A Brief Writing Workshop for a Formal Analysis Paper By Professor Tom Folland

Use the writing handouts made available to you: “Assignment Instructions” –it sounds basic, but make sure you read the outline carefully so you understand the parameters within which you are producing your paper. “Observation Prompts” – if you’re writing a formal analysis/museum paper, you should work through the prompts while you observe the object you will write about, and when you craft the first draft. “Paper Style Guide” – we’ll go over much of the expectations of basic grammar and academic writing style here, but make sure you consult it when you make the final checks to your paper. “Grading Rubric” – it is essential you check this to make sure you understand my expectations when I grade your paper.

Basic Tips I Who is your audience? your paper is not a conversation with a close friend, so avoid colloquialisms (eg. Use “do not” and not “don’t”) Do not use first person. No “I” or “You” Be clear – assume your reader has never seen this object or heard of art history before in their life, and it is your job to explain what your object looks like and the context of its making and reception

Basic Tips II Italicize titles of artworks Punctuation should fall inside of quotation marks. Example: The student said, “The professor is such a fantastic instructor!” (not, “The professor is such a fantastic instructor”!) All papers must be typed using Times New Roman font, doubled spaced, with standard 1inch margins and proofread. You must use 12 point font. Do NOT add extra spaces between paragraphs.

If you use the words of another writer without acknowledging that writer it is considered plagiarism. If you use the ideas of another writer without acknowledging that writer it is considered plagiarism. As I read your paper, I will be asking “How does he or she know this information?” If you plagiarize (ie. cut and paste from an on-line site, etc.), you will fail the assignment. Plagiarism

Some basic grammar Semi-colons separate independent clauses that are closely linked in content. Ex: Grammar is a truly fascinating subject; to study it is essential. A paragraph should consist of between four and eight sentences, the first of which is a topic sentence. Every subsequent sentence in the paragraph should relate to the topic. When you shift to a new topic, begin a new paragraph. You use an apostrophe for possession, not for simple plurals. A common mistake is the use of the words it is in a paper (it’s=it is; its=of it (possessive).

Precision of language Suffixes of - ish and – like are imprecise. Ex: “The coat is blue-ish.” Your reader has no idea what “ish” connotes. It’s some tone close to blue, but what? Use more specific language. “The coat is periwinkle.” Or, add an adjective: “the coat is light blue.” The same goes for phrases such as “sort of,” “kind of,” and “a little.” Avoid them. Overly subjective adjectives do not convey meaning to your reader. Example: “This is a great painting.” Or, “The artist’s use of line is truly excellent.” Neither of these sentences tell your reader anything objective about the painting or the artist’s use of line. The same goes for “interesting” or “detailed.” If you use rich and precise language, you will not need to inform the reader that your point is “interesting.” “Detailed” is too general. What exactly is detailed? Where? How is it detailed?

Use evocative metaphors and similes; avoid clichés. A painting or sculpture does not say anything (paintings can’t talk). The painting does not grab your attention (paintings can’t move) or the sculpture does not “catch your eye” (it can’t move.) A picture is not worth a thousand words. Generally they’re worth money. Finally, “gives off” should never be used! Works of art do not “give off” anything – calmness, “vibes,” beauty. Ever.

Verbs should live in the same time zone: pick a tense and stick with it! Watch the verb tense. It is difficult to decide which tense is appropriate when writing about an art historical object. The making of the object happened in the past, yet most of the objects are still tangible in the present. It is also easy to make the mistake of switching between the past and the present when writing an art history paper. Choose a tense and stick with it. Ask for assistance if you have any confusion.

When describing an artwork, the simple present tense is usually most concise and effective (“The artwork is in the Met museum.”) The simple past also works (“I saw the artwork in the Met museum.”) Either write in the first person (I, we) or the third person (he/she/it, etc.). Do NOT use second person (you) in an academic paper.

Write with confidence and authority Avoid beginning sentences with “it can be said that…” Yes, of course it can. Anything “can be said.” But presumably, you are saying something that is based on fact, or your educated opinion. So state it with confidence. The same goes for “it is safe to say that…” The first amendment of the U.S. constitution guarantees that it is, in fact, safe to say whatever it is you’re going to say. So just go ahead and say it.

Avoid “it seems like…” unless you are truly unsure of whatever you’re suggesting. Even then, there is probably a better way to state it. Ex: “It seems like the artist used short, rapid brushstrokes in order to create the effect of dappled light.” If you see what looks like short, rapid brushstrokes on the canvas, then just assume that you’re correct: “The artist used short, rapid brushstrokes to create the effect of dappled light. Similarly, avoid the verb “appears.” Seems and appears are wimpy verbs that allow you to hedge your bets without ever committing. Would you want to hear your beloved say, “It seems that I love you?” No. To express uncertainty (but probability), use “perhaps” or “this suggests.” It is formal and concise.

Be concise! Adjectives modify nouns, and there is usually no need to separate the two. – Ex: “He wears a hat that is brown.” This sentence contains superfluous words. Simply write, “He wears a brown hat.” Avoid run-on sentences. If you have words like “however” in the middle of a sentence, you should probably break it into two separate sentences. Read your paper out loud. If you have to take a breath and you have not yet encountered any punctuation, ADD IT.

Title page (see Grading Rubric) Your Name Title of Your Paper The Artist’s Name (if there is one) Title of work/object The Date of the Work Medium (the material it is made from) Image of your object(s) Text from the Object Label – you can find it on the Met Museum Timeline/Collection database