powder & to build a fire compare and contrast essay

“To Build a Fire” by Jack London: Literary Analysis Essay

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In the story “To Build A Fire,” Jack London presents a bitter conflict between man and nature in the harsh Yukon Trail environment. The author’s choice to use nature as the antagonist portrays an understanding of a force working against the main character, the man, as he struggles to endure in the cold. By giving nature several aspects of human features, London personifies the environment by creating different things that went wrong, which could have been avoided. London foreshadows the man’s fate throughout the story by making him recall what should have happened. The human-nature relationship portrayed by London shows that due to man’s selfishness, he is unable to survive the cold.

Throughout the tale London explores a heartbreaking relationship between man and nature. He shows how the main character is entirely encircled by threatening signs, and through his instincts, the right thing to do is to turn back. However, due to the man’s stubbornness, he considers the old-timers’ advice “that no man must travel alone in the Klondike after fifty below as rather womanish,” having saved himself after an accident (London and Anette, 264). The man’s stubbornness makes him think that “all he had to do was keep his head, and he was all right” (London and Anette, 264). With pride, he fails to notice the rapidity with which the cold was numbing his hands, feet, and face while his body was chilling through his skin due to blood loss.

While outside the village, the man acknowledges the coldness of the temperature, colder than below fifty, from a sanctuary of the bleakness of the open-air world. The personified nature relentlessly subjects the man to constant challenges that make it hard for him to reach his safety. The antagonist is shown as if to exact revenge against the protagonist due to his arrogance. The man believes in his ability to prevail against nature’s forces, and with a vengeance, nature seems to counter every move he makes to safeguard himself against the cold. That is why “each time he pulled a twig he had communicated a slight agitation to the tree” when he built a fire beneath the spruce tree (London and Anette, 265). Nature’s wrath against man leads to the blotting out of the fire, and “where it had burned was a mantle of fresh and disordered snow” (London and Anette, 265). With the fire out, the man realizes the aggravated threat and tremendous power that he faces, which makes him distressed when he realized that he had not control.

The lack of relationship with the dog is another cause of the man’s death. How they related was entirely established on toil-slave nature, and “the only caresses it had ever received were the caresses of the whip-lash and of harsh and menacing throat-sounds that threatened the whip-lash” (London and Anette, 262). The dog only considered keeping the company of the man since he could provide food and fire to keep it warm. As the man “was losing his battle with the frost. It was creeping into his body from all sides,” the dog could not help but see the man face his death (London and Anette, 272). The dog’s inability to warm that man against what he does wrong is due to the feeling the man has never treated him well.

Everything that could potentially go wrong went wrong in the story. London shows that nature was acting in a manner that reassured the reader that it was after the man. The selfish nature of the man makes him incapable of help even when he can read from the dog what to do. Moreover, the arrogance seen in the man contributes to his death as he finds himself incapable of fighting against nature’s forces.

London Jack and Anette P Kane. To Build a Fire and Other Stories . English Language Programs Division United States Information Agency 1991.

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To Build a Fire

Jack london.

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Welcome to the LitCharts study guide on Jack London's To Build a Fire . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

To Build a Fire: Introduction

To build a fire: plot summary, to build a fire: detailed summary & analysis, to build a fire: themes, to build a fire: quotes, to build a fire: characters, to build a fire: symbols, to build a fire: literary devices, to build a fire: quiz, to build a fire: theme wheel, brief biography of jack london.

Historical Context of To Build a Fire

Other books related to to build a fire.

• Full Title: To Build A Fire
• When Written: Revised between 1902 and 1908
• Where Written: Jack London’s ranch in Glen Ellen, California
• When Published: 1908
• Literary Period: Naturalism (Realism)
• Genre: Fiction
• Setting: The Yukon Trail, Canada
• Climax: Snow suddenly falls from a tree and puts out the man’s fire he built after falling into the water. From that point onward, his rapidly freezing body prevents any attempts at survival.
• Antagonist: Nature, cold weather
• Point of View: Third-person omniscient

Extra Credit for To Build a Fire

1902 version. An early version of “To Build A Fire” was published in 1902 in a magazine called The Youth Companion . In that version, the man survives.

Film adaptations. Four film adaptations of the short story have been released, including an animated version (2016), a perhaps surprising choice for a grim story that ends in death.

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To Build a Fire

By jack london.

• To Build a Fire Summary

A man travels in the Yukon (near the border of current day Alaska) on an extremely cold morning with a husky wolf-dog. The cold does not faze the man, a newcomer to the Yukon, who plans to meet his friends by six o'clock at an old claim. As it grows colder, he realizes his unprotected cheekbones will freeze, but he does not pay it much attention. He walks along a creek trail, mindful of the dangerous, concealed springs; even getting wet feet on such a cold day is extremely dangerous. He stops for lunch and builds a fire.

The man continues on and, in a seemingly safe spot, falls through the snow and wets himself up to his shins. He curses his luck; starting a fire and drying his foot-gear will delay him at least an hour. His feet and fingers are numb, but he starts the fire. He remembers the old-timer from Sulphur Creek who had warned him that no man should travel in the Klondike alone when the temperature was fifty degrees below zero.

The man unties his icy moccasins, but before he can cut the frozen strings on them, clumps of snow from the spruce tree above fall down and snuff out the fire. Though building a fire in the open would have been wiser, it had been easier for the man to take twigs from the spruce tree and drop them directly below on to the fire. Each time he pulled a twig, he had slightly agitated the tree until, at this point, a bough high up had capsized its load of snow. It capsized lower boughs in turn until a small avalanche had blotted out the fire.

The man is scared, and sets himself to building a new fire, aware that he is already going to lose a few toes from frostbite. He gathers twigs and grasses. His fingers numb and nearly lifeless, he unsuccessfully attempts to light a match. He grabs all his matches--seventy--and lights them simultaneously, then sets fire to a piece of bark. He starts the fire, but in trying to protect it from pieces of moss, it soon goes out.

The man decides to kill the dog and puts his hands inside its warm body to restore his circulation. He calls out to the dog, but something fearful and strange in his voice frightens the dog. The dog finally comes forward and the man grabs it in his arms. But he cannot kill the dog, since he is unable to pull out his knife or even throttle the animal. He lets it go.

The man realizes that frostbite is now a less worrisome prospect than death. He panics and runs along the creek trail, trying to restore circulation, the dog at his heels. But his endurance gives out, and finally he falls and cannot rise. He fights against the thought of his body freezing, but it is too powerful a vision, and he runs again. He falls again, and makes one last panicked run and falls once more. He decides he should meet death in a more dignified manner. He imagines his friends finding his body tomorrow.

The man falls off into a comfortable sleep. The dog does not understand why the man is sitting in the snow like that without making a fire. As the night comes, it comes closer and detects death in the man's scent. It runs away in the direction of the camp, "where were the other food-providers and fire-providers."

To Build a Fire Questions and Answers

The Question and Answer section for To Build a Fire is a great resource to ask questions, find answers, and discuss the novel.

The author’s descriptions of the cold weather suggest that —

A. the cold should never be underestimated.

what motivations do the man's thoughts reveal? how could these lead to a dilemma that advances the plot

The man has hubris or pride. He thinks that he can outsmart nature and make it to the boys at Henderson Creek. He thinks he knows better than his very apprehensive husky and the old timer's advice. If the man respected nature he would have...

. Works of naturalism often address the theme of survival of the fittest. Give examples that show how London’s story develops this theme. What message does the story convey about the survival of the fittest?

Jack London specialized in stories about the wilderness. His running theme involved the raw majesty and power of the elements. Naturalism was London's mantra and this story is a perfect example of this. In "To Build a Fire" the setting is in the...

Study Guide for To Build a Fire

To Build a Fire study guide contains a biography of Jack London, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About To Build a Fire
• To Build a Fire Video
• Character List

Essays for To Build a Fire

To Build a Fire literature essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of To Build a Fire.

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Lesson Plan for To Build a Fire

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to To Build a Fire
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• To Build a Fire Bibliography

E-Text of To Build a Fire

The To Build a Fire e-text contains the full text of To Build a Fire by Jack London.

• Full Text of To Build a Fire

Wikipedia Entries for To Build a Fire

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• Lesson Plans
• Teacher's Guides
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Knowledge or Instinct? Jack London's “To Build a Fire”

Bound for the Klondike gold fields. Chilkoot Pass, Alaska.

Library of Congress

The man "was a newcomer in the land, a chechaquo , and this was his first winter." Jack London's startling, and even cold, observation of a man's foolish confidence in the face of nature's power forms the story "To Build a Fire." As the man and his animal companion take a less-traveled path to their Yukon camp, they step into a tale of wilderness survival and dire circumstances. London's stark, distanced portrayal is an excellent example of American literary naturalism. In this lesson, students will closely read "To Build a Fire," understand the use of narrative point of view, and debate the distinction between knowledge and instinct. Students can then learn about the elements of literary naturalism and how they relate to London's work.

Guiding Questions

What is the relationship of man and nature in London's short story "To Build a Fire"?

What is the difference between knowledge and instinct?

Learning Objectives

Analyze the relationship of man and nature in "To Build a Fire"

Evaluate London's juxtaposition of knowledge and instinct.

Articulate the significance of using a third person, omniscient point of view within the narrative.

Lesson Plan Details

CCSS.ELA-LITERACY.CCRA.R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

CCSS.ELA-LITERACY.CCRA.R.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-LITERACY.CCRA.R.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-LITERACY.CCRA.R.6. Assess how point of view or purpose shapes the content and style of a text.

• Review the lesson plan. Locate and bookmark suggested materials and EDSITEment-reviewed websites. If necessary, download and print out any documents you will use and duplicate copies as necessary for student viewing.
• Students can access the story and some of the activity materials via the EDSITEment LaunchPad .
• Read " To Build a Fire,"  an online version (1908 version) of London's story, a link from the EDSITEment-reviewed University of Virginia's Center for Liberal Arts .
• Browse the Jack London Collection (UC-Berkeley), a link from the EDSITEment-reviewed University of Virginia's Center for Liberal Arts . See in particular the biography of Jack London and the study questions for "To Build a Fire."
• You may want to revisit the EDSITEment lesson Metaphorical Gold: Mining the Gold Rush for Stories for an introduction of Jack London in the Klondike.

Activity 1. Introducing London and Picturing the Scene

Introduce your students to Jack London's biography and place him in literary history, using the biographies and other information available in the "Preparing to Teach" section.

To give visual life to each story, ask students to explore the following images (you might consider breaking students up in groups depending on the number of computers available). Students have likely not read the stories yet, so you might have them read the first few paragraphs out loud to set the scene.

From Jack London Collection (a link from University of Virginia's Center for Liberal Arts):

• Jack London in the Klondike

From Digital Classroom:

• Over Chilkoot Pass

From Links to the Past (National Park Service)

• Chilkoot and White Pass Mountains
• White Pass Trail (from Postal Museum)
• Dyea, Alaska
• Chilkoot Pass
• Rescue Attempt from a Crevice
• The Trail over White Pass
• Prospectors Hauling Sleds (shows rivers/creeks)
• Chilkoot Pass  
• Rescuing a Man Who Has Fallen Through Ice (William E. Meed Photographs)
• Hunters around Campfire at Night
• Thermometer Registering 68 degrees below
• Men crossing ice bridge

Activity 2. Encountering the Wilderness

Assign students " To Build a Fire " to read and ask them to carefully describe the main character of the story—"the man"—in a brief character analysis assignment. You might provide some helpful starting questions, such as:

• How would you describe the man in London's story?
• How experienced is the man? Is he a novice? Prepared?
• What does the man seem to think of his own abilities?
• How does the man behave in relation to his environment?

Ask students to share their brief character assessments. After going over the basic characteristics of the man, turn students' focus to his relationship to the environment.

First read the opening of "To Build a Fire":

"Day had broken cold and gray, exceedingly cold and gray, when the man turned aside from the main Yukon trail and climbed the high earth-bank, where a dim and little-travelled trail led eastward through the fat spruce timberland. It was a steep bank, and he paused for breath at the top, excusing the act to himself by looking at his watch. It was nine o'clock. There was no sun nor hint of sun, though there was not a cloud in the sky. It was a clear day, and yet there seemed an intangible pall over the face of things, a subtle gloom that made the day dark, and that was due to the absence of sun. This fact did not worry the man. He was used to the lack of sun. It had been days since he had seen the sun, and he knew that a few more days must pass before that cheerful orb, due south, would just peep above the sky-line and dip immediately from view."

Ask students to point out some of the adjectives in this opening scene and write them down:

• Little-travelled

Then discuss this opening scene with students, using the following guiding questions:

• How would you describe the setting in this opening paragraph?
• What is the mood of this opening paragraph?
• How does this opening make you feel as a reader?
• What is the man's reaction to the landscape?

Activity 3. The Narrator

Students may have noticed by now that the man is cheerfully unaware of the situation that he is in during the first section of the story. Ask students to point to specific passages that allow them to know this information. Students might point out, for example, that "the animal was depressed by the tremendous cold." They might also point out the man's recollection of how he laughed at the "that man from Sulphur Creek [who] had spoken the truth when telling how cold it sometimes got in the country."

For an extended exercise, ask students to cut and paste the online version of the story in a word processing document. Using a highlighting tool, students can color code the narration as they are reading the story. [Note: students can conduct this activity with print copy of the story using one or two highlighter colors.] Ask students to mark each time the narrator

• has knowledge unknown to the characters themselves
• provides his own commentary

Ask students to refer to their color coding as you lead a class discussion, or have students spend ten minutes in group work finding appropriate passages in the text, considering the following questions:

• Identify passages in the story where the narrator either has knowledge unknown to the characters themselves or where the narrator provides his own commentary.
• How would you describe the tone of the narrator?
• Does the narration foreshadow subsequent events? How?
• How does the narrator feel about the character(s) at this point in the story?

Ask students what point-of-view the narrator is adopting in this story—first or third person? Students should be able to note that the narration is from a third-person perspective, since the narrator is not using "I" to describe him- or herself.

As a follow-up question, you might ask students to consider:

• How would this passage be different if it were narrated via first person point of view? Would the story change?

During the course of this discussion, introduce students to the different kinds of third-person narration: limited and omniscient. Point out to students that limited third-person narration usually focuses on the thoughts of a single character in the story. Omniscient third-person narrative, on the other hand, has total access to the thoughts of all characters in the story, such as the case in "To Build a Fire" (where we know the thoughts of both the man and the dog).

You might refer students to the glossary entry for omniscient point of view . Ask students to discuss what effect having this omniscient knowledge has on the story. What would be different if the story's narrator only related the man's point-of-view? This question is a good way to segue into the next activity.

Activity 4. Knowledge and Instinct

Ask students to consider what it means "to build a fire." While initial responses may focus on notions of survival, students might recall the legend of Prometheus, or suggest the relationship of fire to knowledge. Ask students to revisit London's story and use the following chart to note passages that discuss knowledge and instinct. The shared space is available for those passages where the situation is unclear. For example, London writes: "Empty as the man's mind was of thoughts, he was keenly observant, and he noticed the changes in the creek …" This passage suggests a certain assumed kind of knowledge that, we discover later, did not prevent him from surviving his fall into the ice. Students should also pay attention to the dog's instincts.

After students have had some time to look for instances of knowledge and instinct, ask them to first compare the main character to the Sulphur Creek old-timer who gave advice. What are some key differences in their attitudes towards nature and their knowledge of nature?

Next ask students to compare the man and the dog:

• How is the relationship between the man and the dog discussed at first?
• What did the dog instinctively understand that the man did not?
• How does the man and dog's relationship symbolize the man's relationship to his environment?

Students will likely point out that the man was initially established as the master of the dog. The narrator discussed the "whip lash" and the "harsh and menacing throat sounds" the man used towards the dog, which even convinced the dog to risk its life for the man. Students should be able to point out several passages that establish what the dog knew about the weather and landscape that was not obvious to the man. They should highlight a key passage:

"On the other hand, there was no keen intimacy between the dog and the man… so the dog made no effort to communicate its apprehension to the man."

Students might note that the dog in many respects symbolizes the natural landscape that surrounds them. Just as the man did not respect the dog, so too does the man fail to respect the world around him. Ask students to consider this suggestion as they reread the passage of the story that describes the struggle between the man and the dog. The man, freezing, attempts to kill the dog in order to steal its warmth, a futile struggle that is an apt symbol for the life and death struggle he is experiencing in the wilderness.

As students draw to the close of the story, ask them to consider the following questions:

• What does the man's failure to "build a fire" symbolize?
• Does the man have either knowledge or instinct?
• Did the man finally gain knowledge at the end of the story?
• What is the significance of the dog's final movement towards civilization at the end of the story? What does this suggest about the dog's relationship to nature? Is instinct driving this movement?

Ask students to consider in a brief essay how the third-person omniscient narrator enabled the author of the story to relate the struggle between man and nature, knowledge and instinct.

Selected EDSITEment Websites

• " To Build a Fire "
• biography of Jack London
• study questions for "To Build a Fire."
• White Pass Trail
• Prospectors Hauling Sleds
• Rescuing a Man Who Has Fallen Through Ice

Materials & Media

Knowledge of instinct: chart for jack london's "to build a fire", related on edsitement, investigating jack london's white fang : nature and culture detectives, jack london's the call of the wild : nature faker, jack london’s “to build a fire”, london's white fang.

Essay Papers Writing Online

A comprehensive guide to crafting a successful comparison essay.

Comparison essays are a common assignment in academic settings, requiring students to analyze and contrast two or more subjects, concepts, or ideas. Writing a comparison essay can be challenging, but with the right approach and guidance, you can craft a compelling and informative piece of writing.

In this comprehensive guide, we will provide you with valuable tips and examples to help you master the art of comparison essay writing. Whether you’re comparing two literary works, historical events, scientific theories, or any other topics, this guide will equip you with the tools and strategies needed to create a well-structured and persuasive essay.

From choosing a suitable topic and developing a strong thesis statement to organizing your arguments and incorporating effective evidence, this guide will walk you through each step of the writing process. By following the advice and examples provided here, you’ll be able to produce a top-notch comparison essay that showcases your analytical skills and critical thinking abilities.

Understanding the Basics

Before diving into writing a comparison essay, it’s essential to understand the basics of comparison writing. A comparison essay, also known as a comparative essay, requires you to analyze two or more subjects by highlighting their similarities and differences. This type of essay aims to show how these subjects are similar or different in various aspects.

When writing a comparison essay, you should have a clear thesis statement that identifies the subjects you are comparing and the main points of comparison. It’s essential to structure your essay effectively by organizing your ideas logically. You can use different methods of organization, such as the block method or point-by-point method, to present your comparisons.

Additionally, make sure to include evidence and examples to support your comparisons. Use specific details and examples to strengthen your arguments and clarify the similarities and differences between the subjects. Lastly, remember to provide a strong conclusion that summarizes your main points and reinforces the significance of your comparison.

Choosing a Topic for Comparison Essay

When selecting a topic for your comparison essay, it’s essential to choose two subjects that have some similarities and differences to explore. You can compare two books, two movies, two historical figures, two theories, or any other pair of related subjects.

Consider selecting topics that interest you or that you are familiar with to make the writing process more engaging and manageable. Additionally, ensure that the subjects you choose are suitable for comparison and have enough material for analysis.

It’s also helpful to brainstorm ideas and create a list of potential topics before making a final decision. Once you have a few options in mind, evaluate them based on the relevance of the comparison, the availability of credible sources, and your own interest in the subjects.

Remember that a well-chosen topic is one of the keys to writing a successful comparison essay, so take your time to select subjects that will allow you to explore meaningful connections and differences in a compelling way.

Finding the Right Pairing

When writing a comparison essay, it’s crucial to find the right pairing of subjects to compare. Choose subjects that have enough similarities and differences to make a meaningful comparison. Consider the audience and purpose of your essay to determine what pairing will be most effective.

Look for subjects that you are passionate about or have a deep understanding of. This will make the writing process easier and more engaging. Additionally, consider choosing subjects that are relevant and timely, as this will make your essay more interesting to readers.

Don’t be afraid to think outside the box when finding the right pairing. Sometimes unexpected combinations can lead to the most compelling comparisons. Conduct thorough research on both subjects to ensure you have enough material to work with and present a balanced comparison.

Structuring Your Comparison Essay

When writing a comparison essay, it is essential to organize your ideas in a clear and logical manner. One effective way to structure your essay is to use a point-by-point comparison or a block comparison format.

Whichever format you choose, make sure to introduce your subjects, present your points of comparison, provide evidence or examples to support your comparisons, and conclude by summarizing the main points and highlighting the significance of your comparison.

Creating a Clear Outline

Before you start writing your comparison essay, it’s essential to create a clear outline. An outline serves as a roadmap that helps you stay organized and focused throughout the writing process. Here are some steps to create an effective outline:

1. Identify the subjects of comparison: Start by determining the two subjects you will be comparing in your essay. Make sure they have enough similarities and differences to make a meaningful comparison.

2. Brainstorm key points: Once you have chosen the subjects, brainstorm the key points you want to compare and contrast. These could include characteristics, features, themes, or arguments related to each subject.

3. Organize your points: Arrange your key points in a logical order. You can choose to compare similar points side by side or alternate between the two subjects to highlight differences.

4. Develop a thesis statement: Based on your key points, develop a clear thesis statement that states the main purpose of your comparison essay. This statement should guide the rest of your writing and provide a clear direction for your argument.

5. Create a structure: Divide your essay into introduction, body paragraphs, and conclusion. Each section should serve a specific purpose and contribute to the overall coherence of your essay.

By creating a clear outline, you can ensure that your comparison essay flows smoothly and effectively communicates your ideas to the reader.

Engaging the Reader

When writing a comparison essay, it is crucial to engage the reader right from the beginning. You want to hook their attention and make them want to keep reading. Here are some tips to engage your reader:

• Start with a strong opening statement or question that entices the reader to continue reading.
• Use vivid language and descriptive imagery to paint a clear picture in the reader’s mind.
• Provide interesting facts or statistics that pique the reader’s curiosity.
• Create a compelling thesis statement that outlines the purpose of your comparison essay.

By engaging the reader from the start, you set the stage for a successful and impactful comparison essay that keeps the reader engaged until the very end.

Point-by-Point vs Block Method

When writing a comparison essay, you have two main options for structuring your content: the point-by-point method and the block method. Each method has its own advantages and may be more suitable depending on the type of comparison you are making.

• Point-by-Point Method: This method involves discussing one point of comparison at a time between the two subjects. You will go back and forth between the subjects, highlighting similarities and differences for each point. This method allows for a more detailed and nuanced analysis of the subjects.
• Block Method: In contrast, the block method involves discussing all the points related to one subject first, followed by all the points related to the second subject. This method provides a more straightforward and organized comparison but may not delve as deeply into the individual points of comparison.

Ultimately, the choice between the point-by-point and block methods depends on the complexity of your comparison and the level of detail you want to explore. Experiment with both methods to see which one best suits your writing style and the specific requirements of your comparison essay.

Selecting the Best Approach

When it comes to writing a comparison essay, selecting the best approach is crucial to ensure a successful and effective comparison. There are several approaches you can take when comparing two subjects, including the block method and the point-by-point method.

The block method: This approach involves discussing all the similarities and differences of one subject first, followed by a thorough discussion of the second subject. This method is useful when the two subjects being compared are quite different or when the reader may not be familiar with one of the subjects.

The point-by-point method: This approach involves alternating between discussing the similarities and differences of the two subjects in each paragraph. This method allows for a more in-depth comparison of specific points and is often preferred when the two subjects have many similarities and differences.

Before selecting an approach, consider the nature of the subjects being compared and the purpose of your comparison essay. Choose the approach that will best serve your purpose and allow for a clear, organized, and engaging comparison.

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• Comparing and contrasting in an essay | Tips & examples

Comparing and Contrasting in an Essay | Tips & Examples

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

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

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Table of contents

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

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

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

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

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

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

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See an example

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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Caulfield, J. (2023, July 23). Comparing and Contrasting in an Essay | Tips & Examples. Scribbr. Retrieved September 16, 2024, from https://www.scribbr.com/academic-essay/compare-and-contrast/

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