Compare and Contrast Essay
with Blake’s “Chimney Sweeper”
Poems
PROMPT:
The poems below, published in 1789 and
1794, were written by William Blake in
response to the condition of chimney sweeps.
Usually small children were forced inside
chimneys to clean their interiors. Read the two
poems carefully. Then, in a well-written essay,
compare and contrast the two poems, taking
into consideration the poetic techniques Blake
uses in each.
What is the Purpose of the Compare/Contrast
Essay?
• To show the similarities between at least two
things
and
• To show the difference between two things
and
• Prove you can analyze texts effectively
Pre-writing
• Chart/Table
• Identify P2s
Diction
Imagery
TONE
Chimney
Sweeper
1789
Evidence:
Evidence:
Evidence:
Chimney
Sweeper
1794
Evidence:
Evidence:
Evidence:
Venn Diagram
Chimney Sweeper 1794
Alike
Chimney Sweeper 1789
Writing a Thesis Statement
• Review the poems and spot patterns of
similarities and differences
• Decide to what extent you will stress the
similarities between your subjects and to what
extent you will stress their differences
• Create a thesis statement that reflects that
decision
Weak Thesis Statements 
•Both poems are somewhat alike and
somewhat different.
•I can see some similarities and some
differences too.
•Both of them involve (only a single
similarity, no differences).
PROMPT:
The poems below, published in 1789 and
1794, were written by William Blake in
response to the condition of chimney sweeps.
Usually small children were forced inside
chimneys to clean their interiors. Read the two
poems carefully. Then, in a well-written essay,
compare and contrast the two poems, taking
into consideration the poetic techniques Blake
uses in each.
Better Thesis Pattern
While both the 1789 and 1794 iterations of Blake’s
“Chimney Sweeper” address similar subjects of
working class children with contrasting imagery of light
and dark, the 1794 version expresses a harsh
condemnation of religious authority via emotionally
detached diction as opposed to the 1789 poem that
suggests religious redemption for child workers by
means of a naïve 1st point-of-view.
RED: SIMILARITIES (COMPARE)
BLUE: 1794 DIFFERENCE (CONTRAST)
GREEN: 1789 DIFFERENCE (CONTRAST)
How might we organize the essay?
•In text-by-text, you discuss all of A, then all of
B.
•In our case, poem-by-poem
•In point-by-point, you alternate points about A
with comparable points about B.
Paragraph Organization—Poem by Poem
Diction
2nd Paragraph
1789
Poem
1794
Poem
3rd Paragraph
Imagery
Tone
Paragraph Organization—Poem by Poem
Diction
1789
Poem
1794
Poem
Imagery
Tone
2nd
3rd
Paragraph Paragraph
4th
Paragraph
5th
6th
Paragraph Paragraph
7th
Paragraph
Paragraph Organization—Poem by Poem (shorter)
Diction
1789
Poem
1794
Poem
Imagery
Tone
2nd
2nd
Paragraph Paragraph
2nd
Paragraph
3rd
3rd
Paragraph Paragraph
3rd
Paragraph
Paragraph Organization—Point by Point
Diction
Imagery
Tone
1789
Poem
2nd
4th
Paragraph Paragraph
6th
Paragraph
1794
Poem
3rd
5th
Paragraph Paragraph
7th
Paragraph
Paragraph Organization--Point by Point (Shorter)
2nd Paragraph
Diction
3rd Paragraph
Imagery
4th
Paragraph
Tone
1789
Poem
↓
↓
↓
↓
↓
↓
↓
↓
↓
1795
Poem
↓
↓
↓
↓
↓
↓
↓
↓
↓
Outline – Poem by Poem Method (mini-poem analysis)
Paragraph 1. Introduction
a) Essential Background Information
b) Thesis
Paragraph 2. 1794 poem
a) Diction
b) Imagery
c) Tone
Paragraph 3. 1789 poem
a) Diction
b) Imagery
c) Tone
Paragraph 4. Comparisons/Contrasts
a) Comparisons, and/or
b) Contrasts
*DO NOT SIMPLY REPEAT YOURSELF. GIVE
SIGNIFICANCE OF
SIMILARITIES/DIFFERENCES
Paragraph 5. Conclusion
a) Emphasize Major Ties
b) So What?
Outline - Point by Point (organized by P2)
Paragraph 1. Introduction
a) Essential Background
Information
Paragraph 4. Tone
a) 1789
b) 1794
Compare/Contrast in paragraph
b) Thesis
Paragraph 2. Diction
a) 1789 poem
b) 1794 poem
Paragraph 5. Conclusion
a) Emphasize Major Ties
b) So What?
Compare/Contrast in paragraph
Paragraph 3. Imagery
a) 1789
b) 1794
Compare/Contrast in paragraph
Note: Be sure to include transitions.
Also, you may split paragraphs into shorter ones
depending on controlling idea. AVOID 5paragraph, cookie-cutter essay. Consider how
you want your argument to proceed.
Outline - Point by Point (Similarities/Differences)
Paragraph 1. Introduction
a) Essential Background Information
b) Thesis
Paragraph 2. Comparisons/Similarities
Paragraph 4. Conclusion
a) Emphasize Major Ties
b) So What?
c) Evaluation
a) Diction (1789 vs. 1794)
b) Imagery (1789 vs. 1794)
Compare/Contrast in paragraph
Paragraph 3. Contrasts/Differences
a) Diction (1789 vs. 1794)
b) Imagery (1789 vs. 1794)
Compare/Contrast in paragraph
Note: Be sure to include transitions.
Also, you may split paragraphs into shorter ones
depending on controlling idea. AVOID 5paragraph, cookie-cutter essay. Consider how
you want your argument to proceed.
Transition Words/Phrases
Transitional words and phrases:
• helps papers read more smoothly
• provide logical organization and comprehension
• improve the connections and transitions between
thoughts
• Not only is it important to use these between
paragraphs, it is also essential to use within paragraphs
when shifting ideas or evidence.
Transition Words
Contrast:
• Nonetheless
• A clear difference • On one hand
• But
• Rather
• Despite
• Whereas
• Even though
• The antithesis of
• For all that
• On the contrary
• However
• Yet
• In another way
• Instead
• Nevertheless
Comparison:
• Additionally
• In the same way
• By the same
token
• Similarly
• In like manner
• Likewise
• In similar fashion
• …have in
common…
• Comparatively
• Moreover
• Still another
Both:
• By the same
token
• Conversely
• Likewise
• On the other
hand
• Rather
• Similarly
• Yet
• However
• Nevertheless
• While __, ___
Avoiding “Velcro” transitions
• Velcro transitions insult and bore the reader by pointing out
the obvious, generally in a canned and pompous way. Here are
some examples:
• Examples:
• It is also important to note that ...
• Thus, it can be said that ...
• Another important aspect to realize is that ...
• Also, this shows that ...
• In other words, be aware that, in a well-crafted essay, every
sentence is a transitional sentence.
• http://writingcenter.fas.harvard.edu/pages/transitioning-beware-velcro
Read and consider William Blake’s two “Chimney
Sweeper” poems.
1. Construct a Venn Diagram
comparing/contrasting at least two different P2s.
2. Write a thesis statement in which you answer
the prompt on the top of page 1 of your packet.
Read all of the sample AP Poetry
Compare/Contrast essays for the Blake
poems.
1. Determine the organizational pattern of each
2. Evaluate the essays on the AP grading
rubric. What would you commend or
change in the essays?