Character Analysis Essay Example Two Kinds Of Verbs

What is a comparative essay?

A comparative essay asks that you compare at least two (possibly more) items. These items will differ depending on the assignment. You might be asked to compare

  • positions on an issue (e.g., responses to midwifery in Canada and the United States)
  • theories (e.g., capitalism and communism)
  • figures (e.g., GDP in the United States and Britain)
  • texts (e.g., Shakespeare’s Hamletand Macbeth)
  • events (e.g., the Great Depression and the global financial crisis of 2008–9)

Although the assignment may say “compare,” the assumption is that you will consider both the similarities and differences; in other words, you will compare and contrast.

Make sure you know the basis for comparison

The assignment sheet may say exactly what you need to compare, or it may ask you to come up with a basis for comparison yourself.

  • Provided by the essay question: The essay question may ask that you consider the figure of the gentleman in Charles Dickens’s Great Expectations and Anne Brontë’s The Tenant of Wildfell Hall. The basis for comparison will be the figure of the gentleman.
  • Developed by you: The question may simply ask that you compare the two novels. If so, you will need to develop a basis for comparison, that is, a theme, concern, or device common to both works from which you can draw similarities and differences.

Develop a list of similarities and differences

Once you know your basis for comparison, think critically about the similarities and differences between the items you are comparing, and compile a list of them.

For example, you might decide that in Great Expectations, being a true gentleman is not a matter of manners or position but morality, whereas in The Tenant of Wildfell Hall, being a true gentleman is not about luxury and self-indulgence but hard work and productivity.

The list you have generated is not yet your outline for the essay, but it should provide you with enough similarities and differences to construct an initial plan.

Develop a thesis based on the relative weight of similarities and differences

Once you have listed similarities and differences, decide whether the similarities on the whole outweigh the differences or vice versa. Create a thesis statement that reflects their relative weights. A more complex thesis will usually include both similarities and differences. Here are examples of the two main cases:

  1. Differences outweigh similarities:

    While Callaghan’s “All the Years of Her Life” and Mistry’s “Of White Hairs and Cricket” both follow the conventions of the coming-of-age narrative, Callaghan’s story adheres more closely to these conventions by allowing its central protagonist to mature. In Mistry’s story, by contrast, no real growth occurs.

  2. Similarities outweigh differences:

    Although Darwin and Lamarck came to different conclusions about whether acquired traits can be inherited, they shared the key distinction of recognizing that species evolve over time.

Come up with a structure for your essay

  1. Alternating method: Point-by-point patternIn the alternating method, you find related points common to your central subjects A and B, and alternate between A and B on the basis of these points (ABABAB …). For instance, a comparative essay on the French and Russian revolutions might examine how both revolutions either encouraged or thwarted innovation in terms of new technology, military strategy, and the administrative system.
    AParagraph 1 in bodynew technology and the French Revolution
    BParagraph 2 in bodynew technology and the Russian Revolution
    AParagraph 3 in bodymilitary strategy and the French Revolution
    BParagraph 4 in bodymilitary strategy and the Russian Revolution
    AParagraph 5 in bodyadministrative system and the French Revolution
    BParagraph 6 in bodyadministrative system and the Russian Revolution

    Note that the French and Russian revolutions (A and B) may be dissimilar rather than similar in the way they affected innovation in any of the three areas of technology, military strategy, and administration. To use the alternating method, you just need to have something noteworthy to say about both A and B in each area. Finally, you may certainly include more than three pairs of alternating points: allow the subject matter to determine the number of points you choose to develop in the body of your essay.

    When do I use the alternating method? Professors often like the alternating system because it generally does a better job of highlighting similarities and differences by juxtaposing your points about A and B. It also tends to produce a more tightly integrated and analytical paper. Consider the alternating method if you are able to identify clearly related points between A and B. Otherwise, if you attempt to impose the alternating method, you will probably find it counterproductive.

  2. Block method: Subject-by-subject patternIn the block method (AB), you discuss all of A, then all of B. For example, a comparative essay using the block method on the French and Russian revolutions would address the French Revolution in the first half of the essay and the Russian Revolution in the second half. If you choose the block method, however, do not simply append two disconnected essays to an introductory thesis. The B block, or second half of your essay, should refer to the A block, or first half, and make clear points of comparison whenever comparisons are relevant. (“Unlike A, B . . .” or “Like A, B . . .”) This technique will allow for a higher level of critical engagement, continuity, and cohesion.
    AParagraphs 1–3 in bodyHow the French Revolution encouraged or thwarted innovation
    BParagraphs 4–6 in bodyHow the Russian Revolution encouraged or thwarted innovation

    When do I use the block method? The block method is particularly useful in the following cases:

    • You are unable to find points about A and B that are closely related to each other.
    • Your ideas about B build upon or extend your ideas about A.
    • You are comparing three or more subjects as opposed to the traditional two.

Using literary quotations

Use the guidelines below to learn how to use literary quotations.


For further information, check out Quoting, Paraphrasing, and Acknowledging Sources, or you may wish to see when the Writing Center is next offering its workshop entitled Intro to Literary Analysis.

Incorporating Quotations

  • As you choose quotations for a literary analysis, remember the purpose of quoting.

  • Your paper develops an argument about what the author of the text is doing--how the text "works."

  • You use quotations to support this argument; that is, you select, present, and discuss material from the text specifically to "prove" your point--to make your case--in much the same way a lawyer brings evidence before a jury.

  • Quoting for any other purpose is counterproductive.


Punctuating and Indenting Quotations

For the most part, you must reproduce the spelling, capitalization, and internal punctuation of the original exactly.

The following alterations are acceptable:

Changing the closing punctuation

You may alter the closing punctuation of a quotation in order to incorporate it into a sentence of your own:

"Books are not life," Lawrence emphasized.

Commas and periods go inside the closing quotation marks; the other punctuation marks go outside.

Lawrence insisted that books "are not life"; however, he wrote exultantly about the power of the novel.

Why does Lawrence need to point out that "Books are not life"?

Using the slash when quoting poetry

When quoting lines of poetry up to three lines long (which are not indented, see Indenting quotations), separate one line of poetry from another with a slash mark (see examples in Incorporating Quotations into Sentences).

Using Ellipsis Points for Omitted Material

If for the sake of brevity you wish to omit material from a quoted passage, use ellipsis points (three spaced periods) to indicate the omission.

(See this sample paragraph. The writer quoted only those portions of the original sentences that related to the point of the analysis.)

Using Square Brackets when Altering Material

When quoting, you may alter grammatical forms such as the tense of a verb or the person of a pronoun so that the quotation conforms grammatically to your own prose; indicate these alterations by placing square brackets around the changed form.

In the following quotation "her" replaces the "your" of the original so that the quote fits the point of view of the paper (third person):

When he hears Cordelia's answer, Lear seems surprised, but not dumbfounded. He advises her to "mend [her] speech a little." He had expected her to praise him the most; but compared to her sisters', her remarks seem almost insulting (1.1.95).


Indenting Quotations

Prose or verse quotations less than four lines long are not indented. For quotations of this length, use the patterns described above.

Indent "longer" quotations in a block about ten spaces in from the left margin; when a quotation is indented, quotation marks are not used.

The MLA Handbook (1995) recommends that indented quotations be double-spaced, but many instructors prefer them single-spaced. The meaning of "longer" varies slightly from one style system to another, but a general rule is to indent quotations that are more than two (or three) lines of verse or three (or four) lines of prose.

Indent dialogue between characters in a play. Place the speaker's name before the speech quoted:

CAESAR: Et tu, Brute! Then, fall, Caesar!

CINNA: Liberty! Freedom! Tyranny is dead! (3.1.77-78)

For more information see Quoting, Paraphrasing, and Acknowledging Sources - How to Quote a Source.


Emphasizing Your Ideas

What to include in literary analysis

Take a look at this sample paragraph. It includes 3 basic kinds of materials:

  1. statements expressing the student's own ideas about the relationship Woolf is creating;

  2. data or evidence from the text in summarized, paraphrased, and quoted form; and

  3. discussion of how the data support the writer's interpretation.

The quotations are used in accordance with the writer's purpose, i.e. to show how the development of Mrs. Ramsey's feelings indicates something about her personality.

Should I quote?

Quoting is only one of several ways to present textual material as evidence.

You can also refer to textual data, summarize, and paraphrase. You will often want merely to refer or point to passages (as in the third sentence in the sample paragraph) that contribute to your argument.

In other cases you will want to paraphrase, i.e. "translate" the original into your own words, again instead of quoting. Summarize or paraphrase when it is not so much the language of the text that justifies your position, but the substance or content.

Quote selectively

Similarly, after you have decided that you do want to use material in quoted form, quote only the portions of the text specifically relevant to your point.

Think of the text in terms of units--words, phrases, sentences, and groups of sentences (paragraphs, stanzas)--and use only the units you need.

If it is particular words or phrases that "prove" your point, you do not need to quote the sentences they appear in; rather, incorporate the words and phrases into sentences expressing your own ideas.


Maintaining Clarity and Readability

Introduce your quotations

Introduce a quotation either by indicating what it is intended to show or by naming its source, or both.

For non-narrative poetry, it's customary to attribute quotations to "the speaker"; for a story with a narrator, to "the narrator."

For plays, novels, and other works with characters, identify characters as you quote them.

Do not use two quotations in a row, without intervening material of your own.

For further information see Quoting, Paraphrasing, and Acknowledging Sources - How to Quote a Source.

Pay attention to verb tense

Tense is a tricky issue. It's customary in literary analysis to use the present tense; it is at the present time that you (and your reader) are looking at the text.

But events in a narrative or drama take place in a time sequence. You will often need to use a past tense to refer to events that took place before the moment you are presently discussing:

When he hears Cordelia's answer, Lear seems surprised, but not dumbfounded. He advises her to "mend [her] speech a little." He had expected her to praise him the most; but compared to her sisters', her remarks seem almost insulting (1.1.95).


Documenting Quotations

Follow your course instructor's guidelines for documenting sources. If your instructor hasn't told you which system to use to document sources, ask.

Keep in mind that when you are writing a paper about the same text and quoting from the same edition that everyone else in the class is, instructors will often allow you to use informal documentation. In this case just include the page number in parentheses after the quotation or reference to the text. To be sure, though, you should ask your course instructor.

The documentation style used in this pages is that presented in the 1995 MLA Handbook, but other style systems are commonly used. The Writing Center has information about the rules of documentation in general and about a number of the most common systems, such as APA, APSA, CBE, Chicago/Turabian, MLA, and Numbered References.


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