how to write an art essay conclusion

• Art Degrees
• Galleries & Exhibits
• Request More Info

Art History Resources

Guidelines for analysis of art.

• Formal Analysis Paper Examples
• Guidelines for Writing Art History Research Papers
• Oral Report Guidelines
• Annual Arkansas College Art History Symposium

Knowing how to write a formal analysis of a work of art is a fundamental skill learned in an art appreciation-level class. Students in art history survey and upper-level classes further develop this skill. Use this sheet as a guide when writing a formal analysis paper. Consider the following when analyzing a work of art. Not everything applies to every work of art, nor is it always useful to consider things in the order given. In any analysis, keep in mind: HOW and WHY is this a significant work of art?

Part I – General Information

• In many cases, this information can be found on a label or in a gallery guidebook. An artist’s statement may be available in the gallery. If so, indicate in your text or by a footnote or endnote to your paper where you got the information.
• Subject Matter (Who or What is Represented?)
• Artist or Architect (What person or group made it? Often this is not known. If there is a name, refer to this person as the artist or architect, not “author.” Refer to this person by their last name, not familiarly by their first name.)
• Date (When was it made? Is it a copy of something older? Was it made before or after other similar works?)
• Provenance (Where was it made? For whom? Is it typical of the art of a geographical area?)
• Location (Where is the work of art now? Where was it originally located? Does the viewer look up at it, or down at it? If it is not in its original location, does the viewer see it as the artist intended? Can it be seen on all sides, or just on one?)
• Technique and Medium (What materials is it made of? How was it executed? How big or small is it?)

Part II – Brief Description

In a few sentences describe the work. What does it look like? Is it a representation of something? Tell what is shown. Is it an abstraction of something? Tell what the subject is and what aspects are emphasized. Is it a non-objective work? Tell what elements are dominant. This section is not an analysis of the work yet, though some terms used in Part III might be used here. This section is primarily a few sentences to give the reader a sense of what the work looks like.

Part III – Form

This is the key part of your paper. It should be the longest section of the paper. Be sure and think about whether the work of art selected is a two-dimensional or three-dimensional work.

Art Elements

• Line (straight, curved, angular, flowing, horizontal, vertical, diagonal, contour, thick, thin, implied etc.)
• Shape (what shapes are created and how)
• Light and Value (source, flat, strong, contrasting, even, values, emphasis, shadows)
• Color (primary, secondary, mixed, complimentary, warm, cool, decorative, values)
• Texture and Pattern (real, implied, repeating)
• Space (depth, overlapping, kinds of perspective)
• Time and Motion

Principles of Design

• Unity and Variety
• Balance (symmetry, asymmetry)
• Emphasis and Subordination
• Scale and Proportion (weight, how objects or figures relate to each other and the setting)
• Mass/Volume (three-dimensional art)
• Function/Setting (architecture)
• Interior/Exterior Relationship (architecture)

Part IV – Opinions and Conclusions

This is the part of the paper where you go beyond description and offer a conclusion and your own informed opinion about the work. Any statements you make about the work should be based on the analysis in Part III above.

• In this section, discuss how and why the key elements and principles of art used by the artist create meaning.
• Support your discussion of content with facts about the work.

General Suggestions

• Pay attention to the date the paper is due.
• Your instructor may have a list of “approved works” for you to write about, and you must be aware of when the UA Little Rock Galleries, or the Arkansas Museum of Fine Arts Galleries (formerly Arkansas Arts Center) opening April 2023, or other exhibition areas, are open to the public.
• You should allow time to view the work you plan to write about and take notes.
• Always italicize or underline titles of works of art. If the title is long, you must use the full title the first time you mention it, but may shorten the title for subsequent listings.
• Use the present tense in describing works of art.
• Be specific: don’t refer to a “picture” or “artwork” if “drawing” or “painting” or “photograph” is more exact.
• Remember that any information you use from another source, whether it be your textbook, a wall panel, a museum catalogue, a dictionary of art, the internet, must be documented with a footnote. Failure to do so is considered plagiarism, and violates the behavioral standards of the university. If you do not understand what plagiarism is, refer to this link at the UA Little Rock Copyright Central web site: https://ualr.edu/copyright/articles/?ID=4
• For proper footnote form, refer to the UA Little Rock Department of Art website, or to Barnet’s A Short Guide to Writing About Art, which is based on the Chicago Manual of Style. MLA style is not acceptable for papers in art history.
• Allow time to proofread your paper. Read it out loud and see if it makes sense. If you need help on the technical aspects of writing, contact the University Writing Center at 501-569-8343 or visit the Online Writing Lab at https://ualr.edu/writingcenter/
• Ask your instructor for help if needed.

Further Information

For further information and more discussions about writing a formal analysis, see the following sources. Some of these sources also give information about writing a research paper in art history – a paper more ambitious in scope than a formal analysis.

M. Getlein, Gilbert’s Living with Art (10th edition, 2013), pp. 136-139 is a very short analysis of one work.

M. Stokstad and M. W. Cothren, Art History (5th edition, 2014), “Starter Kit,” pp. xxii-xxv is a brief outline.

S. Barnet, A Short Guide to Writing About Art (9th edition, 2008), pp. 113-134 is about formal analysis; the entire book is excellent for all kinds of writing assignments.

R. J. Belton, Art History: A Preliminary Handbook http://www.ubc.ca/okanagan/fccs/about/links/resources/arthistory.html is probably more useful for a research paper in art history, but parts of this outline relate to discussing the form of a work of art.

VISIT OUR GALLERIES SEE UPCOMING EXHIBITS

• School of Art and Design
• Windgate Center of Art + Design, Room 202 2801 S University Avenue Little Rock , AR 72204
• Phone: 501-916-3182 Fax: 501-683-7022 (fax)
• More contact information

Connect With Us

UA Little Rock is an accredited member of the National Association of Schools of Art and Design.

Writing the A2 Art Personal Study: examples, help and guidance

Last Updated on April 2, 2023

This article has been written for CIE A Level Art students who are working on their A2 Art Personal Study . It focuses purely on how to write the text of the Study; a previous article outlines how to come up with a good topic ; a future article will address the illustrations and presentation methods.

The Personal Study is an area of uncertainty for many A Level Art students. It differs from projects that are usually completed within high school Art programmes, as it involves a substantial written component (maximum 3,500 words) – something which can intimidate students, especially if they are unfamiliar with how to critically analyse an artwork, make informed judgements and write personal evaluations. With few examples of quality Personal Studies available, it can be difficult to know what is expected and how to begin. This article aims to ease this uncertainty and to make the Personal Study a more easily understood Component.

READ NEXT: How to make an artist website (and why you need one)

1. Research thoroughly

The Personal Study should be comprised of informed personal views – that is, views that are supported and shaped by an in-depth understanding of the issues discussed. Before starting the project, students should conduct thorough background research, selecting and recording information from second-hand sources (such as books, websites and other publications) and first-hand sources (interviews with artists, studio visits / gallery visits etc). Interviews with artists should be planned thoroughly, after preliminary second-hand research has been completed (as findings from research will suggest important issues to discuss with the artist).

Students are often uncertain about how to phrase questions, so sample questions have been included below (the exact questions asked will depend on the topic and focus of the study):

• Please talk me through the process you follow when designing your paintings. Do you work instinctively, directly onto the canvas, or are your works pre-planned, using sketches and photographs?
• What influences your choice of colour? I am interested particularly in the colours used in [insert name of painting/s]. Could you explain your thought process behind the use of colour in this work, particularly the [give example]?
• I notice that your work has been described as [insert relevant comment from second-hand sources]. Do you agree with this statement? How do you respond to this?
• I notice that [insert an aesthetic feature of their artwork i.e. ‘angular line’ or ‘organic form’] is a dominant feature of your work. Is this strongly connected to the ideas that you are exploring? Have you used these elements deliberately?
• Can you show me work in progress or semi-complete artwork? I would love to understand the process you go through and how you apply media at different stages.
• Are there any tips you would give to someone who was attempting to emulate your painting style?
• Which artists have influenced your work? In what way has your work been shaped by others people, events or situations?

2. Evaluate and interpret research findings

Conducting research is critical for creating an excellent Personal Study, however, it should be noted that submitting research on its own will not gain a student any marks. Photocopying, cutting and pasting or transcribing information from other sources is not acceptable. Examiners do not want to read long lists of facts or chronological sequences of events. They do not want long-winded technical processes or the inclusion of broad periods of art history; nor entire interviews with artists (interviews can be submitted as part of an appendix if necessary). Students should not include an extensive artist biography (only brief and relevant details are needed) nor include vast passages of text that have been regurgitated from other sources.

Instead, students must select the information which is relevant and analyse this in detail, evaluating and interpreting findings in relation to the focus of their study . Research should be used to help form intelligent, knowledgeable, personal responses : to explain, justify or support the viewpoints, judgements and conclusions that are presented.

Evidence of research might be demonstrated, for example, through the use of carefully chosen quotes (to support or contrast the student’s own ideas) or through the inclusion of correct terminology and background knowledge to communicate an in-depth understanding of relevant issues. Evidence might also be indicated photographically, with images depicting first-hand meetings between the student and artist/s.

This Personal Study by CIE A2 Level Art and Design student Alice Ham, from  ACG Parnell College , shows a cleverly selected quote alongside images by New Zealand charcoal artist Liam Gerrard . Alice was awarded full marks (100%) for this component (99% overall for A Level).

3. Structure the Personal Study in a logical and clear manner

Before writing the Personal Study, students should plan the content, order and structure of their study thoroughly (often in conjunction with planning the layout of their project – this will discussed in more detail in a subsequent post). This should include headings and subheadings of material discussed and rough diagrams indicating how this will be supported by images. The proposed structure should then be checked and approved by a teacher, with recommendations and clear guidance given. While the structure of each Personal Study will differ, depending on the topic chosen, every study should follow the basic format outlined below:

• Introduction . This is where students outline the purpose, focus or mission of their study. This may include question/s they are going to answer; themes they are going to explore; issues they hope to address etc. It should set the scene for the project and may include reasons for selecting a topic and an indication of how / why the topic is of personal relevance or interest to the student. It is important that the intentions of the project are clearly set out in this section, so that the remainder of the project can be structured accordingly.
• Body . This is the main part of the Personal Study and will need careful thought. It is usually organised into separate sections (which may be formal chapters, or simply different areas of a visual study), usually with individual headings and sometimes sub-headings. (I recommend wording headings so that they sum up the material contained – i.e. ‘ Analysis of Composition: [artwork title] ’ rather than ‘ Chapter 3 ’. This means that the examiner is able to see immediately that the student has covered a range of appropriate areas). The sections should be ordered logically and address the focus of the project; they should NOT ramble haphazardly from one issue to the next. High school Art students have a tendency to write without any preconceived order or structure, discussing issues spontaneously as they think of them. While this can be a suitable approach for more creative writing tasks – and can pulled off by certain students – this strategy runs the risk of creating a muddled and incoherent Personal Study.
• Conclusion . This is where students summarise key points from the project, arrive at final conclusions and make considered personal judgements about what has been learnt.

This is one of the concluding paragraphs in a Personal Study by Nikau Hindin (who achieved 98% for CIE A Level Art while studying at ACG Parnell College), entitled ‘ Identity, Consumerism & Popular Culture: How composition conveys a message ‘. The project was focused upon the analysis of artwork by New Zealand artist Kelcy Taratoa , with comparisons made with the work of American artist Bill Barminski :

Taratoa’s use of composition helps convey his message concerning identity construction. The arrangement of elements is symbolic of an unconscious hierarchy within his paintings that forces the viewer to question and analyse them. The contents of the paintings can be identified, as they reflect New Zealand society. Taratoa’s use of colour is vibrant and modern, echoing the technological era we live in. Barminski has a more dynamic and humorous approach to conveying his message. He mocks consumerism with his witty and blunt slogans and replications of consumer products. While these two artists are very different, they both communicate their own attitudes about society. Making a political statement through your paintings forces an audience to engage. Ultimately we want our art to be remembered and admired and I think if the message of a painting is clear then the viewer is more likely to go away and think about it. Paintings are a powerful tool to communicate a meaning that is deeper than the 2mm of paint on a canvas. Paintings are an artist’s voice.

• Bibliography / References / Acknowledgements . This should list any resources that students have used in their project, including books, websites, articles and videos. It might also include sources of first-hand information, such as museums, galleries or websites, as well as acknowledgements, thanking the artist for their time.

4. Write clearly and coherently

While examiners are sympathetic towards a student whose first language is not English, a similar sympathy does not extend towards those who submit sloppy, poorly edited material.

Just as it is expected that a Coursework project should contain beautiful well-composed artwork, a Personal Study is expected to contain well-structured, well-edited material. Even if a student has chosen to produce a largely visual project, submitting a sequence of annotated images, the text should communicate with intention and the writing quality should match that achieved by an A Level English student. Poor grammar, spelling errors and ‘txt’ speak are inexcusable.

As with any important written project, drafts should be rewritten and refined several times: chapters re-arranged; paragraphs and annotation reorganised; repetitive material, waffle and unnecessary regurgitation eliminated. Teachers, parents and friends can all be recruited to read through drafts, highlighting spelling errors and identifying areas where the writing is muddled. While the work must of course remain entirely that of the student, feedback from a fresh set of eyes is invaluable.

5. Use subject-specific vocabulary

A Personal Study should include an appropriate range of Art related terms and vocabulary. While the exact words used will be dependent upon the nature and focus of the study, there are a number of general Art-specific terms which students should be familiar with (these will be listed, with their definitions, in an upcoming article). Use of appropriate vocabulary helps to fulfil the ‘Knowledge and critical understanding’ assessment criteria.

6. Make it PERSONAL

As the title indicates, a Personal Study must communicate distinctly personal opinions, insights, judgements and responses, demonstrating a clear engagement with the artwork studied.

This excerpt from an 100% OCR A Level Art Personal Study by Yantra Scott entitled ‘ An investigation into gender roles in contemporary art ‘ illustrates this:

I first encountered Sarah Lucas whist briskly strolling through the crowded rooms of the Tate. Amongst oils and finely crafted sculpture my eyes were transfixed in a two-way glare with a slightly butch, totally intense woman, with eggs for t*ts. Ever since then I’ve been hooked.

It is evident that Yantra not only visited and viewed artwork in the flesh, but had a strong personal reaction to it. It could never be assumed that this segment had been reworded from a textbook: it is absolutely the words of a passionate high school Art student. Although Yantra uses coarse language within her study (something which should be emulated with caution) this project is an exceptional example of an intelligent and personal response to a topic. (More of Yantra’s work, as well as the entire text of her study, can be read in full on the great Julia Stubbs’ website ).

Similarly, this quote from an 88% OCR A2 Art Personal Study (one of the examples given in the OCR A2 Art Exemplar Work – Personal Study document ) shows a personal response integrated within the analysis of Damien Hurst ’s work, illustrated below.

The glass is thick, so thick that it is intimidating. It is as if it is holding something terrible back. It makes you question the formaldehyde and query, what if the tank did break? The formaldehyde is not clear as I expected but is quite strongly coloured by a blue and green pigment. This colour is very clinical and has the connotations of a hospital…

The musings about the tank breaking and the formaldehyde differing from expectations are clearly the individual thoughts of a high school art student.

7. Understand ‘cultural context’

Within the Personal Study, students must demonstrate an understanding of cultural context –  an understanding that an artist does not create work in isolation, but rather creates work that is shaped and influenced by the circumstance/s they finds themselves in. This might mean that discussion of the influence of natural, social, political or cultural environments is appropriate, or that – as is more common – the influence of other artists is discussed, with comparisons made between artwork that has been created in similar or differing contexts.

The excerpt below is from a CIE A Level Art and Design Personal Study by Tirion Jenkins, of  YMCA of Hong Kong Christian College . Titled ‘Alternative Fashion Photography’, her Personal Study was awarded Best in Hong Kong (2012) and includes analysis of ‘One night in Mong Kok’ by photographer Akif Hakan Celebi . Tirion demonstrates a clear understanding of the interrelationship between a photographer’s work and the setting in which it was created.

The setting itself creates an intoxicating atmosphere with the rows of fluorescent light bulbs and layers of luminous signs that form an endless maze of gaudy colours. However, the setting does not overwhelm the two models who draw my eyes despite the signs above them. They create the focal point of the image through the use of the rule of thirds as they are placed off-centre and through their quirky appearance which magnetises the eye towards them. They seem to belong to a different world to the passersby behind them with their flare of red hair and audacious choice of feathered flittered clothes. Akif has further crafted the image through the use of makeup as their chalk white faces further segregates and emphasises their surreal doll-like appearances. …Akif’s pictures are reminiscent of Japanese cinema which he says he is so influenced by. “I like…its writhed and crazy stories; I feel very close to that way of looking at the world.” This photograph is particularly mystical due to the vibrant and decorative bokeh of Hong Kong’s street lights in the background.

8. Critically analyse artworks

The core of the A2 Art Personal Study is the in-depth analysis of selected artist works. Some of these artworks must be viewed in person, however it is common (and completely acceptable) for students to analyse work from a combination of primary and secondary sources.  In the best studies, artworks are chosen specifically to facilitate the discussion of issues which are relevant to the study.

The advice in this section is particularly important and should be read closely by students who are hoping to achieve a high grade for their Personal Study.

When analysing artwork, it is helpful to analyse the work in terms of composition, format, structure and visual elements (such as shape, line, texture, colour, space, tone) . Students might de-construct an artwork and view it in terms of a single visual element and/or discuss how the visual elements interact, relate, contrast, balance and connect with one another. Descriptions of important terms have been included below to aid this process:

• Composition is the placement or organisation of visual elements within an artwork – the way these have been composed, combined or ‘put together’. Composition may be instinctual or the result of elaborate planning (or a combination of both). A ‘compositional device’ is an aspect of a composition which has a certain effect (such as the use of frames within frames, which might help create a sense of distance or space within an artwork).
• Format is the overall shape, size and orientation (portrait or landscape) of an artwork, i.e. whether a work is painted on a long, horizontal oblong canvas, or upon a vertically orientated A4 portrait board. Format can be influenced by practical considerations (i.e. the nature and shape of the object or scene depicted) as well as being an active decision by the artist to help communicate a particular meaning or idea.
• The structure of an artwork is the organisation of basic forms within a composition (this will be illustrated in more detail in the subsequent post focusing on imagery).
• Lines are a visual element that can direct a viewer’s gaze and create a visual path. These can direct attention to a focal point and create depth through perspective or horizon lines. Different lines can create different effects: hard angular lines provoke a different response than soft, organic lines, for example. Repetition of lines can create a sense of movement or rhythm.
• Shape is a visual element that is created by the junction of lines or changes in tone: the perceived boundaries of form. Larger shapes can become dominant focal points within an artwork; similar shapes can be repeated to create balance and create unity / visual harmony. Shapes can be symbolic, i.e. they can represent more complex forms and carry meaning. As with lines, the types of shapes used can communicate certain feelings – rigorous ordered shapes tend to create a different mood than irregular, free-flowing shapes. Shapes might also be used to create borders / frames and boundaries that connect, overlap or intersect, perhaps helping to draw viewers from the foreground / middle-ground to background.
• Space – the absence of form – is an often overlooked visual element. Described as being either positive (the space contained within the boundary of an object) or negative (the background space in and around an object), space can determine how busy and cluttered a painting is. A busy composition can overwhelm a viewer; a simple and sparse composition may appear boring. Careful integration of space is fundamental to any artwork.
• Form is a visual element that is usually discussed more easily in relation to three dimensional objects (as three-dimensional forms are usually described within two dimensional works in terms of shape, tone and line).
• Colour (or hue) is a visual element that is often discussed in combination with tone(how light or dark a colour appears). Colour can affect the mood of an artwork due to colour associations – i.e. blue might indicate sadness. Tone can help to communicate a sense of distance (items that are further away generally appear lighter – due to ‘atmospheric perspective’). Both tone and colour can be used to create contrast within an artwork, attracting the viewer’s attention and helping to create focal areas. Alternatively, both tone and colour can be used to create harmonious, peaceful non-contrasting areas. Use of light and shadow or warm and cool might also be an important area to discuss.
• Texture can be real (the result of brush strokes, irregularities in materials, and the application of a range of materials) or implied…i.e. a surface that is made to looktextured. As with the other visual elements, texture should be integrated so that it balances and becomes an aesthetically pleasing addition to an artwork. Surface qualities – along with other detailed areas and intricate patterns – are only able to be appreciated fully when viewed in person.

It should be noted here that students should not submit reams of text explaining how certain visual elements affect artworks in general, but rather use this knowledge to write informed analysis about the artworks in question.

Here is another example by Nikau Hindin, discussing the use of line in paintings by Kelcy Taratoa. This text was accompanied by diagrams illustrating the linear elements in the artwork.

…Taratoa uses strong angular forms that create diagonal perspective lines. These lines are called ‘leading lines’ and direct us to the focal point of this painting, which is a portrait of Taratoa. They also lead our eyes past him and make us look at the background. This helps to convey Taratoa’s message that one’s identity is linked to social circumstance, upbringing (background) and popular culture.  Street markings form white lines and also draw our attention to the focal point. Street markings represent paths and therefore they may be paths to finding and constructing ones identity. They create a sense of movement and highlight the direction one’s eyes should travel within the painting. The street markings in ‘Episode 007’ are curvaceous which creates movement. The curvy lines mirror the organic forms of the superhero’s muscular body, creating a visual link. In ‘Episode 0010’ the repetition of line of the zebra crossing creates a sense of rhythm and leads us to the portrait of Taratoa in the left corner. Horizontal lines are repeated in the background of the painting to unite separate parts of the painting.

As well as the aesthetic qualities discussed above, most students also include sections where they analyse artwork in terms of materials, processes, stylistic influences, techniques (use of media) . For some, this is the primary focus of the Personal Study. This might include analysis of the way an artist has applied paint to a canvas (mark-making, brush strokes), the sequence of building up layers of paint over a prepared ground, or the sequence of events involved in creating a graphic design: from conceptual sketches, development of ideas, construction in Photoshop, through to proofing, paper selection and final printing. It might involve discussion about the way a composition is planned and designed and then the various processes that are undertaken in its completion. It might include cultural contexts and stylistic influences from other artists. In any sections of the Personal Study which are dedicated to process and technique, it is important to note (as mentioned above) that the examiners do not want the regurgitation of long, technical processes, but rather would like to see personal observations about how processes effect and influence the artwork that has been created.

In all analysis of artwork, whether this involves discussion of composition, aesthetic qualities, cultural contexts, use of media, or approach to a theme, it is important that students move beyond simple observations and add perceptive, personal insight. For example, if a student notices that colour has been used to create strong contrast in certain areas of an artwork, they might follow this with a detailed and thoughtful assumption about why this is the case: for example, perhaps the contrast was created deliberately to draw attention to a focal point in the artwork, helping the artist to help convey thematic ideas. These personal insights could be backed up by earlier research, confirmed or suggested by the artist, or might be educated assumptions made by the student, based upon their own responses and personal interaction with the artwork.

Some final recommendations are included below:

• ‘Analysis of artwork’ does not mean ‘description of artwork’ . Analysis means taking an artwork apart (thinking about it in terms of individual elements, such as line, or colour or technique), analysing these individually and/or in terms of how they relate to one another, and making personal observations and judgements, connecting this to the theme or focus of the assignment.
• Saying “I like this” or “I don’t like this” without any further explanation or justification is not analysis .
• Writing should be carefully integrated with the images , so that it is clear which text relates to which images (this will be discussed more in the subsequent post).

Alice Ham, a Year 13 student at  ACG Parnell College  (awarded 100% for her Personal Study) has produced some excellent analysis of artwork by  Liam Gerrard :

In most works (the exception usually applies to those done in commission) the focus of the piece is centred, surrounded by empty space and never grounded through shadow or the like. This is another way in which Gerrard plays with commonly held opinions. Typically, a most aesthetically pleasing composition will follow the rule of thirds – a well known ‘rule’ that correlates to the focus of artworks being offset within the composition, and the entire image being visually divided into 3 sections. Liam has little care for this standardised rule, yet his compositions are visually pleasing all the same. I believe this could be because of the negative space, there is no overcrowding and it allows the viewer to focus on the subject. I also think this space is played upon in the display of the artwork. Galleries in general will have white or very light coloured walls so as not to distract from what is on display. By placing these white canvases on the white walls, hung without obvious framing, the artwork is allowed to ‘flow’ into the viewer’s world, there is no line of separation. This forces the viewer to study Gerrard’s pieces, and perhaps consider the personal message they address for the viewer in everyday life.

Some of the text above has been reproduced here to aid ease of reading:

The expression on the pig’s face is perhaps what would draw the viewer into this picture the most. It directly contradicts the gruesome depiction of decapitation and appears almost to be laughing. This work like most of Gerrard’s others is a single object centred on a stark white background. The amount of empty space in this picture is very eye catching and directs the viewer’s vision inwards, there is no chance of distraction by details in a menial part of the work. Once again Gerrard uses charcoal in his personal style, leaving the artwork in black and white. This lack of colour is cold, it presents the reality of the grisly scene without the embellishment of colours. This does not allow the audience to be caught up in what is ‘pretty’ but forces them to take in every details in it’s highly realistic, and perhaps disturbing, state. The shock factor of this piece is emphasised ten- fold by the sheer size. It cannot be realised until you view this piece in reality, but being dwarfed looking up into a pig’s head captured mid laugh brings upon you a bizarre sense of fascination.

9. Explain the relationship to Coursework (if appropriate)

As explained in the previous post about topic selection, it is no longer necessary that the Personal Study relate to a student’s Coursework project. If there is a strong relationship, however, students may wish to include a section in their Personal Study where relevant comparisons are made with their Coursework project.

10. Don’t exceed the word count

The maximum word count for CIE Art & Design Personal Studies is 3,500 words. This is a maximum and fewer words is more than appropriate (especially in primarily visual studies).

If a student is slightly over the word count, this is unlikely to be an issue (it is rare that examiners would know your exact word count, as no-one is likely to count every word in a project from start to finish); however, if a student is significantly over the word limit, this is obvious and a problem, running the risk that the examiners will run out of time (or enthusiasm) to read your project in its entirety. Almost all cases of word count breaches come from students who have attempted to bulk up their study with unnecessary information from second-hand sources. If you are encroaching the word limit, you should immediately ensure that you have not included supplementary research material or unnecessary information summarised from textbooks. If you are still battling with the word count and inclusion of material from second-hand sources is not an issue, you should re-edit your project, eliminating waffle, and ensuring you communicate succinctly.

Final Notes

I encourage teachers to locate and print the excerpts from Personal Studies that are included in the 9704 Standards booklet on the CIE Teachers’ password protected site , which can be downloaded as a PDF document from the A Level Art & Design page. This document is invaluable.

Finally, we are actively looking for more examples of high achieving Personal Studies to share on the Student Art Guide. If you or someone you know someone who excelled in this Component, please read our submission guidelines for more information.

If you found this information helpful, you may wish to read the previous article in this series: How to select a great A2 Art Personal Study Topic  or our overview of the CIE A Level Art: Personal Study .

Amiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years, responsible for the course design and assessment of student work in two high-achieving Auckland schools. She has a Bachelor of Architectural Studies, Bachelor of Architecture (First Class Honours) and a Graduate Diploma of Teaching. Amiria is a CIE Accredited Art & Design Coursework Assessor.

JOIN OVER 21,000 PEOPLE WHO RECEIVE OUR FREE NEWSLETTER

You will be notified first when free resources are available: Art project ideas, teaching handouts, printable lesson plans, tips and advice from experienced teachers. What are you waiting for?

Email Address*

We send emails monthly. And don’t worry, we hate spam too! Unsubscribe at any time.

• University of Texas Libraries

Art and Art History

• How to Write About Art
• Overview Resources
• Find Art & Art History Books
• Find Art and Art History Articles
• Find Images
• Color Resources
• Collecting & Provenance This link opens in a new window
• Art Collections at UT
• Foundry @ FAL Information
• Professional Art Organizations

Write and Cite

• Cite Sources UT Austin Guide Learn more about what citations are and how to manage them. Includes information about citation tools like Noodle Tools and Zotero.
• UT Austin University Writing Center A resource for help with your writing. The Writing Center includes one on one consultations as well as classes.
• OWL Purdue - Chicago Style The OWL Purdue is a great resource for writing and citation help. Chicago Style is the preferred citation format for art history. The OWL also includes citation help for other styles include APA and MLA.

Writing Aids and Publication Manuals

Write about Art

• Last Updated: Oct 20, 2023 7:31 AM
• URL: https://guides.lib.utexas.edu/art

ARTS - Herzberg: Writing Essays About Art

• Art History
• Current Artists and Events
• Local Art Venues
• Video and Image Resources
• Writing Essays About Art
• Citation Help

What is a Compare and Contrast Essay?

What is a compare / contrast essay.

In Art History and Appreciation, contrast / compare essays allow us to examine the features of two or more artworks.

• Comparison -- points out similarities in the two artworks
• Contrast -- points out the differences in the two artworks

Why would you want to write this type of essay?

• To inform your reader about characteristics of each art piece.
• To show a relationship between different works of art.
• To give your reader an insight into the process of artistic invention.
• Use your assignment sheet from your class to find specific characteristics that your professor wants you to compare.

How is Writing a Compare / Contrast Essay in Art History Different from Other Subjects?

You should use art vocabulary to describe your subjects..

• Find art terms in your textbook or an art glossary or dictionary

You should have an image of the works you are writing about in front of you while you are writing your essay.

• The images should be of  high enough quality that you can see the small details of the works. 
• You will use them when describing visual details of each art work.

Works of art are highly influenced by the culture, historical time period and movement in which they were created.

• You should gather information about these BEFORE you start writing your essay.

If you describe a characteristic of one piece of art, you must describe how the OTHER piece of art treats that characteristic.

Example:  You are comparing a Greek amphora with a sculpture from the Tang Dynasty in China.

If you point out that the color palette of the amphora is limited to black, white and red, you must also write about the colors used in the horse sculpture.

Organizing Your Essay

Thesis statement.

The thesis for a comparison/contrast essay will present the subjects under consideration and indicate whether the focus will be on their similarities, on their differences, or both.

Thesis example using the amphora and horse sculpture -- Differences:

While they are both made from clay, the Greek amphora and the Tang Dynasty horse served completely different functions in their respective cultures.

Thesis example -- Similarities:

Ancient Greek and Tang Dynasty ceramics have more in common than most people realize.

Thesis example -- Both:

The Greek amphora and the Tang Dynasty horse were used in different ways in different parts of the world, but they have similarities that may  not be apparent to the casual viewer.

Visualizing a Compare & Contrast Essay: 

Introduction (1-2 paragraphs) .

• Creates interest in your essay
• Introduces the two art works that you will be comparing.
• States your thesis, which mentions the art works you are considering and may indicate whether the focus will be on similarities, differences, or both. 

Body paragraphs 

• Make and explain a point about the first subject and then about the second subject 
• Example: While both superheroes fight crime, their motivation is vastly different. Superman is an idealist, who fights for justice …… while Batman is out for vengeance. 

Conclusion (1-2 paragraphs) 

• Provides a satisfying finish 
• Leaves your reader with a strong final impression. 

Downloadable Essay Guide

• How to Write a Compare and Contrast Essay in Art History Downloadable version of the description on this LibGuide.

Questions to Ask Yourself After You Have Finished Your Essay

• Are all the important points of comparison or contrast included and explained in enough detail?
• Have you addressed all points that your professor specified in your assignment?
• Do you use transitions to connect your arguments so that your essay flows into a coherent whole, rather than just a random collection of statements?
• Do your arguments support your thesis statement?

Art Terminology

• British National Gallery: Art Glossary Includes entries on artists, art movements, techniques, etc.

Lee College Writing Center

Writing Center tutors can help you with any writing assignment for any class from the time you receive the assignment instructions until you turn it in, including:

• Brainstorming ideas
• MLA / APA formats
• Grammar and paragraph unity
• Thesis statements
• Second set of eyes before turning in

Contact a tutor:

• Phone: 281-425-6534
• Email:  w [email protected]
• Schedule a web appointment: https://lee.mywconline.com/

Other Compare / Contrast Writing Resources

• Southwestern University Guide for Writing About Art This easy to follow guide explains the basic of writing an art history paper.
• Purdue Online Writing Center: writing essays in art history Describes how to write an art history Compare and Contrast paper.
• Stanford University: a brief guide to writing in art history See page 24 of this document for an explanation of how to write a compare and contrast essay in art history.
• Duke University: writing about paintings Downloadable handout provides an overview of areas you should cover when you write about paintings, including a list of questions your essay should answer.
• << Previous: Video and Image Resources
• Next: Citation Help >>
• Last Updated: May 6, 2024 2:43 PM
• URL: https://lee.libguides.com/Arts_Herzberg

• Link to facebook
• Link to linkedin
• Link to twitter
• Link to youtube
• Writing Tips

How to Write an Essay Conclusion

4-minute read

• 1st October 2022

Regardless of what you’re studying, writing essays is probably a significant part of your work as a student . Taking the time to understand how to write each section of an essay (i.e., introduction, body, and conclusion) can make the entire process easier and ensure that you’ll be successful.

Once you’ve put in the hard work of writing a coherent and compelling essay, it can be tempting to quickly throw together a conclusion without the same attention to detail. However, you won’t leave an impactful final impression on your readers without a strong conclusion.

We’ve compiled a few easy steps to help you write a great conclusion for your next essay . Watch our video, or check out our guide below to learn more!

1. Return to Your Thesis

Similar to how an introduction should capture your reader’s interest and present your argument, a conclusion should show why your argument matters and leave the reader with further curiosity about the topic.

To do this, you should begin by reminding the reader of your thesis statement. While you can use similar language and keywords when referring to your thesis, avoid copying it from the introduction and pasting it into your conclusion.

Try varying your vocabulary and sentence structure and presenting your thesis in a way that demonstrates how your argument has evolved throughout your essay.

2. Review Your Main Points

In addition to revisiting your thesis statement, you should review the main points you presented in your essay to support your argument.

However, a conclusion isn’t simply a summary of your essay . Rather, you should further examine your main points and demonstrate how each is connected.

Try to discuss these points concisely, in just a few sentences, in preparation for demonstrating how they fit in to the bigger picture of the topic.

Find this useful?

Subscribe to our newsletter and get writing tips from our editors straight to your inbox.

3. Show the Significance of Your Essay

Next, it’s time to think about the topic of your essay beyond the scope of your argument. It’s helpful to keep the question “so what?” in mind when you’re doing this. The goal is to demonstrate why your argument matters.

If you need some ideas about what to discuss to show the significance of your essay, consider the following:

• What do your findings contribute to the current understanding of the topic?
• Did your findings raise new questions that would benefit from future research?
• Can you offer practical suggestions for future research or make predictions about the future of the field/topic?
• Are there other contexts, topics, or a broader debate that your ideas can be applied to?

While writing your essay, it can be helpful to keep a list of ideas or insights that you develop about the implications of your work so that you can refer back to it when you write the conclusion.

Making these kinds of connections will leave a memorable impression on the reader and inspire their interest in the topic you’ve written about.

4. Avoid Some Common Mistakes

To ensure you’ve written a strong conclusion that doesn’t leave your reader confused or lacking confidence in your work, avoid:

• Presenting new evidence: Don’t introduce new information or a new argument, as it can distract from your main topic, confuse your reader, and suggest that your essay isn’t organized.
• Undermining your argument: Don’t use statements such as “I’m not an expert,” “I feel,” or “I think,” as lacking confidence in your work will weaken your argument.
• Using generic statements: Don’t use generic concluding statements such as “In summary,” “To sum up,” or “In conclusion,” which are redundant since the reader will be able to see that they’ve reached the end of your essay.

Finally, don’t make the mistake of forgetting to proofread your essay ! Mistakes can be difficult to catch in your own writing, but they can detract from your writing.

Our expert editors can ensure that your essay is clear, concise, and free of spelling and grammar errors. Find out more by submitting a free trial document today!

Share this article:

Post A New Comment

Got content that needs a quick turnaround? Let us polish your work. Explore our editorial business services.

3-minute read

How to Insert a Text Box in a Google Doc

Google Docs is a powerful collaborative tool, and mastering its features can significantly enhance your...

2-minute read

How to Cite the CDC in APA

If you’re writing about health issues, you might need to reference the Centers for Disease...

5-minute read

Six Product Description Generator Tools for Your Product Copy

Introduction If you’re involved with ecommerce, you’re likely familiar with the often painstaking process of...

What Is a Content Editor?

Are you interested in learning more about the role of a content editor and the...

The Benefits of Using an Online Proofreading Service

Proofreading is important to ensure your writing is clear and concise for your readers. Whether...

6 Online AI Presentation Maker Tools

Creating presentations can be time-consuming and frustrating. Trying to construct a visually appealing and informative...

Make sure your writing is the best it can be with our expert English proofreading and editing.

Questions? Call us: 

Email: 

• How it works
• Testimonials

Essay Writing

• Essay service
• Essay writers
• College essay service
• Write my essay
• Pay for essay
• Essay topics

Term Paper Writing

• Term paper service
• Buy term papers
• Term paper help
• Term paper writers
• College term papers
• Write my term paper
• Pay for term paper
• Term paper topic

Research Paper Writing

• Research paper service
• Buy research paper
• Research paper help
• Research paper writers
• College research papers
• Write my research paper
• Pay for research paper
• Research paper topics

Dissertation Writing

• Dissertation service
• Buy dissertation
• Dissertation help
• Dissertation writers
• College thesis
• Write my dissertation
• Pay for dissertation
• Dissertation topics

Other Services

• Custom writing services
• Speech writing service
• Movie review writing
• Editing service
• Assignment writing
• Article writing service
• Book report writing
• Book review writing

Popular request:

How to write an art essay best ideas for students.

April 10, 2020

Do you need to write an art essay? Perhaps this is the first time you have been tasked by your professor with such an assignment. Don’t worry though; writing an art essay is not as difficult as you may think. Even though many students don’t know much about art, they still manage to write excellent papers. How do they do it? Simple: they read guides and learn the best tips and tricks from industry experts. Alternatively, they get some help from qualified assignment writers . If you want to write the paper all by yourself, we have all the tips and tricks you need right here. Read on!

The Importance of Art Education Essay Samples

So, what is art essay writing? Why is it important? Truth be told, writing about art can be fun and captivating. However, we realize art is not something everyone is fond of writing about. The main reason why art essay writing is important is because your professor wants to get an interesting, original essay from you. Your final grade depends on your ability to write an excellent paper. What is more important is the art history essay example. Here is why:

By reading some art essay examples, you get an idea of how the final version of your paper should look like. Reading works written by seasoned writers can teach you a thing or two about writing in academic format. You can “steal” some ideas from the samples. However, make sure you don’t copy and paste any content from samples you find online.

An excellent way to get an art analysis essay example that is 100% original (i.e. you can’t find it anywhere on the Internet) is to have an academic writer compose it from scratch for you.

Finding Some Great Art Essay Topics

Do you need to write an essay about art? Or perhaps your professor asked you to write an art analysis essay. In any case, the topic you choose for your paper is very important. As long as you manage to find an intriguing topic, you stand a very good chance of getting bonus points. Let’s face it: professors want original, interesting papers. They are most certainly bored of reading the same art history essay written on the same old topics time and time again. You can even write a “compare and contrast two works of art essay” and stand out from the rest of your class. Here are the three best ways to get some topics for a college essay about art:

Search online but don’t pick the obvious topics. Dig deeper and try to find something none of your classmates thought of. Don’t be afraid to ask for ideas on art blogs and forums. There are plenty of experts who will gladly give you some topic ideas for free. Simply contact an academic writing company and ask them to send you a list of original topics. It won’t take them long to send you a comprehensive list of exceptional ideas.

Quick Guide on How to Write an Art Essay

Do you need to write an “is graffiti art essay” (or an “is graffiti art or vandalism essay”)? Regardless of the topic you choose, there are just a couple of steps you need to follow to write a great essay on art. Let’s show you how to write an art analysis essay in just 5 easy steps:

• Find a couple of interesting art essay topics and pick the most interesting one. Then, come up with the best thesis statement possible. What does your short essay about art aim to demonstrate?
• Write the introduction. You need to learn how to write a good intro if you want to learn how to write an art essay. In the intro, you need to present the thesis statement and a bit of background information about the topic.
• Write three body paragraphs, each one dealing with just one important idea. This works for anything from an art comparison essay to an art appreciation essay. Make sure you use each body paragraph to present just one idea that supports your thesis statement.
• Craft a catchy conclusion. You need to summarize everything you’re discussed and – optionally – write a call to action. This is the way to end every essay from a compare and contrast art essay to an art critique example essay.
• Edit everything and proofread it twice. Make sure your paper is well organized and your writing flows well. Also, there should be no typos in the text.

That’s it! Follow the guide above and create college essay art that will earn you a top grade every time. As a tip, you should consider writing an importance of art education essay. Your professor will be flattered for sure. But of course, you can write anything including an art critique essay and still get a top grade. You just need to be careful about which topic you choose and how you support your thesis statement. Very few professors expect works of art from students. However, they want to see that you’ve really invested some time and effort into writing the best paper possible. Finally, we advise you to steer clear of the renaissance art essay. Writing one is usually more difficult than you think.

Take a break from writing.

Top academic experts are here for you.

• How To Write An Autobiography Guideline And Useful Advice
• 182 Best Classification Essay Topics To Learn And Write About
• How To Manage Stress In College: Top Practical Tips  
• How To Write A Narrative Essay: Definition, Tips, And A Step-by-Step Guide
• How To Write Article Review Like Professional
• Great Problem Solution Essay Topics
• Creating Best Stanford Roommate Essay
• Costco Essay – Best Writing Guide
• How To Quote A Dialogue
• Wonderful Expository Essay Topics
• Research Paper Topics For 2020
• Interesting Persuasive Essay Topics

How to Write a Conclusion for an Essay

By the time you get to the final paragraph of your paper, you have already done so much work on your essay, so all you want to do is to wrap it up as quickly as possible. You’ve already made a stunning introduction, proven your argument, and structured the whole piece as supposed – who cares about making a good conclusion paragraph?

The only thing you need to remember is that the conclusion of an essay is not just the last paragraph of an academic paper where you restate your thesis and key arguments. A concluding paragraph is also your opportunity to have a final impact on your audience. 

Feeling Overwhelmed Writing Your Essay Conclusion?

Simply send us your paper requirements, choose a writer and we’ll get it done fast.

How to write a conclusion paragraph that leaves a lasting impression – In this guide, the team at EssayPro is going to walk you through the process of writing a perfect conclusion step by step. Additionally, we will share valuable tips and tricks to help students of all ages impress their readers at the last moment.

Instead of Intro: What Is a Conclusion?

Before we can move on, let’s take a moment here to define the conclusion itself. According to the standard conclusion definition, it is pretty much the last part of something, its result, or end. However, this term is rather broad and superficial.

When it comes to writing academic papers, a concluding statement refers to an opinion, judgment, suggestion, or position arrived at by logical reasoning (through the arguments provided in the body of the text). Therefore, if you are wondering “what is a good closing sentence like?” – keep on reading.

What Does a Good Conclusion Mean?

Writing a good conclusion for a paper isn’t easy. However, we are going to walk you through this process step by step. Although there are generally no strict rules on how to formulate one, there are some basic principles that everyone should keep in mind. In this section, we will share some core ideas for writing a good conclusion, and, later in the article, we will also provide you with more practical advice and examples.

Here are the core goals a good conclusion should complete:

• “Wrap up” the entire paper;
• Demonstrate to readers that the author accomplished what he/she set out to do;
• Show how you the author has proved their thesis statement;
• Give a sense of completeness and closure on the topic;
• Leave something extra for your reader to think about;
• Leave a powerful final impact on a reader.

Another key thing to remember is that you should not introduce any new ideas or arguments to your paper's conclusion. It should only sum up what you have already written, revisit your thesis statement, and end with a powerful final impression.

When considering how to write a conclusion that works, here are the key points to keep in mind:

• A concluding sentence should only revisit the thesis statement, not restate it;
• It should summarize the main ideas from the body of the paper;
• It should demonstrate the significance and relevance of your work;
• An essay’s conclusion should include a call for action and leave space for further study or development of the topic (if necessary).

How Long Should a Conclusion Be? 

Although there are no strict universal rules regarding the length of an essay’s final clause, both teachers and experienced writers recommend keeping it clear, concise, and straight to the point. There is an unspoken rule that the introduction and conclusion of an academic paper should both be about 10% of the overall paper’s volume. For example, if you were assigned a 1500 word essay, both the introductory and final clauses should be approximately 150 words long (300 together).

Why You Need to Know How to End an Essay:

A conclusion is what drives a paper to its logical end. It also drives the main points of your piece one last time. It is your last opportunity to impact and impress your audience. And, most importantly, it is your chance to demonstrate to readers why your work matters. Simply put, the final paragraph of your essay should answer the last important question a reader will have – “So what?”

If you do a concluding paragraph right, it can give your readers a sense of logical completeness. On the other hand, if you do not make it powerful enough, it can leave them hanging, and diminish the effect of the entire piece.

Strategies to Crafting a Proper Conclusion

Although there are no strict rules for what style to use to write your conclusion, there are several strategies that have been proven to be effective. In the list below, you can find some of the most effective strategies with some good conclusion paragraph examples to help you grasp the idea.

One effective way to emphasize the significance of your essay and give the audience some thought to ponder about is by taking a look into the future. The “When and If” technique is quite powerful when it comes to supporting your points in the essay’s conclusion.

Prediction essay conclusion example: “Taking care of a pet is quite hard, which is the reason why most parents refuse their children’s requests to get a pet. However, the refusal should be the last choice of parents. If we want to inculcate a deep sense of responsibility and organization in our kids, and, at the same time, sprout compassion in them, we must let our children take care of pets.”

Another effective strategy is to link your conclusion to your introductory paragraph. This will create a full-circle narration for your readers, create a better understanding of your topic, and emphasize your key point.

Echo conclusion paragraph example: Introduction: “I believe that all children should grow up with a pet. I still remember the exact day my parents brought my first puppy to our house. This was one of the happiest moments in my life and, at the same time, one of the most life-changing ones. Growing up with a pet taught me a lot, and most importantly, it taught me to be responsible.” Conclusion:. “I remember when I picked up my first puppy and how happy I was at that time. Growing up with a pet, I learned what it means to take care of someone, make sure that he always has water and food, teach him, and constantly keep an eye on my little companion. Having a child grow up with a pet teaches them responsibility and helps them acquire a variety of other life skills like leadership, love, compassion, and empathy. This is why I believe that every kid should grow up with a pet!”

Finally, one more trick that will help you create a flawless conclusion is to amplify your main idea or to present it in another perspective of a larger context. This technique will help your readers to look at the problem discussed from a different angle.

Step-up argumentative essay conclusion example: “Despite the obvious advantages of owning a pet in childhood, I feel that we cannot generalize whether all children should have a pet. Whereas some kids may benefit from such experiences, namely, by becoming more compassionate, organized, and responsible, it really depends on the situation, motivation, and enthusiasm of a particular child for owning a pet.”

What is a clincher in an essay? – The final part of an essay’s conclusion is often referred to as a clincher sentence. According to the clincher definition, it is a final sentence that reinforces the main idea or leaves the audience with an intriguing thought to ponder upon. In a nutshell, the clincher is very similar to the hook you would use in an introductory paragraph. Its core mission is to seize the audience’s attention until the end of the paper. At the same time, this statement is what creates a sense of completeness and helps the author leave a lasting impression on the reader.

Now, since you now know what a clincher is, you are probably wondering how to use one in your own paper. First of all, keep in mind that a good clincher should be intriguing, memorable, smooth, and straightforward.

Generally, there are several different tricks you can use for your clincher statement; it can be:

• A short, but memorable and attention-grabbing conclusion;
• A relevant and memorable quote (only if it brings actual value);
• A call to action;
• A rhetorical question;
• An illustrative story or provocative example;
• A warning against a possibility or suggestion about the consequences of a discussed problem;
• A joke (however, be careful with this as it may not always be deemed appropriate).

Regardless of the technique you choose, make sure that your clincher is memorable and aligns with your introduction and thesis.

Clincher examples: - While New York may not be the only place with the breathtaking views, it is definitely among my personal to 3… and that’s what definitely makes it worth visiting. - “Thence we came forth to rebehold the stars”, Divine Comedy - Don’t you think all these advantages sound like almost life-saving benefits of owning a pet? “So we beat on, boats against the current, borne back ceaselessly into the past.”, The Great Gatsby

Conclusion Writing Don'ts 

Now, when you know what tricks and techniques you should use to create a perfect conclusion, let’s look at some of the things you should not do with our online paper writing service :

• Starting with some cliché concluding sentence starters. Many students find common phrases like “In conclusion,” “Therefore,” “In summary,” or similar statements to be pretty good conclusion starters. However, though such conclusion sentence starters may work in certain cases – for example, in speeches – they are overused, so it is recommended not to use them in writing to introduce your conclusion.
• Putting the first mention of your thesis statement in the conclusion – it has to be presented in your introduction first.
• Providing new arguments, subtopics, or ideas in the conclusion paragraph.
• Including a slightly changed or unchanged thesis statement.
• Providing arguments and evidence that belong in the body of the work.
• Writing too long, hard to read, or confusing sentences.

In case, you have written a conclusion, but you're not sure if it’s good enough?

EssayPro provides all kinds of writing assistance. Send your work to one of our top writers to get it reviewed in no time.

Conclusion Paragraph Outline

The total number of sentences in your final paragraph may vary depending on the number of points you discussed in your essay, as well as on the overall word count of your paper. However, the overall conclusion paragraph outline will remain the same and consists of the following elements:

• A conclusion starter:

The first part of your paragraph should drive readers back to your thesis statement. Thus, if you were wondering how to start a conclusion, the best way to do it is by rephrasing your thesis statement.

• Summary of the body paragraphs:

Right after revisiting your thesis, you should include several sentences that wrap up the key highlights and points from your body paragraphs. This part of your conclusion can consist of 2-3 sentences—depending on the number of arguments you’ve made. If necessary, you can also explain to the readers how your main points fit together.

• A concluding sentence:

Finally, you should end your paragraph with a last, powerful sentence that leaves a lasting impression, gives a sense of logical completeness, and connects readers back to the introduction of the paper.

These three key elements make up a perfect essay conclusion. Now, to give you an even better idea of how to create a perfect conclusion, let us give you a sample conclusion paragraph outline with examples from an argumentative essay on the topic of “Every Child Should Own a Pet:

• Sentence 1: Starter
• ~ Thesis: "Though taking care of a pet may be a bit challenging for small children. Parents should not restrict their kids from having a pet as it helps them grow into more responsible and compassionate people."
• ~ Restated thesis for a conclusion: "I can say that taking care of a pet is good for every child."
• Sentences 2-4: Summary
• ~ "Studies have shown that pet owners generally have fewer health problems."
• ~ "Owning a pet teaches a child to be more responsible."
• ~ "Spending time with a pet reduces stress, feelings of loneliness, and anxiety."
• Sentence 5: A concluding sentence
• ~ "Pets can really change a child life for the better, so don't hesitate to endorse your kid's desire to own a pet."

This is a clear example of how you can shape your conclusion paragraph.

How to Conclude Various Types of Essays

Depending on the type of academic essay you are working on, your concluding paragraph's style, tone, and length may vary. In this part of our guide, we will tell you how to end different types of essays and other works.

How to End an Argumentative Essay

Persuasive or argumentative essays always have the single goal of convincing readers of something (an idea, stance, or viewpoint) by appealing to arguments, facts, logic, and even emotions. The conclusion for such an essay has to be persuasive as well. A good trick you can use is to illustrate a real-life scenario that proves your stance or encourages readers to take action. More about persuasive essay outline you can read in our article.

Here are a few more tips for making a perfect conclusion for an argumentative essay:

• Carefully read the whole essay before you begin;
• Re-emphasize your ideas;
• Discuss possible implications;
• Don’t be afraid to appeal to the reader’s emotions.

How to End a Compare and Contrast Essay

The purpose of a compare and contrast essay is to emphasize the differences or similarities between two or more objects, people, phenomena, etc. Therefore, a logical conclusion should highlight how the reviewed objects are different or similar. Basically, in such a paper, your conclusion should recall all of the key common and distinctive features discussed in the body of your essay and also give readers some food for thought after they finish reading it.

How to Conclude a Descriptive Essay

The key idea of a descriptive essay is to showcase your creativity and writing skills by painting a vivid picture with the help of words. This is one of the most creative types of essays as it requires you to show a story, not tell it. This kind of essay implies using a lot of vivid details. Respectively, the conclusion of such a paper should also use descriptive imagery and, at the same time, sum up the main ideas. A good strategy for ending a descriptive essay would be to begin with a short explanation of why you wrote the essay. Then, you should reflect on how your topic affects you. In the middle of the conclusion, you should cover the most critical moments of the story to smoothly lead the reader into a logical closing statement. The “clincher”, in this case, should be a thought-provoking final sentence that leaves a good and lasting impression on the audience. Do not lead the reader into the essay and then leave them with dwindling memories of it.

How to Conclude an Essay About Yourself

If you find yourself writing an essay about yourself, you need to tell a personal story. As a rule, such essays talk about the author’s experiences, which is why a conclusion should create a feeling of narrative closure. A good strategy is to end your story with a logical finale and the lessons you have learned, while, at the same time, linking it to the introductory paragraph and recalling key moments from the story.

How to End an Informative Essay

Unlike other types of papers, informative or expository essays load readers with a lot of information and facts. In this case, “Synthesize, don’t summarize” is the best technique you can use to end your paper. Simply put, instead of recalling all of the major facts, you should approach your conclusion from the “So what?” position by highlighting the significance of the information provided.

How to Conclude a Narrative Essay

In a nutshell, a narrative essay is based on simple storytelling. The purpose of this paper is to share a particular story in detail. Therefore, the conclusion for such a paper should wrap up the story and avoid finishing on an abrupt cliffhanger. It is vital to include the key takeaways and the lessons learned from the story.

How to Write a Conclusion for a Lab Report

Unlike an essay, a lab report is based on an experiment. This type of paper describes the flow of a particular experiment conducted by a student and its conclusion should reflect on the outcomes of this experiment.

In thinking of how to write a conclusion for a lab, here are the key things you should do to get it right:

• Restate the goals of your experiment
• Describe the methods you used
• Include the results of the experiment and analyze the final data
• End your conclusion with a clear statement on whether or not the experiment was successful (Did you reach the expected results?)

How to Write a Conclusion for a Research Paper

Writing a paper is probably the hardest task of all, even for experienced dissertation writer . Unlike an essay or even a lab report, a research paper is a much longer piece of work that requires a deeper investigation of the problem. Therefore, a conclusion for such a paper should be even more sophisticated and powerful. If you're feeling difficulty writing an essay, you can buy essay on our service.

However, given that a research paper is the second most popular kind of academic paper (after an essay), it is important to know how to conclude a research paper. Even if you have not yet been assigned to do this task, be sure that you will face it soon. So, here are the steps you should follow to create a great conclusion for a research paper:

• Restate the Topic

Start your final paragraph with a quick reminder of what the topic of the piece is about. Keep it one sentence long.

• Revisit the Thesis

Next, you should remind your readers what your thesis statement was. However, do not just copy and paste it from the introductory clause: paraphrase your thesis so that you deliver the same idea but with different words. Keep your paraphrased thesis narrow, specific, and topic-oriented.

• Summarise Your Key Ideas

Just like the case of a regular essay’s conclusion, a research paper’s final paragraph should also include a short summary of all of the key points stated in the body sections. We recommend reading the entire body part a few times to define all of your main arguments and ideas.

• Showcase the Significance of Your Work

In the research paper conclusion, it is vital to highlight the significance of your research problem and state how your solution could be helpful.

• Make Suggestions for Future Studies

Finally, at the end of your conclusion, you should define how your findings will contribute to the development of its particular field of science. Outline the perspectives of further research and, if necessary, explain what is yet to be discovered on the topic.

Then, end your conclusion with a powerful concluding sentence – it can be a rhetorical question, call to action, or another hook that will help you have a strong impact on the audience.

• Answer the Right Questions

To create a top-notch research paper conclusion, be sure to answer the following questions:

• What is the goal of a research paper?
• What are the possible solutions to the research question(s)?
• How can your results be implemented in real life? (Is your research paper helpful to the community?)
• Why is this study important and relevant?

Additionally, here are a few more handy tips to follow:

• Provide clear examples from real life to help readers better understand the further implementation of the stated solutions;
• Keep your conclusion fresh, original, and creative.

Address to our term paper writers if you need to proofread or rewrite essay.

Want to Have Better Grades?

Address to our professionals and get your task done asap!

So, What Is a Good Closing Sentence? See The Difference

One of the best ways to learn how to write a good conclusion is to look at several professional essay conclusion examples. In this section of our guide, we are going to look at two different final paragraphs shaped on the basis of the same template, but even so, they are very different – where one is weak and the other is strong. Below, we are going to compare them to help you understand the difference between a good and a bad conclusion.

Here is the template we used: College degrees are in decline. The price of receiving an education does not correlate with the quality of the education received. As a result, graduated students face underemployment, and the worth of college degrees appears to be in serious doubt. However, the potential social and economic benefits of educated students balance out the equation.

Strong Conclusion ‍

People either see college as an opportunity or an inconvenience; therefore, a degree can only hold as much value as its owner’s skillset. The underemployment of graduate students puts the worth of college degrees in serious doubt. Yet, with the multitude of benefits that educated students bring to society and the economy, the equation remains in balance. Perhaps the ordinary person should consider college as a wise financial investment, but only if they stay determined to study and do the hard work.

Why is this example good? There are several key points that prove its effectiveness:

• There is a bold opening statement that encompasses the two contrasting types of students we can see today.
• There are two sentences that recall the thesis statement and cover the key arguments from the body of the essay.
• Finally, the last sentence sums up the key message of the essay and leaves readers with something to think about.

Weak Conclusion

In conclusion, with the poor preparation of students in college and the subsequent underemployment after graduation from college, the worth associated with the college degree appears to be in serious doubt. However, these issues alone may not reasonably conclude beyond a doubt that investing in a college degree is a rewarding venture. When the full benefits that come with education are carefully put into consideration and evaluated, college education for children in any country still has good advantages, and society should continue to advocate for a college education. The ordinary person should consider this a wise financial decision that holds rewards in the end. Apart from the monetary gains associated with a college education, society will greatly benefit from students when they finish college. Their minds are going to be expanded, and their reasoning and decision making will be enhanced.

What makes this example bad? Here are a few points to consider:

• Unlike the first example, this paragraph is long and not specific enough. The author provides plenty of generalized phrases that are not backed up by actual arguments.
• This piece is hard to read and understand and sentences have a confusing structure. Also, there are lots of repetitions and too many uses of the word “college”.
• There is no summary of the key benefits.
• The last two sentences that highlight the value of education contradict with the initial statement.
• Finally, the last sentence doesn’t offer a strong conclusion and gives no thought to ponder upon.
• In the body of your essay, you have hopefully already provided your reader(s) with plenty of information. Therefore, it is not wise to present new arguments or ideas in your conclusion.
• To end your final paragraph right, find a clear and straightforward message that will have the most powerful impact on your audience.
• Don’t use more than one quote in the final clause of your paper – the information from external sources (including quotes) belongs in the body of a paper.
• Be authoritative when writing a conclusion. You should sound confident and convincing to leave a good impression. Sentences like “I’m not an expert, but…” will most likely make you seem less knowledgeable and/or credible.

Good Conclusion Examples

Now that we've learned what a conclusion is and how to write one let's take a look at some essay conclusion examples to strengthen our knowledge.

The ending ironically reveals that all was for nothing. (A short explanation of the thematic effect of the book’s end) Tom says that Miss Watson freed Jim in her final will.Jim told Huck that the dead man on the Island was pap. The entire adventure seemingly evaporated into nothingness. (How this effect was manifested into the minds of thereaders).

All in all, international schools hold the key to building a full future that students can achieve. (Thesis statement simplified) They help students develop their own character by learning from their mistakes, without having to face a dreadful penalty for failure. (Thesis statement elaborated)Although some say that kids emerged “spoiled” with this mentality, the results prove the contrary. (Possible counter-arguments are noted)

In conclusion, public workers should be allowed to strike since it will give them a chance to air their grievances. (Thesis statement) Public workers should be allowed to strike when their rights, safety, and regulations are compromised. The workers will get motivated when they strike, and their demands are met.

In summary, studies reveal some similarities in the nutrient contents between the organic and non-organic food substances. (Starts with similarities) However, others have revealed many considerable differences in the amounts of antioxidants as well as other minerals present in organic and non-organic foods. Generally, organic foods have higher levels of antioxidants than non-organic foods and therefore are more important in the prevention of chronic illnesses.

As time went by, my obsession grew into something bigger than art; (‘As time went by’ signals maturation) it grew into a dream of developing myself for the world. (Showing student’s interest of developing himself for the community) It is a dream of not only seeing the world from a different perspective but also changing the perspective of people who see my work. (Showing student’s determination to create moving pieces of art)

In conclusion, it is evident that technology is an integral part of our lives and without it, we become “lost” since we have increasingly become dependent on its use. (Thesis with main point)

You might also be interested in reading nursing essay examples from our service.

How To Write A Conclusion For An Essay?

How to write a good conclusion, how to write a conclusion for a college essay, related articles.

• EssayBasics.com
• Pay For Essay
• Write My Essay
• Homework Writing Help
• Essay Editing Service
• Thesis Writing Help
• Write My College Essay
• Do My Essay
• Term Paper Writing Service
• Coursework Writing Service
• Write My Research Paper
• Assignment Writing Help
• Essay Writing Help
• Call Now! (USA) Login Order now
• EssayBasics.com Call Now! (USA) Order now
• Writing Guides

Art Essay Writing Guide

Table of Contents

What is the purpose of an art essay?

Generally, an art essay is an essay that talks about art in sculpture, paintings, architecture, music and portraits.

These kinds of essays are used for:

• Painting visual pictures: an art essay is an essay that showcases visual arts and creative ideas that people have come up with.
• Improving creativity: the whole purpose of art essays is to provide a platform for students to tap into their creative side and vividly paint a picture of a certain image using words.

Art essay topic choice

Like every other essay, there are general tips that should be considered when coming up with an art essay writing topic.

• The type of art: this may include a painting, a sculpture or just a simple hand diagram. The type of art is important as it sets out what you are supposed to write about.
• What intrigues you about the art: this is the most important part of the essay. The whole art essay is based on what you want others to know about the piece of art.
• Personal interests: what you, as a writer, love is very important as it narrows down the topic. It is easier to write on topics that are well-known to you.

There are a number of art essay writing topics to choose from.

Below is a list of topics for an art essay

• Differences between Picasso’s concepts and Matisse’s
• The history of art in the Netherlands
• Differences between Bernini and Borromini
• The inspiration behind famous painting
• The Mona Lisa
• Leonardo Da Vinci
• Ancient Roman structures
• The sculptures of nude women
• Impressionism era of art in Netherlands
• The graphics of modern day art
• Insinuations behind ‘The Thinker’
• The Pieta of Michelangelo
• The contribution of Vincent Van Gogh and Piet Mondrian
• Flemish Baroque in the 17th century.

The above are some of the good topics for an art essay.

Structure of an art essay

The art essay topics determine the kind of structure to build on. However, most have a standard art essay structure.

Sample of art essay outline

Introduction.

The Mona Lisa is one of the most known paintings in the world. This is the painting of Lisa Gherardini, the wife of Francesco Del Giocondo, believed to have been painted in the 16th century. It is the work of Leonardo da Vinci and it was purchased by King Francis I. The Mona Lisa is currently under the ownership of the French government.

Thesis statement

The Mona Lisa has had a great impact towards the contribution of art in France:

(i)    It is one of the most famous paintings in the world. The Mona Lisa is the painting that everyone wants to see. It is so precious that only a copy of it is actually showcased in the museum.

(ii)    It has led to the growth of art. The Mona Lisa has inspired artists all over France. There has been a rise of many artists including Camille Pissarro, a painter, and Etienne-Jules Marey, a photographer.

It is clear that the Mona Lisa is the soft spot in France. The French take pride in it and have used it to improve their lives. Besides its contribution to art, it has also placed France among the leading countries that celebrate art. This has therefore created a culture of being drawn to art and it is reflected in their way of life.

The above is a sample of outline for an art essay.

Arts essay tips on writing the introduction

An art essay introduction identifies the art and the artist. Art is diverse, as it could be sculptures, architecture, performing arts or paintings in it. This is where you state why you chose that topic.  It also contains a history of the said art and brief details, like who the artist is, the year, the location, etc.

The introduction for an art essay states the thesis. It may be a general statement about the art or a specific aspect of it.

Tips on thesis writing

The thesis statement should be simple and easy to write about. Too complex statements tend to be confusing.

• Pick a statement that is closer to your understanding.
• Ensure it is as simple as possible.
• To avoid irrelevancy, one can have an art essay draft that they can build on.

Tips on the body (transitions, paragraphs, and length)

This is the main part of the essay where you derive analysis based on your point of view.  Describe why the art is so appealing to you. Ensure that your defense covers an angle that has not already been covered for uniqueness. For example, one can focus only on the strokes of a portrait. However, ensure that what you describe is relevant to the thesis of your art essay topics.

The essay should not be too long. The sentence construction should also be well done. For this reason, it is advisable to have your points arranged into paragraphs. Ensure that each paragraph is independent and speaks volumes. This ensures that the art essay hooks the reader.

The transition from one paragraph to the next should also be smooth. Using cliché transitions makes the essay boring; therefore, you need to be creative.

Tips on conclusion writing

In an art essay conclusion, one needs to state their opinion. What you think the artists` feelings were and why they decided to paint it the way they did. At this point, you can state the events that contributed to the artist coming up with that art. The conclusion for an art essay requires a lot of research into the background of both the art and the artist(s). For this reason, the references and sources of the information should be cited.

Advice for writers

In art essay writing it is important to first do your research. Art is so diverse and this can be sometimes confusing. The topic to write on should be related to your interests, for example, as a musician, you would find it easier to write about performing arts and music. Besides this, do not plagiarize any work done. Cite and state all sources, making sure that you observe all rules of patent and copyrights.

For you to be a good writer, these art essay tips will be very helpful.  The best writer is the one who admits to being in a need of help. The art essay writing guide can also be used to find more about art essay writing steps. Different sources could give different art essay outlines so you need to be careful.

Finalizing the essay

After writing the art essay, it is important to have a clean essay. This calls for proofreading and editing. Proofreading ensures that you do not have any grammatical errors, the art essay outlining is as required, your sentence construction is good and the language used is the required one. Some sites offer art essay writing guide for use when one gets stuck.  Proofreading also ensures that the art essay structure is followed. After this is done, ensure that the format used is correct whether APA, MLA or Chicago.

Art Essay Examples

Art Essay Examples to Get You Inspired - Top 10 Samples

Published on: May 4, 2023

Last updated on: Jan 30, 2024

Share this article

Are you struggling to come up with ideas for your art essay? Or are you looking for examples to help guide you in the right direction? 

Look no further, as we have got you covered!

In this blog, we provide a range of art writing examples that cover different art forms, time periods, and themes. Whether you're interested in the classics or contemporary art, we have something for everyone. These examples offer insight into how to structure your essay, analyze art pieces, and write compelling arguments.

So, let's explore our collection of art essay examples and take the first step toward becoming a better art writer!

On This Page On This Page -->

Good Art Essay Examples

In the following section, we will examine a selection of art essay examples that are inspiring for various academic levels.

College Art Essay Examples

Let’s take a look at college art essay examples below:  

The Intersection of Art and Politics: An Analysis of Picasso's Guernica

The Role of Nature in American Art: A Comparative Study

University Art Essay Examples

University-level art essay assignments often differ in length and complexity. Here are two examples:

Gender and Identity in Contemporary Art: A Comparative Study

Art and Activism: The Role of Street Art in Political Movements

A Level Art Essay Examples

Below are some art paper examples A level. Check out: 

The Use Of Color In Wassily Kandinsky's Composition Viii

The Influence of African Art on Pablo Picasso's Les Demoiselles D'avignon

A Level Fine Art Essay Examples

If you're a student of fine arts, these A-level fine arts examples can serve as inspiration for your own work.

The Use Of Texture In Vincent Van Gogh's Starry Night

Exploring Identity Through Portraiture: A Comparative Study

Art Essay Examples IELTS 

The Impact of Art on Mental Health

The Effects of Technology on Art And Creativity

Paper Due? Why Suffer? That's our Job!

AP Art Essay Examples

A Comparison of Neoclassical and Romantic Art

An Examination Of The Effects Of Globalization On Contemporary Art

Types of Art Essay with Examples

Art essays can be categorized into different types. Let's take a brief look at these types with examples:

Art Criticism Essay : A critical essay analyzing and evaluating an artwork, its elements, and its meaning.

The Persistence of Memory" by Salvador Dali: A Critical Analysis

Art History Essay: A comprehensive essay that examines the historical context, development, and significance of an artwork or art movement.

The Renaissance: A Rebirth of Artistic Expression

Exhibition Review: A review of an art exhibition that evaluates the quality and significance of the artwork on display.

A Review of the Metropolitan Museum of Art's Exhibition

Contemporary Art Essay: An essay that explores and analyzes contemporary art and its cultural and social context.

The Intersection of Technology and Art in Contemporary Society

Modern Art Essay: An essay that examines modern art and its significance in the development of modernism.

Cubism and its Influence on Modern Art [insert pdf]

Art Theory Essay: An essay that analyzes and critiques various theories and approaches to art.

Feminist Art Theory: A Critical Analysis of its Impact on Contemporary Art [insert pdf]

Additional Art Essay Example

Let’s take a brief look at some added art essay samples:

Artwork Essay Example

Artist Essay Example

Advanced Higher Art Essay Example

Common Art Essay Prompts

Here are some common art essay topics that you may encounter during your coursework:

• Describe a piece of artwork that has inspired you.
• A comparative analysis of Leonardo da Vinci's Mona Lisa and Michelangelo's David.
• Analyze the cultural significance of a particular art movement.
• Discuss the relationship between art and politics.
• Compare and contrast two works of art from different time periods or cultures.
• The representation of identity in art
• The Evolution of Artists' Paintings:
• From Traditional to Contemporary Art
• The representation of identity in Frida Kahlo's self-portraits.
• The significance of oil on canvas in the history of art.
• The significance of the Mona Lisa in the Italian Renaissance

Art Essay Topics IELTS

Here are some art essay topics for IELTS students. Take a look: 

• The value of art education.
• The role of museums in preserving art and culture.
• The impact of globalization on contemporary art.
• The influence of technology on art and artists.
• The significance of public art in urban environments.

Tips For Writing a Successful Art Essay

Here are some tips for writing a stand-out art essay:

• Develop a clear thesis statement that guides your essay: Your thesis statement should clearly and concisely state the main argument of your essay.
• Conduct thorough research and analysis of the artwork you are writing about : This includes examining the visual elements of the artwork, researching the artist, and considering the historical significance.
• Use formal and precise language to discuss the artwork: Avoid using colloquial language and instead focus on using formal language to describe the artwork.
• Include specific examples from the artwork to support your arguments: Use specific details from the artwork to back up your analysis.
• Avoid personal bias and subjective language: Your essay should be objective and avoid using personal opinions or subjective language.
• Consider the historical and cultural context of the artwork: Analyze the artwork in the context of the time period and cultural context in which they were created.
• Edit and proofread your essay carefully before submitting it: Ensure your essay is well-organized, coherent, and free of grammatical errors and typos.
• Use proper citation format when referencing sources: Follow the appropriate citation style guidelines and give credit to all sources used in your essay.
• Be concise and focused in your writing: Stick to your main thesis statement and avoid going off-topic or including irrelevant information.
• Read your essay aloud to ensure clarity and coherence: Reading your essay out loud can help you identify inconsistencies or any other mistakes.

The Bottom Line!

We hope that the art essay examples we've explored have provided you with inspiration for your own essay. Art offers endless possibilities for analysis, and your essay is a chance to showcase your unique opinions.

Use these examples as a guide to craft an essay that reflects your personality while demonstrating your knowledge of the subject.

Short on time? Let CollegeEssay.org help you! All you have to do is to ask our experts, " write college essay for me " and they'll help you secure top grades in college.

Don't wait, reach out to our art essay writing service.

Take the first step towards excellence in your art studies with our AI essay writer !

Cathy A. (Literature)

For more than five years now, Cathy has been one of our most hardworking authors on the platform. With a Masters degree in mass communication, she knows the ins and outs of professional writing. Clients often leave her glowing reviews for being an amazing writer who takes her work very seriously.

Paper Due? Why Suffer? That’s our Job!

Legal & Policies

• Privacy Policy
• Cookies Policy
• Terms of Use
• Refunds & Cancellations
• Our Writers
• Success Stories
• Our Guarantees
• Affiliate Program
• Referral Program
• AI Essay Writer

Disclaimer: All client orders are completed by our team of highly qualified human writers. The essays and papers provided by us are not to be used for submission but rather as learning models only.

The Art of the Conclusion

“tell us where we stand”: the art of the conclusion.

Simply put, most of us don’t have a particularly easy time writing conclusions. After you’ve spent three, four, maybe even twelve pages (depending on the assignment) on a long discussion of your arguments, it’s time to tie everything you’ve said together and, simultaneously, leave the audience with a good lasting impression. The prospect can quickly get overwhelming, and what’s more, sometimes it just seems impossible to find the right balance between not overwhelming your conclusion with new material and also not writing so sparsely that your essay ends too abruptly. There are, however, some tactics that can make it easier to approach this daunting task, and while the exact details of what one does will depend on the essay in question, these techniques will hopefully make the process easier.

• First off, there’s a reason we call it a “conclusion” and not the “last body paragraph”. Your conclusion really doesn’t need to have new material for your argument. If you find yourself analyzing evidence, you’d best either split it off into its own paragraph or move it elsewhere. The truth is, if this material is relevant to your argument, you’ll want to put it where it counts, and not just leave it to the end.
• The most general rule I can think of for what actually needs to go into a conclusion? It needs to somehow tie back to your thesis: it serves as a “bookend” that tells the reader that your analysis is finished and that it’s time to look at the big picture again. The best place to start is to restate your thesis and then write a brief summary of your main points. The reader, who has been pondering all of the detailed points you’ve brought up earlier, may also need a reminder as to what it’s all about, and so this can serve two purposes at once.
• A mistake many writers make is thinking that in “summarizing” their main points, they need to discuss absolutely everything they’ve written in the paper and reference particulars. The fact is that the details are elsewhere in the essay and aren’t really necessary here: the best way to summarize your paper is to keep it simple. Step back, look at what you’ve written, and see if there is anything that would be too specific and too nuanced for, say, an outline or a series of bullet points. If there is, edit it out: you’ve talked about it elsewhere.
• This may seem like an obvious point, but it’s one many people forget: even for a long essay, the conclusion can be short. Especially when compared to the body paragraphs, your conclusion can be very, very short. The trick here is to avoid ending abruptly (which we’ll get to in a moment), but really, you get a bit of a break at the end of the paper: nobody expects lengthiness here, and if you’re the sort of writer who claims that they struggle with finding enough to say, this is your chance to relax a bit.
• The part that many people find difficult is wondering what note to leave off on, and a good suggestion I’ve heard is that the final few sentences espouse a “so what”, some question that your essay doesn’t address but that could logically follow from everything you’ve written. Hypothetically, it would allow other academics to build on your work, and while it should relate to the topic at hand, it’s not your job to answer this question (as you’ve presumably been analyzing some other one). In science writing, this often takes the form of proposed future experiments, while in English essays it often takes the form of a hypothesis that one could (conceivably) write about if they had to write another essay. The “so what” shouldn’t be arbitrary, and in general teachers won’t be happy if one attempts to include a moral or something similar, but otherwise it’s often the case that the final part of the conclusion is basically up to one’s will. The task of finishing one’s paper is a daunting one, but really, much more is up to you than you’d guess.

While it may seem trivial to point this out, remember that the conclusion is meant to be the ending paragraph. It’s time to draw your essay back to your original point and remind the audience of your general purpose, and then perhaps to illustrate the directions in which you could take this topic (after all, one paper never delivers all the answers). Though this is obviously easier said than done, if you have a full understanding of your essay’s topic then I have full confidence that you’ll be able to pull this off. Get at it!

Mailing Address

Pomona College 333 N. College Way Claremont , CA 91711

Get in touch

Give back to pomona.

Part of   The Claremont Colleges

Writing in Art History

This guide provides a brief introduction to writing in the field of  art history  through the lens of  threshold concepts.  It includes:

• A statement of threshold concepts in art history
• “So you’re taking an art history course”: A Description of Writing Characteristics Valued in Art History
• “This is how we write and do research in art history”: Resources for Writers

A Statement of Threshold Concepts in Art History

“Seeing comes before words, the child looks and recognizes before it can speak.” (John Berger,  Ways of Seeing )

“Seeing establishes our place in the world.” (John Berger,  Ways of Seeing )

“We do not explain pictures: we explain remarks about pictures.” (Michael Baxandall,  Patterns of Intention )

Threshold Concept #1: Connections between Looking and Writing

The statement:   It is not easy to write what you see. If seeing establishes our place in the world, art history is a tool to make sense of the visual world in which we all live.

What this means for our students:   Looking well is a time-intensive and skilled practice. Visual information is not self-evident, and writing about what is seen involves thinking about how and why visual information is understood in a particular way.

Where/how we teach this Threshold Concept : Visual analysis assignment in ART 285; Short essays in 100-level courses. Writing about and describing what is seen is also modeled in class examples and discussions.

Threshold Concept #2: Context Matters

The statement:   All art is conditioned by historical and cultural circumstances. Art history endeavors to understand these circumstances or contexts in order to explain the crucial role art occupies in humanity. The contexts that produced the work of art help art historians contextualize why art matters.

What this means for students:  Art is never understood by its visual appearance or form alone. The goal of art history is to place a work of art within its historic, religious, political, economic, and aesthetic contexts. Students should also understand that various contexts do not stand on their own, but usually overlap. Only by unpacking the circumstances that give rise to a work of art is one able to communicate how art matters and how its meanings change through time and place.      

Where/how we teach this Threshold Concept:  100-level courses engage with this concept while upper-level courses provide students with practical applications through the execution of research and writing assignments.

Threshold Concept #3: Frames of interpretation

The statement:  Art historical writing involves multiple frames of interpretation and—perhaps more importantly—the ability to hold multiple frames in suspension at the same time while producing an original argument. While there is no one “right” interpretation of a work of art, there are interpretations and scholarly arguments that have more quality or staying power than others. (See below for examples of quality art historical arguments)

What this means for students:   Research done in preparation for writing is framed not only as a search for facts to be relayed to the reader through writing, but also as discourses of interpretation within which the writer seeks to interject. This kind of writing involves a conversation with artworks, contexts, and prior interpretations and scholarship in service of an original argument.

Where/how we teach this Threshold Concept:   Research papers in upper level courses, at the end of Art 285 and the Art 480 seminar, and as part of the capstone project and honors theses ideally move students through this threshold. Being able to do this involves building upon awareness and skills gained in Threshold Concepts 1 and 2.

“So You’re Taking an Art History Course”: A Description of Writing Characteristics Valued in Art History

Art history is rooted in the study of visual, performed, and material expression. Goals for our work include interpretation, producing frameworks, narratives, and histories to understand the human experience and condition, and the expansion of what is considered “art”. We want you to know that there are some key things that we value in our field. We value the  complexity of seeing and the diversity of different ways of seeing . We tend not to value or prioritize subjective opinion and unsubstantiated claims.

What is considered effective or good writing in our field varies by genre and purpose, but overall we expect to see:

• a direct address of the subject or work of art.
• an interpretive analysis of a work of art backed by research from credible sources.
• engagement with significant interpretive and theoretical frameworks.

Writers in our field must provide evidence for their claims. We understand evidence to include:

• Formal analysis. Formal analysis is the description of the visual and material features of an object to support an argument. It can include a consideration of color, line, size, weight, form, shape, depth. Formal analysis is often a place to generate questions for research.
• Biographical records or artists’ statements
• Archival records
• Ethnographic data
• Historical events
• Significant secondary literature
• Adjacent artistic and cultural production (music, literature, theatre, etc.)

Writers in our field seem credible when they:

• Address current and historical debates about the interpretation of a topic
• Demonstrate an awareness of the historical and cultural context of a topic
• Cite credible sources accurately.  Credible sources  include peer-reviewed journals, books, or websites from reputable institutions and organizations.
• For more information on citing sources accurately, see the “ Quick Guide to Citations for Art Historical Writing ”

This is How We Write and Do Research in Art History

Art historical writing is about analyzing works of art to make a point or argument. Not every student in our classes needs to be able to write in the professional way of the field. However, depending on the reasons for taking our courses, we want students to become proficient and comfortable with analyzing art and the important place writing occupies in that process. Students taking an art history course should expect to write in the following genres:

• research papers
• exhibition reviews/evaluations
• book reviews
• visual analyses
• reading reflection/canvas posts
• museum labels
• essay exams

Writing goals and outcomes are different depending on the level of the course.  For example:

• Undergraduates taking Miami Plan (100-level) or elective courses  should recognize the relationship between how to develop a thesis and employ visual evidence in support of that thesis. Such a skill is undoubtedly useful for all students since looking closely coupled with the ability to make sense of what one sees are crucial for many other kinds of writing and ways of thinking. We argue the complexity and diversity of “looking deeply” is too often taken for granted in the visual world in which we live. In 100-level classes, students start to become familiar with how to write and think about art.
• Undergraduates majoring in our field  should recognize that art historical writing is approached as a conversation or dialogue. As students progress through the major, being able to place a topic and research paper within previous published and ongoing debates is crucial. In other words, students should start to understand that writing in Art History is about creating a dialog between one’s ideas and the sources the student engages. We also want our students to understand the value of inserting their own voice when writing. Over time, majors will need to become skilled at synthesizing their ideas and arguments with original research. This very process is how objects tell us something distinctive about their historical context and their value within human history.  

Resources for Art History Writers

Annotated Sample of Writing from Art History (ART 188)

The following is a student paper from the course ART 188: History of Western Art (Renaissance to Modern). Miami faculty from Art History have inserted comments to indicate and explain disciplinary writing conventions in Art History.

This sample contains 8 comments. These comments appear within the text of the article and are noted with bold text, brackets [ ], and the word "comment" before the text they refer to.  You can also view these annotations and the original paper in a  Google Doc format .

Sample Annotated Student Essay for ART 188

The essay prompt.

Compare Hyacinthe Rigaud’s painting  Louis XIV  (1701) (on the left) to Jacques-Louis David’s  Death of Marat  (1793) (on the right). Both of these artworks were made for explicitly political purposes, though they clearly depict very different types of figures and employ very different styles. Compare these two artworks in terms of how they convey their particular political message to the viewer. What strategies does each artist employ and why? What are they trying to communicate to the viewer about the state?

Introduction (2 comments)

A Martyr of Royal Proportions

[Comment 1: Introduction sets the context without making claims that are too broad or general. Also sets the tone for a focus on class conflict.]  For the majority of the eighteenth-century, French farmers stayed starving and cold while an elite class of nobility consumed them. For years, the upper echelon of French society relied on the blood and sweat of the layman to provide them with ample nourishment. But after the spring of 1791, the fields would be nourished by the blood of laymen and aristocrat alike, and the old ways would be no more. A revolution had begun, and revolutionary figures like Jean Paul Marat would be painted in stark contrast to the grandiose portraiture of King Louis the Fourteenth nearly a century prior.  [Comment 2: Clear thesis signals what the argument will be and why comparing these two paintings is worthwhile.]  Indeed, the transition in composition from the early eighteenth century spoke to more than simple brushstrokes. It represented the political enlightenment of the French people attempting to secure for themselves unalienable liberties they had been denied so long. Marat, therefore, was not simply a brutalized revolutionary lying lifeless in his bathtub;  The Death of Marat  depicts the efforts of the enlightenment revolution ferociously contesting with the old paradigm of French government.

Analysis (6 comments)

[Comment 3: Clear topic sentences signal what each paragraph will analyze.]  When comparing two pieces it is important to recognize their respective contexts first. The Louis XIV portrait is painted by Hyacinthe Rigaud during the early Enlightenment period of France in 1701. This painting has King Louis XIV surrounded by opulence in a very stately posture. Louis states, “I am the state,” reinforcing his role as monarch of France for anyone viewing his kingly grandeur.  The Death of Marat , however, imparts a very different sentiment. Painted by French revolutionary artist Jacques-Louis David in 1793,  The Death of Marat  displays the infamous revolutionary writer is lifeless in a tub. At the height of the French revolution, he is soaking in a mixture of medicinal sulfur used to treat a rare skin condition he contracted in the sewers of France. Indeed, this disease that Marat contracted in the sewers placed him in the tub he would be murdered in. In this way, the poverty that drove him into the sewers also drove him to his demise; the French aristocracy could expunge the poor from the streets, but they could never extricate the ideas Marat imbued. The piece evoked compassion and provided justification to the many rebellious Parisians for whom he spoke. Furthermore, the painting immortalized Marat as a martyr and freedom fighter in the eyes of his fellow revolutionaries. The Louis XIV portrait flaunts power and status while  The Death of Marat  condemns monarchical rule in France.

After examining context, it is crucial to integrate the content of the works to get at their underlying meaning. Examining the content of the Louis XIV portrait gives the viewer an idea of the intentions and priorities of the French king. It is especially apparent that the king has a lot of money.  [Comment 4:  Descriptive prose points to specific aspects in the work of art.]  His encrusted sword and outrageously fanciful robe serve to bolster his status and wealth. It would almost seem that in a secondary effort to avoid being directly arrogant, these items are also imbued with a national relevance. The ludicrous robe displays the three-pronged lily representing the French monarchy, and his encrusted sword represents French military might. It is his shoes that cannot be accounted for. The king, old and sickly as he actually was, adorns some stylish footwear to juxtapose his position as self-proclaimed “Sun King” with some suave contemporary sneakers and a cheeky flash of the thigh. As powerful and sophisticated as he may have been, this portraiture shows  [Comment 5: Returns the analysis of symbols within the painting to the context of class conflict signaled in the introduction.]  a clear separation from reality; the wealth and power of “France” depicted in Louis’ portrait was not representative of the people who actually lived there. It was only relatable to the fancifully rich. Comparatively, the Marat portrait makes King Louis look like a bad attempt at humor.  The Death of Marat  was something extremely real and very relatable. It illustrated a man who suffered dearly at the hand of the monarchy and was ultimately killed by those who supported its rule. The rich and famous could never relate to  The Death of Marat  in the same way Parisians did; Marat would have been more honorable in the eyes of the public than any would-be king. Marat is shown in his tub, papers under arm and his quill in hand. It would appear that he was working on some enlightenment literature when he received a letter which tricked him into granting his killer access to him. Similar to the Louis XIV portrait, Marat’s body is sculpted with the precision and attention expected of the neoclassical age. The sickly and bleeding body of Marat elicits a specific emotional reaction of resentment and remorse. That the Marat painting gained the popularity that it did supports the idea that people began to relate more with enlightenment concepts and less of the idea of a king.

The skillful hand of each artist has a unique place in the message of each painting. The separate pieces are painted with unique and very different forms. Looking at the Louis XIV painting one notices that it is very full. This is assumed to be an intentional detail, as a king would surely have many possessions. Small shadows hide in the creases of cloth behind him. The only true shadow that rivals that of the king is in the very back of the painting almost out of sight. It would not be a stretch to say that the painting is full of cloth, and every cloth is radiant with color.  [Comment 6:  Attention to formal detail reasserts and supports the main argument about class and the king’s presentation within the painting.]  Light comes from the right-side illuminating Louis the XIV making him look larger with his robe on. The piece is extremely skilled but has some element of blurring when looked at closely. The overall atmosphere is one of style, color, and power regarding the king. The Marat piece does not share much with the Louis portrait; it is of a bath tub, a man, and a desk. The details of Marat are more vivid and retain their integrity upon close inspection. Marat himself is so realistic, he truly looks lifeless.  [Comment 7:  Formal analysis here connects to prior class content, and points to the art historical references within the painting.]   His posture is very reminiscent of pieta, reinforcing his martyr status in a Christ-like fashion. Despite the detail and realism of Marat,  [Comment 8:  Looks not only to what is in the painting, but how absences are treated, considering the entire composition.]  the stark ambiguity of the upper half of the painting is both unconventional and genius. With a black top half, there is nothing but Marat himself to focus on, the only thing one can really see and feel is Marat. As a result, the piece evokes keeps the viewers attention and feeling on the death of the man. One might ask who would do such a thing. Then answer inevitably reached is the monarchy.

Conclusion (0 comments)

The differences in context, content, and form of  The Death of Marat  and  Louis XIV  vary widely. These aspects are essential to the message and reception of the works. Their comparison brings out everything that is right, or wrong, with the messages they impart. In the case of David’s painting, it simply elicits the exact emotions people needed to feel; the emotions they needed reassurance of if they were to carry out their cause. The power of  The Death of Marat  inspired people to carry on fighting for the French Revolution. The influence of art certainly stretches beyond the construct of the mind, art is part and parcel of society, and should be regarded so dearly.

Annotated Sample of Read, Look, Reflect Essay

This sample contains 10 comments. These comments appear within the text of the article and are noted with bold text, brackets [ ], and the word "comment" before the text they refer to.  You can also view these annotations and the original paper in a  Google Doc format .

Assignment Context

As a student in ART 188, you might be asked to write a series of Read, Look, Reflect papers. The following paper is an example of exemplary student work. For this assignment, students are asked to read two sonnets by Michelangelo and look closely at Michelangelo’s sculpture Awakening Slave. Then they are asked to reflect on the questions below. This is a paper in which all students referenced the same assigned texts. No outside research was necessary, so footnotes were not required. Only clear references to the specific sonnet being discussed were necessary.

How does the allusion to the creative process in Michelangelo’s poems help us understand his philosophy of carving sculpture? How is that process visually apparent in the sculpture,  Awakening Slave ?

Introduction (3 comments)

Read, Look, Reflect: Michelangelo’s  Awakening Slave

[Comment 1: This introductory paragraph is effective because it begins providing an answer to the essay prompt. The author begins to explain a connection between hand and mind, which suggests a particular approach to the creative process.]   [Comment 2:  The author also gets straight to the point without making any sweeping historical claims or claims about beauty or greatness of a work of art.]  Michelangelo’s sonnets give insight into his beliefs about the mind’s vision and the hand’s product. Using sonnets to discuss the creative process and its resulting translation to Michelangelo’s sculptures is a testament to Michelangelo’s own mental capabilities, for both forms of art are quite difficult to produce well. Poetry and art require excessive refinement and revision on the part of the creator to convey what he or she wants to with a finished product. In the sonnet numbered 151, Michelangelo describes the “hand that obeys the intellect”,  [Comment 3:  Here’s one place where the author provides an interpretation of a specific quote.]  an indication that he believes that the mind is central to sculpting a vision from inspiration before the hand sculpts the stone itself. Further, Michelangelo’s choice of words here shows his reverence for the mind in its central creative role. In this paper, demonstrate how Michelangelo’s sonnets and the sculpture,  Awakening Slave , express a tension between idea and execution.

Analysis (7 comments)

With this in mind, Michelangelo’s second sonnet, numbered 152, delves further into the carving process.  [Comment 4:  The author focuses on a specific part of the poem here.]  Michelangelo speaks of a living figure “that grows larger wherever the stone decreases” in this poem, a more direct allusion to what stone is literally subtracted as artistic additions are made to the stone. From there, the sonnet further describes the process of addition, discussing how one cannot see his or her own good in the same way that others can.  [Comment 5:  The author comes to a thoughtful interpretation of the quote here.]  Rather, according to Michelangelo, other people seem to see the good in an individual and can bring it out to the surface in a way that the individual is unable to introspectively.  [Comment 6:  The author continues to reflect on the significance of that interpretation to the creative process.]  This is a powerful observation both psychologically and artistically, and though Michelangelo is commenting on both, the latter alludes more to the creative process. Artistically, it seems like Michelangelo is alluding to his personal definition of inspiration. When artists like himself create, they seek to bring out qualities worth displaying, whether they be qualities like grace and beauty, or in the case of his sculpture,  Awakening Slave , a quality like the beauty of struggle.

Because Michelangelo’s sculpture,  Awakening Slave , is still very much confined to the stone, viewers can see his poetic description of replacing raw stone with a mental vision in artistic practice. It could be argued that the sculpture is either intentionally or accidentally unfinished, but with the information from the sonnets, the former seems to be a more accurate reflection of Michelangelo’s beliefs in this art. For Michelangelo, crafting a seemingly unfinished sculpture can successfully show the struggles of the creative process, especially conflicts with inspiration itself. Conflicts could entail a situation such as if inspiration were to run dry, or a time when the pressure on the creator to produce a fully developed vision becomes too much.

The man who is supposed to be awakening in the sculpture is facing a personal struggle that he cannot escape from.  [Comment 7:  The author makes a clear and specific observation about the sculpture.]  It is worth noting that a body is more clearly defined in the sculpture than a head.  [Comment 8:  The author suggests a possible interpretation of the observation above.]  This structural observation could mean that the head, and therefore the mind, is the source of the struggle for the man depicted in the stone.  [Comment 9:  The author again makes a specific observation in the next sentence and then moves into interpretation for the rest of the paragraph.]  The central parts of the body are more prominent in the stone than the upper and lower regions of the body, giving the sculpture a warped look on the top, but also a little bit on the bottom as well. This further enhances the theme of struggle and the overtaking of the mind by said struggle. The all- consuming nature of struggle is made more powerful and central to the sculpture by that design choice, especially since viewers know that Michelangelo’s anatomical accuracy was part of what has made many of his other works so respected.

The ability that viewers have to pair Michelangelo’s  Awakening Slave  with written explanations from the artist centuries later undoubtedly adds to one’s interpretation of the art. Michelangelo’s decision to reflect on his own creative process shows that while he was a renowned artist, the talent was accompanied by other highly developed talents, too. In more than one respect, Michelangelo continues to succeed in making critics and common viewers alike understand the complexity of the artistic profession.

Howe Writing Center

501 E. High Street Oxford, OH 45056

• Online: Miami Online
• Main Operator 513-529-1809
• Office of Admission 513-529-2531
• Vine Hotline 513-529-6400
• Emergency Info https://miamioh.edu/emergency

1601 University Blvd. Hamilton, OH 45011

• Online: E-Campus
• Main Operator 513-785-3000
• Office of Admission 513-785-3111
• Campus Status Line 513-785-3077
• Emergency Info https://miamioh.edu/regionals/emergency

4200 N. University Blvd. Middletown, OH 45042

• Main Operator 513-727-3200
• Office of Admission 513-727-3216
• Campus Status 513-727-3477

7847 VOA Park Dr. (Corner of VOA Park Dr. and Cox Rd.) West Chester, OH 45069

• Main Operator 513-895-8862
• From Middletown 513-217-8862

Chateau de Differdange 1, Impasse du Chateau, L-4524 Differdange Grand Duchy of Luxembourg

• Main Operator 011-352-582222-1
• Email [email protected]
• Website https://miamioh.edu/luxembourg

217-222 MacMillan Hall 501 E. Spring St. Oxford, OH 45056, USA

• Main Operator 513-529-8600

Initiatives

• Miami THRIVE Strategic Plan
• Miami Rise Strategic Plan
• Boldly Creative
• Annual Report
• Moon Shot for Equity
• Miami and Ohio
• Majors, Minors, and Programs
• Inclusive Excellence
• Employment Opportunities
• University Safety and Security
• Parking, Directions, and Maps
• Equal Opportunity
• Consumer Information
• Land Acknowledgement
• Privacy Statement
• Title IX Statement
• Report an Accessibility Issue
• Annual Security and Fire Safety Report
• Report a Problem with this Website
• Policy Library

Essay on Art

500 words essay on art.

Each morning we see the sunshine outside and relax while some draw it to feel relaxed. Thus, you see that art is everywhere and anywhere if we look closely. In other words, everything in life is artwork. The essay on art will help us go through the importance of art and its meaning for a better understanding.

What is Art?

For as long as humanity has existed, art has been part of our lives. For many years, people have been creating and enjoying art.  It expresses emotions or expression of life. It is one such creation that enables interpretation of any kind.

It is a skill that applies to music, painting, poetry, dance and more. Moreover, nature is no less than art. For instance, if nature creates something unique, it is also art. Artists use their artwork for passing along their feelings.

Thus, art and artists bring value to society and have been doing so throughout history. Art gives us an innovative way to view the world or society around us. Most important thing is that it lets us interpret it on our own individual experiences and associations.

Art is similar to live which has many definitions and examples. What is constant is that art is not perfect or does not revolve around perfection. It is something that continues growing and developing to express emotions, thoughts and human capacities.

Importance of Art

Art comes in many different forms which include audios, visuals and more. Audios comprise songs, music, poems and more whereas visuals include painting, photography, movies and more.

You will notice that we consume a lot of audio art in the form of music, songs and more. It is because they help us to relax our mind. Moreover, it also has the ability to change our mood and brighten it up.

After that, it also motivates us and strengthens our emotions. Poetries are audio arts that help the author express their feelings in writings. We also have music that requires musical instruments to create a piece of art.

Other than that, visual arts help artists communicate with the viewer. It also allows the viewer to interpret the art in their own way. Thus, it invokes a variety of emotions among us. Thus, you see how essential art is for humankind.

Without art, the world would be a dull place. Take the recent pandemic, for example, it was not the sports or news which kept us entertained but the artists. Their work of arts in the form of shows, songs, music and more added meaning to our boring lives.

Therefore, art adds happiness and colours to our lives and save us from the boring monotony of daily life.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of the Essay on Art

All in all, art is universal and can be found everywhere. It is not only for people who exercise work art but for those who consume it. If there were no art, we wouldn’t have been able to see the beauty in things. In other words, art helps us feel relaxed and forget about our problems.

FAQ of Essay on Art

Question 1: How can art help us?

Answer 1: Art can help us in a lot of ways. It can stimulate the release of dopamine in your bodies. This will in turn lower the feelings of depression and increase the feeling of confidence. Moreover, it makes us feel better about ourselves.

Question 2: What is the importance of art?

Answer 2: Art is essential as it covers all the developmental domains in child development. Moreover, it helps in physical development and enhancing gross and motor skills. For example, playing with dough can fine-tune your muscle control in your fingers.

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Welcome to the Purdue Online Writing Lab

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

A Message From the Assistant Director of Content Development 

The Purdue OWL® is committed to supporting  students, instructors, and writers by offering a wide range of resources that are developed and revised with them in mind. To do this, the OWL team is always exploring possibilties for a better design, allowing accessibility and user experience to guide our process. As the OWL undergoes some changes, we welcome your feedback and suggestions by email at any time.

Please don't hesitate to contact us via our contact page  if you have any questions or comments.

All the best,

Social Media

Facebook twitter.

• Share full article

Advertisement

Supported by

Guest Essay

Art Isn’t Supposed to Make You Comfortable

By Jen Silverman

Mx. Silverman is a playwright and the author, most recently, of the novel “There’s Going to Be Trouble.”

When I was in college, I came across “The Sea and Poison,” a 1950s novel by Shusaku Endo. It tells the story of a doctor in postwar Japan who, as an intern years earlier, participated in a vivisection experiment on an American prisoner. Endo’s lens on the story is not the easiest one, ethically speaking; he doesn’t dwell on the suffering of the victim. Instead, he chooses to explore a more unsettling element: the humanity of the perpetrators.

When I say “humanity” I mean their confusion, self-justifications and willingness to lie to themselves. Atrocity doesn’t just come out of evil, Endo was saying, it emerges from self-interest, timidity, apathy and the desire for status. His novel showed me how, in the right crucible of social pressures, I, too, might delude myself into making a choice from which an atrocity results. Perhaps this is why the book has haunted me for nearly two decades, such that I’ve read it multiple times.

I was reminded of that novel at 2 o’clock in the morning recently as I scrolled through a social media account dedicated to collecting angry reader reviews. My attention was caught by someone named Nathan, whose take on “Paradise Lost” was: “Milton was a fascist turd.” But it was another reader, Ryan, who reeled me in with his response to John Updike’s “Rabbit, Run”: “This book made me oppose free speech.” From there, I hit the bank of “Lolita” reviews: Readers were appalled, frustrated, infuriated. What a disgusting man! How could Vladimir Nabokov have been permitted to write this book? Who let authors write such immoral, perverse characters anyway?

I was cackling as I scrolled but soon a realization struck me. Here on my screen was the distillation of a peculiar American illness: namely, that we have a profound and dangerous inclination to confuse art with moral instruction, and vice versa.

As someone who was born in the States but partially raised in a series of other countries, I’ve always found the sheer uncompromising force of American morality to be mesmerizing and terrifying. Despite our plurality of influences and beliefs, our national character seems inescapably informed by an Old Testament relationship to the notions of good and evil. This powerful construct infuses everything from our advertising campaigns to our political ones — and has now filtered into, and shifted, the function of our artistic works.

Maybe it’s because our political discourse swings between deranged and abhorrent on a daily basis and we would like to combat our feelings of powerlessness by insisting on moral simplicity in the stories we tell and receive. Or maybe it’s because many of the transgressions that flew under the radar in previous generations — acts of misogyny, racism and homophobia; abuses of power both macro and micro — are now being called out directly. We’re so intoxicated by openly naming these ills that we have begun operating under the misconception that to acknowledge each other’s complexity, in our communities as well as in our art, is to condone each other’s cruelties.

When I work with younger writers, I am frequently amazed by how quickly peer feedback sessions turn into a process of identifying which characters did or said insensitive things. Sometimes the writers rush to defend the character, but often they apologize shamefacedly for their own blind spot, and the discussion swerves into how to fix the morals of the piece. The suggestion that the values of a character can be neither the values of the writer, nor the entire point of the piece, seems more and more surprising — and apt to trigger discomfort.

While I typically share the progressive political views of my students, I’m troubled by their concern for righteousness over complexity. They do not want to be seen representing any values they do not personally hold. The result is that, in a moment in which our world has never felt so fast-changing and bewildering, our stories are getting simpler, less nuanced and less able to engage with the realities through which we’re living.

I can’t blame younger writers for believing that it is their job to convey a strenuously correct public morality. This same expectation filters into all the modes in which I work: novels, theater, TV and film. The demands of Internet Nathan and Internet Ryan — and the anxieties of my mentees — are not so different from those of the industry gatekeepers who work in the no-man’s land between art and money and whose job it is to strip stories of anything that could be ethically murky.

I have worked in TV writers’ rooms where “likability notes” came from on high as soon as a complex character was on the page — particularly when the character was female. Concern about her likability was most often a concern about her morals: Could she be perceived as promiscuous? Selfish? Aggressive? Was she a bad girlfriend or a bad wife? How quickly could she be rehabilitated into a model citizen for the viewers?

TV is not alone in this. A director I’m working with recently pitched our screenplay to a studio. When the executives passed, they told our team it was because the characters were too morally ambiguous and they’d been tasked with seeking material wherein the lesson was clear, so as not to unsettle their customer base. What they did not say, but did not need to, is that in the absence of adequate federal arts funding, American art is tied to the marketplace. Money is tight, and many corporations do not want to pay for stories that viewers might object to if they can buy something that plays blandly in the background of our lives.

But what art offers us is crucial precisely because it is not a bland backdrop or a platform for simple directives. Our books, plays, films and TV shows can do the most for us when they don’t serve as moral instruction manuals, but rather allow us to glimpse our own hidden capacities, the slippery social contracts inside which we function, and the contradictions we all contain.

We need more narratives that tell us the truth about how complex our world is. We need stories that help us name and accept paradoxes, not ones that erase or ignore them. After all, our experience of living in communities with one another is often much more fluid and changeable than it is rigidly black and white. We have the audiences that we cultivate, and the more we cultivate audiences who believe that the job of art is to instruct instead of investigate, to judge instead of question, to seek easy clarity instead of holding multiple uncertainties, the more we will find ourselves inside a culture defined by rigidity, knee-jerk judgments and incuriosity.

In our hair-trigger world of condemnation, division and isolation, art — not moralizing — has never been more crucial.

Jen Silverman is a playwright and the author of the novels “We Play Ourselves” and “There’s Going to Be Trouble.”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .