Welcome to the World of Context!

In your Literature in English (9695) course, you will hear the word "context" quite a lot. It is a core part of Assessment Objective 1 (AO1), which asks you to show "an appreciation of relevant contexts that illuminate readings of the texts."

But what does that actually mean? Think of a text like a photograph. The characters and plot are the subjects of the photo, but the context is the background. Without the background, you might not understand why the person is smiling, why they are wearing a certain outfit, or why they look afraid. Context "illuminates" (shines a light on) the text so we can see the deeper meanings.

In these notes, we will break down how to use context effectively in your essays without turning your English response into a history report.


What is "Relevant" Context?

The syllabus emphasizes that context must be relevant. You don't need to memorize a timeline of every king and queen of England! You only need the information that helps explain why a writer chose a specific word, theme, or character trait.

There are four main types of context you should consider:

1. Historical Context

This is the time period in which the text was written or set. Example: If you are studying William Shakespeare’s Henry IV, Part 1, the historical context of rebellion and the "divine right of kings" (the idea that God chose the King) is vital to understanding why the characters act the way they do.

2. Social Context

This refers to the "rules" of society at the time—class systems, gender roles, and family structures. Example: In Christina Rossetti’s poetry, understanding Victorian expectations of women helps us understand the themes of "Shut Out" or "No, Thank You, John".

3. Cultural Context

This involves the beliefs, religions, and traditions of the people in the text. Example: When reading Wole Soyinka’s Kongi’s Harvest or Inua Ellams’ Barber Shop Chronicles, knowing something about the specific cultural traditions and modern identities being discussed will make your analysis much stronger.

4. Literary Context

This is about the genre or the literary movement the text belongs to. Example: Sylvia Plath’s poems in Ariel are often linked to "Confessional Poetry." Knowing this helps you understand her raw, personal, and sometimes shocking use of language.


How Context "Illuminates" a Text

The goal isn't just to state a fact. You must show how that fact changes our understanding of the writing. Use this simple formula to check your work:

Fact + Textual Link = Illumination

Bad Example (Bolt-on Context): "Christina Rossetti was a Victorian. She wrote 'Maude Clare' in 1859." (This is just a fact; it doesn't help the reader understand the poem better.)

Good Example (Illuminating Context): "Because Rossetti was writing in a Victorian society that valued 'purity' in women, the character of Maude Clare is particularly bold. Her direct confrontation of the groom challenges the social expectation that women should be silent and submissive." (This explains how the social rules make the character's actions more meaningful.)


Context in Different Papers

How you use context depends on which paper you are sitting:

Paper 1 (Drama and Poetry) & Paper 2 (Prose)

At AS Level, you use context to show you understand the "Knowledge and Understanding" (AO1) of your set texts. It helps you explain the intentions of the writer.

Paper 2 Section B (Unseen) – The Exception!

Important: For the Unseen section, you are not expected to know the historical or literary background. The syllabus says authors and dates are not even given. Here, you focus entirely on Writers' Choices (AO2). Don't try to guess the context—focus on the words on the page!

Papers 3 and 4 (A Level only)

At A Level, context becomes even more important. You will often use context to help you Evaluate Opinions (AO5). For example, a modern critic might view The Taming of the Shrew very differently than a critic from the 1700s because their "social context" has changed.


Common Mistakes to Avoid

Don't worry if this feels like a lot to balance. Just watch out for these "traps":

  • The "History Essay" Trap: Writing long paragraphs about the French Revolution or the Victorian Era without mentioning the book. Always bring it back to the writer's words.
  • The "Biography" Trap: Writing too much about the writer’s life. Only use biographical details if they directly explain a choice the writer made in the text.
  • Generalizing: Avoid saying "People in the olden days thought..." Be specific. Say "In the early 20th century, social hierarchies in Mansfield’s stories were..."

Step-by-Step: Integrating Context into an Essay

If you're struggling to weave context into your response, try these steps:

  1. Point: Make a claim about the text (e.g., "In The Great Gatsby, wealth is shown as a corrupting force").
  2. Evidence: Provide a quote or reference from the text.
  3. Analysis: Explain the writer's choice of language (AO2).
  4. Contextual Link: Explain how this relates to the world the text was written in (e.g., "This reflects the disillusionment of the 'Roaring Twenties' and the failure of the American Dream").

Quick Review: Key Takeaways

AO1 isn't just about what happens; it's about the context that shapes the story.
Relevant is the magic word—only use context that helps explain the text.
Illuminate the text by showing how historical or social facts make the writer's choices more powerful.
Skip external context for Paper 2 Section B (Unseen).

Note: To see how context works alongside other skills, check out the chapter on "Writers' choices of language, form and structure (AO2)" to see how those "background" facts influence the "foreground" techniques.