2. Comparative text responses share many features with
analytical text responses on a single text. Each response:
• is a coherent essay, with an introduction,
body paragraphs and a conclusion
• takes a position on a given essay topic
• presents a line of argument about, and a
consistent interpretation of, the texts
• includes detailed textual evidence,
including brief quotations, to support the
argument and reasoning.
3. On the other hand, comparing two texts requires a balancing
act – a balance between the two texts, and between writing
about an individual text and writing about two texts together.
Some of your analysis will focus
on a single text, showing your in-
depth understanding of
characters, plot, narrative and
language. Other paragraphs will
compare and contrast both texts.
This will be particularly important
in your final paragraph or two.
4. The following sections show you
ways to structure your comparative
essays, appropriate language for
comparing and contrasting texts,
and strategies for analysing the
main types of topics.
5. The diagrams and explanations on the following slides show
you three main ways to structure a comparative response.
Each structure ensures that your essay is coherent – that is, it
develops an argument in a consistent and logical manner.
Note that the boxes in the flow charts indicate the overall
structure, rather than the number of paragraphs required. The
in-depth discussion of each text might cover two or even
three paragraphs, depending on paragraph length and the
overall length of your essay.
6. This is the most straightforward structure. It
ensures that you deal with both texts in detail,
and that your response focuses on the ideas,
issues or themes identified in the introduction.
It does restrict your comparison of the two
texts to the final paragraph or two, so
remember to make this part of the response
just as detailed and thorough as the rest.
7. Introduction: state your argument in response to the prompt
with brief reasons, referring to both texts
Discuss ideas, issues and themes in text 1
Discuss ideas, issues and themes in text 2
Discuss both texts, indicating similarities and differences,
finishing with one or two concluding statements
8. The introduction ‘sets up’ your discussion
by stating your point of view, or main
contention, in response to the topic.
You might also wish to add a brief
conclusion to sum up and restate
your position on the topic.
In the body paragraphs, link back to your
main contention; the final sentence of a
paragraph is a good place to make this link.
9. • more detailed
discussion of
similarities and
differences
between the texts.
• more fluency, as
there is a smooth
transition from
discussion of one
text to the next
This structure is slightly more complex than the
block approach above. If you can become
comfortable with it, your responses should have:
10. In this structure, you can devote more space
to a side-by-side comparison of the texts,
examining both similarities and differences.
As in your detailed discussion of each
individual text, your comparison of the two
texts must be supported by textual evidence.
You might emphasise similarities or focus on
differences and contrasts, depending on the
topic and your interpretation of the texts.
11. Introduction: state your argument in response to the prompt
with brief reasons, referring to both texts
Discuss ideas, issues and themes in text 1
Discuss ideas, issues and themes in text 2
Discuss both texts, in a concluding paragraph
In a transitional paragraph, discuss similarities and differences
12. This structure organises the paragraphs according to the ideas
discussed, rather than discussing the texts one after the other.
Comparison of the two texts occurs throughout the response,
rather than just in particular paragraphs.
13. Introduction: state your argument in response to the prompt
with brief reasons
Discuss one key similarity or difference
Discuss another key similarity or difference
Discuss both texts in a concluding paragraph
Discuss another key similarity or difference
14. To give this response more shape and coherence,
you could begin with similarities and move on to
consider differences, or vice versa.
Planning is very important when using this
structure, as each key similarity or difference
needs to be clearly identified in a topic sentence.
15. If you adopt this integrated
approach, avoid shifting
back and forth between
your texts too many times
in each paragraph.
Write in detail on one text, then discuss the same
point in relation to the other
You still need to convey a
thorough understanding of
each text, as well as
examine the similarities and
differences between them.
As in the previous two structures, it is very important
that you write in depth and detail on each text.
16. Introduction: state your argument in response to the prompt
with brief reasons, referring to both texts
Discuss ideas, issues and themes in text 1
Discuss both texts, indicating similarities and differences,
finishing with one or two concluding statements
Discuss ideas, issues and themes in text 2
17. Introduction: state your argument in response to the prompt
with brief reasons, referring to both texts
Discuss ideas, issues and themes in text 1
Discuss both texts, indicating similarities and differences,
finishing with one or two concluding statements
Discuss ideas, issues and themes in text 2
18. Introduction: state your argument in response to the prompt
with brief reasons
Discuss one key similarity or difference
Discuss both texts in a concluding paragraph
Discuss another key similarity or difference
Discuss another key similarity or difference
19. 1. KNOWLEDGE OF CHARACTERS AND THEMES Mark
Thorough and insightful understanding of the ideas, characters and
themes in both texts.
9-10
Thorough knowledge of the ideas, characters and themes in both texts. 7-8
Knowledge of the ideas, characters and themes constructed and
presented in both texts.
5-6
Some knowledge of the ideas, characters and themes in both texts. 3-4
Limited knowledge of the ideas, characters and themes in both texts. 1-2
20. 2. ANALYSIS OF HOW THE AUTHOR CONSTRUCTS MEANING
Mark
Complex discussion and critical analysis (using correct metalanguage) of the
structures, features and conventions used by each author to construct meaning. 9-10
Well-developed discussion and critical analysis (using correct metalanguage) of the
structures, features and conventions used by each author to construct meaning. 7-8
Discussion and some analysis (using correct metalanguage) of the structures,
features and conventions used by each author to construct meaning. 5-6
Generalised discussion (using some metalanguage) of the structures, features and
conventions used by each author to construct meaning. Little analysis. 3-4
Minimal, if any, appropriate identification of the structures or features or conventions
used by the authors to construct meaning. 1-2
21. 3. INTERPRETATION Mark
Construction of a sophisticated, precise comparison and argument: ideas are
ordered into a logical structure and links are made between paragraphs/ideas. 9-10
Construction of a well-developed, careful comparison and argument: ideas are
ordered into a logical structure and usually links are made between
paragraphs/ideas.
7-8
Construction of a somewhat pedestrian comparison and argument: ideas may be
expressed in paragraphs and sometimes link. 5-6
Generalised comparison of both texts. Ideas are ordered into paragraphs but do
not make links between each idea/argument. 3-4
Little evidence of an ability to analyse and compare texts. Retelling rather than
analysis. 1-2
22. 4. SUPPORTING EVIDENCE Mark
Considered and accurate use of textual evidence to justify the
interpretation.
9-10
Careful use of textual evidence to justify the interpretation. 7-8
Suitable use of textual evidence to justify the interpretation. 5-6
Some use of textual evidence to justify the interpretation. 3-4
Limited reference to the text. 1-2
23. 5. EXPRESSIVENESS AND FLUENCY Mark
Highly expressive, fluent writing with sophisticated control of the conventions of
written English. 9-10
Expressive, fluent writing with good control of the conventions of written English. 7-8
Generally expressive, fluent writing with reasonable control of the conventions of
written English. 5-6
Coherent writing with some control of the conventions of written English, though
there may be numerous errors. 3-4
Simple expression of ideas and limited control of the conventions of written English.
Not fluent. 1-2
