Comparing by purpose and form

One way to link texts is through the purpose they are aiming to achieve and
the form they are using.
Form is the type of text, for example:
• an article
• a blog
• a letter
• a diary
• a newspaper
It’s also useful to think about whether the form is for a public or private
audience. For example, a letter is usually for a private audience while a news
article is usually for a public audience. This will affect the purpose of the text
and the language choices made by the writer.
Purpose is what the writer is trying to achieve, for example:
• to entertain
• to inform
• to advise
• to persuade
• to argue
It’s very important to remember that often a writer will have more than one
purpose. For example, a fashion blog may want to entertain, as well as inform
and advise.
When comparing texts, consider what they have in common AND what is
different about them.
If they have the same main purpose:
• Do they use similar methods? For example, a letter and a news article
could use persuasive methods to present completely different
viewpoints of the same topic.
• Are they aimed at the same kind of audience or different ones? Within
two advertisements, the writers will aim to sell their product but might
have a different target audience in mind.
If they have a different purpose but the same subject:
• How do they treat the subject differently? For example, if you are
comparing two texts about a natural disaster, how does the choice of
methods show how the writer has aimed their writing at a particular
audience? For example, one text could be aimed at university students
 studying the natural disaster and the other could be aimed at the
general public.
• How have the writers shown a different opinion about the same
subject?

Example
Look at these headlines, from The Mirror and The Telegraph, from articles
reporting the same story. They have the same main purpose – to inform
people about the landing of a space probe on a comet.

“Rock star”
The Mirror

“European Space Agency's Rosetta spacecraft lands probe on comet”

The Telegraph

Analysis
• The Mirror have used a pun, which grabs the attention, playing on the
idea that a comet is a rock, and this is a terrific achievement – so it’s like
a ‘star’. But a ‘rock star’ plays on ideas of celebrity. It’s a much shorter
headline, which might be more able to grab the attention of the reader,
but does not necessarily inform them of the topic of the article.
• The Telegraph headline provides a detailed level of information to the
reader to indicate the topic of the headline. The headline provides the
reader with the name of the spacecraft which adds to the educational
tone of the headline. The newspaper uses a longer sentence rather than
making use of a particular technique, instead relying on the reader's
interest in the topic to attract them to read.
• The difference in the approaches could be because of their different
audiences – The Telegraph might be assuming that their audience is
already interested in science, whereas The Mirror might feel they have
to attract a reader and entertain, as well as inform.
Comparing a writer’s methods

Writers use different methods to achieve their purpose. The form of a non-
fiction text will also affect the writer’s choice of method. A comparison of two
texts should focus on HOW the writer’s methods are similar and/or different.
For example, you could focus on a writer’s use of:
• tone, eg humorous, serious, satirical
• language, eg word choice, literary techniques, rhetorical devices
• structure, eg order of ideas, repetition, sentence structure

The writer’s choice of method will have an effect on the reader’s response: it’s
important to think about the impact on the reader when comparing texts.
This is also where you can share your opinion about a text. You are the reader,
so think about how the text is making you feel and respond.

Example
Read these two extracts that both focus on describing a dramatic event.

Extract 1

Experience: I fell out of the Sky

I pulled the brake lines to increase the angle of the wing for extra life. But I forgot that

I had tightened them before take-off and made them far more sensitive. I pulled too

hard. That, combined with the eddies swirling from the trees and building ahead,

caused a break in the airflow under the canopy. Instantly, it began to deflate.

I had just enough time to look up and see the thin material of my wing falling

towards me like an enormous bunch of useless laundry. I was dropping like a stone.

Tumbling through the air with no way to stop is a sensation of utter helplessness: a

truly stomach churning moment where you know you’re not going forwards or

upwards; you’re just falling. There is no time to think. One second became two, two

became three. I closed my eyes. Wallop.

Magazine article, The Guardian Weekend, 2014

Skydiver survives 14,000 foot fall after his parachute and backup BOTH fail
A thrillseeker survived a 14,000 foot fall when both his parachute and the emergency
backup failed to deploy during a skydive in Melbourne, Australia. Brad Guy was
doing a tandem skydive, strapped to an instructor, when he plummeted towards the
ground as his family watched helpless in a nearby field. After making the jump,
which was a gift for his 21st birthday, Brad felt the main parachute deploy as they
passed 4000 feet, but shortly after he heard his instructor begin to swear.
The parachute had torn as it opened, causing the pair to spin wildly as they fell.
Recognising something was wrong, Brad asked his instructor: "Are we going to
die?" The only response his instructor, a veteran of 2000 tandem jumps, could give
was "I don't know."
The backup parachute deployed at about 500 feet, but tangled with the remains of the
main parachute as they continued to spiral downward.
Guy told local newspaper the Herald Sun: "Survival wasn't in my head at all. I was
thinking, 'This ground's going to hit me and when it does, I'll be gone. I've brought
my family here to watch me die.'"
Brad's mum Julie, dad Brian, boyfriend Artie and his three sisters and their families
all watched in horror as the nightmare unfolded.
News report, The Mirror, Mikey Smith

Analysis
Here are some similarities and differences between the two texts. In an exam
you wouldn’t have to cover all of these points.

Similarities
• Purpose - both are informing and entertaining the reader.
• They are both about a similar topic, an airborne accident.
• Both use a specialist semantic field - The Guardian article refers to
“brake lines…take-off…canopy…” The Mirror report uses “deploy” and
“tandem skydive”.
 • Both use dramatic, emotive language to excite the reader. The Mirror
report uses dramatic choices like “thrillseeker… plummeted… horror…
nightmare” whilst The Guardian article uses phrases like “utter
helplessness” and “stomach churning.”
• Both structure the last paragraph in the extract with a dramatic phrase.
In the news report “… as the nightmare unfolded” and in the article
‘Wallop’.
• Both texts are written in the past tense and the readers know from both
headlines that the men survived.
Differences
• Different form - extract 1 is a magazine article and extract 2 is an online
news report.
• The Mirror report is describing details of the accident after the event, so
the reader is presented with the emotions of the onlookers: “…his
family watched helpless…all watched in horror.” This emphasis on the
man’s family watching makes the incident more dramatic for the
reader.
• The paramotoring article is written from the perspective of the man
involved in the accident, so the reader is presented with his emotions.
The focus is on his experience of this dramatic event.
• The multi-clause sentences in The Mirror report build a sense of
anticipation, as the details of the dramatic event unfold.
• In the paramotoring article, lots of single clause, short sentences build
the tension. The informality of the word “Wallop” in the paramotoring
article is shocking and also perhaps creates an amusing tone for the
reader.
• The humour is also suggested by the simile, “like an enormous bunch
of useless laundry…” The contrast of this humour with the serious
subject matter makes the text very effective.
• The tone in The Mirror report is more factual: “…14,000 foot fall…2000
tandem jumps…” The use of lots of statistics gives the report a more
informative feel.
• The paramotoring article is more descriptive and uses simple, effective
images: “I was dropping like a stone.” This simile gives a vivid,
dramatic sense of the man’s experience.
• The Mirror report uses first person interviews, "Survival wasn't in my
head at all…”, to make the story more dramatic.
Comparing literary non-fiction with non-fiction

Non-fiction and literary non-fiction often use many of the same techniques,
and share the same topics, so it makes sense that they can be compared.
You might compare the methods the writers use to create effective texts, but
you might also compare the approach of the writer to their subject. For
example, you could be asked to focus on the writer’s:
• viewpoint
• perspective
• attitude
• ideas
It might also be useful to think about the context of the non-fiction text - has it
been written in the 19th century or the 21st century? How does this affect the
attitudes and viewpoint of the writer?

Example
The two extracts below focus on the subject of swimming outdoors. One is a
piece of non-fiction from the 19th century and the other is a piece of literary
non-fiction from the 21st century. Think carefully about how the writers’
present different attitudes towards their subject.

Extract 1

The best moment for a bath is high tide: at low tide, or when the tide is coming in or
going out, there are certain drawbacks which it would take too long to explain here.
One should never enter the sea unless three hours have elapsed since the last meal, so
that the digestive organs may be in complete repose.
It is unwise to bathe if one happens to be very much excited, if one is suffering from
any acute or chronic malady, if one has had a sleepless night, or if one has been
undergoing any violent exercise. One should undress slowly, and, once in one's
bathing costume, and wrapped in a cloak, it is a good thing to walk a little on the
beach, so that the body may be warmed by exercise, and therefore better able to resist
the shock on entering the cold water.
Sea-Bathing, The Lady's Dressing Room, Baroness Staffe, 1983
Extract 2
A dark, dark day. After being up all night with diarrhoea and sickness, I felt rough as
a dog before I even took to the water. Perhaps it was inevitable that I’d pick up a bug
en route – and here it was. “Thames tummy” set in and set me back in a big way.
I just couldn’t keep anything down, and dehydration was a serious risk. Burning
about 8,000 calories a day meant it was almost impossible to swim with no fuel in my
tank, and we had to keep stopping for the medics to check me over. I feared they’d pull
the plug on the whole thing. Thankfully, despite coming close, they let me carry on.
My Epic Thames Swim, David Walliams, The Telegraph, 2011

Analysis
Here are some similarities and differences between the two texts. In an exam
you wouldn’t have to cover all of these points.

Similarities
• Both deal with a similar subject - swimming outdoors. Extract 1
focuses on bathing in the sea and extract 2 is focused on a charity swim
in the Thames river.
• Both texts show the challenges of swimming in the outdoors. The 19th
century text implies that bathing in the sea is a potentially hazardous
activity - “…better able to resist the shock…"
• We can also infer from the 21st century text that the writer finds the
swim a challenge, but is determined to overcome the difficulties “…
they let me carry on.”
• Both writers focus on the physical safety of the swimmers, the 21st
century text uses medical terms - “…dehydration was a serious risk.”
The 19th century text also uses medical terms - “..acute or chronic…”
• Both texts have an informative, factual element - “Burning 8,000
calories a day…the best moment for a bathe is high tide…”
Differences
• Extract 1 is a non-fiction text from 1883, extract 2 is literary non-fiction
from 2011.
• The main purpose of the older text is to advise the reader on the
appropriate and safe way to bathe in the sea.
• The main purpose of the 21st century text is to use a diary form to
entertain the reader by presenting the swim in a dramatic way.
• The two writers show different attitudes towards their subject matter.
The advice text has an informative heading: “Sea-bathing” whereas the
David Walliams diary has a more emotive title: ‘My Epic Thames
swim.”
• The tone of the 21st century text is conversational and informal: “…in a
big way…it’s worth saying…talk about relentless…” These phrases
establish a friendly, frank tone.
• In contrast the ‘Sea-Bathing’ article, at certain points, appears more
patronising - “…which it would take too long to explain here.”
• The more personal tone of the diary is also established by the frequent
use of the personal pronoun ‘I’ : “I feared…I knew…”
• The 19th century text uses the more impersonal pronoun ‘one’ - “if
one..One should..” This gives the advice a more formal feel, especially
to the modern reader.
• Walliams choice of simple figurative language, for example similes like
“…rough as a dog…” give the diary a down to earth feel. The use of
colloquial metaphors like “…no fuel I my tank…pull the plug…” also
give the account an informal tone that engages the reader.
• The 19th century text seeks to engage the reader with an assertive, yet
polite tone. The repeated use of the verb ‘should’ gives a forceful tone
to the advice.
• The advice text uses multi-clause sentences to present detailed
guidance on how to prepare for sea bathing.
• In the diary, some of the longer sentences contrast with short sentences
to give a sense of anticipation – “Burning about 8,000 calories a day…I
feared they’d pull the plug on the whole thing.”
• The advice text uses archaic diction like ‘repose’ and ‘malady’. The
language is more detached: ‘..the body…the digestive organs…” which
has the effect of making the advice more impersonal.
• The writers have very different attitudes. The writer of the advice texts
suggests that there is a ‘proper’ way to prepare to bathe in the sea. The
use of the adverb ‘undress slowly..’ suggests a sense of caution.
• In contrast, the 21st century text presents swimming outdoors in a more
dramatic way – “A dark, dark day...up all night…” The language is
more emotive and personal.
• In contrast the writer of the advice text shares the viewpoint that sea
bathing should be avoided if someone is “…very much excited.”
Planning your ideas

Using spider diagrams

Spider diagrams are useful for a quick recording of thoughts and ideas. When
you are writing about one text, you may decide to use a spider diagram to jot
down your ideas and then order them.
When writing about two texts you need to make links between the points you
have identified about each of them. To do this, you could:
• make separate spider diagrams for each text, and then look to link
points between them
• make one spider diagram showing each point you make about one text
(for example ‘the author directly addresses the audience’), and checking
to see if it’s true of the other text too

Using tables

When you are practising how to compare texts, you might try using a table or
Venn diagram to structure your ideas - in exam conditions this format would
not be as practical.

Here’s an example using the two extracts from the previous page:

Point Example from extract 1 Example from extract 2

Both show the Bathing in the sea is a The swimmer is

challenges of potentially hazardous determined to overcome
swimming in the activity - "…better able to the difficulties “…they let
outdoors resist the shock…" me carry on.”

Different
attitudes Has an informative heading: Has a more emotive title:
towards their "Sea-bathing" "My Epic Thames swim"
subject matter
How to structure a comparison response

Be sure to dicuss both texts through all of your answer.

A longer comparison response could follow this basic structure:

• A very brief introduction linking the two texts (for example focusing on
their purpose or form).
• Main points contrasting and/or comparing the two texts, supported by
details. These could include points on: tone, language choices/literary
devices, structure and reader’s response.
• A very brief conclusion - this must use a key word from the question,
and mention both texts.
When you compare texts, it’s important to talk about both texts all the way
through. Don’t write all about one text, then all about the other.
In each paragraph, make sure you mention both, even if a point is mostly
about one of them.
Sentence starters
Some key phrases can help you to compare texts.

Similarities Differences
Similarly… In contrast…
Equally… However…
In the same way On the other hand…
Just as... so does.... Alternatively…
Both... and... In a different way…

When comparing texts, you are making a point about two different texts,
backing up ideas with evidence and explaining the idea. Then using a linking
statement, you can connect the two ideas together.

Example
Take a look at the structure of the following example, where the writer
compares how their mother and father react to poor behaviour:

Both my Mum and Dad lose their temper sometimes when we misbehave, but in
completely different ways.
My Mum usually reacts to everything by losing her temper really quickly and
screaming in response to make sure everyone knows just how furious she is. The
thing that causes her to react strictly is usually leaving lights on. Sometimes she
shouts, "If I have to tell you again to turn those lights off, I will take the bulb out of
your bedroom!". This shows that sometimes she can exaggerate in her reactions.
On the other hand, Dad will hardly ever lose his temper, or raise his voice. Instead, he
will just stare at you silently, so you know instantly that you are in trouble. "Well"
is the single word that he says once he has stared at you for a minute, and this shows
that whilst he doesn’t scream and shout like Mum, he gives you a warning of the
lecture that he is about to give.

Analysis
Notice how the writer makes a point about how each parent loses their
temper, backs it up with evidence and then explains their idea. The linking
sentence starting with ‘on the other hand’ shows how the two ideas are
similar or different.
Source: BBC Bitesize