Using Context Effectively (AO3) in A Level Essays

Context is an area of A Level essay writing that many students forget to include, but it is a vital assessment objective in most specifications. Showing your understanding of contextual factors allows you to add layers of meaning to your analysis but, perhaps more importantly, allows you to show that you understand the purpose of the book and why the writer might have made certain decisions about it.

Whilst it might be tempting to learn paragraphs about the context of your texts that you can recreate in the exam, don’t do this. It’s really important that the context is linked to the point you are making and not just tacked on to ‘tick off’ AO3 for your teacher. Try to embed the context within your analysis; don’t just add it on the end of your essay or in the conclusion.

Context can be used to prove your point; it can back up your interpretation or strengthen your analysis; it can help you to understand how an audience might react to the words.

Look at how the context helps the following points:

e.g. Hamlet responds to Claudius calling him “my son’’ with the words “A little more than kin, and less than kind.” The alliteration and near rhyme emphasise the pun element which supports an interpretation of sarcasm, as does the implication in “more than kin” that Hamlet resents that Claudius is now more than just his uncle since he has married Hamlet’s mother – a view which the audience might well see as fair. However, “less than kind” could indicate more than mere sarcasm as, not only can it read as meaning Claudius is unkind but could also suggest Claudius is less than humankind in Hamlet’s view. At this stage of the play, this view might not appear justified to the audience at the time the play was written. The Jacobean audience’s belief in the Divine Right of Kings might mean they would expect loyalty to the throne to be unquestionable, and Hamlet defies this expectation immediately.

The context here helps to back up the writer’s idea that the Jacobean audience might not fully understand Hamlet’s attitude at this early stage of the play.

e.g. Heathcliff is introduced as a “stupid little thing” initially which could elicit some sympathy from the reader. Although a lack of humanity is implied by him being referred to using the pronoun “it” repeatedly, the description of his “dark” and “black-haired” appearance and the “gibberish” he speaks, this does not necessarily justify the harsh treatment he receives from Hindley. The reader could infer from this description that Heathcliff is foreign – possibly mixed race or a gypsy. As many Victorian readers were either fascinated by or afraid of foreigners and gypsies, many may have understood Hindley’s distrust – dismissing Heathcliff as monstrous because they feared what they were unfamiliar with.

The context here supports the layers of analysis about Heathcliff’s description.

Aspects of Context

The following aspects of context are useful to consider when researching and planning your essays. Look at how modal verbs have been used to tentatively suggest links to context rather than making assertions which may be wrong.

Biographical context: Consider any relevant factors in an author’s life and experiences. Be careful not to jump to conclusions though, as the meanings in a text are not necessarily a direct reflection of an author’s life. Remember that experiences that happened after a book was written are unlikely to be relevant.

e.g. The mental illness that Tennessee Williams’ sister suffered may have influenced his depiction            of Blanche in A Streetcar Named Desire

Social/ historical context: Consider what was happening at the time the author was writing. What were the major events or beliefs at that time which might have influenced the text? Think wars, famines, revolutions, technical developments, religious beliefs, cultural movements…

e.g. The emphasis on reason and individualism in the Enlightenment could have affected the way        Mary Shelley characterised Victor Frankenstein.

Literary context: Consider how your chosen text relates to the genre or literary movement it is part of (or how it rejects that movement). Be able to identify key aspects of each genre, style or movement and show how these are evident (or absent) in your text.

e.g. The Handmaid’s Tale is considered a dystopian novel as it is set in a near-future version of the United States where a religious regime has imposed control and violated human rights.

Critical context: Do your research: what have critics said about the texts? You should read what specific critics have said about the text but could also use your own knowledge of critical perspectives such as feminist, Marxist or psychological readings and evaluate how they would view the text.

e.g. Feminist critics would consider Ophelia to be the victim of patriarchal structures that ultimately lead to her tragic death.