Compare and contrast three children’s picturebooks in terms of one of the course concepts investigated to date
Compare and contrast three children’s picturebooks in terms of one of the course concepts investigated to date. Build this into your title and your thesis statement.
Designate at least three specific criteria —all related to your chosen course concept—to use as the basis for analyzing (comparing, contrasting, and making observations about) your chosen picture books. Build these into your thesis statement.
Introduce each criterion clearly and succinctly. Then, make the comparison and/or tell about the contrasts among the three picturebooks verbally. Support your point(s) about each criterion with examples (pictures and quotations, properly cited) from the picture books you choose. Tie up each example with a sentence summarizing your observations. You may append scanned colour pictures, properly cited, in an Appendix, and refer to them. Introduce each subsequent criterion, and repeat the process.
Conclude the entire analysis with a very succinct, very clear summary of your findings after having compared and contrasted the picturebooks in light of the criteria.
examine the way loneliness is portrayed in three picturebooks about the new student at school; the way popularity is conveyed in three picturebooks about social dynamics at camp (the “cool kids” and the campers who are distanced by them); and more. You would THEN compare and contrast the three books in terms of your chosen “x” in three ways, using your knowledge of course concepts as criteria. The ways can be through specific art techniques that you learned from Salisbury and Styles (size of characters, relative placement, art techniques in the text and illustrations — and what they convey; go back to the chapters we read and see). Ways can be through concepts you learned from Lewis of Evans (think about relationships between the verbal text and the illustrations and what they convey for a child-reader’s meaning making). Whether you focus on art concepts or text-image concepts or child-centric meaning-making concepts (think Bloom’s Taxonomy), go back to the readings we read and review. Choose and cite appropriate quotations to include, where it makes sense to do so.
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