Comparison and Contrast Essay. Old and Modern Artwork Essay

Learning Outcomes
After completing this part of the project, you will be able to:explain the source materials and personal interpretations in their essay in such a way that the main ideas are clear, adequate support exists for the main ideas, ideas progress in a logical manner, and the significance of a given thesis statement is adequately supported
apply quotes, summarize, paraphrase, and cite source material in accordance with MLA guidelines
compose a works cited page in accordance with MLA guidelines
Procedure
During this part of the project, you will write a 1,500 – 1,700 word essay, revise and edit it accordingly, and post your edited rough draft for final peer review.
As you continue to revise your paper, review your topic sentences, supporting points, and images for specific aspects to support your claims. As you revise your paper, be mindful of the following structural guidelines:
The introduction should identify and describe the works under examination by artist, title, date, and genre. It should offer several sentences introducing the reader to the ideas raised in the paper. Sometimes, it may take you two paragraphs to accomplish a full introduction. Remember, the introduction should also present your thesis statement, positioned as the last sentence of the introduction.
The paragraph immediately following the introduction should discuss the first point in your thesis.
Each of the body paragraphs should refer to your thesis.
Source materials should be integrated in all paragraphs in a manner that supports your claims but does not dominate your claims. For this reason, the source materials should not be included in topic sentences. A strong paragraph will begin with your voice (topic sentence and/or expansion), cite research to reinforce your point, and end with your voice (analysis).
Your conclusion should reinforce the significance of the comparison and contrast. It should not simply restate the thesis.
Compose a works cited page in accordance with MLA guidelines.
Your essay must include 10 active verbs from the List of Descriptive Words to Critique Art. Be sure to highlight the active verbs that you use.
Once you have drafted your essay, review it for common grammatical errors (see the grammar exercises located in the previous units’ “To Do” List pages). Revise your essay accordingly.
Save your rough draft file in DOC format, named as follows:
lastnamefirstinitial_projectBpart2roughdraft.doc
for example, John Doe would name the file “doej_projectBpart2roughdraft.doc”.
* Your thesis should clearly identify the artists, artworks by title (if not earlier identified), and compare/contrast criteria (theme, style, lighting, brushwork, etc...)
* All artwork titles appear in italics, not quotation marks.
* Use topic sentences to begin each paragraph. A topic sentence clearly introduces the topic for that paragraph and makes a kind of claim about it. Be sure each paragraph develops only the ideas that support that topic. If you feel the need to discuss another topic, make a new well-organized paragraph for it. Your well-organized outline should help guide you.
* Avoid sign-posting. Example: "In this essay I will discuss..." No need for that; just jump right in like you know what you're talking about because you do! : )
* Do not use the construct, "In conclusion...." Again, there's no need. Simply make your strong, clear, and well-developed final claims and comments. And remember, your conclusion is the place to make a final claim as to the use of all the information you've just discussed. It's the place to answer the question, To what effect?
* Do double-space all work and indent your first paragraph.
* Do note word count and page numbers.
* Do set up all citations and quoted material using MLA format. Hint: that does not mean footnotes. No footnotes.
* Do note which organizational model you've chosen to follow in your MLA citation heading.
* Do create an interesting and topic-driven title.
Rubric Excellent (A-level) Very Good (B-level) Satisfactory (C-level) Poor (D-level) Unacceptable (F-level)
Focus
The thesis is clear, engaging, and clearly articulated in the full essay form.
The thesis is clear, engaging, and clearly articulated but may be predictable.
The thesis is clear but may be general or unoriginal.
Thesis is unclear.
Thesis is not evident.
Organization
Order of paragraphs is logical and clear. Paragraphs are focused and coherent. Topic sentences signpost the thesis and identify the paragraph's primary claim clearly. Transitions link paragraphs and show development of the controlling idea without being mechanical and/or repetitious.
Order of paragraphs is logical and clear. Paragraphs are focused and coherent. Topic sentences signpost the thesis and identify the paragraph's main claim. Transitions link paragraphs and show development, but some may be mechanical.
Order of paragraphs is logical and clear. Paragraphs are focused and mostly coherent. Topic sentences signpost the thesis and identify the paragraph's main claim. Transitions link paragraphs and show development but are repetitious and/or mechanical.
Order of paragraphs is not clear or may be illogical. Paragraphs lack focus and coherence. Topic sentences may not relate clearly to the thesis or may not forecast the paragraph's claim. Transitions are weak or unclear.
Paragraphs lack order, focus, and coherence. Topic sentences are unclear. Transitions are illogical or unapparent.
Development of Support
Thesis is supported by clear, vivid, detailed, and appropriate examples. Examples are developed appropriately and effectively for an academic audience.
Thesis is supported by clear, vivid, and detailed examples that are appropriate to an academic audience. A very small amount of development is uneven and/or inappropriate.
Thesis is supported by clear, vivid, detailed, and appropriate examples. Examples are developed appropriately and effectively for an academic audience, but some of the development is uneven and/or inappropriate.
Thesis is unclear and/or lacking in appropriate detail. Examples are used unevenly, developed unevenly, and/or are inappropriate for an academic audience.
Support is unclear, irrelevant, or absent. Examples are underdeveloped, irrelevant, or absent.
Mechanics
Sentence structure is varied and stylistically effective for an academic audience. Essay is virtually free of grammatical errors.
Sentence structure is varied and stylistically effective for an academic audience. Essay contains a few grammatical errors.
Sentence structure is varied but limited and may or may not be entirely effective for an academic audience. Essay contains some grammatical errors.
Sentence structure lacks variety and is not effective for an academic audience. Essay contains numerous grammatical errors.
Sentence structure is confusing or nonexistent and not effective for an academic audience. Essay contains distracting grammatical errors.
MLA Formatting and Citation (When Applicable)
MLA formatting and citation are error-free. Research materials are appropriate to a college-level course.
MLA formatting and citation are largely error-free. Signal phrases may lack variety. Research materials are appropriate to a college-level course.
MLA formatting and citation are largely error-free. Signal phrases may be mechanical or repetitive. Research materials are appropriate to a college-level course.
MLA formatting and citation contain errors. Material drawn from research is attributed to its source but may lack signal phrases. Parenthetical citation (when appropriate) and works cited entry may not correlate. Research materials may not be appropriate to a college-level course.
MLA formatting and citation are not followed. Material drawn from research is not attributed to a source or is incorrectly attributed. Signal phrases and parenthetical citations are not used. Research materials are not appropriate to a college-level course.
Assignment Requirements
Essay meets all requirements of the assignment, including length, development, formatting, and source use. Topic and focus are suitable to the assignment.
Essay meets all requirements of the assignment, including length, development, formatting, and source use. Topic and focus are suitable to the assignment.
Essay meets all requirements of the assignment, including length, development, formatting, and source use. Topic and focus are suitable to the assignment.
Essay does not meet all requirements of the assignment. Topic and focus may not be suitable.
Essay does not meet the basic requirements of the assignment. Topic and focus may not be suitable.