a level english comparison essay

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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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"English poets are being forced to explore not just the matter of England, but what is the matter with England" (Seamus Heaney) - Discuss.

"English poets are being forced to explore not just the matter of England, but what is the matter with England" (Seamus Heaney). Discuss. It is an inevitable fact that the consumers of literature - laymen and literary critics alike - tend to group together texts and authors into separate categories, and attach to each category a number of supposedly 'common' characteristics and idiosyncracies which all its members apparently share. Philip Larkin and Ted Hughes, and their poetry, are no exceptions. Larkin and Hughes are often linked together when discussing English poets, and do have a number of things in common: they were born within eight years of each other, they wrote and published their poetry at similar times, and both are identified with the north of England. Both men were writing at a time when the notion of a stable and established England was being undermined, largely due to the rapid social change initiated by the termination of the Second World War. Thus both poets were heirs to a unique poetic impulse which sought to reject the old order of modernism by employing creative and innovative forms of expression: the new consciousness of a new generation. Yet although Larkin and Hughes are frequently grouped together as 'English post-war poets', a term which suggest homogeneity, there is in reality more diversity in their approaches than is commonly assumed.

• Word count: 3208
• Level: AS and A Level
• Subject: English

Compare the two poets Ted Hughes and Simon Armitage.

Compare the two poets Ted Hughes and Simon Armitage In the untitled poem by Simon Armitage, the poem describes to us a short story that happened many years ago. The story is of a 13-year-old boy during puberty, and not knowing how to deal with his feelings for a girl in his class. The boy heated up scissors in a flame in a chemistry lab and then handed them to the girl marking rings around her fingers. We presume that the boy in the story is the poet, Simon Armitage as the poem is written in 1st person. The poet now feels a little sorry for what he did but tries to excuse it using the sentence, '...that was just my butterfingered way, at 13 of asking you to marry me.' In this quote he tries to use his age as an excuse as he was only young. The poet telling the story does not actually say that he is sorry but we get that impression from the quote, 'Don't believe me, please, if I say...' when the poet was 13 though we get a different opinion of what he was feeling, we get the impression that he felt amused, proud and triumphant of what he had done, but know looking back does not feel the same as he did. I believe that the overall message of the poem is to ask the girl that he burnt at 13 to marry him; he tries to excuse what he did and then goes on to say; 'Don't believe me please, if I say, that was just my butterfingered way, at 13 of asking you to marry me.' I believe

• Word count: 1817

Comparing and analysing Heaney's 'Blackberry Picking' and Plath's 'Blackberrying.'

Comparing and analysing Heaney's 'Blackberry Picking' and Plath's 'Blackberrying.' In this essay I shall compare these two poets by studying one poem by each of them and analysing the different literary devices used. Both 'Blackberry picking' and 'Blackberrying' contain strong and powerful uses of imagery. Blackberrying is the first poem, which I shall be studying. It begins, again, rather dully and yet brings across more of a scenic image. "Nobody in the lane, and nothing, nothing but blackberries." Obviously this opening line is trying to show a picture of large numbers of blackberries, but notice how she emphasises the negatives as though it is the fact that here are no forms of life around which she is enjoying and not the blackberries. The first image, which she writes of 'A Blackberry alley, going down in hooks', this, is quite a sinister image for each to start. The second image, which she writes of, is that of the size of the berries "big as the ball on your thumb" but she then adds to this by saying the berries are "dumb as eyes." This is an interesting image to be putting to the reader for she is mixing the senses suggesting that the berries have eyes. However this does not bother her because unlike people the berries cannot speak to her or harm her in any way. She moves on from this to include anthropomorphism by describing the berries as "fat", this is normal

• Word count: 1710

Compare and contrast Ulysses and The Love Song of J. Alfred Prufrock in their treatment of ageing and ambition

Compare and contrast Ulysses and The Love Song of J. Alfred Prufrock in their treatment of ageing and ambition The title of Eliot's poem initially suggests that it is not a traditional love poem at all. Eliot's choice to use the initial "J" instead of a first name implies a sense of importance, however Prufrock is a connotation of a "prude" in a "frock" which pokes fun at the pompous nature of the name and implies a subliminal other meaning to the name. Prufrock begins in the unpleasant modern world, which is comparable to "da Montefeltro" in Dante's "Inferno" being trapped in hell; however Prufrock is fixed in a lonely, isolating city. This reflects Prufrock's ambition, because he is insecure and feels as if he is trapped and cannot go anywhere. Eliot's imagery is extremely important in illustrating pieces of Prufrock's personality. He uses images of the city being bleak and frightening. The image of "the evening is spread out against the sky like a patient etherized upon a table" shows that Prufrock's view of the world is that it is bleak and empty. This also illustrates Prufrock's lack of ambition because it shows that he feels there is nothing good in the world worth trying for. Prufrock is afraid to speak to the women he sees because he thinks that he wont be able to say anything capable of making them become interested in him, and his overwhelming insecurity and fears

• Word count: 1287

Thomas hardy poem - neutral tones

Taking Neutral Tones as a starting point, discuss the emotions and reactions to love shown by Hardy in his poems about unrequited love as compared with the 1912-3 collection. You should view this as a chance to really hit AO5. I want lovers named and through circumstances of each discussed as fully as possible. Hardy's focus in many poems is around the subject of unrequited love and exhibits the emotions that are felt at that period of time. He also wrote a selection of poems called the 1912-13 collection, which focused on his first wife Emma and her death, however, these poems rarely talked about his love for her. It was mostly about blame or opportunities that he could have had with her but he had let pass. The theme of missed opportunities also runs through poems other than the 1912-13 collection. In Hardy's poem 'Neutral Tones', Hardy talks about a memory he has when he is 27 years old. This poem is a snapshot of a moment, where he recalls standing with his former young love by the side of a pond, in the middle of winter, 'we stood by a pond that winter day'. The unknown girl and Hardy are surrounded by dead landscape that acts as a metaphor for their emaciated relationship, 'the sun was white'. The white colour of the sun represents emptiness and lack of passion, the sun has been drained of its natural golden colour. Hardy uses pathetic fallacy in this metaphor to

• Word count: 990

How Do These Poems Reveal Shelley(TM)s Views About The Role Of The Poet?(TM) Discuss.

'How Do These Poems Reveal Shelley's Views About The Role Of The Poet?' Discuss. Throughout Shelley's poetry, the figure of the poet is displayed not just as an intelligent witty entertainer or an intellectual social observer but is in fact, a prophet. Shelley does not try to hide the fact he believes himself to be a prophet, a splendid soul with the divine gift to restore freedom to the people and bring justice to those who need it. Shelley felt that poets have a supreme connection with nature and with this connection are able to translate the 'cosmic truths' of the world into work for people to admire and act upon. Shelley was said to compare himself to Prometheus and even Jesus Christ in the sense that he, as a poet, was a prophet, whose duty it was to liberate the peoples of the world by perceiving the world around him and translating the 'messages' from nature to the general public who would, in turn, throw off the shackles of their oppressors and rise up. Shelley also felt that poets carry a burden, similar to Christ carrying the crucifix, as they are persecuted for their works and are often misunderstood. Evidence of this can be seen when studying Shelley's poetry as well as his life. Shelley uses nature as his primary source of poetic inspiration, which was typical of Romantic poets at the time. In such poems as "The Mask of Anarchy" (1819) and "Ode to the West

• Word count: 1162

Larkin often seems to criticise society. In the light of this statement, what connections have you found between the ways in which Larkin and Abse write about the society in which they live? In your response include at least two of Larkins

'Larkin often seems to criticise society'. In the light of this statement, what connections have you found between the ways in which Larkin and Abse write about the society in which they live? In your response include at least two of Larkin's poems. Larkin criticises society in many of his poems and also does it from a superior place in an attempt to distance him from the society which he criticises and this can be seen in Nothing To Be Said. On the other hand, Abse writes about society and community whilst he participates in it and is a part of it. Larkin tries to stunt and remove the parts of society he criticises whilst it is clear Abse attempts to preserve many of the positives in society, for example in The Story of Lazarus, a story that surrounds the optimistic tale of someone surviving something so horrific. Abse is also very proud of the society from which he grew for example he is proud of being Welsh. Larkin labels and stereotypes the working class with a superior view in Nothing To Be Said, for example in the first stanza he describes the working class as 'small-statured cross-faced tribes', giving the impression that he views the working class as poorly developed, and a sense of savagery and it is possible to assume that Larkin viewed them as not very intelligent also. In addition to this, the use of the word 'tribes' is particularly powerful and evokes this

• Word count: 847

Warning by Jenny Joseph and On Ageing by Maya Angelou

Warning by Jenny Joseph and On Ageing by Maya Angelou Warning by jenny joseph is a humorous way of looking towards old age. It is written as a monologue within which the poet describes how she will behave when she is an old woman. In The first stanza she talks about herself and lists all the things she will do when she is old. She says she will wear the colours purple and red which are significant in the fact that they are bright garish colours. The two colours clash with each other and would not be put together by someone who cares about keeping up their appearance. One of the main themes to this poem is the idea of rebelling against the way society expects you to behave and the idea of not conforming therefore she decides to deliberately make a statement with her appearance by wearing clashing colours to show rebellion against the idea of everyone looking the same- everyone conforming. This idea of rebellion is further emphasised when she says "I shall spend my pension on brandy... and say we've no money for butter". She has decided that she is going to be deliberately difficult and irresponsible. She is desperate to rebel against the norms of responsible adulthood and change the way she has always been " escape from the sobriety of my youth" . The acts she chooses are harmless and humorous and she will be likely to get away with them as people will think she is

• Word count: 1299

Compare the two "Wuthering Heights" poems by Sylvia Plath and Ted Hughes.

> Compare the two "Wuthering Heights" poems by Sylvia Plath and Ted Hughes. Poets Sylvia Plath and Ted Huges both wrote poems by the name 'wuthering heights'. Based on the book by Emily Bronte, Both poems are highly descriptive and try to capture the essence of the landscape about which they were written, both with very different effect. Ted Hughes Describes a vibrant landscape. He paints a picture of a wild but beautiful place leading to a very positive tone in his poem. Huges poem has an almost aspirational quality. He talks of Emily Bronte as if he, or his character, wishes to be just like her. This gives the poem a far more positive tone than that of Sylvia Plath. Plath creates a deeply depressing, almost disturbing tone through her use of description. This results in a far more negative feel about the poem. This negativity seems to reflect both the wildness of the landscape and also her feelings. Huges uses his poem to tell a story that puts the reader in the position of the character in the poem. This leads to the reader feeling like a part of the poem, therefore creating a personal interest in the surroundings, which are described to them. The poem seems to be about more than just the landscape. It is about beginning to understand the book by Emily Bronte and in doing so understand the moor itself. Plath on the other hand uses her poem as a metaphor for her

• Word count: 1016

George and Lennie- COmparison and Contrast

David Urlanda George and Lennie (Comparison and Contrast) In the novel Of Mice and Men, the main characters George and Lennie were brought up closed to us. Through the first several pages of the book, these two characters were visualized. "George was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small, strong hands, slender arms, a thin body and nose." While Lennie the opposite of George, "is a huge man, shapeless of face, with large pale eyes and with sloping shoulders." John Steinbeck describes these two characters as the opposite of each other. He describes Lennie as big man who thinks just like a child, and George as a small and a strong man. Steinbeck differentiates George and Lennie from each other on their mental and physical appearance and strength, George a small man and his opposite Lennie a huge man. In their physical appearance George was visualized with defined body parts and with strong features while Lennie with a shapelss face. In terms of mental ability, Steinbeck said that Lennie has a mild mental disorder that made him the weakest character in the novel. While George, compared to Lennie, he is the boss, he decides on everything they will do and Lennie depends on what he say. George and Lennie traveled together, since Lennie's Aunt Clara died. They are both migratory workers seeking

• Word count: 638

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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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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!

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• UCAS Guide Home >
• A-Level English Literature

How to Write an A-Level English Literature Essay

Writing an A-level English Literature essay is like creating a masterpiece. It’s a skill that can make a big difference in your academic adventure. 

Table of Contents

In this article, we will explore the world of literary analysis in an easy-to-follow way. We’ll show you how to organise your thoughts, analyse texts, and make strong arguments. 

The Basics of Crafting A-Level English Literature Essays

Understanding the Assignment: Decoding Essay Prompts

Writing begins with understanding. When faced with an essay prompt, dissect it carefully. Identify keywords and phrases to grasp what’s expected. Pay attention to verbs like “analyse,” “discuss,” or “evaluate.” These guide your approach. For instance, if asked to analyse, delve into the how and why of a literary element.

Essay Structure: Building a Solid Foundation

The structure is the backbone of a great essay. Start with a clear introduction that introduces your topic and thesis. The body paragraphs should each focus on a specific aspect, supporting your thesis. Don’t forget topic sentences—they guide readers. Finally, wrap it up with a concise conclusion that reinforces your main points.

Thesis Statements: Crafting Clear and Powerful Arguments

Your thesis is your essay’s compass. Craft a brief statement conveying your main argument. It should be specific, not vague. Use it as a roadmap for your essay, ensuring every paragraph aligns with and supports it. A strong thesis sets the tone for an impactful essay, giving your reader a clear sense of what to expect.

Exploring PEDAL for Better A-Level English Essays

Going beyond PEE to PEDAL ensures a holistic approach, hitting the additional elements crucial for A-Level success. This structure delves into close analysis, explains both the device and the quote, and concludes with a contextual link. 

Below are some examples to illustrate how PEDAL can enhance your essay:

Clearly state your main idea.

Example: “In this paragraph, we explore the central theme of love in Shakespeare’s ‘Romeo and Juliet.'”

Pull relevant quotes from the text.

Example: “Citing Juliet’s line, ‘My only love sprung from my only hate,’ highlights the conflict between love and family loyalty.”

Identify a literary technique in the evidence.

Example: “Analysing the metaphor of ‘love sprung from hate,’ we unveil Shakespeare’s use of contrast to emphasise the intensity of emotions.”

Break down the meaning of the evidence.

Example: “Zooming in on the words ‘love’ and ‘hate,’ we dissect their individual meanings, emphasising the emotional complexity of the characters.”

Link to Context:

Connect your point to broader contexts.

Example: “Linking this theme to the societal norms of the Elizabethan era adds depth, revealing how Shakespeare challenges prevailing beliefs about love and family.”

Navigating the World of Literary Analysis

Breaking Down Literary Elements: Characters, Plot, and Themes

Literary analysis is about dissecting a text’s components. Characters, plot, and themes are key players. Explore how characters develop, influence the narrative, and represent broader ideas. Map out the plot’s structure—introduction, rising action, climax, and resolution. Themes, the underlying messages, offer insight into the author’s intent. Pinpointing these elements enriches your analysis.

Effective Text Analysis: Uncovering Hidden Meanings

Go beyond the surface. Effective analysis uncovers hidden layers. Consider symbolism, metaphors, and imagery. Ask questions: What does a symbol represent? How does a metaphor enhance meaning? Why was a particular image chosen? Context is crucial. Connect these literary devices to the broader narrative, revealing the author’s nuanced intentions.

Incorporating Critical Perspectives: Adding Depth to Your Essays

Elevate your analysis by considering various perspectives. Literary criticism opens new doors. Explore historical, cultural, or feminist viewpoints. Delve into how different critics interpret the text. This depth showcases a nuanced understanding, demonstrating your engagement with broader conversations in the literary realm. Incorporating these perspectives enriches your analysis, setting your essay apart.

Secrets to Compelling Essays

Structuring your ideas: creating coherent and flowing essays.

Structure is the roadmap readers follow. Start with a captivating introduction that sets the stage. Each paragraph should have a clear focus, connected by smooth transitions. Use topic sentences to guide readers through your ideas. Aim for coherence—each sentence should logically follow the previous one. This ensures your essay flows seamlessly, making it engaging and easy to follow.

Presenting Compelling Arguments: Backing Up Your Points

Compelling arguments rest on solid evidence. Support your ideas with examples from the text. Quote relevant passages to reinforce your points. Be specific—show how the evidence directly relates to your argument. Avoid generalisations. Strong arguments convince the reader of your perspective, making your essay persuasive and impactful.

The Power of Language: Writing with Clarity and Precision

Clarity is key in essay writing. Choose words carefully to convey your ideas precisely. Avoid unnecessary complexity—simple language is often more effective. Proofread to eliminate ambiguity and ensure clarity. Precision in language enhances the reader’s understanding and allows your ideas to shine. Crafting your essay with care elevates the overall quality, leaving a lasting impression.

Mastering A-level English Literature essays unlocks academic success. Armed with a solid structure, nuanced literary analysis, and compelling arguments, your essays will stand out. Transform your writing from good to exceptional. 

For personalised guidance, join Study Mind’s A-Level English Literature tutors . Elevate your understanding and excel in your literary pursuits. Enrich your learning journey today!

How long should my A-level English Literature essay be, and does word count matter?

While word count can vary, aim for quality over quantity. Typically, essays range from 1,200 to 1,500 words. Focus on expressing your ideas coherently rather than meeting a specific word count. Ensure each word contributes meaningfully to your analysis for a concise and impactful essay.

Is it acceptable to include personal opinions in my literature essay?

While it’s essential to express your viewpoint, prioritise textual evidence over personal opinions. Support your arguments with examples from the text to maintain objectivity. Balance your insights with the author’s intent, ensuring a nuanced and well-supported analysis.

Can I use quotes from literary critics in my essay, and how do I integrate them effectively?

Yes, incorporating quotes from critics can add depth. Introduce the critic’s perspective and relate it to your argument. Analyse the quote’s relevance and discuss its impact on your interpretation. This demonstrates a broader engagement with literary conversations.

How do I avoid sounding repetitive in my essay?

Vary your language and sentence structure. Instead of repeating phrases, use synonyms and explore different ways to express the same idea. Ensure each paragraph introduces new insights, contributing to the overall development of your analysis. This keeps your essay engaging and avoids monotony.

Is it necessary to memorise quotes, or can I refer to the text during exams?

While memorising key quotes is beneficial for a closed text exam, you can refer to the text during open text exams. However, it’s crucial to be selective. Memorise quotes that align with common themes and characters, allowing you to recall them quickly and use them effectively in your essay under time constraints.

How can I improve my essay writing under time pressure during exams?

Practise timed writing regularly to enhance your speed and efficiency. Prioritise planning—allocate a few minutes to outline your essay before starting. Focus on concise yet impactful analysis. Develop a systematic approach to time management to ensure each section of your essay receives adequate attention within the given timeframe.

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AS and A-level English Literature A

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Love through the ages
• 4.1 Love through the ages
• 4.2 Texts in shared contexts

4.3 Independent critical study: texts across time

• Scheme of assessment
• Non-exam assessment administration (A-level only)
• General administration

In Texts across time, students write a comparative critical study of two texts.

This specification is committed to the notion of autonomous personal reading and Texts across time provides a challenging and wide-ranging opportunity for independent study. Possible themes for the comparison are indicated below, but this is not a set list and students are free to develop their own interests from their own wider and independent reading.

Texts chosen for study must maximise opportunities for writing about comparative similarity and difference and must allow access to a range of critical views and interpretations, including over time . Students should take an autonomous approach to the application and evaluation of a range of critical views.

The title 'Independent critical study' highlights the important idea that, within a literature course, students should have the opportunity to work independently. Although one common text could, if required, be taught to a whole cohort, at least one text should be studied independently by each student. Texts should always be chosen with your guidance and support. Students should also individually negotiate their own task.

In Texts across time, students write a comparative critical study of two texts on a theme of their choice. Possible themes include, but are not limited to:

• the struggle for identity
• crime and punishment
• minds under stress
• nostalgia and the past
• satire and dystopia
• war and conflict
• representations of race and ethnicity
• representations of sexuality
• representations of women
• representations of men
• representations of social class and culture.

The spirit of this component is for independent study, with schools and colleges submitting work on a range of texts and tasks. Schools and colleges are encouraged to check the appropriateness of texts and tasks with their non-exam assessment adviser, especially where there may be some uncertainty on the approach being taken, either by the school or college as a whole or by individual students.

• The word count is 2,500 words.
• Tasks should be designed to ensure that students address all assessment objectives in their essay response.
• An appropriate academic bibliography (not included within the 2,500 word count) must be included.
• An appropriately academic form of referencing must be used.

The following conditions apply to the texts chosen:

• one text must have been written pre-1900
• two different authors must be studied
• set texts listed for the A-level exam components cannot be used for non-exam assessment, even if they will not be used in the exam
• the essay is comparative and connective so equal attention must be paid to both texts
• a poetry text could be either one longer narrative poem or a single authored collection of shorter poems. If using a collection of poetry, students must have studied the whole text and select at least two poems to write about in detail as examples of the wider collection
• single authored collections of short stories are permissible. If using a collection of short stories, students must have studied the whole text and select at least two stories to write about in detail as examples of the wider collection
• texts chosen for study may include texts in translation that have been influential and significant in the development of literature in English. The translated text should be treated as the original writer's own words for assessment purposes. Therefore, schools and colleges should ensure that they use a version recognised by academia as being a high quality translation which supports the original author's writing appropriately.

Recommended texts

Texts listed in the A-level core set text and comparative set text lists in Sections 4.1 and 4.2 cannot be studied for non-exam assessment. Texts chosen for study may include texts in translation that have been influential and significant in the development of literature in English.

Possible pre-1900 texts include, but are not limited to:

NEA prohibited texts

Students cannot use the following texts for non-exam assessment as they appear on the exam set text lists.

Examples of choices of non-exam assessment texts and possible connections

Compare and contrast the presentation of British attitudes to race and ethnicity in The Moonstone and in Zadie Smith’s White Teeth in the light of this view.

In what ways do you think the Gothic settings of these texts help the writers to shape their presentation of heroines in peril?

Compare and contrast the presentation of Sue Trinder in Fingersmith with Marian Halcombe in The Woman in White in the light of this view.

Your English Literature

we see , we read , we experience

Essay Structure – Edexcel A Level English Literature

14th June 2017

by Aimee Wright

The first thing you need to consider when writing an English essay is the structure, and how you can make sure it is one that you can remember and will give you a good grade.

• Generic Introduction :You will need to know the book , the author , the publication date and the literary period / monarchy era – g. Frankenstein , Mary Shelley, 1818, Romantic period. Then, you will need to state the genre of the book(s) – e.g. Frankenstein is a gothic novel. Lastly, you will need to briefly summarise the theme / character that the question asks of you. Below are some example generic introductions :
• (For the Prose exam): Frankenstein by Mary Shelley was published in 1818, during the Romantic Period, and The Handmaid’s Tale by Margaret Atwood was published in 1985, and is a postmodern text. Both of these texts are science fiction novels, but Frankenstein is a gothic novel, written in the first wave of gothic literature, while The Handmaid’s Tale is a dystopian novel. *The role of gender in the misuse of science* is seen in both texts in the way that the writers have used linguistic techniques and contextual factors, and this is what will be explored in this analysis.
• (For Othello ): Othello by William Shakespeare was published in 1604 during the Elizabethan era. The play is considered a tragedy, but many critics have picked up on the use of satire that Shakespeare has used, however it is not used so much that it could be seen as a comedy. In this analysis, it will be explored how Shakespeare has used his linguistic abilities and contextual factors to present the *theme of betrayal*, and subsequently how critics have viewed this.
• (For A Streetcar Named Desire ): A Streetcar Named Desire by Tennessee Williams was published in 1947, making it a modernist play. The play is a tragedy which aligns with the context of events such as World War Two, and the Great Depression, as these are very tragic. In this analysis, the *character of Blanche* will be explored, and it will be considered whether Williams uses linguistic, structural and contextual techniques to impact Blanche’s character.
• (For Post 2000 Poetry): Please Hold by Ciaran O’Driscoll is a poem that presents the themes of frustration, manipulation and irritation that the modern day society brings. As a postmodern poem, the twenty-first century challenges that the narrator undertakes align with each other. On first reading Somewhat Unravelled by Jo Shapcott, the reader can perceive that the narrator also represents strong emotions to represent how the narrator is feeling. By comparing these two poems, the analysis will explore how *strong emotions* are used in order to relay a story, such as through linguistic and structural crafting.
• (For Keats ): The Eve of St Agnes by John Keats was written in 1819, just two years before Keats’ death, in the Romantic period. The *theme of physical sensations* in this poem are represented through linguistic and structural methods, as well as contextual factors of the time. Physical sensations are not just seen in The Eve of St Agnes , however – Keats has also used this theme in La Belle Dame sans Merci , which was written in 1819 like The Eve of St Agnes . In this analysis, it will be seen whether La Belle Dame sans Merci shares a similar approach to physical sensations, and whether the time period had impact on this.

It is important to mention what you are going to be discussing in the essay. But, you do not need to use specific details in your introduction, otherwise the rest of your essay will seem sort of shallow. So, use phrases such as ‘In this analysis, the linguistic and structural crafting will be explored’, for instance.

If the question is particularly linked to a specific one contextual factor – maybe it is about monarchy or social hierarchy, or war? – you should give a brief overview of that contextual factor. E.g. “The social hierarchy in Shakespearean times was based on the chain of being , which will be discussed in this analysis.”

• In comparison essays – so the Prose and Poetry exams – it is important to highlight which text is your primary text . In the Prose exam, your primary text is Frankenstein , because it “comes first” in literary history. In Post 2000 poetry, the primary text is the poem from the anthology , accompanied by the unseen poem . In Keats, the primary text is the poem it gives you , and you “support” your points with another poem. But, it is important not to compare . So, when exploring your point further, you could say “To support this point, this is also seen in *insert other poem name* by using the same techniques.”
• In non-comparison essays – the Drama exam – you will need to write the same number of points that you would use for a comparison essay (the average is 2-3), but you may need more substance and expansive analysis. For example, if you wrote two paragraphs for one point in the Prose exam (which includes two texts ) you would still need to write two paragraphs for one point , even though you only have one text .
• So the structure of your essays need to be clear , concise and understandable . Especially for comparison essays, you will need to split up your points into more than one paragraph so that the examiner can understand your analysis more clearly.Having said this, in the Prose exam, it is important to note that you must state the points for both texts in the initial paragraph. This is so that the examiner can see where your point is going from the beginning.In the comparison essays in the Poetry exam, the first paragraph of the point should be about the primary text , which will then lead you to explore the secondary text . So, the advice for this would be: do not plan points for both poems – if you want to plan, just think of points for the primary text , and then think about how that same technique or concept is seen in your secondary text .
• Quoting / quotations: It is important to follow the succeeding points when considering the quotations that you use –
• Think about the context that you are talking about, and how you are putting the quotation in a sentence. Generally, it is better to put a quotation in a sentence like: “This is seen in the declarative sentence , ‘We are two-legged wombs.’ (p.146).” (this is a quote from The Handmaid’s Tale ). But if you are going to use the quotation like this: “The narrator said that ‘We are two legged-wombs’ to present the idea that the Handmaids are irrelevant.” you will need to think about the structure of the sentence. Instead of using the pronoun ‘We’ in the quotation, put ‘they’ in square brackets to show that you have modified the quotation . So, the sentence would look like this: “The narrator said that ‘[they] are two-legged wombs’ to present the idea that the Handmaids are irrelevant.”
• Think about the length of the quotation that you are using. If there is a long quotation – perhaps one that includes a stream of consciousness or syndetic listing , or just lengthy description – you may want to use snippets of the quotation to ensure that the examiner does not get bored. So instead of saying: “Walton (who is speaking) is seen to be a man who has power. Shelley presents this by saying, ‘One man’s life or death were but a small price to pay for the acquirement of the knowledge which I sought, for the dominion I should acquire and transmit over the elemental foes of our race.’” (This is a quotation from Frankenstein ). you could use specific words or phrases to portray the same point. For instance, if your point was: “Walton (who is speaking) is seen to be a man who has power. Shelley presents this is seen in his fourth letter with a semantic field of power and knowledge, with words such as ‘acquirement’; ‘knowledge’; ‘dominion’’ and ‘transmit’.”
• Terminology : I know that terminology is difficult to use, especially if you can’t think of the name for a technique. But, you are marked on your terminology use as it “proves” that you know what you’re talking about.
• Where to use terminology: when structuring your point, you should use terminology either before you mention the quotation – this is if you are making a point that the technique has a direct impact on the theme or character – or after you mention the quotation – this is just to show that you know what technique the author has used.Before the quotation: If you are making the point that the author uses declarative sentences to depict the theme or character, you could say: “Atwood uses declarative sentences to represent how straightforward prejudice is as a theme in society: ‘We are two-legged wombs.’ (p.146).” The idea that prejudice is ‘straightforward’ is your point .After the quotation: So, after the point made above, you could expand by saying: “Atwood uses this declarative sentence to represent that the Handmaids are discriminated against in a simple way, otherwise she may have used another sentence mood, such as exclamatory sentences . In addition, the metaphor of Handmaids being ‘two-legged wombs’ shows Atwood’s linguistic crafting to portray that Handmaids are only seen as women who give birth to children, and nothing else.” The use of further terminology in your essay – in this case ‘exclamatory sentences’ and ‘metaphor’ – will show more knowledge.
• Word Specific Analysis: Instead of using terminology for the analysis of a whole quotation , you can use Word Specific Analysis to really unpick the underlying ideas. For instance: “Atwood uses the pronoun ‘We’ to represent that the Handmaids are a collective. This shows that if one Handmaid is victimised or targeted, the whole group of Handmaids are discriminated against. In addition, the use of the noun ‘wombs’ indicates the part of the body that the Handmaids are seen as: they are just seen as being able to conceive a child, and nothing more.”

For instance: “ Bright star! would I were steadfast as thou art by John Keats uses the Petrarchan sonnet  form. Petrarch was famous for using themes such as unrequited love, and the sonnet will always use a Volta . The Volta is the beginning of the ninth line of the sonnet and, in Keats’ poetry, is often representative of his own personal change in mood or thought, so the Volta ‘No’ in Bright star! could be Keats changing his mind, or disagreeing, with his previous comments.”

In the Drama exam, it is important to know the names of speech and structure:

For instance: “ Othello by William Shakespeare uses a variety of structures to symbolise the theme of betrayal. For instance, Iago often speaks in prose when his plan is beginning to unravel. Prose, in comparison to the poetic speech that characters usually speaks in, is used to represent the unstoppable thoughts and ideas that a character may have.”

• Context: It is explicitly important to use contextual information to back up your ideas.
• The Prose Exam:The most important piece of context for this exam is about the science of the time and how it is used in your texts. This is because the section of the exam is ‘Science and Society’. This also means you have to have a substantial knowledge of the society at the time of the novels as well.
• Other exams:It is just as important to use author-personal context as well as societal This includes the author’s family, associates, events that happened to them etc.You should use a balance of societal and personal context to show your varied knowledge. In fact, you can often use a piece of context as your point e.g. “Keats wrote in the second generation of the Romantic poets, so he had influence from the work of Wordsworth and Samuel Taylor Coleridge, for instance. The Romantics have many different conventions, but to represent the theme of physical sensations in The Eve of St Agnes , Keats has employed the Romantic connection to nature.”
• Critics and Different Interpretations:The Drama exam is the only exam that you get marked on for critical analysis and using different interpretations, but it does not hurt to use them in each exam.

“In Othello , Shakespeare represents Desdemona as being associated with everyone, or having an impact on each character for a different reason.”

This can be supported by Anna Jameson , a critic of the play. You do not need to remember every detail of her critical evaluation, but you need to remember the general idea or snippets of quotes:

“To support this point, Anna Jameson said that Desdemona is the ‘source of the pathos’ of the play. This links to the idea that she is associated with everyone because she emits the ‘pathos’ and diffuses it to each character, and this is what creates the tragedy in the play.” What is important to mention , however, is that you should back up the critical reading with a quotation from the play, rather than just your “point”:

“This is seen just before Desdemona’s death when she says ‘I never did / Offend you in my life; never loved Cassio’, then Othello says ‘Honest Iago hath tane order for’t.’ This represents Desdemona’s impact on multiple characters through the possessive pronoun ‘you’ and the mention of ‘Cassio’ and ‘Iago’, and the bitter tone of these declarative sentences portrays pathos, therefore showing where Jameson got her idea from.”

To make another point, you could challenge the critic. Another point could be:

“Desdemona is seen as ‘fair’, and innocent, and Shakespeare represents this by repeatedly having Othello call her the epithet ‘gentle Desdemona’.”

Therefore, you could use Jameson’s idea to challenge this point:

“To challenge this point, Anna Jameson said that Desdemona is the ‘source pathos of the play’. If Desdemona is the ‘source pathos’, it can be analysed that she is not truly ‘gentle’, but is actually sorrowful.”

You could disagree with the critic as well, but do not use first person . Say it as though you are disagreeing on behalf of the audience:

I hope that this is all helpful for the exam, the exams start tomorrow so good luck!

Bibliography

Atwood, M. (1985). The Handmaid’s Tale. London: Vintage Random House.

Keats, J. (2007). Selected Poems. London: Penguin Classics.

Poems of the Decade: An Anthology of the Forward Books of Poetry. (2011). London: Forward Ltd.

Shakespeare, W. (1622). Othello. Cambridge: Cambridge University Press.

Shelley, M. (1818). Frankenstein (3 ed.). London: Penguin Group.

Williams, T. (1947). A Streetcar Named Desire. London: Penguin Group.

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(Comparative essay example): A level English Literature AQA B LITB4.

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• Research article
• Open access
• Published: 13 September 2024

Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences

• Andrew Williams   ORCID: orcid.org/0000-0002-0908-0364 1  

International Journal of Educational Technology in Higher Education volume  21 , Article number:  52 ( 2024 ) Cite this article

Metrics details

The value of generative AI tools in higher education has received considerable attention. Although there are many proponents of its value as a learning tool, many are concerned with the issues regarding academic integrity and its use by students to compose written assessments. This study evaluates and compares the output of three commonly used generative AI tools, ChatGPT, Bing and Bard. Each AI tool was prompted with an essay question from undergraduate (UG) level 4 (year 1), level 5 (year 2), level 6 (year 3) and postgraduate (PG) level 7 biomedical sciences courses. Anonymised AI generated output was then evaluated by four independent markers, according to specified marking criteria and matched to the Frameworks for Higher Education Qualifications (FHEQ) of UK level descriptors. Percentage scores and ordinal grades were given for each marking criteria across AI generated papers, inter-rater reliability was calculated using Kendall’s coefficient of concordance and generative AI performance ranked. Across all UG and PG levels, ChatGPT performed better than Bing or Bard in areas of scientific accuracy, scientific detail and context. All AI tools performed consistently well at PG level compared to UG level, although only ChatGPT consistently met levels of high attainment at all UG levels. ChatGPT and Bing did not provide adequate references, while Bing falsified references. In conclusion, generative AI tools are useful for providing scientific information consistent with the academic standards required of students in written assignments. These findings have broad implications for the design, implementation and grading of written assessments in higher education.

Introduction

Emerging digital technologies have a long history in university education practice (Doroudi, 2022 ). These include virtual learning environments (VLEs), augmented reality, intelligent tutoring systems, automatic marking and grading systems, and now generative artificial intelligence (AI) (Woolf 2010 ). The adoption of technology into education (EdTech) and the recent incorporation or AI, known as artificial intelligence in education (AIEd), has been received with scepticism and optimism in equal measure (Rudolph et al., 2023 ). Generative AI tools use a type of machine learning algorithm, known as a large language model (LLM), that is capable of producing novel output in response to a text prompt. Familiar examples include ChatGPT (developed by OpenAI), Google Bard and Microsoft 365 Copilot (which leverages the Open AI GPT-4 LLM). A Generative Pretrained Transformer (GPT) is a sophisticated LLM that applies deep learning technology. They are ‘generative’ due to their ability produce novel text in response to a user-provided input and they are “pretrained” on terabytes of data from the corpus of existing internet information. They are called ‘transformers’ because they employ a neural network to transform input text to produce output text that closely resembles human language. Many consider generative AI as a transformative technology that will revolutionise industry, academia and society (Larsen, 2023 ).

Many in the higher education (HE) sector are concerned that students will use generative AI to produce written assignments and therefore as a tool for plagiarism (Perkins, 2023 ). The ease of access to generative AI applications and the simplicity of generating written text, may have far-reaching consequences for how students approach their education and their written assessments (Nazari et al., 2021 ). The rapid development and progressive improvements in LLMs mean they are becoming more effective at producing human-like outputs (Kasneci et al., 2023 ; Team, 2022 ). The implications on both academic integrity and the development of student’s academic skills are therefore considerable (Cassidy, 2023 ). However, there is a lack of research on evaluating the effectiveness of LLMs across a broad range of assessment types and across different disciplines within higher education.

The importance of the student essay, as a form of assessment, is still relevant to the biomedical sciences, while academic writing is considered a key skill for trainee scientists and many other disciplines (Behzadi & Gajdács, 2021 ). Although the adoption of AI may address some of the challenges faced by teachers in higher education, for example the acceleration of marking large numbers of student scripts, educators must still ensure academic integrity is maintained (Cotton et al. 2023 ) as well as assessing the ability or performance of the student. In the biomedical sciences, an in-depth knowledge and critical evaluation of the scientific field is often a requisite of written assignments (Puig et al., 2019 ) and an important skill to acquire for professional development. The performance of students in key marking criteria, such as mechanistic detail and scientific accuracy, are also valued by teachers to allow an informed academic judgement of student’s submissions.

Previous analysis of generative AI on university student assessment has been mixed in terms of comparative performance to student’s own work. ChatGPT performed very well on a typical MBA course, achieving high grades on multiple questions (Terwiesch, 2023 ). ChatGPT also performed well on the National Board of Medical Examiners (NBME) exam, equivalent to a third-year medical student and demonstrated reasoned answers to complex medical questions (Gilson et al., 2022 ). A larger study of 32 university-level courses from eight disciplines revealed that the performance of ChatGPT was comparable to university students, although it performed better at factual recall questions (Ibrahim et al., 2023 ). However, the text output in response to questions was limited to two paragraphs and therefore not equivalent to a longer, essay-style answer. Doubts remain as to the depth and accuracy of ChatGPT responses (and other generative AI tools) to more complex and mechanistic questions related to biomedical subject material.

This study aims to evaluate how different generative AI tools perform in writing essays in undergraduate and postgraduate biomedical sciences courses. In response to example essay questions, AI generated answers were anonymously evaluated with reference to the level descriptions from the Frameworks for Higher Education Qualifications in the UK (QAA, 2014 ), providing evaluations of generative AI output across four levels of undergraduate and postgraduate education. The performance of three commonly used AI tools were investigated, ChatGPT 3.5, Google Bard and Microsoft Bing. Scientific accuracy, mechanistic detail, deviation, context and coherence were evaluated by four independent markers, inter-rater reliability calculated and written instructor comments provided on each output. The findings provide insights into the effectiveness of LLMs in academic writing assignments, with broad implications for the potential use of these tools in student assessments in the biomedical sciences.

Written assessment questions

Essay questions from four courses at University College London (UK), within the biomedical sciences, were used to evaluate the performance of generative AI. An essay question from each of the undergraduate and taught postgraduate years of study was assessed, equivalent to undergraduate level 4 (first year), level 5 (second year), level 6 (third year) and postgraduate taught level 7 (MSc), according to the level descriptors provided by the Frameworks for Higher Education Qualifications (FHEQ) in the UK (QAA, 2014 ). Escalating levels of student attainment are expected as the level descriptions increase, providing an opportunity to evaluate the performance of generative AI at each level. The essay subject material was derived from the undergraduate level 4 course ‘Kidneys, Hormones and Fluid Balance’; the level 5 course ‘Molecular Basis of Disease’; the level 6 course ‘Bioinformatics’; and the level 7 course ‘Principles of Immunology’, and were representative of the types of essay question that would be used in these modules.

The following essay questions were used to evaluate the responses generated by AI:

Level 4: Describe how the glomerular filtration rate is regulated in the kidney.

Level 5: Describe the pathomechanisms of chronic obstructive pulmonary disease.

Level 6: Describe how bioinformatics is used in biomedical research. Please provide examples of how bioinformatics has helped in our understanding of human diseases.

Level 7: Describe the major histocompatibility complex II antigen processing pathway. Please provide details of the key molecular interactions at each step.

Generative AI tools

Three generative AI tools were evaluated, selected on the basis of student access and their interface with the two most frequently used internet search engines. The free version of ChatGPT 3.5 (built on a variant of the OpenAI transformer model), Google Bard (built on the Google Language Model for Dialogue Applications—LaMDA) and Microsoft Bing (leveraging the OpenAI GPT-4 transformer model) were evaluated (Aydin & Karaarslan, 2023 ). Questions were submitted to each LLM application between 11th August 2023 and 9th September 2023. Each question was entered into ChatGPT, Bard or Bing without modifications as the following prompt: ‘{Question}. Please write your response as a 1000 word university level essay.’ No additional prompts or subsequent text requests were made in relation to the generation of the essay answer. For the level 7 essay question only, a follow-up prompt: ‘Could you list 4 references to justify your answer?’ was applied. This was asked only for the level 7 question in order to determine the overall ability of each AI model to generate references. No alterations in the basic settings of any of the generative AI applications were made in order to mimic the intrinsic functionality of each model.

FHEQ level descriptors

The FHEQ level descriptors (McGhee, 2003 ) are widely recognised across the higher education sector as the benchmark standard for student attainment at each level of study and therefore provide a useful scaffold to evaluate the performance of generative AI. Particular reference to the knowledge and understanding component in relation to Annex D: Outcome classification descriptions for FHEQ Level 6 were made, as this criterion was most relevant to assessing responses to the essay questions (QAA, 2014 ). In brief the following statements were used as benchmark statements to evaluate generative AI output in response to essay questions.

Level 4: “knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study”.

Level 5: “knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed”.

Level 6: “a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline”.

Level 7: “a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice”.

Generative AI performance evaluation

Responses generated by ChatGPT, Google Bard and Microsoft Bing were assessed according to the FHEQ framework and marking criteria described (Table  1 ). The following terms were used to evaluate text generated in response to each essay question: ‘Scientific Accuracy’; ‘Mechanistic Detail’; ‘Deviation’; ‘Context’; and ‘Coherence’, each marking criteria therefore mapping to the FHEQ descriptors. Markers were provided with the marking rubric and a percentage value and an ordinal grade of low, medium or high was attributed to each marking criteria, for each of the generative AI models evaluated and for each essay question across all four level descriptors. The higher the level descriptor, the greater the expectation for each marking criteria. Illustrative examples from generative AI responses were selected, to highlight areas of good and poor academic writing related to the prescribed marking criteria and FHEQ descriptors. In addition, assessor feedback comments on relevant aspects of the responses were provided.

Each essay question was anonymised prior to marker evaluation, to avoid marker bias. Four independent markers were used to evaluate each generated output across all AI tools and all FHEQ levels. Marking criteria and model answers (not shown, supplementary material) were provided to all independent markers prior to evaluation. The inter-rater reliability (or inter-rater agreement) was calculated using Kendall’s coefficient of concordance with SPSS Statistics (IBM) software. The Kendall’s W score and p-value (sig.) were calculated for each AI generated output for each marking criteria, and for the cumulative criteria scores for each essay paper. The overall grade (total score) was calculated as the average percentage score of each marking criteria score.

Firstly, an evaluation of the ability of generative AI to answer university-level essay questions, and an evaluation of the performance of different AI tools, was undertaken. The generative AI models evaluated were ChatGPT 3.5, Google Bard and Microsoft Bing. Essays were chosen from four courses within the biomedical sciences. Secondly, to evaluate the performance of generative AI against increasing levels of expected student attainment, essays were chosen from each level of UK undergraduate (UG) and postgraduate study. This equates to essays from level 4, level 5, level 6 and level 7 courses, which are equivalent to the three years of undergraduate study (levels 4–6) and one of postgraduate (level 7). The performance of generative AI was assessed my mapping responses to the UK FHEQ descriptors (QAA, 2014 ), which set out intended attainment levels for each year of university study. Scripts were anonymised prior to marking.

Specified marking criteria (Table  1 ) were used to assess the performance of generative AI, based on scientific accuracy, mechanistic detail, deviation and coherence of the essays produced. Scientific accuracy reflected the appropriateness of responses in terms of factual correctness and correct use of scientific terminology, while mechanistic detail assessed the depth to which answers explored processes and systems (including providing relevant examples) expected in essay answers from students at each FHEQ level. Deviation assessed whether responses were explicit and did not deviate from the original question, while cohesion assessed whether responses provided an intelligible narrative that would be expected of an answer written by a human. Each generative AI model was assigned an indicator of how well it performed according to the marking criteria, as well as a percentage for each criteria. The total essay score was calculated as an average of the marking criteria. Inter-rater reliability was calculated using Kendall’s coefficient of concordance. This was applied to essay answers at all descriptor levels. For each AI response, instructor feedback in the form of comments was also provided, based on the specific marking criteria. Illustrative examples of AI generated output (in italics) followed by instructor comments are provided in the context of each essay answer (ChatGPT, Google Bard, Microsoft Bing, personal communication, 2023).

For each generative AI model, the following prompt was used: Describe how the glomerular filtration rate is regulated in the kidney. Please write your response as a 1000 word university level essay. Essays were evaluated in relation to the FHEQ level 4 descriptor and the prescribed marking criteria (Table  2 ). Four independent markers evaluated anonymised scripts. The inter-rater reliability and agreement between assessors were measured by Kendall’s coefficient of concordance for each paper, for each criteria and across the cumulative marks for each paper.

For level 4, ChatGPT generated an answer with a high degree of scientific accuracy with only minor factual errors. The level of mechanistic detail was appropriate although the response fell below that expected of a first-class answer. There was little deviation away from the essay question or subject matter and the essay was written in a clear, precise and coherent manner. More context could have been provided in regard to the physiological importance of the subject. Of additional note was the use of American English, rather than UK English, although the summary text was considered to be of a high standard.

ChatGPT response (accuracy): “This leads to a decreased sodium chloride concentration at the macula densa.” Instructor comments: “This leads to an increased sodium chloride concentration detected by the macula densa.” ChatGPT response (detail): “When systemic blood pressure increases, the afferent arterioles constrict, limiting the entry of blood into the glomerulus.” Instructor comment: “I would expect more detail here on the mechanism of myogenic autoregulation. For example, stretch receptors in myocytes lining the afferent arterioles, opening of nonspecific cation channels, depolarisation, calcium release, cell vessel contraction.” ChatGPT response (detail): “This mechanism provides negative feedback to prevent excessive filtration and maintain GFR within an appropriate range.” Instructors comment: “Would expect (more detail) here that autoregulation only works within a specific range of GFR and can be overridden by various hormones, e.g., angiotensin II.”

Although the scientific accuracy was appropriate for a level 4 essay, the extend of scientific detail and mechanistic insight was lower in comparison to ChatGPT. Some descriptions of scientific mechanisms were vague or the information provided was repetitive. There was a lack of context with regard to the fundamental physiological importance of the subject material.

Bard responses (detail): “ADH increases the GFR by causing the afferent arterioles to constrict. This constriction reduces the blood flow to the glomerulus, which in turn increases the GFR.” “Aldosterone increases the GFR by causing the efferent arterioles to constrict. This constriction increases the blood pressure in the glomerulus, which in turn increases the GFR.” “Atrial natriuretic peptide (ANP): ANP decreases the GFR by causing the afferent arterioles to dilate. This dilation increases the blood flow to the glomerulus, which in turn decreases the GFR.” Instructor comments: “Repetitive and lacks mechanistic detail.” Bard response (context): “It is important to monitor the GFR regularly, especially in people with risk factors for kidney disease.” Instructor comments: “This sentence lacks context, for example, in what clinical setting should GFR be monitored?”

The output generated by Bing in response to this question contained a lower level of scientific accuracy and mechanistic detail compared to ChatGPT and Bard. Furthermore, the response lacked context and there was little cohesion or logical narration to the output and the response lacked a clear narrative. Of the three LMMs evaluated, Bing generated an answer that received the lowest overall grade.

Bing response (detail): “The distal convoluted tubule (DCT), which is located after the loop of Henle, passes close to the glomerulus and forms a structure called the juxtaglomerular apparatus (JGA).” Instructor comments: “Good level of detail provided.” Bing response (detail and context): “A low GFR indicates impaired kidney function, which can be caused by various factors, such as diabetes, hypertension, infection, inflammation, or kidney damage.” Instructor comments: “Does not indicate the range of abnormal or low GFR. Good examples of disease that affect GFR, although these lack specific context and mechanism.” Bing response (context): “Renin converts angiotensinogen, a plasma protein, to angiotensin I, which is then converted to angiotensin II by angiotensin-converting enzyme (ACE) in the lungs.” Instructor comments: “Reasonable level of detail. However, ACE expression is also high in the kidney proximal tubules and contributes to angiotensin conversion.”. Bing response (context): “ANP also inhibits the secretion of renin, aldosterone, and ADH and increases the excretion of sodium and water. This decreases the blood volume and blood pressure and increases the urine volume and urine concentration.” Instructor comments: “No connection made between cause and effect. The two sentences are disjointed.”

For each generative AI model, the following prompt was used: Describe the pathomechanisms of chronic obstructive pulmonary disease. Please write your response as a 1000 word university level essay. Essays were evaluated in relation to the FHEQ level 5 descriptor and the prescribed marking criteria (Table  3 ). Four independent markers evaluated anonymised scripts. The inter-rater reliability and agreement between assessors were measured by Kendall’s coefficient of concordance for each paper, for each criteria and across the cumulative marks for each paper.

ChatGPT produced a well-structured essay, which contained a rational narrative with elements of contextualisation regarding disease and mechanistic context. ChatGPT out-performed Bard and Bing on this task, generating a reasonably high level of detail, with no major scientific inaccuracies. However, the essay lacked specific or appropriate examples and lacked a broader scientific insight that would be expected from students at level 5. In addition, although ChatGPT generated a convincing introduction and clear narrative, some of the language used was profuse and the output contained several generalisations. However, ChatGPT generated a convincing piece of academic writing that scored highly on context and coherence.

ChatGPT response (context): “This essay delves into the multifaceted nature of COPD, exploring the interconnected roles of chronic inflammation, oxidative stress, protease-antiprotease imbalance, structural alterations, impaired mucociliary clearance, genetic susceptibility, and epigenetic modifications in the development and progression of this complex respiratory disorder.” Instructor comments: “Good introduction to essay topic and provides some context. Language is slightly exuberant.” ChatGPT response (detail): “These mediators amplify the inflammatory process, attracting further immune cells and initiating a self-perpetuating cycle of inflammation and tissue damage.” Instructor comments: “ Well written and scientifically accurate. However, lacks details on which immune cells and which mediators are involved in this process.” ChatGPT response (detail): “The resulting protease-antiprotease imbalance contributes to airflow obstruction, alveolar damage, and impaired gas exchange.” Instructor comments: “This is a generalised mechanism. No discussion in the specific association of these proteins and COPD pathogenesis.”

Compared to ChatGPT the level of detail was lower and overall the essay lacked mechanistic insight and failed to demonstrate the depth of knowledge expected of a level 5 student. Bard performed well in providing a clear narrative and the standard of written text was high and plausible. The generated output was also repetitive throughout and lacked a high-level of context.

Bard response (context): “It is the third leading cause of death worldwide, after heart disease and stroke. COPD is caused by a combination of genetic and environmental factors, including cigarette smoking, air pollution, and occupational dust exposure.” Instructor comments: “Good. Provides epidemiological context but provided no definitive numbers etc.” Bard response (detail): “However, the current understanding is that the disease is caused by a combination of genetic and environmental factors, including cigarette smoking, air pollution, and occupational dust exposure.”. Instructor’s comments: “Repetitive—repeat of the intro.” Bard response (detail): “COPD patients are more likely to get respiratory infections, which can damage the lungs and worsen the symptoms of COPD.” Instructor comments: “No examples of respiratory infections provided, e.g adenovirus, influenza, RSV etc.”

The response generated by Bing scored lower in all categories compared to that generated by ChatGPT and Bard. The answer lacked mechanistic detail, context and key examples. Therefore, Bing did not demonstrate a deep understanding of the topic and provided generic content, even though the written text was plausible, it lacked accuracy and coherence.

Bing response (detail): “These cells release inflammatory mediators, such as cytokines and chemokines, that recruit more inflammatory cells and fibroblasts (cells that produce collagen) to the site of injury. The fibroblasts produce collagen and other extracellular matrix components that thicken and stiffen the bronchiolar wall.” Instructor comments: “Correct but lacks specific detail on which cytokines and chemokines are involved in COPD pathogenesis.” Bing response (detail): “The inflammation is caused by chronic exposure to irritants, such as cigarette smoke, dust, or fumes, that stimulate the production of mucus and inflammatory mediators by the bronchial epithelium (lining of the airways).” Instructor’s comments: “Well written but generic and repetitive.”

For each generative AI model, the following prompt was used: Describe how bioinformatics is used in biomedical research. Please provide examples of how bioinformatics has helped in our understanding of human diseases. Please write your response as a 1000 word university level essay. Essays were evaluated in relation to the FHEQ level 6 descriptor and the prescribed marking criteria (Table  4 ). Four independent markers evaluated anonymised scripts. The inter-rater reliability and agreement between assessors were measured by Kendall’s coefficient of concordance for each paper, for each criteria and across the cumulative marks for each paper.

The level of scientific accuracy and use of scientific terminology was of a high standard, and while some mechanistic detail was provided in places, the essay lacked specific examples expected from a level 6 student. ChatGPT produced a well written essay, with a clear narrative that could have plausibly been written by a human, scoring highly on context and cohesion. There was some revealing language usage (for instance the first example below), where colloquial or verbose text was generated, although in general placed the essay into appropriate context (second example), both in the introduction and the summary.

ChatGPT response (context): “In the realm of modern biomedical research, the integration of biology, computer science, and data analysis has given birth to the burgeoning field of bioinformatics.” Instructor comments: “Slightly colloquial in language used.” ChatGPT response (context): “This essay explores the multifaceted applications of bioinformatics in biomedical research, highlighting how it has contributed to our understanding of human diseases through a variety of illustrative examples.” Instructor comments: “Well written—Puts essay into context.” ChatGPT response (detail): “Bioinformatics can be succinctly defined as the interdisciplinary domain that employs computational methods, statistical analyses, and information technologies to acquire, manage, and interpret biological data.” Instructor’s comments: “Good definition.” ChatGPT response (detail): “To make sense of these voluminous datasets, bioinformatics employs algorithms, databases, and visualization tools to derive meaningful insights, ultimately enhancing our comprehension of fundamental biological processes and their perturbations in disease states.” Instructor comments: “Generalised statement, e.g., which datasets are you referring to?” ChatGPT response (detail): “Genome-wide association studies (GWAS) leverage large-scale genotyping data to identify genetic loci linked to disease susceptibility.” Instructor comments: “Correct—but you fail to mention the specifics of how bioinformatics achieves this. Need to provide relevant examples of bioinformatic tools/applications, e.g. GWAS Interrogator.”

Google Bard struggled with scientific accuracy and correct use of scientific terminology. The output contained several generalisation or superficial descriptions of key elements related to the question and performed relatively poorly on mechanistic detail and context compared to ChatGPT. The generated output also lacked a narrative and therefore also performed poorly compared to ChatGPT in this criteria. However, there was little deviation away from the topic of the question.

Bard response (context): “Bioinformatics is a powerful tool that is having a major impact on biomedical research.” Instructor’s comments: “Generic statement—no context or indication of what this impact might be.” Bard response (accuracy): “Bioinformatics can be used to design new vaccines by identifying the genes that are needed for a pathogen to cause disease.” Instructor’s comments: “Vaccine targets are not necessarily the same molecules that are responsible for disease.” Bard response (accuracy): “Metabolomics is the study of metabolites, which are the small molecules that cells use to generate energy, build structures, and communicate with each other.” Instructor’s comments: “They are also the by-products of biochemical reactions.” Bard response (detail): “Bioinformatics can be used to track the spread of diseases by analyzing genetic data from patients. This information can be used to identify high-risk populations and to develop interventions to prevent the spread of diseases.” Instructor’s comments: “How? Be more specific in your descriptions. Lacks examples.” Bard response (detail): “This information can be used to improve the effectiveness of drugs and to reduce side effects.” Instructor’s comments: “How—you need to provide more details and specific examples.”

Bing generated a response that scored lower compared to ChatGPT and Bard, with several generic statements and an overall lack of scientific accuracy and mechanistic detail, with little evidence of specific examples. For a level 6 answer, students would be expected to provided key examples in the context of human disease, biological mechanisms and connections to the scientific literature. In addition, there was also some deviation away from the topic and the answer lacked coherence and a logical narrative, scoring poorly in these areas. Overall, Bing performed relatively poorly compared to ChatGPT and Bard.

Bing response (context): “Bioinformatics is an interdisciplinary field that combines biology, computer science, mathematics, statistics, and engineering.” Instructor comments: “Correct. You could have expanded on the application of bioinformatics in biomedical research.” Bing response (detail): “Bioinformatics can help analyze the structure and function of proteins, which are the building blocks of life.” Instructor comments: “Generic statement. I would expect more detail in an essay at this level.” Bing response (detail): “Proteins perform various tasks in the cell, such as catalyzing reactions, transporting molecules, and signaling pathways. Bioinformatics can help predict protein structure from sequence data, identify protein-protein interactions, and design drugs that target specific proteins.” Instructor comments: “This is correct but this is basic textbook understanding. How does this relate to the different types of protein bioinformatic analysis tools available?” Bing response (detail): “Bioinformatics has helped to elucidate the genetic and environmental factors that contribute to neurodegenerative diseases such as Alzheimer's, Parkinson's, and Huntington's.” Instructor comments: “Good disease examples. Could you provide further details of what specific biomarkers have been identified, for example.”

For each generative AI model, the following prompt was used: Describe the major histocompatibility complex II antigen processing pathway. Please provide details of the key molecular interactions at each step. Please write your response as a 1000 word university level essay. Essays were evaluated in relation to the FHEQ level 7 descriptor and the prescribed marking criteria (Table  5 ). Four independent markers evaluated anonymised scripts. The inter-rater reliability and agreement between assessors were measured by Kendall’s coefficient of concordance for each paper, for each criteria and across the cumulative marks for each paper.

ChatGPT performed comparatively better than either Bard or Bing in response to the level 7 essay question, attaining an average grade of 69.75% (borderline first class answer). Once again ChatGPT demonstrated a high degree of scientific accuracy and correct use of scientific terminology, although specific points relating to key mechanisms lacked the insight of a level 7 student in places. Several mechanisms relating to the question were covered adequately and the depth and detail were of a standard expected of a MSc student. The essay was written well, with human quality grammar, syntax and cohesion. Some context was provided, comparable to that written by a human, although elements were misplaced or out of context to fully demonstrate logical narrative.

ChatGPT response (context): “This essay delves into the various steps of the MHC II antigen processing pathway, elucidating the key molecular interactions at each stage.” Instructor comments: “Good introduction—put the essay into context well.” ChatGPT response (accuracy): “Within the endosomal compartments, the Ii undergoes proteolytic degradation, resulting in the removal of a fragment called the Class II-associated invariant chain peptide (CLIP).” Instructor comments: “Actually, CLIP remains associated with the MHC II binding groove, until it is replaced by HLA-DM.” ChatGPT response (accuracy): “HLA-DM binds to the MHC II molecule and stabilizes it in a peptide-receptive state, enabling the efficient loading of antigenic peptides.” Instructor comments: “Not quite. MHC II molecules are unstable without a peptide (or CLIP) in place. HLA-DM facilitates the removal of CLIP and the association with kinetically stable antigenic peptide, resulting in loading of peptide with the highest stability.” ChatGPT response (detail): “The molecular interactions between trafficking proteins, such as SNAREs (soluble N-ethylmaleimide-sensitive factor attachment protein receptors) and Rab GTPases, ensure the precise targeting and fusion of vesicles containing MHC II-peptide complexes to the cell membrane.” Instructor comments: “Good, well written—but you could have expanded the series of molecular events that orchestrate this process.”

Compared to ChatGPT, the essay lacked mechanistic insight and provided limited context and few key examples related to the biological process discussed. In comparison to ChatGPT this answer was slightly lower in quality. Although the sentence construction was plausible, the answer lacked cohesion or narrative and the output produced less meaningful context to the broader scientific understanding of the topic compared to ChatGPT.

Bard response (context): “Macropinocytosis is a process of engulfing large amounts of extracellular fluid, along with any antigens that are present. APCs express receptors on their surface that bind to the extracellular matrix.” Instructor comments: "Sentence are disconnected. How is this interaction associated with macropinocytosis?” Bard response (accuracy): “The endosomal compartment is a network of vesicles that are interconnected by tunnels.” Instructor comments: “What do you mean by 'tunnels'? What is the correct scientific terminology?” Bard response (detail): “Once the particles are bound, they are engulfed by the APC and taken into a vesicle.” Instructor comments: “What are these specialised vesicles called, e.g. endosome, lysosome, phagolysosome.” Bard response (detail): “This allows MHC class II molecules to bind to peptides that are generated by the degradation of exogenous antigens.” Instructor comments: “Lacks mechanistic details here. What about the role of CLIP, HLA-DM and HLA-DO?”

Some context was provided in the intro section. However, the essay did not fully capture the complexities of the biological processes asked in the essay question compared to ChatGPT or Bard. There were also some scientific inaccuracies (for example comment two below) and was therefore below the standard expected of a high attaining student at this level, although Bing did generate reasonably robust scientific output overall.

Bing response (context): “The process of antigen processing and presentation by MHC II involves several steps and molecular interactions that are described below” Instructor comments: “Good intro section—puts the essay into context.” Bing response (accuracy): “APCs can capture antigens from the extracellular environment by various mechanisms, such as phagocytosis, macropinocytosis, receptor-mediated endocytosis or cross-presentation.” Instructor comments: “Cross-presentation is associated with the MHC class I antigen presentation pathway, rather than the MHC II pathway.” Bing response (detail): “CLIP is then exchanged for an antigenic peptide by the action of HLA-DM, a molecule that catalyzes the release of CLIP and stabilizes the peptide-MHC II complex.” Instructor comments: “CLIP is then exchanged for an antigenic peptide by the action of HLA-DM, a molecule that catalyzes the release of CLIP and stabilizes the peptide-MHC II complex?” Bing response (detail): “The Ii also contains a sorting signal that directs the MHC II-Ii complex to the endolysosomal pathway.” Instructor comments: “Good—but what is this sorting sequence? Please provide details”

ChatGPT, Bard and Bing comparison

Across all four FHEQ levels, ChatGPT scored the highest compared to the other LLMs, followed by Bard and then Bing, although no discernible performance difference was observed as the difficulty in the FHEQ level increased (Fig.  1 ). In particular, ChatGPT and Bard performed consistently high in all five marking criteria, while Bing tended to perform relatively poorly in scientific accuracy mechanistic detail, coherence and context, although performed slightly better in response to the level 7 essay question. All four LLMs showed a high level of conformity, deviating little form the subject material stated in the essay question. None of the AI models performed well at delivering key examples from the scientific literature or relating examples to the biological processes being discussed. In terms of essay structure and providing a clear narrative, ChatGPT performed better than Bard or Bing, with the latter models often producing lists of factual information rather than clear narrative and logical paragraph progression. In general, the marker agreement was high for all three levels of undergraduate essay questions, particularly for scientific accuracy, mechanistic detail, coherence and context, with some disagreement regarding the deviation criteria. There was lower marker agreement for the level 7 essay responses, although agreement was high when all five marketing criteria were evaluated simultaneously (total score).

Cumulative marking criteria score for ChatGPT, Bard and Bing across FHEQ levels

The average marker score was calculated for each marking criteria. Data is presented in ascending order of cumulative score for each generative AI tool and for each output generated in response to essay questions at FHEQ level 4, level 5, level 6 and level 7.

The text prompt for each AI included an instruction to provide a 1000-word output. However, none of the AI models consistently provided outputs of that length (Table  6 ), with ChatGPT generating an average essay length of 837, Google Bard of 619 and Microsoft Bing of 617, across all four FHEQ levels. Google Bard also falsified the final word count, thereby generating a discrepancy between the prompt and the output.

When asked a follow-up prompt to generate references for the essay text (level 7), none of the AI models were able to generate appropriate references from the scientific literature, although ChatGPT provided an explanatory paragraph. Google Bard provided genuine websites with relevant scientific information. Microsoft Bing generated references that were entirely fictitious, despite providing an additional, short description of the relevance of each falsified reference in the style of an annotated bibliography. Each falsified reference that was generated appeared consistent with standard scientific referencing styles, including author, date of publication, title, journal name, volume and page number. In response to the prompt: “Could you list 4 references to justify your answer?” the following responses were generated:

“I apologize for any confusion, but as of my last knowledge update in September 2021, I do not have direct access to external sources such as specific references. Therefore, I am unable to provide you with a list of references. The essay I provided is based on information available up to that point and represents a synthesis of the knowledge and understanding of the MHC II antigen processing pathway as of that time. If you require up-to-date references, I recommend consulting scientific literature databases, textbooks, or reputable online sources related to immunology and antigen processing.”

https://en.wikipedia.org/wiki/MHC_Class_II https://openstax.org/books/microbiology/pages/18-2-major-histocompatibility-complexes-and-antigen-presenting-cells https://en.wikipedia.org/wiki/Antigen_processing https://rupress.org/jem/article/191/9/1513/7984/Cytoplasmic-Processing-Is-a-Prerequisite-for https://microbenotes.com/mhc-molecules/

Janeway, C. A., Travers, P., Walport, M., & Shlomchik, M. J. (2018). Immunobiology: The immune system in health and disease (10th ed.). Garland Science. {This textbook provides a comprehensive overview of the immune system, including the MHC class II antigen processing pathway.} Wucherpfennig, K. W., & Strominger, J. L. (2000). The molecular basis of MHC class II-restricted antigen presentation. Nature, 408(6814), 797-804. {This review article provides a detailed molecular explanation of the MHC class II antigen processing pathway.} Germain, R. N. (2009). MHC class II antigen presentation pathway. Annual review of immunology, 27, 489-517. {This review article provides an overview of the MHC class II antigen processing pathway, with a focus on the role of MHC class II molecules in the immune response.} Zhu, J., & Cresswell, P. (2018). The MHC class II antigen processing pathway. Current opinion in immunology, 50, 1-8. {This review article provides a recent update on the MHC class II antigen processing pathway, with a focus on the role of HLA-DM and HLA-DO in peptide loading.}

The study evaluates the performance of generative AI tools in writing essays for undergraduate and postgraduate biomedical sciences courses, according to well-defined marking criteria and using the FHEQ level descriptors as a benchmark standard for student attainment at each level of study (QAA, 2014 ). Three commonly used, and easily accessible, generative AI tools were evaluated, namely ChatGPT 3.5, Google Bard, and Microsoft Bing. AI generated output was anonymously evaluated by four independent markers, based on scientific accuracy, mechanistic detail, deviation, context, and coherence. The study selected example essay questions from courses at different undergraduate and postgraduate levels—undergraduate levels 4, 5, and 6, and postgraduate taught level 7, to assess the performance of generative AI tools across multiple levels. The higher the level descriptor, the greater the expectation for attaining the performance associated with each marking criteria. Illustrative examples from the AI responses were used to highlight areas of good and poor academic writing with respect to the marking criteria and FHEQ descriptors.

Implications

Previous studies on ChatGPT's performance in university assessments showed mixed results, with ChatGPT demonstrating equivalent performance on a typical MBA course and on the NBME 3rd year medical exam, although it previously performed better at factual recall questions rather than long-answer formats (Gilson et al., 2022 ; Ibrahim et al., 2023 ; Terwiesch, 2023 ). There is also some debate regarding the accuracy and reliability of AI chatbots in writing academically (Suaverdez & Suaverdez, 2023 ). Evaluating ChatGPT’s performance, this study found that for all FHEQ level essays, there was a high degree of scientific accuracy, with only minor factual errors, and high levels of context and coherence in the generated output. Overall, the evaluation indicated that while ChatGPT demonstrated high scientific accuracy and coherence, improvements in mechanistic detail are necessary to meet the standards expected of higher order essays. This was the case for undergraduate and postgraduate biomedical sciences courses. In evaluating ChatGPT’s performance in writing essays for higher level 6 and level 7 biomedical sciences courses, the study found that the level of scientific accuracy and use of scientific terminology was high. However, the essays lacked specific examples expected from a student at these levels., although they were well written and featured a clear narrative that could have been plausibly written by a human. There were instances where revealing language usage, such as colloquial or verbose text, was generated. Despite this, the generated content generally placed itself into appropriate context. Overall, ChatGPT’s output demonstrated a high level of scientific accuracy and terminology usage and outperformed Bard and Bing. These findings have implications for the potential use of ChatGPT in student assessments within the biomedical sciences, suggesting a need for further student training on the strengths and limitations of LLMs for different educational or subject-specific contexts. These findings underscore the potential limitations of AI tools in providing scientifically accurate and detailed examples from the literature, particularly in addressing nuanced concepts within the biomedical sciences curriculum.

Specific responses generated by the AI tool, Bard, to prompts related to the level 4 and level 5 essay questions, scored lower compared to ChatGPT, with differences in the scientific accuracy and depth of the information provided by Bard. In comparison, Bing, produced a good level of scientific detail at level 7 but performed consistently poorly compared to ChatGPT or Bard at UG level and lacked specific context or failed to connect cause and effect. In the context of undergraduate and postgraduate biomedical sciences courses, such deficiency may limit the educational value of the AI-generated content, particularly considering the scientific accuracy and mechanistic detail required in order to reach high attainment levels. The expectation at postgraduate level would be that these students also engage with critical thinking and evaluation, an area that generative AI is thought to perform particularly poorly at (Kasneci et al. 2023 ). The findings suggest that the three generative AI tools evaluated performed well at FHEQ level 7, which may reflect the mechanistic subject material of the essay question. In general, marker agreement was high across all undergraduate levels, for all marking criteria, except for deviation, which markers agreed less consistently on. Marker disagreement at level 7 was more evident and this may be due to individual marker idiosyncrasy and differences in academic judgement, which may be more pronounced for postgraduate level assessments.

Despite some limitations, the AI tools were able to generate essays that generally met the scientific accuracy criteria for both undergraduate and postgraduate levels. However, they also generated variation in the level of mechanistic detail, deviation, and coherence of the essays, with ChatGPT performing better than Bard or Bing, particularly in response to the undergraduate essay questions. Generative AI tools are also error prone, or suffer from hallucinations (Ahmad et al., 2023 ; Alkaissi & McFarlane, 2023 ), examples of which were reflected in this study. Teachers may therefore wish to supervise or provide guidance to students when utilizing these tools for educational purposes to ensure scientific accuracy and sound academic writing, especially considering the value placed on such skills in biomedical and medical assessments, and professional practice (Ge & Lai, 2023 ). ChatGPT 3.5 is trained on an online data set that excludes scientific databases and therefore cannot access the scientific literature. This was further reflected in the poor provision of scientific references, although this aspect of certain generative AI models has been well documented (Fuchs, 2023 ). Training students in the appropriate use of generative AI technologies should also be a high priority for programmes and institutions. Such guidance should also be placed into the context of institutional academic integrity policies and the ethical use of AI more broadly.

Limitations

The current study was limited to comparing generative AI output between different AI tools and did not provide further comparisons with student generated text at equivalent levels. Although papers were anonymised prior to marking in the current study, blinded evaluations that directly compare AI and human responses would further elucidate the strengths and limitations of generative AI in this context. Further investigations on the impact of generative AI tools on academic writing and plagiarism in higher education, would be valuable in evaluating the potential consequences and challenges in maintaining academic integrity in student assessments. Similar research on the suitability of generative AI for diverse types of assessments, such as other long-form answers, short-answer questions and multiple-choice questions, would provide a better understanding of the limitations and possibilities of AI-generated content in meeting assessment requirements. Furthermore, the potential for integrating generative AI tools in the design and grading of written assessments, exploring the role of AI in providing efficient, fair, and accurate feedback to students, including within the context of peer review, and using AI to develop academic skills and critical thinking are areas of potential research.

Large language models have wide-ranging utilities in educational settings and could assist both teachers and students in a variety of learning tasks. This study evaluated the output of three commonly used generative AI tool across all levels of undergraduate and taught postgraduate biomedical science course essay assessments. ChatGPT performed better than Bard and Bing at all FHEQ levels, and across all marking criteria. Although all three generative AI tools generated output that was coherent and written to human standards, deficiencies were particularly evident in scientific accuracy, mechanistic detail and scientific exemplars from the literature. The findings suggest that generative AI tools can deliver the depth and accuracy expected in higher education assessments, highlighting their capabilities as academic writing tools. LLMs are continuously being updated, and new versions of AI technologies and applications are released regularly, which are likely to demonstrate improvements in the quality of generated output. This has implications for the way students use AI in their education and may influence how higher education institutions implement their policies on the use of generative AI. Finally, these findings may have broad implications for higher education teachers regarding the design of written assessments and maintaining academic integrity in the context of the rapid evolution of generative AI technologies.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

I wish to thank faculty members at UCL for assisting with the independent marking, in particular Dr Johanna Donovan (Division of Medicine, UCL), Dr Sarah Koushyar (UCL Cancer Institute) and Dr John Logan (Division of Medicine, UCL) for supporting the study.

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Williams, A. Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences. Int J Educ Technol High Educ 21 , 52 (2024). https://doi.org/10.1186/s41239-024-00485-y

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