1. Introduction
The introduction sets the tone for your essay and establishes your argument. A strong introduction demonstrates your understanding of the prompt and outlines your comparative approach.
5 Step Guide to Writing a Strong Introduction:
1.
Contextualize the Prompt:
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Start with a sentence or two introducing the key concepts in the prompt. This will serve as your hook sentence(s) so avoid jumping straight into specifics—set the stage for your discussion.
Example: For the prompt “How do the two works you have studied show that good can come out of destruction or violence?” you might write: “Destruction and violence have long been integral to storytelling, not merely as forces of devastation but as catalysts for transformation, revealing the resilience of the human spirit.”
2.
Introduce the Texts:
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Mention the full titles and authors while linking it to the prompt.
Example: “In both A Doll’s House by Henrik Ibsen and The Things They Carried by Tim O’Brien, the resolution of conflict and the resulting character development suggest that good can emerge from destruction, ultimately offering readers a sense of resilience and renewal.”
3.
Summarize Each Text in 1-2 Sentences:
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Provide brief contextual detail of individual text with a signpost transition. Ensure that the summary is related to the prompt.
Focused Summary | "A Doll’s House, a realist play written in 1879, unravels the story of a woman named Nora, confined by the traditional 19th-century Victorian gender norms. Although her trust and love for her husband, Torvald Helmer, eventually shatter, Nora seeks a new beginning for herself and realizes the immeasurable value of self-love and independence. Contrastingly, the war novel The Things They Carried, published in 1990, reveals the lasting physical and psychological trauma of war veterans. Through this destruction, the protagonist, O'Brien, comes to learn the importance of human connection and communication as ways to cope with trauma and guilt.” |
Generic | “A Doll’s House written in 1879 explores the life of Nora, a woman who forged her father’s signature to save her husband, Torvald |
Summary | Helmer. As she navigates her role within a traditional society, the play examines her personal struggles, relationships, and choices. Contrastingly, The Things They Carried published in 1990, portrays the lives of soldiers during the Vietnam War. The novel focuses on the experiences of multiple characters as they cope with various physical, emotional, and psychological burdens. |
4.
State Your Thesis:
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Answer the prompt in a single, focused sentence. This should include a comparison and signal the direction of your analysis.
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Use this template: “While/Although/Even though/ [contrast], both [comparison].”
Example: “Although the type of destruction and social context are vastly different in each work, both authors communicate that good can consequently result from destruction through the growth of the protagonist and the development of their relationship with other characters.”
5.
(Optional) Outline Your Key Authorial Choices:
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Briefly mention the aspects you’ll analyze (e.g., themes, techniques, or characterizations). This sentence is not necessary unless your school teacher expects a sentence that lists the literary devices that you will be analyzing in the essay.
Example: “This will be explored through the use of symbolism, narrative structure, and character development.”
2.1 Structuring the Body Paragraphs
A well-structured essay ensures clarity, depth of analysis, and strong comparisons between texts. Below are three recommended structures to organize body paragraphs in a comparative essay, each with its own advantages.
1.
Alternating Structure (A, B, A, B, (A, B))
This structure allows for direct comparisons between the two texts throughout the essay by alternating the focus between them.
️Use this structure if you have multiple examples from each text to support your point.•
Paragraph 1: Discuss Text A on the first key point.
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Paragraph 2: Discuss Text B on the same key point, making direct comparisons.
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Paragraph 3: Discuss Text A on the second key point.
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Paragraph 4: Discuss Text B on the second key point, again making direct comparisons.
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Paragraph 5. Discuss Text A on the third key point.
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Paragraph 6. Discuss Text B on the third key point, again making direct comparisons.
2.
Paired Structure (A/B, A/B, A/B)
This structure fully integrates comparisons within each paragraph rather than separating the texts.
️Use this structure if you have multiple comparison points but do not have many examples from each text to support your point.•
Paragraph 1: Discuss the first key point while integrating both Text A and B.
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Paragraph 2: Discuss the second key point while integrating both Text A and B.
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Paragraph 3. Discuss the third key point while integrating both Text A and B.
3.
Combined Structure (A, B, A/B, A/B)
This approach allows initial independent analysis before merging the discussion.
️Use this structure if you have an imbalance of examples to support each point.•
Paragraph 1: Discuss Text A on the first key point.
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Paragraph 2: Discuss Text B on the same key point, making direct comparisons.
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Paragraph 2: Discuss the second key point while integrating both Text A and B.
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Paragraph 3. Discuss the third key point while integrating both Text A and B.
Note that there is no single "correct" structure that guarantees a higher score in the Paper 2 exam. What matters most is selecting an approach that allows for a balanced, in-depth analysis of both texts while ensuring clarity and coherence. Some students may find the alternating structure more effective for maintaining direct comparisons, while others may prefer the paired or combined structure for integrating ideas more naturally. Therefore, in the early stages of preparing for Paper 2, experiment with different structures to determine which one best supports your writing style and argument development. Through practice, you will discover the approach that enables you to express ideas with confidence and precision under exam conditions.
Regardless of which structure you choose, the total word count for the body paragraphs should be roughly 1000–1300 words.
Avoid the Block Structure (A, A, A, B, B, B)
While there are multiple ways to structure a comparative Paper 2 essay, the block structure is NOT an effective choice. This method involves analyzing all aspects of Text A before moving on to Text B, which can create two major issues in a timed exam setting.
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Paragraph 1: Discuss Text A on the first key point.
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Paragraph 2: Discuss Text A on the second key point.
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Paragraph 3. Discuss Text A on the third key point.
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Paragraph 4: Discuss Text B on the first key point, making direct comparisons.
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Paragraph 5: Discuss Text B on the second key point, making direct comparisons.
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Paragraph 6. Discuss Text B on the third key point, again making direct comparisons.
1.
Disrupts the Flow of Comparison
Paper 2 requires a comparative analysis, meaning your discussion should highlight both similarities and differences between the texts. In a block structure, discussing all aspects of one text first makes the transition to the second text too abrupt and disjointed. The examiner may find it difficult to follow connections between the texts, making your analysis appear segmented rather than cohesive.
2.
Risk of Running Out of Time for Text B
Since the exam is timed, spending too long on Text A can leave you with insufficient time to develop a strong analysis of Text B. Many students who use the block structure unintentionally write a detailed, nuanced discussion of the first text, only to realize they are running out of time and rush through the second text. This imbalance in depth of analysis can significantly lower your score.
2.2 Writing the Body Paragraphs
When writing a Paper 2 essay, it is essential to dedicate the body paragraphs to analyzing authorial choices, as this demonstrates a deeper level of literary analysis. Rather than simply discussing what happens in the text, focusing on how the author constructs meaning allows for a more sophisticated response. Remember to analyze differences within a similarity!
Alternating Structure (A, B)
Since the body paragraph for Text A and Text B will focus on one similar point, imagine two paragraphs making up one big hamburger!
Body Paragraph For Text A
1.
Topic Sentence: Begin with a clear statement linking the paragraph to the thesis.
Example: “Both Ibsen and O’Brien explore the protagonist’s dynamic personal growth as a result of destruction, yet Nora’s intellectual awakening through the dissolution of her marriage underscores how a personal revelation of societal constraints can lead to a transformative understanding of self.”
2.
Analysis of Text A: Provide 2-3 specific examples or quotes from the text and analyze how it relates to the prompt. Use technical terms (e.g., symbolism, imagery) and connect it to the author’s purpose.
Original Writing | “In the play, Nora’s conversation with Torvald shows how she starts to realize things about her marriage. Torvald asks, “Is this the way you neglect your most sacred duties?” and Nora responds, “I have another duty…my duty to myself.” The word “sacred” is used here to show how Torvald believes Nora’s role as a wife should be unquestionably accepted. However, Nora’s response is different from her earlier attitude in the play, where she was more naïve about her role in the marriage. This change shows that Nora is rejecting her role as a wife and mother. She now recognizes how society expects women to give up their own needs for the men in their lives. This marks Nora’s growth as she begins to reject the idea that her duty is “sacred” and begins to prioritize herself…” |
Improved Writing | “In the dialogue with Torvald who questions, “Is this the way you neglect your most sacred duties?” Nora’s acerbic response “I have another duty…my duty to myself” highlights her condemnation of societal expectation that women should always place others before themselves. The use of the word “sacred” here, in relation to Nora’s duty, is deeply ironic. The diction implies a sanctity or unquestionable moral obligation, reflecting Torvald's rigid adherence to societal expectations. However, Nora’s bitter tone sharply contrasts with her earlier, more naïve and idealistic attitude toward her marriage. She now recognizes how the patriarchal structure has conditioned her to subordinate her own needs and desires to those of the men around her. This shift underscores her growth, as she rejects the idea that her duty is “sacred” and embraces the need for self-empowerment…” |
3.
Concluding Sentence: End by linking the paragraph back to the thesis, reinforcing how the author of Text A (only) addresses the prompt.
Example: “Ibsen uses these moments to critique the unequal power dynamics in marriage, showing how the destruction of Nora’s romantic illusions leads to a deeper understanding of herself and the oppressive societal structures she’s been trapped in.”
Body Paragraph for Text B
1.
Comparative Transition: Transition to the second text, using comparative language to highlight similarities or differences.
Example: “In contrast to Nora’s personal growth that emerges through her rejection of societal roles, in The Things They Carried, O’Brien’s growth stems from his struggle to cope with the emotional and psychological burdens of war.”
2.
Analysis of Text B: Similar to BP1, provide 2-3 specific examples or quotes from the text and analyze how it relates to the prompt. Use technical terms (e.g., symbolism, imagery) and connect it to the author’s purpose.
3.
Comparison and Contrast: Directly compare the two texts in relation to the point you’re making. Use phrases like “both,” “likewise” or “similarly” to maintain a comparative focus.
Example: “Both Ibsen and O’Brien focus their narrative on the initially vulnerable protagonists who experience profound personal growth as a result of destruction, with Nora’s intellectual awakening coming through the collapse of her marriage, while O’Brien’s growth is rooted in his attempt to process the trauma of war, highlighting the different forms of destruction that ultimately lead to self-realization in both works.”
Paired Structure (A/B)
In this case, one body paragraph including both Text A and Text B will focus on one similar point, so imagine one paragraph making up one whole hamburger!
1.
Topic Sentence: Begin with a clear statement linking the paragraph to the thesis.
2.
Analysis of Text A: Provide 2-3 specific examples or quotes from the text and analyze how it relates to the prompt. Use technical terms (e.g., symbolism, imagery) and connect it to the author’s purpose.
3.
Comparative Transition: Transition to the second text, using comparative language to highlight similarities or differences.
4.
Analysis of Text B: Similar to BP1, provide 2-3 specific examples or quotes from the text and analyze how it relates to the prompt. Use technical terms (e.g., symbolism, imagery) and connect it to the author’s purpose.
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Comparison and Contrast: Directly compare the two texts in relation to the point you’re making. Use phrases like “while,” “in contrast,” or “similarly” to maintain a comparative focus.
3. Conclusion
Your conclusion should leave a lasting impression by summarizing your argument and reflecting on the authors' broader intentions and implications.
3 Step Guide to Writing an Impactful Conclusion:
1.
Restate the Thesis:
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Reaffirm your main argument, using slightly different wording.
Example: If the introduction thesis statement was written like this… “Although the type of destruction and social context are vastly different in each work, both authors communicate that good can consequently result from destruction through the growth of the protagonist and the development of their relationship with other characters.”
…then write the restatement of the thesis like this—“While the two authors focused on a different nature of destruction within their respective social context, through the protagonist’s growth and their evolving relationship with others, both authors ultimately illustrate that destruction can lead to positive outcomes.”
2.
Justify Author’s Choices:
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Explain the authors’ different intentions for writing their works by considering their respective contexts.
Example: “Through this exploration, Ibsen critiques the oppressive structures of 19th-century marriage, using Nora’s departure as a radical assertion of individual freedom. Her personal destruction—the loss of her family and social standing—ultimately leads to empowerment, reflecting Ibsen’s broader advocacy for gender equality and self-liberation. In contrast, O’Brien’s depiction of destruction is deeply tied to the psychological burdens of war he has personally endured. Through a fragmented semi-autobiographical storytelling and metafictional approach, O’Brien suggests that meaning arises not from physical survival but from processing trauma through preserved memories, underscoring the necessity of storytelling in making sense of suffering.
3.
End with Implications:
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Reflect on the broader implications of your analysis. This could connect to the universality of the theme or its relevance to the modern world.
Example: “Despite these differences, their works remind us that while destruction often brings suffering, it can also serve as a catalyst for transformation, proving that resilience and renewal can emerge even from the darkest circumstances.”