comparative essay conclusion leaving cert

• Leaving Cert. English (Higher) 2019: Paper 2 Section II The Comparative Study A
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The three texts I have studied as part of my Comparative Study are Macbeth by William Shakespeare, Rear Window (RW) directed by Alfred Hitchcock and The Picture of Dorian Gray (TPDG) by Oscar Wilde. In all three texts the personal integrity of the central characters helped shape my impression of the general vision and viewpoint of the texts.

In all three texts the opening shapes our view of the personal integrity of the central character. In Macbeth, we are introduced to Macbeth through the dialogue of other characters who talk about his bravery and valour in battle. He is a man of action and loyalty to his king, Duncan. He is ‘noble Macbeth’, a soldier who wins the title of Thane of Cawdor as a reward for his courage and dedication to the king. It seems like Macbeth is a hero who will triumph over whatever hardship comes his way. However, his integrity is soon tested and instead he becomes a tragic hero in a play full of darkness and despair. Similarly, the opening scene of RW gives us a central character who seems to have integrity. The mise en scėne of the opening establishes Jeff, visually and without dialogue, as a man of bravery. He is a photographer who has put himself in the way of danger to get the picture and the story. We see pictures of explosions and crashes and then the camera pans to Jeff in a wheelchair with two broken legs. Jeff is established as a flawless hero like Macbeth, which made me think that the story would be optimistic. Like both Macbeth and Jeff, Dorian in TPDG is presented as someone who is innocent and good, although he is not seen as a brave hero like the other two characters. Rather, he is a man of a ‘simple and beautiful nature’ but there is still a purity to the character, which suggests he has integrity. The portrait that Basil paints symbolises Dorian’s inherent goodness, which Lord Henry seeks to corrupt. There are flashes of what is to come as Dorian exhibits vanity when he sees his portrait and his insecurities are revealed. However, in all three texts the openings show central characters who are morally sound and therefore, the vision and viewpoint is quite positive.

As all three texts progress, we see how the personal integrity of each of the central characters disintegrates when faced with temptation and each text takes a very dark turn. In Macbeth , ‘vaulting ambition’ to be King, means that Macbeth becomes increasingly tyrannical. Pushed on by Lady Macbeth, and ignoring the consequences of his actions, Macbeth kills Duncan violently to win the crown. Shakespeare shows the audience, by the subsequent events that stem from this action, how usurping the natural order and the divine right of kings brings destruction. While Jeff’s temptation is not as morally repugnant as Macbeth’s, he does give into temptation and his integrity is shaken in my opinion. Jeff becomes more and more obsessed with spying voyeuristically on his neighbours. While his reasons are supposedly valid — he thinks he’s witnessed a murder — he crosses a moral line. Despite being warned by Lisa and Doyle — ‘That's a secret, private world you're looking into out there’ — Jeff yields to temptation to continue spying, symbolised by how his camera lens gets bigger as he gets more involved. Hitchcock was interested in the dark side of human nature and this is revealed in Jeff’s wavering integrity, which brings an element of darkness to the text. Like both Jeff and Macbeth, Dorian gives into temptation and this affects his integrity and plunges the novel into darkness. Unlike Jeff, who feels like he has a moral reason for his actions, Dorian succumbs to temptation purely for selfish reasons. Like Macbeth, Dorian has no excuse for his actions other than the pursuit of pleasure. As Lord Henry says — ‘ The only way to get rid of temptation is to yield to it’ — and that is what Dorian does, unchecked. He destroys Sybil Vane, frequents brothels and opium dens, and manipulates and destroys anyone he meets. Like Macbeth, his integrity disintegrates quickly and violently. Macbeth and Dorian may have had malignant characters influencing them in the shape of the witches, Lady Macbeth and Lord Henry, but like Jeff, they also had free will and a choice in their actions. TPDG is Wilde showing the audience the depravity at the heart of humanity.

The endings of all three texts reveal for me the vision and viewpoint of their authors in the fate of the characters and their integrity. Macbeth ends the play as a tyrant; he is ‘steeped’ in blood; the brave and noble Macbeth from the beginning is gone. He has fallen so low, he is oblivious to his wife’s death, and his own death is an attempt to restore order but just underlines the utter futility of his actions — ‘signifying nothing’. Unlike Macbeth, Jeff’s questionable actions lead him to solving a crime and thus he is absolved of immorality. However, questions still remain as to whether he was right in his actions. However, the film ends with Jeff getting the girl and so the focus does not stay on the ‘rear window ethics’. Contrastingly, Dorian’s fate and shattered integrity mirrors Macbeth’s. He is a ruined man, symbolised by the grotesque, disfigured portrait that has absorbed his actions. His killing of Basil, his creator in a way, is the climax of his immorality and lack of integrity. Like Macbeth, he has destroyed himself. Both are summed up by the following quote — ‘ What does it profit a man if he gain the whole world and lose his own soul?’

Shakespeare and Wilde left me with a negative impression of humanity through the destruction of the central characters’ integrity, while Hitchcock left me with a sliver of hope that we can be better.

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Guide to answering English comparative questions for Leaving Cert

Shane O'Brien

There are three sections to the comparative study: Cultural Context, Theme/Issue and Literary Genre.

Cultural Context

This is the setting and society of the text. You are expected to discuss aspects of Cultural Context such as: Family Structures, Political Structures, Gender Roles, Race & Religion, Love & Marriage. Few useful questions to ask yourself:

• What is valued; money or status?
• Who has power, why?
• How does society view those who resist social expectations?
• How do members of the community relate?
• Is work viewed as necessary drudgery or a worth while pursuit?
• Are material possessions important?
• Attitudes towards the wealthy; Admiration? Envy? Respect?
• Attitudes towards the poor; Scorn? Compassion? Pity?
• Is love valued as love or as a necessary prelude to marriage?
• Is marriage seen as a social advancement?

Theme/Issue

Choose a theme that is relevant across all three texts. In my case, my themes are Change, Oppression, Hope, and Wealth. In your answer you will discuss one of the following:

• Aspects of the theme (+ a tail end question, e.g. how they affected you). E.g. How oppression thrives, how it is defeated, and the effects oppression can have on a character.
• OR trace the development of the theme through the texts.

Literary Genre

Essentially Literary Genre is about how the story is told. Discuss things such as:

• Camera angles
• Narrative voice (Who is telling the story?)
• Written chronologically?
• Twists in the plot
• Characterisation

How To Answer

Every answer you do will essentially be the same, except manipulated the tiniest bit for relevance to your answer. For this reason, practice is essential, and mind maps are fantastic. Timing is an issue you may have to practice, making answers as clear and concise as possible. Quality, not quantity.

For clarity and relevance I will be basing this layout on the 2011 question:

“A reader’s view of a theme or issue can be either changed or reinforced through interaction with texts.” Compare the extent to which your understanding of the theme or issue was changed or reinforced through your interaction with the texts on your course.

Introduction

Name the texts you’ve studied, give them abbreviations. Explain the definition of theme/issue. Explain how you will structure your answer.

The theme of a text is essentially the fundamental message and backbone of the text. The texts I have studied are Purple Hibiscus by Chimamande Ngozi Adichie, “PH”, Children of Men by Alfonso Cuaron, “CoM”, and Sive, by John Keane, “S”. There are a range of themes which are strikingly relevant across each of the texts such as _______. However, the theme which stood out to me due to its dynamic principles and varying interaction levels was wealth. My understanding of wealth was changed frequently throughout my interaction with the texts, and I learned several valuable lessons in this regard. In this essay, I intend to discuss how wealth can influence a character, the means in which the wealthy express their wealth, the stark inequality in terms of distribution of wealth, the evil connotations wealth often holds, and how my interactions with the text influenced my view of these aspects of the theme.

As a rule of thumb, you should aim for three points in the main body. Three long paragraphs. Within each paragraph you should be discussing all texts at the same time. (See keywords to use at the bottom of this post). Topic sentences are extremelyimportant.

My view of wealth was greatly influenced when I witnessed the startling differences in affluence between characters. In “P.H”, I was stunned similarly to Kambili when she visits her cousins who live in poverty stricken conditions. At home, she had become accustomed to “persian rugs on stretches of gleaming marble”, “large compound walls” and “frangipani trees”. It is no surprise, therefore, that she is shocked by the poverty her cousins live in. *Insert relevant quotes about her shock and the conditions.* Immediately shattered my previous view of wealth; that of an equal and fair aspect in everyday life. “P.H” was mirrored by “C.o.M” in this regard. Similarly to Kambili and Amaka, Theo and Nigel are both cousins. Despite this fact, they too differ substantially in terms of wealth. Due to his cynical nature, Theo, in contrast to Kambili, is not quite as taken aback. Theo’s poverty is highlighted when *key moment* . From my previous interaction with “PH”, I expected a similar response to that of Kambili’s when he witnessed the *quote about Nigel’s wealth* .

Theo’s calm and slightly mocking approach aroused my interest and changed my view of wealth once again. Not only did it reinforce my outrage at the infuriating inequality of wealth, it also conveyed to me that there are more important things than wealth in one’s life. Thankfully “S” does not display such inequality. Perhaps not preferable, there exists a shared poverty among the community, with the exception of Seán Dóta. This is revealed when *key moment* .

As you can see I try to stick to the question as much as possible, and also refer to the three texts, weaving them into one discussion.

Length is not important in a conclusion. It is important that you give a brief summary of what you did, as this is the last part the corrector reads before marking you. Short and sweet is the trick.

In conclusion, I can honestly say that my view and understanding of wealth was significantly influenced by my interaction with each of my texts, especially when viewed side by side. I understand now that despite the influence wealth can have on people, there are still people with the integrity and self respect to overcome this.  *Reiterate points*

• Topic Sentences are essential.
• Use keywords for comparisons: Similarly, in contrast to, this is mirrored, reflected, reinforced, despite, alternatively.
• The number of comparisons is irrelevant. It is about the quality of your points and your relevance to the question.
• Be consistent: If you answer on three texts in the first point, do so in all three.
• Refer to the question.

Cultural Context example – 2009 paper

“The main characters in texts are often in conflict with the world or culture they inhabit” In the light of the above statement, compare how the main characters interact with the cultural contexts of the texts you have studied.

The cultural context of a text is the world and society of the texts. The texts I have studied are Purple Hibiscus by Chimamande Ngozi Adichie, “PH”, Children of Men by Alfonso Cuaron, “CoM”, and Sive, by John Keane, “S”. It is fascinating to me that, despite the vast contrast in cultural contexts between 1960’s Nigeria, 1950’s Ireland and 2037’s London, there are still some striking similarities in the characters’ interactions with their respective cultural contexts. There are several aspects of cultural context that are relevant across all of the texts, including wealth, gender roles, family structures, political structures, and love. In this essay, I intend to compare how the characters of my studied texts interact with their cultural context, in particular the issues of wealth, gender roles, and family structures.

I was intrigued by the family structures in each of the texts, especially when viewed in relation to one another. “PH” presents us with a nuclear family – Eugene, Beatrice, Jaja and Kambili. “S” and “C.o.M” contrast this strongly – Sive having a fractured family unit with her grandmother, uncle and aunt, while Theo, with no immediate family, forms a family unit with Miriam and Kee. One would assume that Kambili is the advantaged one in this respect, but this is not the case. It is revealed that her family, although appearing close from the outside, is in fact distant than the two makeshift families. This distance is conveyed in the key moment when *key moment* . Kambili is a ware of this distance, and acts accordingly. When she visits her cousins, who have a happier and closer family unit, she is very eager to stay. She was very much in conflict with her own cultural context. Adversely, Sive is very close to her grandmother. Their relationship is similar to that between Theo and Kee; Theo and Nana are protectors of the vulnerable – Sive and Kee. Her closeness with her grandmother is formed through their shared hatred of Mena, conveyed in *key moment* . It can be argued that Nana and Theo, due to their conflict with their lack of family, have resolved to protect those they care for, and form family units.

In conclusion, I believe the interactions of the characters were to a large extent very similar and predictable. The cultural contexts imposed on them was not ideal, and they were often in conflict with the limitations of their cultures. *Short summary of points*

• Structure: Say what you’re going to say, say it, say what you’ve said.
• Use topic sentences.
• N.B. Try and figure out the coding system the corrector will use. In this case it would have been “C” (Compare) and “I” (interact). In each paragraph, the corrector will look for these, and you will be penalised if your answer is not relevant to these codes.

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The Comparative - Out of the Shadows, PHIC, Shawshank Redemption

Subject: English

Age range: 16+

Resource type: Lesson (complete)

Last updated

18 October 2023

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Comparative Analysis of “Out of Shadows,” “Philadelphia, Here I Come,” and “The Shawshank Redemption” - Leaving Certificate Resource

Description: This comprehensive resource is designed for Leaving Certificate students and English teachers seeking an in-depth understanding of three literary works: “Out of Shadows” by Jason Wallace, “Philadelphia, Here I Come” by Brian Friel, and “The Shawshank Redemption” by Stephen King (adapted into a film by Frank Darabont). The resource offers revision notes, a comparative overview, and sample answers, providing a valuable aid in preparing for the Leaving Certificate English exams.

Key Features:

Revision Notes for Each Text:

• Detailed notes for “Out of Shadows,” “Philadelphia, Here I Come,” and “The Shawshank Redemption,” including character analysis, plot summaries, and thematic exploration.

Comparative Overview:

• An in-depth comparative analysis of the three texts, highlighting similarities and differences in themes, characters, and literary techniques.

Comparative Notes on Themes:

• Comprehensive notes discussing common themes across the texts, such as identity, freedom, and redemption, providing a deeper understanding of how these themes are presented in each work.

Comparative Notes on Cultural Context:

• Exploring the cultural and historical contexts in which the texts are set, allowing students to appreciate how the societal backdrop influences the narratives.

Sample Answers:

• Sample answers to Leaving Certificate-style questions, giving students insights into structuring their responses and scoring well in their exams.

Preparation for Comparative Study:

• This resource equips students to excel in the comparative study section of the Leaving Certificate English exam, enabling them to draw connections between different texts effectively.

Whether you are a Leaving Certificate student preparing for your English exams or a teacher guiding your students through these literary works, this resource is a valuable tool for enhancing your understanding of the chosen texts and achieving success in your exams. It provides a comprehensive and comparative approach to three engaging and thought-provoking pieces of literature.

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GVV – Unforgiven, Macbeth, Wuthering Heights for Leaving Cert English #625Lab

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“The main characters in the text are often in conflict with the world or culture in which they inhabit”. (2009) #625Lab. This essays is beautifully focused on the question. However, the…

Cultural Context – Macbeth, The Fault in Our Stars, Rear Window for Leaving Cert English #625Lab

• Post published: May 17, 2018
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Cultural Context – Stop at Nothing: The Lance Armstrong Story, Macbeth, The Fault in Our Stars for Leaving Cert English #625Lab

• Post published: November 2, 2017
• Post category: #625Lab / Comparative / English / Macbeth - Comparative / Stop at Nothing: The Lance Armstrong Story / The Fault in Our Stars

“The cultural context within a text often dictates the crises or difficulties faced by characters and their responses to these difficulties.”  (a) Discuss to what extent this statement applies to…

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Linking Phrases

To say the texts are similar:

• In the same way / In much the same way
• In ______, we also see ___________
• These characters react in the same way, both __________ because _____
• These characters react similarly but for completely different reasons….
• Both texts reveal that __________
• This is also obvious in ________ when _______, just like ____ decides __________
• We also see this in ________
• Likewise, in __________
• This is mirrored in _________
• The two texts share a similarity in that __________

To point out differences

• By contrast, in _________
• In a different way ________
• The opposite is seen in _________
• Unlike _________
• A completely different situation is clear in _________
• In direct contrast to this, in _________, _________
• The reverse is true in ________
• Nothing like this is evident in _________ because they don’t value _______
• These two texts could not be more different, particularly in thier outlook on _________
• This is very different to ___________
• This is somewhat different to _______

Here’s another list of linking phrases: http://jamietuohy.com/2012/04/12/essential-words-for-the-comparative-question-jamie-tuohy/

3 responses to “ Linking Phrases ”

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