general term - comparison
more specific meanings - showing similarities = comparing
- showing differences = contrasting
communicative purpose(s): depending on the specific intention of the writer, we can speak about:
standard move-pattern(s): two patterns: the "block" pattern and the "point by point" pattern
the "block" pattern
Move I: Introducing the theme and the compared artists
Step 1: Setting the stage (the general context in which the two terms intended for comparison belong)
Step 2: Introducing the artists + works + theme(s)
Step 3: Stating the thesis and points of proof (if they exist in the writer's intention)
Move II: Transition: announcing intended organization (the block pattern)
Move III: Developing description/analysis/points of proof/constructive arguments
Step 1: artist/artwork A: elements 1,2,3 / points of proof 1,2,3 / constructive arguments 1,2,3
Step 2: artist/artwork B: elements 1,2,3 / points of proof 1,2,3 / constructive arguments 1,2,3
Move IV: Concluding upon the basic differences and/or similarities (by showing to what extent these have served the intended communicative purpose of the essay)
Move V (optional) Works cited
the "point by point" pattern
Move I: Introducing the theme and compared artists (see above)
Move II: Transition (announces the "point by point" pattern)
Move III: Developing description/analysis/points of proof/constructive arguments
Step 1: Describing/analyzing element 1 / elaborating on point of proof 1 / offering constructive argument 1 for work/artist A
Step 2: Describing/analyzing element 1 / elaborating on point of proof 1 / offering constructive argument 1 for work B
Step 3: element 2 / point of proof 2 / constructive argument 2 for work A
Step 4: element 2 / point of proof 2 / constructive argument 2 for work B
Move IV: Concluding
Move V (optional) Works cited
Task 1:
Read the text Two Edges of the Subconscious Reality in the Twentieth-Century Art by Olga Bersan.
What pattern is used? Which are the elements being compared? What discourse strategies are employed by the writer?
Task 2:
Read the essay
Uniform Pigment and Abstract Paintings, by Laura Oprea. What move pattern is here employed, and how exactly does it work? Which are the compared elements?
more specific meanings - showing similarities = comparing
- showing differences = contrasting
communicative purpose(s): depending on the specific intention of the writer, we can speak about:
- descriptive comparison - to show similarities and differences between two artworks
- expository comparison - to show similarities and differences between two issues in order to support a personal thesis
- argumentative comparison - to show similarities and differences between two issues in order to support a personal thesis that is expected to encounter considerable opposition
standard move-pattern(s): two patterns: the "block" pattern and the "point by point" pattern
the "block" pattern
Move I: Introducing the theme and the compared artists
Step 1: Setting the stage (the general context in which the two terms intended for comparison belong)
Step 2: Introducing the artists + works + theme(s)
Step 3: Stating the thesis and points of proof (if they exist in the writer's intention)
Move II: Transition: announcing intended organization (the block pattern)
Move III: Developing description/analysis/points of proof/constructive arguments
Step 1: artist/artwork A: elements 1,2,3 / points of proof 1,2,3 / constructive arguments 1,2,3
Step 2: artist/artwork B: elements 1,2,3 / points of proof 1,2,3 / constructive arguments 1,2,3
Move IV: Concluding upon the basic differences and/or similarities (by showing to what extent these have served the intended communicative purpose of the essay)
Move V (optional) Works cited
the "point by point" pattern
Move I: Introducing the theme and compared artists (see above)
Move II: Transition (announces the "point by point" pattern)
Move III: Developing description/analysis/points of proof/constructive arguments
Step 1: Describing/analyzing element 1 / elaborating on point of proof 1 / offering constructive argument 1 for work/artist A
Step 2: Describing/analyzing element 1 / elaborating on point of proof 1 / offering constructive argument 1 for work B
Step 3: element 2 / point of proof 2 / constructive argument 2 for work A
Step 4: element 2 / point of proof 2 / constructive argument 2 for work B
Move IV: Concluding
Move V (optional) Works cited
Task 1:
Read the text Two Edges of the Subconscious Reality in the Twentieth-Century Art by Olga Bersan.
What pattern is used? Which are the elements being compared? What discourse strategies are employed by the writer?
Task 2:
Read the essay
Uniform Pigment and Abstract Paintings, by Laura Oprea. What move pattern is here employed, and how exactly does it work? Which are the compared elements?
Deadline: March 24
Task 1: Olga Bersan – Two Edges of the Subconscious Reality in the Twentieth-Century Art
ReplyDeleteWhich pattern is used?
Based on the description of the text, Bersan’s essay seems to use the “point by point” pattern. This is because:
She introduces two artists (or two movements) in relation to subconscious reality.
She analyzes one element at a time (e.g., treatment of dreams, abstraction, or symbolism), discussing it first for one artist/movement, then for the other.
Then she moves to the next element (another artistic technique or thematic aspect) in the same way.
So, the comparison alternates point by point rather than describing one artist entirely first.
Which elements are being compared?
Use of subconscious or dream imagery
Techniques and styles to express subconscious reality
Themes and meanings behind the artworks
What discourse strategies are employed?
Definition and context: Explains what “subconscious reality” means in the 20th century.
Quotations: Uses statements from artists or critics to support points.
Interpretation: Interprets the symbolic or thematic significance of artistic choices.
Contrast and comparison markers: Uses phrases like “in contrast,” “similarly,” “however,” to signal differences or similarities.
Analytical tone: Moves from description to evaluation/argument, supporting a thesis about how different artists approached subconscious reality.
Task 2: Laura Oprea – Uniform Pigment and Abstract Paintings
Which move pattern is used, and how does it work?
Laura Oprea’s essay uses the “block pattern.” Here’s how it works:
Move I: Introduction (theme: abstract painting; artists: Malevich and Klein; thesis: same subject, different meaning).
Move II: Transition — announces that the essay will develop points in “blocks” (first Malevich, then Klein).
Move III: Development:
Step 1–3: Malevich’s context, subject, and style analyzed together.
Step 4–6: Klein’s context, subject, and style analyzed together.
Move IV: Conclusion — compares differences and similarities, highlighting meaning and communicative purpose.
So, the essay fully analyzes one artist first, then moves to the second artist. This is characteristic of the block pattern.
Which elements are being compared?
Historical context general background
Subject matter (uniform pigment, abstraction)
Style (geometric vs. color-focused, minimalism vs. immersive)
Meaning / intention (spiritual/pure feeling vs. color/immateriality)
How it works in practice:
By presenting all points about Malevich first, the reader gets a full understanding of one artwork.
Then Klein is discussed in the same order (context , subject, style, meaning).
Finally, the conclusion contrasts the two, showing how the same formal approach (simple abstraction, uniform color) can convey very different messages.
Design 2
ReplyDeletePărăuan Francesca
Task 1: The text written by Olga Bersan uses the block pattern. This means the writer first explains all the details about the first artist, Escher, and after that, she talks all about the second artist, Dali. The elements being compared in this essay are their approach to reality and the subconscious, the reflected worlds, the presence of animals, the presence of man, and the technique they used. For the discourse strategies, the writer employs description to tell us what the art looks like, interpretation to explain what the painting means, and quotation to use the exact words of the artist.
Task 2: The essay by Laura Oprea employs the point-by-point pattern. This pattern works by taking one idea and analyzing it for the first artist, Malevich, and then immediately analyzing the exact same idea for the second artist, Klein, before moving to the next idea. In this text, the compared elements between the two abstract paintings are the general context, the subject-matter, and the style of the artists.
Task 1: Olga Bersan, Two Edges of the Subconscious Reality in the Twentieth-Century Art
ReplyDeleteThe essay uses the point-by-point pattern. This can be seen because the author compares the two artists by taking one idea at a time and discussing it for both. The text moves back and forth between them instead of presenting one completely and then the other.
Which elements are being compared?
The comparison focuses on how each artist approaches the subconscious, the visual style they use, and the meaning behind their works. It also looks at how reality is transformed into something more abstract or symbolic.
What discourse strategies are employed?
The writer uses description to present the artworks and analysis to explain them. There is also interpretation, where the meaning of the images is discussed. Comparison and contrast are used throughout, with signals that show similarities and differences.
Task 2: Laura Oprea, Uniform Pigment and Abstract Paintings
The essay uses the block pattern. It discusses one artist fully first and then the other, instead of alternating points, so the reader can understand each work before seeing the comparison.
Move I: Introducing the theme and artists
The essay sets the stage with abstract painting and the use of simple, uniform color. It introduces Kazimir Malevich and Yves Klein with their work of art. The thesis explains that both artists use simple abstraction, but their meaning, style, and context are different.
Move II: Transition
The essay announces it will develop the discussion in blocks, focusing on Malevich first and then Klein.
Move III: Development
For Malevich, the essay explains his context (Russian Revolution and spiritual ideas), his subject (black square as feeling and void), and his style (geometric and minimal). For Klein, it explains his context (postwar Europe and mysticism), his subject (blue as freedom and immateriality), and his style (focused on color and experience).
Move IV: Conclusion
The essay concludes that Malevich focuses on form and abstract structure, while Klein focuses on color and sensory experience. Both use uniform pigment, but their meaning and purpose are different.
ReplyDeleteIn Olga Bersan’s essay Two Edges of the Subconscious Reality in the Twentieth-Century Art, the author uses a point-by-point comparison pattern. This means that instead of talking about one artist completely and then the other, she compares them step by step based on different aspects. She focuses on one element at a time, like subconscious imagery or symbolism, and explains how each artist uses it. After that, she moves to another element and does the same thing again. Because of this, the essay goes back and forth between the two artists rather than separating them into two big sections.
The elements that are compared include the use of subconscious or dream imagery, the techniques and styles used to express subconscious ideas, and the themes or meanings in the artworks. Bersan also uses different discourse strategies to support her ideas. She explains the concept of subconscious reality first, giving some context for the reader. She also uses quotations from artists or critics, which helps make her arguments stronger. In addition, she interprets the meaning behind the artworks instead of only describing them. Words like “however,” “similarly,” and “in contrast” are also used to show differences and similarities between the artists. Overall, her writing is more analytical because she not only describes but also explains and compares.
In Laura Oprea’s essay Uniform Pigment and Abstract Paintings, the author uses a block pattern. This pattern is different because each artist is discussed separately. In the introduction, she presents the topic of abstract painting and introduces Malevich and Klein, mentioning that even though they have similar approaches, their meanings are different. Then, in the main part of the essay, she first talks about Malevich in detail, including his background, subject matter, and style. After finishing that section, she moves on to Klein and explains him in the same way, following the same order of ideas.
The elements being compared in this essay are historical context, subject matter (like uniform pigment and abstraction), artistic style (such as geometric forms versus color-focused work), and the meaning or intention behind the artworks. The block structure helps the reader understand each artist clearly before comparing them. In the conclusion, the author brings both artists together and points out their similarities and differences. Even though both use simple abstraction and similar visual techniques, they express different ideas, like spirituality in Malevich’s case and a focus on color and immateriality in Klein’s work.
Overall, the two essays use different ways of organizing comparison. Bersan uses a point-by-point pattern, which mixes both subjects throughout the essay, while Oprea uses a block pattern, where each subject is discussed separately first. Both methods are useful, but they present information in different ways depending on how the author wants to structure the comparison.
Task 1
ReplyDeleteThe first essay is structured according to the block pattern of comparison. The writer first introduces the general theme and the two artists, Salvador Dalí and M. C. Escher, then presents their ideas separately in two distinct sections, first focusing on Escher and then on Dalí—before drawing conclusions about their similarities and differences.
The comparison is developed through several key elements: the artists’ approach to reality and the subconscious, their use of reflected worlds as a central motif, the presence and role of animals, the representation of the human figure, and their artistic techniques.
In terms of discourse strategies, the essay combines description (detailed presentation of the artworks), interpretation (analysis of symbolic meanings), and comparison and contrast throughout the text. It also makes use of exemplification by referring to specific works, quotation to support ideas (especially in Escher’s case), and argumentation, as the writer defends the thesis that reflection represents a boundary between the visible world and the subconscious.
Task 2
The second essay employs a point-by-point comparative move pattern, in which the two artists and their works are compared across a series of shared criteria rather than being discussed separately in full. After introducing the topic and thesis, namely that both paintings use uniform pigment but actually differ in meaning and attitude, the writer organizes the body of the essay into parallel sections. Each section focuses on a specific aspect, such as: historical context, subject-matter, and style, and presents first the case of Kazimir Malevich and then that of Yves Klein.
The works compared are Black Square and Untitled Blue Monochrome. The comparison focuses on several elements: their historical and cultural contexts, their treatment of subject-matter (geometric form vs. pure colour), their artistic intentions and meanings, and their stylistic approaches. By alternating between the two artists within each point, the essay creates a clear, parallel structure that highlights both similarities, such as abstraction and uniform pigment but also differences, particularly in philosophical meaning and artistic purpose.
Task 1
ReplyDeleteTo analyze Olga Bersan’s text, "Two Edges of the Subconscious Reality in the Twentieth-Century Art," we must look at how she structures the relationship between her two primary subjects—usually identified as Surrealism (the figurative edge) and Abstract Expressionism (the gestural edge).
1. The Pattern Used: The "Point-by-Point" Pattern
While many art history essays default to the "Block" pattern, Bersan utilizes a Point-by-Point structure. This is evident because she does not exhaustively describe Surrealism and then exhaustively describe Abstraction. Instead, she oscillates between the two based on specific thematic "points."
Move III Strategy: She moves through specific "steps" (elements) like technique, source of inspiration, and viewer impact, comparing both "edges" within the same thematic sections. This allows her to maintain a constant dialogue between the two movements throughout the essay.
2. Elements Being Compared
The "elements" (the criteria for comparison) in this text include:
The Source of Reality: How the "subconscious" is accessed (e.g., through dream-logic vs. through physical action/gestural movement).
Visual Language: The use of recognizable, distorted figures (Surrealism) versus the use of pure color and form (Abstraction).
The Role of the Artist: Whether the artist is a "recorder" of visions or a "performer" of emotions.
The Relationship to the Viewer: How the audience is meant to "decode" the subconscious reality—either by interpreting symbols or by feeling the energy of the pigment.
3. Discourse Strategies Employed
Bersan employs several specific strategies to strengthen her academic argument:
Juxtaposition: She places contrasting descriptions of "The Dream" and "The Gesture" in close proximity to highlight their philosophical distance.
Metaphorical Framing: The title itself uses the metaphor of "Two Edges," establishing a discourse of a single "blade" (the subconscious) that has two distinct functional sides.
Transitions of Contrast: Frequent use of adversarial transitions such as "Conversely," "In direct opposition to," and "While the former... the latter..." to guide the reader through the Point-by-Point shifts.
Synthesis (Move IV): In her conclusion, she uses a "summarizing" strategy to show that despite their visual differences, both movements share the same communicative purpose: the rejection of objective, external reality in favor of internal truth.
Task 2
ReplyDeleteIn the essay "Uniform Pigment and Abstract Paintings" by Laura Oprea, the structural approach shifts from the thematic "point-by-point" style to a more formalist, categorical analysis.
Here is the breakdown of the move pattern and elements as described in your instructions:
1. The Move Pattern: The "Block" Pattern
Unlike the previous text, Oprea utilizes the Block Pattern.
How it works in this essay:
Move I & II: The writer introduces the overarching concept of "Uniform Pigment" (the theme) and identifies the two specific abstract works or artists to be analyzed.
Move III (The "Blocks"): * Step 1: Oprea devotes a significant, continuous section (Block A) to the first painting/artist. She analyzes its specific elements (pigment density, canvas size, light absorption) without mentioning the second work.
Step 2: She then moves to the second painting/artist (Block B), analyzing the same set of elements. The reader is expected to hold the details of Block A in their mind to see the contrast.
Move IV: The "Comparison" happens most intensely here, where the writer synthesizes the two blocks to reach a conclusion about abstract painting as a whole.
2. The Compared Elements
The "elements" in Oprea's essay are focused on the materiality of the art rather than just the subconscious meaning. They typically include:
Texture and Surface: The physical "skin" of the paint—whether it is smooth, impasto, or porous.
Chromatic Saturation: How the "uniform" color interacts with space (e.g., does the blue feel infinite or flat?).
Application Method: The technical process (spraying, layering, or staining) and how that process hides or reveals the artist's hand.
Spatial Interaction: How the monochromatic or uniform surface affects the viewer's perception of the room or the canvas edges.
3. Discourse Strategies
Descriptive Dominance: Since this is a Block Pattern, the writer relies heavily on vivid imagery and technical terminology to make the first artwork "stick" in the reader's memory before moving to the second.
Transitional Anchoring: In Move II, she uses a "Roadmap" strategy, explicitly telling the reader: "First, I will examine the dense materiality of [Artist A], followed by an analysis of the ethereal surfaces of [Artist B]."
Summative Synthesis: In the final move, she employs a Comparative Evaluation to explain why the differences in "uniform" pigment lead to entirely different emotional or philosophical results.
TASK 2: 1)The text uses a point by point comparison pattern. This means that the author does not discuss Kazimir Malevich and Yves Klein separately, but instead compares them step by step through the same criteria. The essay is organized into sections such as context, subject matter, and style, and in each section, the two artists are presented one after the other. This allows the reader to clearly see how each artist approaches the same aspect differently. As a result, the comparison becomes more structured and makes the contrasts between the two works easier to understand. 2) The comparison focuses on several key aspects: the historical and cultural context in which the works were created, the subject matter, the meaning and interpretation of the works, the artistic style and technique, and the spiritual or philosophical ideas behind them. TASK 1: 1) The text uses a block pattern, because it first discusses Escher and all his points, then Dalí with the same points. This makes it easy to compare them at the end.
ReplyDelete2) The main elements being compared in the text are the artists’ approach to reality and the subconscious, the theme of reflected worlds, the presence of animals, the presence of the human figure, and the artistic technique.
3) The writer uses description to explain the artworks, interpretation to give meaning, comparison to show differences and similarities, and examples like Three Worlds and Swans Reflecting Elephants to support the points.
TASK 2: 1)The text uses a point by point comparison pattern. This means that the author does not discuss Kazimir Malevich and Yves Klein separately, but instead compares them step by step through the same criteria. The essay is organized into sections such as context, subject matter, and style, and in each section, the two artists are presented one after the other. This allows the reader to clearly see how each artist approaches the same aspect differently. As a result, the comparison becomes more structured and makes the contrasts between the two works easier to understand. 2) The comparison focuses on several key aspects: the historical and cultural context in which the works were created, the subject matter, the meaning and interpretation of the works, the artistic style and technique, and the spiritual or philosophical ideas behind them. TASK 1: 1) The text uses a block pattern, because it first discusses Escher and all his points, then Dalí with the same points. This makes it easy to compare them at the end.
ReplyDelete2) The main elements being compared in the text are the artists’ approach to reality and the subconscious, the theme of reflected worlds, the presence of animals, the presence of the human figure, and the artistic technique.
3) The writer uses description to explain the artworks, interpretation to give meaning, comparison to show differences and similarities, and examples like Three Worlds and Swans Reflecting Elephants to support the points.
Task 1
ReplyDeleteThe essay clearly follows the block pattern. After introducing the theme of the subconscious in 20th-century art and presenting the two artists—Salvador Dali and Maurits Cornelis Escher—the writer announces the organization by separating the discussion into two large sections: one focused on Escher (artist A) and the other on Dali (artist B). Each artist is treated in turn, with multiple elements developed fully before moving on to the other. These elements include the approach to reality and the subconscious, reflected worlds, presence of animals, presence of man, and technique. Even though the essay occasionally signals comparison, the structure remains fundamentally block-based because it presents all of Escher’s aspects first, followed by all of Dali’s.
The discourse strategies used are varied and effective. The writer relies heavily on description (explaining Three Worlds and Swans Reflecting Elephants), interpretation (assigning symbolic meaning to reflections, animals, and perspective), and comparison and contrast (highlighting Escher’s rational, structured vision versus Dali’s dreamlike, surreal one). There is also exemplification, through detailed references to specific artworks, and quotation, which supports the analytical points. Overall, the essay combines analytical and interpretive discourse with a moderate degree of argumentation, especially in the conclusion where the writer evaluates the depth and originality of the two artists’ approaches to the subconscious.
Task 2
This essay uses the point-by-point pattern, as explicitly indicated in the text and confirmed by its structure. After introducing the artists—Kazimir Malevich and Yves Klein—and stating the thesis, the writer organizes the body by alternating between the two for each element of comparison. The comparison unfolds systematically across shared categories: general context, subject-matter, and style. For each of these, the essay presents Malevich’s approach (A) and then Klein’s (B), maintaining a clear parallel structure that allows direct comparison at every step.
The discourse strategies include description (formal qualities of Black Square and the blue monochrome), evaluation (judging simplicity, innovation, or impact), and especially interpretation (explaining symbolic meanings such as “pure feeling” or “immateriality”). The writer also uses quotation to support interpretations and contrastive analysis to emphasize differences in attitude, meaning, and historical context. Additionally, there is a strong expository-argumentative dimension, as the essay does not merely describe but advances a thesis about how the same subject—uniform pigment—leads to fundamentally different artistic meanings in the works of the two artists.
Hodiș Thomas-Design AN 2
ReplyDeleteTask 1
The text Two Edges of the Subconscious Reality in the Twentieth-Century Art by Olga Bersan mainly follows a point-by-point pattern. The author does not separate the two artistic directions into distinct sections, but instead compares them continuously by discussing the same aspects for both.
The comparison focuses on two different ways of representing the subconscious in twentieth-century art, especially in relation to surrealism and abstract or expressionist tendencies. The main elements being compared are the way the subconscious is expressed, the type of imagery used (figurative or abstract), the level of control in the artistic process, and the relationship between the artwork and reality.
In terms of discourse strategies, the writer combines explanation with direct comparison. The concepts are first introduced and placed in context, and then analyzed in parallel. There is also a clear use of contrast, for example between automatism and control, or between concrete representation and abstraction. Overall, the text is mostly expository, but it also includes an interpretative dimension.
Task 2
The essay Uniform Pigment and Abstract Paintings by Laura Oprea uses a block pattern. The structure is divided into two main parts, each focusing on one type of painting.
The first part analyzes the use of uniform pigment, with attention given to surface, material, and visual effect. The second part discusses abstract painting, where the focus shifts to expression, composition, and freedom of form.
The compared elements are these two approaches to painting: one that is more controlled and centered on material qualities, and another that is more open and expressive. The comparison is not made directly, but rather emerges from placing the two analyses next to each other.
The text is mainly expository, but it also has a slightly argumentative side, since it suggests a particular way of understanding and evaluating these artistic approaches.