208 sp 19 essay 2_poem redesign
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This document provides the assignment details and requirements for an English 208 personal and exploratory writing course. Students are asked to write a 100-200 word poem in 3 drafts modeled after one of the poems read in class. The poem must use objective, sensory details and avoid grand statements or abstract nouns. Students should experiment between drafts, changing words, images, lines, and formatting. Meeting all the listed requirements is necessary to be eligible for a B grade.
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The Descriptive Paragraph
The descriptive paragraph as explained in the book "Refining Composition Skills", 6th edition by Regina Smalley
ENG 112 Poetry Essay Note don’t upload an electronic co.docx
ENG 112 : Poetry Essay
Note: don’t upload an electronic copy to Moodle/Turnitin just yet. Length: 3-4 pages. Typed, double-spaced, with standard 1-inch margins, 12pt font, and Work Cited. Number your pages and staple.
William Butler Yeats once said that when you have an argument with the world you write an essay, but when you have an argument with yourself you write a poem. Poetry’s advantage is that it can explore these complex arguments not only through its content (subject, characters, themes), but also largely through form (structure, layout, patterns of rhyme and meter, patterns of diction or imagery, repetition, etc.).
TASK:Select two complete poems from our anthology (i.e. not the ones that are just fragments), a pair that you think
does something interesting together. Write an essay that, by comparing and contrasting the poem’s form and content, forms an argument to suggest something significant the authors do with their subject. Put emphasis not merely on WHAT the poem is saying but HOW and WHY. (If you wish, one of the poems can come from outside the anthology).
PURPOSE: To practice extensive brainstorming, sustained close-reading and analysis, and argument-based essay writing.
CRITERIA: Papers will be graded on the sharpness of the observations, wisdom of the organization, precision of the
writing/grammar/punctuation, the level of interest generated by the comparisons and contrasts, and the degree to which the observations have been crafted into a unified argument.
Basic Writing Reminders:
-For this assignment, outside research is not only discouraged – it is forbidden. Work only with what you can get from the poem itself.
-Resist organizing your paper through a chronological treatment of each poem (papers that do this fall into the trap of merely retelling/summarizing the poem, whereas your true goal here is analysis). The strongest papers organize paragraphs around topic sentences that make a broad claim followed by specific details and evidence. Provide a concluding paragraph that recaps your point and brings out the larger significance involved in what you’ve demonstrated. End with a Works Cited listing the poems.
-To increase flow in your writing, be sure each paragraph has a strong topic sentence. Good topic sentences usually contain some sort of transition from the last paragraph and an argument (not just an observation but a debatable argument that advances your point) for the present one.
-Practice the important habit of granting writers poetic license to create speakers who are not themselves; rather than assuming the “I” in a first-person poem is the poet him- or her-self, it is safer to refer to them as the poem’s “speaker.”
-Be specific. Avoid overly-general statements like "the diction is descriptive," "the poet uses diction and imagery to convey her theme," or "the form of the poem makes it flow." Instead always specify the type of diction/imagery/form/etc. and which specific theme/desc ...
Answer the following question to the best of your ability. Use quo.docx
Answer the following question to the best of your ability. Use quotations, where necessary, to make/support your point.
Poets use
figures of speech
and
imagery
to achieve effects beyond the power of ordinary language. From among the poems we have studied this semester, pick Shakespeare’s sonnet “Shall I Compare Thee to a Summer’s Day,” and compare it to Owen’s “
Dulce et Decorum Est.”
First show how each poet uses figurative language and imagery in their poems. Next, tell us which poet, in your opinion, does a better job, and why?
Requirements
Due: 11/16/16 (Sorry, no emailed electronic versions accepted).
Length: Approximately Two to Three Pages (double-spaced)
Be specific and use quotations to make your case. Don’t just summarize the poems, use a thesis.
Be original! Plagiarized work will result in an F grade.
.
Answer the following question to the best of your ability. Use quota.docx
Answer the following question to the best of your ability. Use quotations, where necessary, to make/support your point.
Poets use
figures of speech
and
imagery
to achieve effects beyond the power of ordinary language. From among the poems we have studied this semester, pick Shakespeare’s sonnet “Shall I Compare Thee to a Summer’s Day,” and compare it to Owen’s “
Dulce et Decorum Est.”
First show how each poet uses figurative language and imagery in their poems. Next, tell us which poet, in your opinion, does a better job, and why?
Requirements
Due: 11/16/16 (Sorry, no emailed electronic versions accepted).
Length: Approximately Two to Three Pages (double-spaced)
Be specific and use quotations to make your case. Don’t just summarize the poems, use a thesis.
Be original! Plagiarized work will result in an F grade.
.
241Ritt Poetry assignment info & writing ideas Your t.docx
241/Ritt
Poetry assignment info & writing ideas
Your task is to write one or more poems. If you choose to write more than one poem,
your works may be related or not, at your own discretion. Here are some prompt ideas
to get you started:
a) Write a poem that’s a list (e.g. “Things I Could Never Say Out Loud”).
b) Write a poem about a color or an abstraction (e.g. love) without ever naming the
subject of the poem. Give lots of specific, vivid details. Use the subject as the title
of the poem.
c) Take an existing piece of writing (any fiction or non-fiction that you’ve written), and
using a dark marker, block out strategic words or phrases to create a new poem
with a new meaning (feel free to alter line lengths or add breaks as needed).
d) Write a collection of statements, each of which is a lie.
e) Write a poem in which weather plays an important role (either as the focus or as
an influence on events).
f) Write a poem that answers a question. You could choose to begin with the
question, as in Whitman’s “A child said…” or imply the question, leaving the
reader clues as to what you’re exploring.
g) OR feel free to do anything else that intrigues you! As long as you hit the
minimum length requirement, there are no wrong answers in poetry.
Feel free to play with formatting, line length, punctuation, alliterations, sounds, etc: There
are NO specific formatting requirements for your poetry. If you choose unusual
punctuation or editing conventions, you’ll want to make sure that they serve a purpose in
your work: to enhance the emotions, to create a sense of intentional confusion, etc. Your
work may be fictional, non-fiction, or some combination thereof. (See length
requirements, on reverse).
As in the previous exercise, try to show us information about the scene rather than
just telling what’s going on. For example, "I felt embarrassed" is much less moving
than immersing your reader right in the details that show us how embarrassed you
were—your sweaty palms, your face turning red, the kids around you laughing, etc.
Help the reader see the scene as you see it and feel the emotions you feel by using lots
of specifics.
As you move into the 2nd draft, keep in mind that poems, like essays, will often have two
layers: One is the surface-level subject (e.g. a snowfall). The other is the larger,
underlying idea: What is your essay really about? (e.g. change, loneliness, etc). After
241/Ritt
we read your poems, we should have some hint towards or sense of your overall
purpose: Why was this topic important for you to write about? (Don’t tell us directly,
but we should be able to infer this or have a sense of it by the end of your poem).
Assignment lengths:
SFD: 1-3 pages (double-spaced, unless you have short lines and/or really strong
feelings about why it should be single-spaced)
o Submitted for feedback; graded for completion and creativity (+10)
Small group works.
InstructionsILOsUnderstand the general nature, purposes, a.docx
Instructions
ILOs
Understand the general nature, purposes, and techniques of literature with a sense of its relationship to life and culture.
Understand the biographical, historical, and cultural contexts of a representative selection of works by major writers.
Identify the relationships among the literary works studied and the philosophical, religious, political, social, and economic milieus of the cultures and subcultures within and among which they were written.
Engage and respond to literary texts personally and creatively.
Think, write, and speak about literary texts critically and effectively.
For weeks 3-6 you will be completing a variety of creative or analytical reading engagements. There are nine choices for this assignment. Choose a different one to do for each week; you may not repeat choices.
Each week the content for your RE must be drawn from the week's assigned readings:
For the week 3 RE: Use the week 3 short stories
Choice 1: Collection of Poems
Write a collection of poems (three minimum) that demonstrate reflection upon and engagement with the short story or stories. You may write about a setting, about a theme, or from a character's point of view. Each poem must be a minimum of ten lines, and you must complete two drafts. Share the first draft with a friend or family member for review feedback. Please ensure the reader writes or types his or her feedback as you will need to submit proof of your outside review. In your submission, include the first drafts (with commentary for revision) and the final drafts. Make sure that the poems demonstrate strong specific connections with and to the text—they should convince your grader of a critical engagement with the text. Alternately, if you are musical, you can record three short songs. You would submit the lyrics (two drafts, demonstrating revisions) and a video of you (or an appointed performer) performing the songs.
Choice 2: Draw a Map
Draw a map that captures, in detail, the setting of a text. This could be a house, town, or roadside event. You may need to draw more than one map to capture multiple scenes from a text. Fill in all the details you can identify from the story or poem and add details that you find plausible and that connect to the plot. Write a paragraph that explains how place functions in your story. How is it important? Symbolic? Thematic? You will likely need to be able to scan in your work for this project or submit a photo file.
Choice 3: Draw a Collection of Pieces of Art
Draw a collection of pieces of art and record a talk that reflects upon how the pieces (a minimum of three) connect to the literature. Make sure that you can locate five or more points of connections in each piece of art. (Some ideas: the black and white images represent the piano Sonny played; the cross that has fallen on the floor represents Grace, the child who has died.) The drawings can be realistic or symbolic. You do not need to be an excellent artist to complete.
AQA Power and Conflict Poetry Revision Guide
A comprehensive revision guide kindly provided by Mr S. Cox.
Short Story Critical Paper Assignment Page count 3-4.docx
Short Story Critical Paper Assignment
Page count
: 3-4 pages
Format:
MLA, double-spaced, 12-point font
Required sources
: The short stories we’ve read to date
Now that we have nearly completed the short fiction unit of this course, it’s time to get to work on your critical papers.
The goal of a “lens analysis” essay or critical paper is
not
to simply compare and contrast two or three works of literature, but to put them in conversation with one another. We aren’t necessarily interested in how two or three particular stories contrast (because
every
story is different in a myriad of ways). We’re interested in looking at the ways the stories and their writers illuminate one another, how elements of craft and author intention are evident across multiple works of literature, and we’re interested in seeing how these elements of craft work to create different effects and create meaning in many works of literature.
Start your paper by formulating a two or three-sentence thesis statement or
argument
. You must then pull no less than
two quotes
from each story or text, passages of the story that serve as evidence to your thesis/argument.
You may choose one of the following essay topics (or another idea altogether) to address in your paper:
Character:
Choose protagonists (main characters) from two or three of the stories we’ve read. What does the protagonist most want? Make an argument. Who or what is in his/her way (antagonist)? Why is this a source of conflict or tension for him/her? What is the crisis? How does the climax or ending give you more insight into the meaning of the character’s desires and the overall theme(s) of the story? How do those desires change throughout the story?
Detail & Description and Imagery:
What sensory details make the world of the characters in these stories come alive? How is description working to affect meaning? What does the imagery add to the sensory in terms of emotional associations it brings to the text? Does the image recur (i.e. “the things they carried”)? If so, how does this repetition work to create meaning or enhance theme? Do you notice any
objective correlatives, metaphors
or examples of
personification
that enhance or affect meaning? Pick two different passages in each story you choose, and discuss how the writer’s choice of details and imagery helps characterize a place or a person, suggesting something that goes unstated (subtext) in the themes.
Subtext:
What goes unsaid in the dialogue and how does the writer give us hints to this subtext? Choose
at least
two passages of description of action or dialogue from two different stories and “read between the lines.” How are character gestures, imagery and/or metaphor working to help you “read between the lines” or uncover the subtext and Hemingway’s
Iceberg Theory.
What do you think is the purpose of subtext? What effect does subtext have on the reader?
Point of View and Voice:
How does the author’s use of sty.
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ENG 112 Poetry Essay Note don’t upload an electronic co.docx
ENG 112 : Poetry Essay
Note: don’t upload an electronic copy to Moodle/Turnitin just yet. Length: 3-4 pages. Typed, double-spaced, with standard 1-inch margins, 12pt font, and Work Cited. Number your pages and staple.
William Butler Yeats once said that when you have an argument with the world you write an essay, but when you have an argument with yourself you write a poem. Poetry’s advantage is that it can explore these complex arguments not only through its content (subject, characters, themes), but also largely through form (structure, layout, patterns of rhyme and meter, patterns of diction or imagery, repetition, etc.).
TASK:Select two complete poems from our anthology (i.e. not the ones that are just fragments), a pair that you think
does something interesting together. Write an essay that, by comparing and contrasting the poem’s form and content, forms an argument to suggest something significant the authors do with their subject. Put emphasis not merely on WHAT the poem is saying but HOW and WHY. (If you wish, one of the poems can come from outside the anthology).
PURPOSE: To practice extensive brainstorming, sustained close-reading and analysis, and argument-based essay writing.
CRITERIA: Papers will be graded on the sharpness of the observations, wisdom of the organization, precision of the
writing/grammar/punctuation, the level of interest generated by the comparisons and contrasts, and the degree to which the observations have been crafted into a unified argument.
Basic Writing Reminders:
-For this assignment, outside research is not only discouraged – it is forbidden. Work only with what you can get from the poem itself.
-Resist organizing your paper through a chronological treatment of each poem (papers that do this fall into the trap of merely retelling/summarizing the poem, whereas your true goal here is analysis). The strongest papers organize paragraphs around topic sentences that make a broad claim followed by specific details and evidence. Provide a concluding paragraph that recaps your point and brings out the larger significance involved in what you’ve demonstrated. End with a Works Cited listing the poems.
-To increase flow in your writing, be sure each paragraph has a strong topic sentence. Good topic sentences usually contain some sort of transition from the last paragraph and an argument (not just an observation but a debatable argument that advances your point) for the present one.
-Practice the important habit of granting writers poetic license to create speakers who are not themselves; rather than assuming the “I” in a first-person poem is the poet him- or her-self, it is safer to refer to them as the poem’s “speaker.”
-Be specific. Avoid overly-general statements like "the diction is descriptive," "the poet uses diction and imagery to convey her theme," or "the form of the poem makes it flow." Instead always specify the type of diction/imagery/form/etc. and which specific theme/desc ...
Answer the following question to the best of your ability. Use quo.docx
Answer the following question to the best of your ability. Use quotations, where necessary, to make/support your point.
Poets use
figures of speech
and
imagery
to achieve effects beyond the power of ordinary language. From among the poems we have studied this semester, pick Shakespeare’s sonnet “Shall I Compare Thee to a Summer’s Day,” and compare it to Owen’s “
Dulce et Decorum Est.”
First show how each poet uses figurative language and imagery in their poems. Next, tell us which poet, in your opinion, does a better job, and why?
Requirements
Due: 11/16/16 (Sorry, no emailed electronic versions accepted).
Length: Approximately Two to Three Pages (double-spaced)
Be specific and use quotations to make your case. Don’t just summarize the poems, use a thesis.
Be original! Plagiarized work will result in an F grade.
.
Answer the following question to the best of your ability. Use quota.docx
Answer the following question to the best of your ability. Use quotations, where necessary, to make/support your point.
Poets use
figures of speech
and
imagery
to achieve effects beyond the power of ordinary language. From among the poems we have studied this semester, pick Shakespeare’s sonnet “Shall I Compare Thee to a Summer’s Day,” and compare it to Owen’s “
Dulce et Decorum Est.”
First show how each poet uses figurative language and imagery in their poems. Next, tell us which poet, in your opinion, does a better job, and why?
Requirements
Due: 11/16/16 (Sorry, no emailed electronic versions accepted).
Length: Approximately Two to Three Pages (double-spaced)
Be specific and use quotations to make your case. Don’t just summarize the poems, use a thesis.
Be original! Plagiarized work will result in an F grade.
.
241Ritt Poetry assignment info & writing ideas Your t.docx
241/Ritt
Poetry assignment info & writing ideas
Your task is to write one or more poems. If you choose to write more than one poem,
your works may be related or not, at your own discretion. Here are some prompt ideas
to get you started:
a) Write a poem that’s a list (e.g. “Things I Could Never Say Out Loud”).
b) Write a poem about a color or an abstraction (e.g. love) without ever naming the
subject of the poem. Give lots of specific, vivid details. Use the subject as the title
of the poem.
c) Take an existing piece of writing (any fiction or non-fiction that you’ve written), and
using a dark marker, block out strategic words or phrases to create a new poem
with a new meaning (feel free to alter line lengths or add breaks as needed).
d) Write a collection of statements, each of which is a lie.
e) Write a poem in which weather plays an important role (either as the focus or as
an influence on events).
f) Write a poem that answers a question. You could choose to begin with the
question, as in Whitman’s “A child said…” or imply the question, leaving the
reader clues as to what you’re exploring.
g) OR feel free to do anything else that intrigues you! As long as you hit the
minimum length requirement, there are no wrong answers in poetry.
Feel free to play with formatting, line length, punctuation, alliterations, sounds, etc: There
are NO specific formatting requirements for your poetry. If you choose unusual
punctuation or editing conventions, you’ll want to make sure that they serve a purpose in
your work: to enhance the emotions, to create a sense of intentional confusion, etc. Your
work may be fictional, non-fiction, or some combination thereof. (See length
requirements, on reverse).
As in the previous exercise, try to show us information about the scene rather than
just telling what’s going on. For example, "I felt embarrassed" is much less moving
than immersing your reader right in the details that show us how embarrassed you
were—your sweaty palms, your face turning red, the kids around you laughing, etc.
Help the reader see the scene as you see it and feel the emotions you feel by using lots
of specifics.
As you move into the 2nd draft, keep in mind that poems, like essays, will often have two
layers: One is the surface-level subject (e.g. a snowfall). The other is the larger,
underlying idea: What is your essay really about? (e.g. change, loneliness, etc). After
241/Ritt
we read your poems, we should have some hint towards or sense of your overall
purpose: Why was this topic important for you to write about? (Don’t tell us directly,
but we should be able to infer this or have a sense of it by the end of your poem).
Assignment lengths:
SFD: 1-3 pages (double-spaced, unless you have short lines and/or really strong
feelings about why it should be single-spaced)
o Submitted for feedback; graded for completion and creativity (+10)
Small group works.
InstructionsILOsUnderstand the general nature, purposes, a.docx
Instructions
ILOs
Understand the general nature, purposes, and techniques of literature with a sense of its relationship to life and culture.
Understand the biographical, historical, and cultural contexts of a representative selection of works by major writers.
Identify the relationships among the literary works studied and the philosophical, religious, political, social, and economic milieus of the cultures and subcultures within and among which they were written.
Engage and respond to literary texts personally and creatively.
Think, write, and speak about literary texts critically and effectively.
For weeks 3-6 you will be completing a variety of creative or analytical reading engagements. There are nine choices for this assignment. Choose a different one to do for each week; you may not repeat choices.
Each week the content for your RE must be drawn from the week's assigned readings:
For the week 3 RE: Use the week 3 short stories
Choice 1: Collection of Poems
Write a collection of poems (three minimum) that demonstrate reflection upon and engagement with the short story or stories. You may write about a setting, about a theme, or from a character's point of view. Each poem must be a minimum of ten lines, and you must complete two drafts. Share the first draft with a friend or family member for review feedback. Please ensure the reader writes or types his or her feedback as you will need to submit proof of your outside review. In your submission, include the first drafts (with commentary for revision) and the final drafts. Make sure that the poems demonstrate strong specific connections with and to the text—they should convince your grader of a critical engagement with the text. Alternately, if you are musical, you can record three short songs. You would submit the lyrics (two drafts, demonstrating revisions) and a video of you (or an appointed performer) performing the songs.
Choice 2: Draw a Map
Draw a map that captures, in detail, the setting of a text. This could be a house, town, or roadside event. You may need to draw more than one map to capture multiple scenes from a text. Fill in all the details you can identify from the story or poem and add details that you find plausible and that connect to the plot. Write a paragraph that explains how place functions in your story. How is it important? Symbolic? Thematic? You will likely need to be able to scan in your work for this project or submit a photo file.
Choice 3: Draw a Collection of Pieces of Art
Draw a collection of pieces of art and record a talk that reflects upon how the pieces (a minimum of three) connect to the literature. Make sure that you can locate five or more points of connections in each piece of art. (Some ideas: the black and white images represent the piano Sonny played; the cross that has fallen on the floor represents Grace, the child who has died.) The drawings can be realistic or symbolic. You do not need to be an excellent artist to complete.
AQA Power and Conflict Poetry Revision Guide
A comprehensive revision guide kindly provided by Mr S. Cox.
Short Story Critical Paper Assignment Page count 3-4.docx
Short Story Critical Paper Assignment
Page count
: 3-4 pages
Format:
MLA, double-spaced, 12-point font
Required sources
: The short stories we’ve read to date
Now that we have nearly completed the short fiction unit of this course, it’s time to get to work on your critical papers.
The goal of a “lens analysis” essay or critical paper is
not
to simply compare and contrast two or three works of literature, but to put them in conversation with one another. We aren’t necessarily interested in how two or three particular stories contrast (because
every
story is different in a myriad of ways). We’re interested in looking at the ways the stories and their writers illuminate one another, how elements of craft and author intention are evident across multiple works of literature, and we’re interested in seeing how these elements of craft work to create different effects and create meaning in many works of literature.
Start your paper by formulating a two or three-sentence thesis statement or
argument
. You must then pull no less than
two quotes
from each story or text, passages of the story that serve as evidence to your thesis/argument.
You may choose one of the following essay topics (or another idea altogether) to address in your paper:
Character:
Choose protagonists (main characters) from two or three of the stories we’ve read. What does the protagonist most want? Make an argument. Who or what is in his/her way (antagonist)? Why is this a source of conflict or tension for him/her? What is the crisis? How does the climax or ending give you more insight into the meaning of the character’s desires and the overall theme(s) of the story? How do those desires change throughout the story?
Detail & Description and Imagery:
What sensory details make the world of the characters in these stories come alive? How is description working to affect meaning? What does the imagery add to the sensory in terms of emotional associations it brings to the text? Does the image recur (i.e. “the things they carried”)? If so, how does this repetition work to create meaning or enhance theme? Do you notice any
objective correlatives, metaphors
or examples of
personification
that enhance or affect meaning? Pick two different passages in each story you choose, and discuss how the writer’s choice of details and imagery helps characterize a place or a person, suggesting something that goes unstated (subtext) in the themes.
Subtext:
What goes unsaid in the dialogue and how does the writer give us hints to this subtext? Choose
at least
two passages of description of action or dialogue from two different stories and “read between the lines.” How are character gestures, imagery and/or metaphor working to help you “read between the lines” or uncover the subtext and Hemingway’s
Iceberg Theory.
What do you think is the purpose of subtext? What effect does subtext have on the reader?
Point of View and Voice:
How does the author’s use of sty.
1. Essay-writing Essay The word Essay is defined in The Concise O.docx
1. Essay-writing Essay The word Essay is defined in "The Concise Oxford Dictionary" as "a literary composition (usually prose and short) on any subject.“ It is a written composition giving expression to one's own personal ideas or opinions on some topic; but the term usually covers also any written composition, whether it expresses personal opinions, or gives information on any given subject, or details of a narrative or description.
2. Characteristics of Essay-writing A good essay must contain the following characteristics: Unity Order Brevity Style Personal Touch An essay must be a unity, treating in an orderly manner of one subject; it should be concisely written and not too long, and the style should by simple, direct and clear; and it should have an individuality, or show the personal touch of the writer.
3. Classification of Essay-Writing Essays may be classified as: Narrative Descriptive Expository Reflective Imaginative
4. Classification of Essay- Writing(cont’d) Narrative: In a narrative essay, the writer tells a story about a real-life experience. While telling a story may sound easy to do, the narrative essay challenges students to think and write about themselves. When writing a narrative essay, writers should try to involve the reader by making the story as vivid as possible. Descriptive: A descriptive essay paints a picture with words. A writer might describe a person, place, object, or even memory of special significance. The descriptive essay strives to communicate a deeper meaning through the description. In a descriptive essay, the writer should show through the use of colorful words and sensory details.
5. Classification of Essay- Writing(cont’d) Expository: In an expository essay, the writer explains or defines a topic, using facts, statistics, and examples. Expository writing encompasses a wide range of essay variations, such as the comparison and contrast essay, the cause and effect essay, and the “how to” or process essay. Reflective: A reflective essay consists of reflections or thoughts on some topic, which is generally of an abstract nature; for example; (a) habits, qualities, (b) social, political and domestic topics (c) philosophical subjects, (d) religious and theological topics.
6. Classification of Essay- Writing(cont’d) Imaginative :Essays on subjects such as the feelings and experiences of the sailor wrecked on a desert island may be called imaginative Essays. In such the writer is called to place himself in imagination in a position of which he has had no actual experience. Such subjects as "If I were a king," or "The autobiography of a horse," would call for imaginative essays.
7. Overview of Essay-Writing
8. How to write an effective essay? Every essay has a beginning, a middle and an end. In a 5 paragraph essay, the first paragraph is called the introduction. The next three paragraphs consist of the body of the essay. The fifth and final paragraph is the concl.
There are two parts to this assignment. The first section of the r.docx
There are two parts to this assignment. The first section of the requirements, followed by the first part of the paper, then the second part of this paper. The FIRST part of the paper
is due by MARCH 19
th
, the SECOND part is due by: MARCH 26th
THE REQUIRED BOOK IS
:
Getlein, Mark.
Living with Art
, 9th Edition., New York: McGraw-Hill.
Your assignment is to write a 4-6-page paper (@1250-1800 words) on one of the following topics. You are expected to cite at least three sources (outside of the course text) in supporting your thesis on your chosen topic. (Wikipedia may be used, but will not be considered one of your three sources).
Please follow these Guidelines:
Double-space the paper, using Times New Roman font in 12-point.
Use MLA formatting and documentation style.
Cite correctly. Put all copied words, phrases, sentences, etc. in quotation marks and cite all paraphrased words, ideas, and arguments correctly.
Include examples of art works to support your analysis. (Feel free to include illustrations in your paper.)
Use the art vocabulary from Chapters 4 and 5 to describe the art works
Use originality in your thinking, analysis and selection of art works
Review the Power Point "How to Write a Comparison" and announcements: "How to Cite Correctly" and "Just What is a Thesis Anyway?".
Please use Microsoft Word or software compatible with MS Word to save your document.
Upload the file in the DROPBOX marked “Research Paper.”
Name your document: last name_ first name_ title.doc; i.e. Smith_Mary_Art in Time.doc
Choose from the following topics:
Write an essay that addresses this statement: “The definition of ‘art’ has shifted and changed over time and across cultures.” Refer to specific works of art, artists, styles, conventions, and/or movements that serve as examples to support your agreement or disagreement with this statement.
Define and discuss the terms “abstraction,” “representational,” and “nonrepresentational” in relation to two works of art per term. Make sure that the works you discuss for each term were created either in two different centuries or in two different cultures.
First, discuss the traditional arts and the historical attitude toward art of one of these cultures: India, China, or Japan. Second, explain when and how the culture came into contact with other cultures—especially Western cultures—and the results of that contact on both. (Note: you must do both parts here. This is NOT merely a chronological survey of the culture you select. )
Identify, compare and contrast three artists from different centuries who have used their art to comment on social or political issues, citing specific works in support of your selections. Comment on the reasons that you feel these artists have succeeded or failed in producing recognition or change through their art.
Referring to specific works and/or artists, compare and contrast at least three varying interpretations of the human body from prehistory to the present..
Tips to write a compare and contrast essay
First of all, do not get scared. It is not that frightening as it might seem at first. You choose two objects, which are similar at some point, for example, two cartoon characters taken out of the same famous TV-show, which at the same time, are different due to their values, for instance.
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