Here’s an example of a compare-and-contrast essay > using two works from the Renaissance and Neoclassicism eras: Michelangelo’s David and Antonio Canova’s Psyche Revived by Cupid’s Kiss. Notice that these two pieces were chosen because they both are considered by scholars to be representative of their time periods and that both of the artists used unconventional ideas in their depiction of the current political and social conditions of the day. It’s important that you choose two pieces that allow you to make appropriate comparisons relating to the concepts you are learning in your art history class. This is an important first step as you prepare to write an effective essay that covers multiple main issues covered in class.
Now, list on a chart those 5 main elements you’ve chosen to focus in on and compile detailed notes for each piece in relation to those elements, items or topics to expand upon in the comparison essay.
Notes on this prompt's comparison and contrast features: The on-line, interactive word game helps students create a comparative simile about a real or imaginary person, then use the simile to inspire a descriptive paragraph.
Notes on this lesson's comparison and contrast features: Students imitate Dickens' famous opposite-filled opening (...best of times, it was the worst of times...") with creative topics or with topics they're studying in school.
Notes on this lesson's comparison and contrast features: Students create two arguing voices that might be heard inside one character's head, then create a descriptive scene that shows that character in action.
A compare/contrast essay is one where you either compare two things or contrast two things. You are tasked with finding the similarities and the differences between two things and presenting them in an organized fashion to the reader. Your goal is to create which of the similarities and/or differences are the most important and which are the least important. You can choose to present them in a handful of ways.
Point by Point. Each point is addressed in a separate paragraph. You discuss both of your subjects together for each point of comparison and contrast. Maintain consistency by discussing the same subject first for each point.
Each step of this activity encourages an active approach to the material learned in class and to the processes of both preparing for and taking an exam successfully. By completing this activity early in the course, the hope is that students will be more aware before their first exam of the kind of information and level of thinking they will be expected to exhibit in their essay answers, and will also give them practice with how to consolidate and organize discrete bits of information and the larger, more abstract concepts they are expected to learn, into a well-crafted exam essay.
Writing a compare and contrast essay involves going through several steps before you start to work on your assignment. Firstly, you should come up with something that you can compare. Usually, students compare different events, situations, persons, or places. Secondly, you should organize your thoughts. It’s a good idea to build a small chart that will help you realize what similarities and differences you can write about. Thirdly, do a literature review in order to add the necessary details.
However, choosing a good topic might take a while if you don’t have a list of sample topics in hand. You can find sample essay ideas at the website of your department, get them from the supervisor, or search for topic ideas on the Internet. The following 25 compare and contrast paper topics are worth writing about:
The Moon is also deficient in about half the metals of interest to industrial society (copper, for example), as well as many other elements of interest such as sulfur and phosphorus. Mars has every required element in abundance. Moreover, on Mars, as on Earth, hydrologic and volcanic processes have occurred that are likely to have consolidated various elements into local concentrations of high-grade mineral ore. Indeed, the geologic history of Mars has been compared to that of Africa, with very optimistic inferences as to its mineral wealth implied as a corollary. In contrast, the Moon has had virtually no history of water or volcanic action, with the result that it is basically composed of trash rocks with very little differentiation into ores that represent useful concentrations of anything interesting.
But on Mars there is an atmosphere thick enough to protect crops grown on the surface from solar flare. Therefore, thin-walled inflatable plastic greenhouses protected by unpressurized UV-resistant hard-plastic shield domes can be used to rapidly create cropland on the surface. Even without the problems of solar flares and month-long diurnal cycle, such simple greenhouses would be impractical on the Moon as they would create unbearably high temperatures. On Mars, in contrast, the strong greenhouse effect created by such domes would be precisely what is necessary to produce a temperate climate inside. Such domes up to 50 meters in diameter are light enough to be transported from Earth initially, and later on they can be manufactured on Mars out of indigenous materials. Because all the resources to make plastics exist on Mars, networks of such 50- to 100-meter domes couldbe rapidly manufactured and deployed, opening up large areas of the surface to both shirtsleeve human habitation and agriculture. That's just the beginning, because it will eventually be possible for humans to substantially thicken Mars' atmosphere by forcing the regolith to outgas its contents through a deliberate program of artificially induced global warming. Once that has been accomplished, the habitation domes could be virtually any size, as they would not have to sustain a pressure differential between their interior and exterior. In fact, once that has been done, it will be possible to raise specially bred crops outside the domes.
Be sure to use the appropriate terminology and skills from the course readings and specific to the discipline of art history. For example, in introductory art history courses, students are required in their exam essays typically to compare and contrast different works demonstrating not only their learned skills of formal visual analysis, but also their ability to place works and monuments in a historical context. This means comparing works not only in terms of the differences in their formal elements, but also in terms of the socio-political, theological, regional or cultural reasons behind those differences.