Reading and Comparing Essays: What do

they look like?

Learning intent

Know
• what are the three different types of essay prompts I could receive on the next SAC.
• the components required in my essay’s introduction.

Understand
• how to unpack an essay prompt to develop a contention.
• how to address the different aspects of the prompt.

Success:
• I have written a practice introduction.
• I have developed a contention based on a practice prompt.
• I have addressed all parts of the prompt.
• I have signposted 2-3 arguments to support my contention.
Reading and Comparing BLENDED Essay Structure
Section Details
Introduction • B: Background and general introductory statement which includes reference to the
common genre/thematic concerns of the texts, and the socio-historical setting. Include
reference to the titles, authors, text-types, settings, etc. for both texts.
• C: state contention (your interpretation/answer to the prompt)
• S: signpost the arguments you will use to support your contention.

Body Paragraph 1 • T: Topic sentence presents an idea/issue/theme in relation to BOTH texts (point of
similarity OR difference)
• PQC: text 1, PQC: text 2. Paragraph incorporates sustained discussion of BOTH texts.
Students can select their own internal structure (e.g. 1, 1, 1, 2, 2, 2; 1, 2, 1, 2, 1, 2)
• L: linking sentence re-states the key idea/issue/theme in relation to BOTH texts that has
been explored in the paragraph

Body Paragraph 2 Same as Paragraph 1, but for a different supporting idea

Body Paragraph 3 Same as Paragraph 1, but for a different supporting idea
Conclusion (see hints in • Re-state the contention of the essay
slides) • Re-state the key ideas developed in the body paragraphs
Introductions
Introduction: basic hourglass structure
Background: begin with some statements demonstrating your
broad understanding of the texts. Include the titles, creators’
names and a broad statement about the authorial intent in the
works.

Contention: provide a
direct answer to the
essay question/ response
to the essay topic
(including quotations).

Essay map: clearly signpost the (2 – 3) arguments which you will

flesh out in the body to support your contention.
 General intro.
Demonstrate broad understanding of the texts
Provide titles, name of writers, year their texts
were published, context of both texts.
Also, statement about the writers’ intent.

Provide an outline of major areas

of comparison to be made
in the response.

Or you might
prefer a funnel Establish your contention
[i.e. a clear sentence stating

shaped
your contention in relation
to the topic]

intro
 Background for the
introduction
Creator’s
title
Creator
 
Text title
 
Text type Year
(and genre) published
Social/ historical context of the setting
(and creation if relevant)
       

Set in Britain’s male dominated

scientific community during the early
playwright Anna Photograph 51 play 2008 1950s, the play examines the
  Ziegler challenges faced by a female scientist
  when she joins the research into the
  structure of DNA.
 

A fictional autobiographical account of

a young woman’s struggles against the
author Miles My Brilliant (Australian) 1901 social conventions and gender
  Franklin Career novel stereotypes present in late 19th century
  Australia.
 Reminder: Underline the Text Title
• Remember to underline the title of texts such as novels and plays.
For example: My Brilliant Career
Photograph 51
The Winter’s Tale

• For short literary pieces such as poems, song lyrics or short stories,
the text title should not be underlined. Instead, quotation marks
should be used to enclose the title.
For example: “In Flanders Fields”; “Advance Australia Fair”.
Quick structure for the background in the intro (5 min)
Set, ,

is a from

by in which

. Tackling a

similarly patriarchal world, ‘s,

entitled

explores

.
Different Types of Essay Topics (10 min)

• Familiarise yourself with the three different types of

text response essay topics. These include:
 Direct Question
 Propositional
 Quotation/s + essay topic (single & double quotes)

• Ensure that all parts of the topic have been addressed

in your response.
 Different Types of Essay Topics

Direct Question
• A direct question asks you ‘how’ or ‘why’ something happens,
or whether you think a certain outcome is achieved in the text.
• Your essay must answer this question.

Example:
What power do women have to tell their stories?
 Different Types of Essay Topics

Propositional
• A propositional question (or topic) offers a statement (or contention)
about the text followed by a prompt, such as ‘Discuss’ or ‘Do you
agree?’
• You must indicate whether or not you agree or disagree with the
contention and state your reasons. NB: do not mention ‘I’, ‘my’ etc.

Example:
In both My Brilliant Career and Photograph 51, characters are driven by
their ambition? Discuss.
Sample Introduction to Propositional Topic
In both My Brilliant Career and Photograph 51,
characters are driven by their ambition? Discuss.
Set in a colonial Australia on the cusp of Federation, Miles Franklin’s novel, My
Brilliant Career (1901), details a young woman’s struggle to shrug off the
conservative social standards of the day. Similarly, Photograph 51 (2008) – a play
written by Anna Ziegler – tells the story of Rosalind Franklin, a young female
scientist trying to uncover the secret of DNA in the sexist world of post second
world war Britain. Through these texts, both Ziegler and Miles Franklin decry the
barriers placed before ambitious women and the privileging of male ambition.
Both author and playwright assert women’s right to freely pursue their
aspirations in spite of social conventions. They criticise conventional
androcentric attitudes which legitimise men’s pursuit of success at the expense of
others. Lastly, they denounce the expectation that a woman must sacrifice
femininity and family in order to advance a career.
 Different Types of Essay Topics
Quotation (single quotation)
• For this type of essay, you will be presented with a quote from the novel followed by a
prompt, such as ‘Compare’, ‘Discuss’, ‘Is this true?’ or ‘What does this show…’

• You will need to explain the significance of the quote/s, and their place (context) in the
novel.

• You need to ascertain the connection between the quotes and the prompt.

Example:
“Career! That is all girls think of now, instead of being good wives and mothers and
attending to their homes and doing what God intended.” (My Brilliant Career) 
Compare the ways in which the texts challenge male-dominated worlds. 
For Reading and Comparing you may get a double scoop of
quotation with a cherry on top.
 Sample Introduction to a Quotation Topic
“Career! That is all girls think of now, instead of being good wives and mothers
and attending to their homes and doing what God intended.” (My Brilliant
Career) 
Compare the ways in which the texts challenge male-dominated worlds. 
• Set in a colonial Australia on the cusp of Federation, Miles Franklin’s novel, My
Brilliant Career (1901), examines the conflict between established social
conservatism and the idealism and desire for change implicit in the founding of
a new nation. Similarly, Photograph 51 (2008) – a play written by Anna Ziegler –
tells the story of Rosalind Franklin, a young female scientist trying to uncover
the secret of DNA in the sexist world of post second world war Britain. Both
texts attack the ubiquity of patriarchal attitudes and power structures, labelling
the view that women’s value is determined by their success as “good wives and
mothers” as fundamentally unfair and outdated. Franklin and Ziegler press the
claim that women can confront both the powerful men in their world and the
patriarchal system which sustains them. Both author and playwright also
challenge the problem internalised sexism, which sees women perpetuating
attitudes and men unable to recognise fundamental inequities.
 Different Types of Essay Topics
Quotation (double quotation)
• For this type of essay, you will be presented with a quote from the novel
followed by a prompt, such as ‘Compare’, ‘Discuss’, ‘Is this true?’ or ‘What does
this show…’

• You will need to explain the significance of the quote/s, and their place
(context) in the novel.

• You need to ascertain the connection between the quotes and the prompt.

Example:
"It came home to me as a great blow that it was only men could take the world
by its ears and conquer their fate…"  (My Brilliant Career) 
"Haven't you heard the story about the woman physicist who had to sneak into Write the
Princeton’s lab in the middle of the night to use the cyclotron?" (Photograph
51)  
topic down.
Compare how the two texts explore the challenges of gender inequality.   Yes, all of it!
 Analyse the Topic (10 min)
Break the topic down into parts to decide what it is really asking you. Record
your thinking. The following points may help. (10 min)
• What are the key terms in the topic? [use a dictionary to define the terms
and see what they imply; identify synonyms]
• Is there something in the topic that is not true or that you disagree with?
[use qualifications to add depth and complexity to your response]
• Are there multiple parts to the topic? [address all parts of the topic!!]
• To ensure you understand the topic, rephrase it in your own words.

"It came home to me as a great blow that it was only men could take the
world by its ears and conquer their fate…"  (My Brilliant Career) 
"Haven't you heard the story about the woman physicist who had to sneak
into Princeton’s lab in the middle of the night to use the cyclotron?"
(Photograph 51)  
 Background of the introduction
Without looking, write your background again
(4 min – we want to become faster)
Set in a colonial Australia on the cusp of Federation, Miles Franklin’s novel, My
Brilliant Career (1901), details a young woman’s struggle to shrug off the
conservative social standards of the day. Similarly, Photograph 51 (2008) – a play
written by Anna Ziegler – tells the story of Rosalind Franklin, a young female
scientist trying to uncover the secret of DNA in the sexist world of post second
world war Britain.

Now you have your background, you need to respond to the prompt
(preferably, all parts of it).

Write a contention & 2 – 3 supporting arguments in response to

the prompt (10 min)
NB. It’s up to you whether you develop the contention first, or
the supporting arguments.
 Skill Reminder – Authorial
Intent
You should be referring to authorial intent in your
writing! This works well when you are explaining the
significance of textual evidence. For example:

Ziegler/ Miles Franklin intends to convey/ promote the

view/ condemn

The playwright’s/ author’s intention is to …

The author/ Miles Franklin, aims/hopes to …

Through the protagonist’s actions, Ziegler is suggesting

that …
Blended body paragraphs
 Blended body paragraphs
Each of the body paragraphs will take a thematic/grouped
approach to the comparison.

Each paragraph will present ideas and evidence from BOTH texts
with comprehensive comparison throughout. The body paragraphs
may focus an area of analysis (text structure, development of
characters, narrative voice, etc.) or build on the ideas and themes
presented (e.g. how a character feels repressed, how they deal
with repression etc.).
 Compare/Contrast: Blended body paragraphs
Blended Paragraph Structure
Topic Introduce a connecting or
contrasting point related to both When you are confident with this
texts
basic structure, you can experiment
PQC Discuss how this idea is relevant with alternative structures, for
text 1 to text 1, with the use of textual
evidence (this should be 3-4 example by adding additional sets of
sentences minimum) ‘PQC’ or by making direct
PQC Compare/contrast how this idea
comparisons of evidence.
text 2 is developed in text 2, with the
use of textual evidence (this Your paragraphs in “compare and
should be 3-4 sentences
minimum) contrast” essay writing are likely to
be significantly longer than when
Link Re-state the connecting or tackling a single text.
contrasting point related to both
texts
Use four
different The author and playwright both examine the struggles of female characters faced with
colours to male figures representing patriarchal norms and hierarchies.  The partnership of
highlight: Wilkins and Rosalind in Photograph 51 and Sybylla’s rebellion against Frank Hawden’s
advances in My Brilliant Career both demonstrate the limitations imposed upon
Topic women. Throughout the play, Wilkins omits the title ‘Doctor’ when addressing Rosalind
Text 1 PQC and instead refers to her by “Miss Franklin” and the nickname “Rosy”. He, however,
expects that she calls him “Dr. Wilkins” and corrects her when she does not. Zeigler
Text 2 PQC
highlights Rosalind’s treatment as an inferior and suggests that men view themselves as
Link superior through their disregard for women. Similarly, in My Brilliant Career, Sybylla’s
contempt for Frank Hawden encapsulates her rejection of the patriarchal norms that
Hawden represents. Frank Hawden’s observations that Sybylla has ‘no pretensions to
prettiness’ and that he is ‘a great admirer of beauty’ are met with an ironic tone in
Sybylla’s narration; she describes his observations as ‘twaddle’, ridiculing his attitudes
with her flattery when suggesting that it ‘exhilarates’ her ‘to think that [she] meet with
[his] approval in the smallest degree.’  Franklin, like Ziegler, seeks to position the reader
criticise social constructs which define the balance of power between individuals.
Use four Both Zeigler and Franklin expound the ways in which women are limited in the pursuit of their
different ambitions to have a career. Franklin postulates that religion acts as a driver to sexism, particularly
pertaining to women entering the workforce. Despite Sybylla possessing "exceptional talent," Mrs
colours to Bossier condemns for not "doing what God intended." Furthermore, the simple notion of her "going
highlight: out to earn [her] own living," is enough to labelled as the "perfect she-devil," by her mother. These
comments further reflect pious society's sexist beliefs at large that it is sinful for women to possess a
career, labelling her ambition as "unwomanly". Further emphasising this point is the motif of a curse.
Topic Sybylla believes she is "cursed with a fevered ambition for the utterly unattainable," because society
Text 1 PQC depict her desires as stemming from an "evil heart." Therefore, Sybylla too, views her own ambitions
Text 2 PQC as a burden. Hence, through Biblical allusions Franklin critiques religious societies interpretations of
female ambition, likening it to the desires of a devil. Differently, in Photograph 51 Ziegler critiques
Link society at large for underestimating women in the workforce. Zeigler uses names throughout the
novel to call out audiences for their own biases. When indenting character's lines of dialogue, males
are referred to by their last names, a symbol of higher status whereas Rosalind, the only female
character with lines, is referred to by her first name, a sign of disrespect. This is repeated by the
majority of male characters referring to Rosalind as "Miss Franklin," or more condescendingly "Rosy,"
despite them admitting her work is "very good." This mirror's societies tendency to perceive women
as unimportant and beneath men. Fundamentally, it is this condescension displayed by 1950s society
that caused them to overlook Rosalind's contributions and limited her from receiving full recognition.
Therefore, Franklin exposes religious society's mislabelling of women's ambitions as sinful, whilst
Zeigler critiques society's historical misrepresentation of women's achievements. Thus, both authors
critique the inherent biases within society which create barriers to women's success in highly
prestigious fields.   
Conclusions
 Structure of Conclusion – Compare & Contrast
Concluding word/phrase In the
Writing
final analysis
Ultimately
In the end
Fundamentally
In essence
At their core

Analytic Verb imagine, create, envisage, construct, express,

articulate, demonstrate, convey, caution, warn,
advocate, point out, highlight, underline, emphasise,
provide, give the reader

Perspective Phrase Yet what…

Yet what most importantly…
underling both texts
connecting each text
throughout both texts
separating the texts
differentiating the texts
the essential point of difference
But perhaps the most important…
 Sample Conclusion
Ultimately, both Atwood and Ziegler leave audiences with a
heightened awareness of the injustice and the struggles Contention
women in the past have made in order to survive and thrive.
Their resilient and capable female protagonists are clearly Similarities
stronger – if not superior – to certain powerful, yet morally
degraded men. While Ziegler ensures her audience’s absolute
respect towards the unwavering high esteem of her woman differences
character, Atwood presents the differing struggles and
decisions of women according to their position in the social
hierarchy of ancient Greece. Fundamentally, both literary VALUES: Identify
works call on twenty-first century society to pay more respect message to
and acknowledgement to women, both past and present, while contemporary/ twenty-
empowering their readerships to face adversity with greater first century audience in
resilience and strength.  the final sentence
Sample Conclusion
In the final analysis, the worlds of Gattaca and Concluding Phrase
Nineteen Eighty-Four are fundamentally the same. Analytical Verb
They each imagine a bleak society in which
individuals must conform and live out lives controlled
by powerful forces. What makes Gattaca a less grim Perspective Phrase
version of a dystopian world is that it offers us hope,
that even in the grimmest of societies, humanity can
triumph. In contrast, George Orwell’s Nineteen Three-part sentence (a
Eighty-Four presents us with a story without such powerful way to
hope, whose ‘hero’ is weak and is finally crushed by conclude)
the system, and which serves as a stark warning to
readers about what will happen if we let powerful
organisations destroy our individuality.
Key Skills
Skill Reminder # 1 – Topic Sentences
• Topic sentences must relate directly to the essay prompt
• The best topic sentences begin with a “big idea”; they often identify one or
more key themes, issues and/or ideas from the text
• The best topic sentences are compound or complex sentences (present
multiple ideas) as opposed to simple sentences (present one idea)

For example, if the prompt is about character change:

 Both Rosalind and Penelope develop psychologically in response to the
attitudes of their parents, becoming increasingly convinced of the need for
self-sufficiency. (good example: clear connection to character change, compound/complex sentence –
more than one idea).
 Skill Reminder # 2 – Essential “Language”
Comparing Ideas (Similarities) Contrasting Ideas (Differences) Listing/Sequence Words
Likewise, … In contrast to … First, firstly, the first …
Similarly… This is in contrast to … Second, secondly, the second …
Similar to .. On the other hand, … Third, etc
In the same way … While this is the case … Next, last
The same as … Whereas … The next, The last
Complimentary to this… On the contrary …  
Not only … but also However, … Adding Information
Compared to/with … In comparison … In addition, …
Also Nevertheless … Furthermore, …
Too Despite this, … Moreover. …
As Conversely, … also
And …disputes… and
  That aside, … as well as
  Notwithstanding, …  
But Effect/Results
Yet So
As a result
  As a consequence
  Therefore
  Consequently
  Hence
  Due to
As a result of
As a consequence of
Skill Reminder # 3: Introducing
Quotations
All quotations must be
“embedded” within a sentence:

Quote embedded correctly

Dorothy reacts badly to the
news of Ruth’s pregnancy and
she screams at Robert that he
has “wrecked this family.” This
highlights how ashamed she is
that Robert and Ruth have
become pregnant out of
wedlock

Quote not embedded

Dorothy reacts badly to the
news of Ruth’s pregnancy. “You
have wrecked this family.” This
highlights how …
Skill Reminder # 4 – Analysing Quotations
Use analytical verbs in your essay writing to explain the importance of
textual evidence (quotes or examples)
• Illustrates • Reinforces
• Illuminates • Shows
• Exemplifies • Signifies
• Demonstrates • Reflects
• Conveys • Highlights
• Represents • Indicates
• Expresses • Displays
• Emphasises
Exemplars
Step 1
Read Exemplar 1

Step 2
Use highlighting to mark the three different parts of the
introduction.

Step 3
Use highlighting to mark the different parts of the body
paragraphs i.e. Topic sentence, Explanation, Evidence. Use
different colours for the different texts.

Step 4
Grade the essay using the attached rubric.

R&C rubric