How do you compare two extracts, and how do you structure a comparison answer?
The comparison question: how to compare two extracts (or a set work with an unfamiliar extract) element by element, identify similarities and differences, link them to style and context, and structure the answer as a genuine comparison rather than two separate descriptions.
An Eduqas A-Level Music answer to the comparison question in Component 3. Explains how to compare two extracts (or a set work with an unfamiliar extract) element by element, identify similarities and differences, link them to style and context, and structure the answer as a genuine comparison rather than two separate descriptions.
Reviewed by: AI editorial process; not yet individually human-reviewed
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What this dot point is asking
Some Component 3 questions ask you to compare two extracts (two pieces from your chosen area, or a set work with an unfamiliar extract). The skill is to compare them element by element, identifying similarities and differences, linking them to style and context, and structuring the answer as a genuine comparison rather than two separate descriptions. This dot point gives you the comparison method: choose threads, pair the evidence, and judge how the extracts relate.
Choose comparative threads
Pair the evidence
Sort similarities and differences
Link to style and context
How Eduqas examines this
Comparison questions appear in the chosen-area sections (compare two extracts from rock and pop, musical theatre or jazz) and, as a comparison essay, in the symphony section (compare the two set symphonies). The method is the same: choose threads, pair the evidence element by element, sort similarities and differences, and link to style and context. Practise comparing pairs of extracts from your chosen area so the comparative structure becomes automatic.
Try this
Q1. What is the single biggest mistake in a comparison answer, and how do you avoid it? [Knowledge recall]
- Cue. Describing each extract separately instead of comparing; avoid it by choosing comparative threads and giving a paired observation on both extracts for each thread.
Q2. Give one way to lift a comparison from listing differences to explaining them. [Short explanation]
- Cue. Link a difference to style, sub-genre, function or period (an earlier rock-and-roll number with a 12-bar blues base versus a later ballad with extended harmony), adding an evaluative layer.
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas C3 2022 (comparison, style)10 marksCompare the two extracts from your chosen area of study, commenting on their melody, harmony, texture and use of instruments. [10]Show worked answer →
A comparison question (AO3) on two extracts from the candidate's chosen area. The marker rewards a genuine comparison, with paired observations, not two separate descriptions.
Method. Choose comparative threads from the named elements (melody, harmony, texture, instruments). For each thread, give an observation on both extracts and state whether they are similar or different and how.
Develop. For example: both use a verse-and-chorus structure, but extract A has a riff-based guitar texture while extract B is piano-led; both are diatonic, but B adds extended chords. Tie differences to style or sub-genre. Markers reward paired, element-by-element comparison with evidence and a clear sense of similarity and difference; they penalise describing each extract in turn with no comparison.
Eduqas C3 2023 (comparison, style)8 marksIdentify three similarities and three differences between the two extracts, with reference to the elements of music. [8]Show worked answer →
A structured comparison question (AO3). The marker rewards correct, balanced points of similarity and difference.
Method. Work through the elements and sort observations into similarities and differences. Similarities might be the metre, the broad texture, a shared structure or instrument family; differences might be the tonality, the harmonic language, the tempo or a production technique.
Develop. State each point in comparative terms (both are in 4/4; extract A is faster than B; both are largely diatonic but A is more chromatic). Keep them balanced (three of each as asked) and anchored in the elements. Markers reward accurate, balanced, element-based comparison; they penalise unbalanced lists or vague claims.
Related dot points
- The elements of music as the analytical toolkit: melody, harmony, tonality, texture, rhythm, metre, tempo, dynamics, articulation, structure and sonority, the precise vocabulary for each, and the name-the-feature-then-its-effect method that every Eduqas listening answer rewards.
An Eduqas A-Level Music answer to the elements of music as the analytical toolkit. Defines melody, harmony, tonality, texture, rhythm, metre, tempo, dynamics, articulation, structure and sonority, gives the precise vocabulary for each, and sets out the name-the-feature-then-its-effect method that every listening answer in Component 3 rewards.
- Describing an unfamiliar extract: the method for the unprepared listening questions, working systematically through the elements, using the printed information and any score, identifying the style or area of study, and writing precise, ordered observations under time pressure.
An Eduqas A-Level Music answer to describing an unfamiliar extract in the unprepared listening questions of Component 3. Sets out the method: work systematically through the elements, use the printed information and any score, identify the style or area of study, and write precise, ordered observations under time pressure.
- The extended essay and evaluation: how to plan and write the longer essay answers in Component 3, structuring an argument, supporting it with named musical evidence, weaving in context, evaluating rather than describing, and managing the answer under time pressure.
An Eduqas A-Level Music answer to the extended essay and evaluation in Component 3. Explains how to plan and write the longer essay answers: structure an argument, support it with named musical evidence, weave in context, evaluate rather than describe, and manage the answer under time pressure to reach the top band.
- Dictation and score reading: completing or following a melodic, rhythmic or harmonic line on a printed score, reading a skeleton score to locate features, and the listening and notation skills (intervals, rhythm, chords) the score-based questions reward.
An Eduqas A-Level Music answer to dictation and score reading in Component 3. Covers completing or following a melodic, rhythmic or harmonic line on a printed score, reading a skeleton score to locate features, and the listening and notation skills (intervals, rhythm, chords) the score-based questions reward.
- Comparing the set symphonies (Haydn 104 and Mendelssohn 4): their shared four-movement frame and their differences in style, harmony, orchestral colour, form and expression, and how to deploy both as evidence in the development-of-the-symphony and comparison essays.
An Eduqas A-Level Music answer comparing the two set symphonies, Haydn 104 and Mendelssohn 4, for Area of Study A. Covers their shared four-movement frame and their differences in style, harmony, orchestral colour, form and expression, and how to use both as evidence in the development-of-the-symphony and comparison essays of Component 3.
Sources & how we know this
- Eduqas A Level Music (A660) specification — Eduqas (WJEC) (2016)
- Eduqas A Level Music: assessment and listening guidance — Eduqas (WJEC) (2023)