different meanings instilled by both authors as well as their different results. A list could help you get more organized with your thoughts. Write down a quick note about the commonalities and differences between the two; that should help you get started. Regards, Gloria Moderator, EssayForum.com

OP amharp5 2 / 2   Sep 7, 2008   #3 Hi Gloria, I appreciate the quick response, I can compare the night and contrast each meaning of the night, and those results! I will do that with a list and press on from there. Thank you again and take care, Andy

mannsbabygurl44 - / 2   Dec 20, 2009   #4 Need help with comparing and contrasting 2-3 poems I don't understand poetry...What should I do????

sbrooks10 2 / 18   Dec 20, 2009   #5 Do you have any other options? Is this a supplement or a required essay? If it's required, I would suggest googling poetry techniques that you could cite as similar or dissimilar in each. Examples of some techniques are: imagery (not only visual but also the creation of any sensory experience, smell, touch, taste), diction (word choice, kind of a lame one), structure (of the entire poem), tone, meaning/ theme, point of view, syntax (how each line/ sentence is organized, subject, verb, object and what not), alliteration (repeated sounds)... I hope that helps!

mannsbabygurl44 - / 2   Dec 20, 2009   #6 It does help...Thanks. Just not sure I can get 3-4 pages out of that : /

d7821890 - / 1   Apr 21, 2011   #8 Contrasting and comparing two poems I need help in comparing and constrasting the essay mentioned above. The author of both poems is Marjorie Agosin. Thanks.

MutedHandWasher 1 / 1   Apr 22, 2011   #9 In what ay do you need help? as in outlining? analyzing? etc.

Vennessa - / 1   Oct 31, 2012   #11 Help in compare and contrast poem essays. Hello, please I need help on how to write compare and contrast essays between two poems. The poems I have are; Fifteen by William Stafford and The Seven Ages of Man by William Shakespeare. I already have my rough draft, but I don't know how to expand on it. Do I just need to explain the meaning of literary devices? Please, I need your help. Thanks.

tannerazm 1 / 5   Oct 31, 2012   #12 I gave you a chance To water the plants I didn't mean that way... ZIP UP YO PANTS!

usernameabp - / 1   Nov 4, 2013   #13 I need to compare and contrast a poem and a work of fiction. i need to analyze a work of fiction and a poem and develpo a thesis that conmapres and contrasts them on a chosen theme. does anyone know of some peices of work i could use??