contextual essay example

Contextual Analysis: Definition & Goals + Contextual Analysis in History

• 📍 What is Contextual Analysis?
• 🚧 How to Conduct Contextual Analysis?

📜 Contextual Analysis in History

🎭 contextual analysis: art, 🖼️ contextual analysis example, 📍 contextual analysis explained.

In this part, we will define the concept and its main goals.

Contextual Analysis Definition

A contextual analysis is used to evaluate an item in historical and cultural contexts. It studies the issues from political, economic, and philosophical angles.

Let’s choose a famous painting by Vincent van Gogh “Cafe Terrace at Night.” You should start by mentioning that the artist lived in Arles in the second half of the XIX century and that he represented the post-Impressionism art movement. This elementary background information explains the many features of the painting.

Goals of Contextual Analysis

• Explaining complex works of art.
• Bringing attention to the creator and their identity.
• Discussing a particular subject to uncover its value.
• Analyzing historical events from a new perspective.
• Boosting critical thinking.

Context Analysis VS. Contextual Analysis

Students often confuse contextual analysis with context analysis.

Context analysis is a method for studying the environment of an object. Usually, business students use context analysis to examine a company on the macro level. Context analysis focuses mainly on the external factors in this case.

On the opposite, contextual analysis connects the historical and social setting with the object and its peculiarities.

🚧 Conducting a Contextual Analysis in 4 Steps

Writing a contextual analysis might seem challenging, but in reality, it takes several steps. We’ve prepared a guide on how to develop excellent contextual analysis and what to include in it.

Step 1. Learn About the Author

Information about the author might give you many insights and show the object from a new perspective. Learning a creator’s biography is also crucial. It can help you understand some details that you could have missed.

When writing a contextual analysis, answer these questions about the author:

• When and where was the person born?
• What was their life like? Did they have special education or training?
• What were their values and beliefs?
• Who or what inspired the creator?
• What were their impressions of the work they created?

Step 2. Discover the Historical Background

Historical context is as important as the information about the author. Historical events , religion, and philosophy have always inspired writers, painters, and movie directors. The work’s historical setting hints at the creator’s original intentions.

Consider these questions when exploring the historical background:

• What was the political situation when the object was created?
• What were the key historical events at that time?
• What was the economic situation in those years in that country?
• Was religion important to the people of that time?
• Which art forms were popular at that time?

Step 3. Detect the Style

A style is a tool for broadcasting a personal vision. There are unique features in any art, literature, music, or cinematography style, including form and colors. A combination of shapes, colors, and other details reflects a philosophy, which helps understand art better.

What you should consider when analyzing a style:

• What are the striking features of the form, colors, and composition?
• How does this style differ from other artworks of that time?
• Does this style involve any cultural or religious symbolism?
• Does this style belong to any art movement?
• What other artists created in the same manner?

Step 4. Explore the Audience’s Reaction

Audiences’ reactions will help you understand the impact of the object. Research if an artwork has any awards or has taken part in exhibitions. Remember to check official reviews and the impressions of ordinary people.

To help you investigate an audience’s reaction, answer these questions:

• Was the artwork famous when it was created?
• What was the first public impression when it appeared? Did it change?
• What characteristics do critics highlight?
• Does the object have any rewards or prizes?
• Were any other artworks inspired by the one you analyzed?

History is full of bright events which inspire authors of paintings, books, and movies. Analyzing the context in the field of history is crucial for expanding your thinking. It is a great tool allowing us to learn the lessons of the past.

Contextual analysis in history includes:

All artworks exist in a context or multiple. The background details of these contexts help us understand what a work of art meant when it was created. A successful contextual analysis of artwork includes this information about:

• The creator.
• The time when it was made.
• Its cultural contribution.

Here are step-by-step instructions on conducting a contextual analysis of art objects.

• Choose an art object you want to analyze. If it is not stated in the assignment, choose the one that will inspire you through the whole process of writing.
• Explore the critical information about the author. It can be a person or a group of artists.
• Analyze the historical and cultural background. Consider the key events that took part at that time. Study their causes and effects.
• Move on to the purpose of the art object and its significance. Think about the original meaning the artist wanted to convey.
• Describe the style features of a work of art you have chosen. Pay attention to forms, colors, and composition. Highlight what makes this style stand out.
• Look for the visual metaphors and symbols the object has. Think of the original meaning the creator tried to convey.
• Explore the audience and share your observations. Define people’s reactions and opinions and how they changed.

Vincent Van Gogh – Self Portrait, 1889.

Van Gogh was a well-known post-Impressionist painter. He was born in 1853 in the Netherlands and grew up in a pastor's family. Van Gogh decided to become an artist only at 27. He moved to Paris to go for his dreams. There, he met other famous artists and started drawing.

His contemporaries described Vincent as a complex and stubborn person. His main goal was to experience life in all possible ways. Van Gogh got inspired by observing people and nature. He spent the majority of his time in the province. The painter enjoyed the sunlight and warm climate there. Van Gogh didn't have academic education in art. Yet he was very demanding of himself and his paintings.

Van Gogh was a part of the post-Impressionist art movement. It was known back then as the philosophy of "modern life." The movement was popular in Europe at the time. Various exhibitions presented and promoted it. Van Gogh supported public ideas about the freedom of expression and emotions.

Van Gogh painted the last self-portrait only months before his death. The chaotic ornament of the background refers to his stay at the mental hospital. The colors of his face are yellowish, contrasting with the blue background. Face features are in shadow. It creates an impression of illness and unhappiness.

🔗 Useful Links

• Contextual Analysis | University of Nebraska-Lincoln
• Historical and Cultural Context | Arts and Humanities | Valencia College
• 16 Examples of Context Analysis – Simplicable
• Contextual Analysis – an overview | ScienceDirect Topics
• Textual v. Contextual Analysis

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How to prepare for toefl ibt: learn the toefl sections & scores.

101 Contextual Factors Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

Contextual factors refer to those various elements within an environment , whether physical or sociocultural, which may influence situations and patterns of behavior (LeVine, 2017).

These factors often provide a comprehensive background that help us understand actions, decisions, and behaviors. They are studied across various academic fields including sociology, psychology, business, and education.

Institutions, for example, are a critical component of contextual factors (Giddens & Griffiths, 2006). This can be seen in how school policies (consideration of standardized test scores for grading) or national laws (legislation on hate speech) serve as a backdrop that shapes individual or collective actions.

Furthermore, larger social constructs such as societal norms and values, economic status, and cultural practices are integral aspects of contextual factors.

Contextual Factors Examples

1. the economy.

The economy is a multifaceted contextual factor influencing individuals’ living conditions, access to resources, and societal inequality (Ritzer, 2015).

Economic structures and processes shape the character and quality of individuals’ employment opportunities and working conditions.

In essence, the economy impacts not only our prosperity or poverty but also our societal roles, status, behavior, and societal stratification (Nehring & Plummer, 2014).

Moreover, constrictions or booms in the economy can dramatically affect stress levels, personal dreams, and family stability. For example, during a recession, we see higher unemployment rates and stress levels as people struggle to secure their livelihoods (Giddens & Griffiths, 2006).

Culture , involving shared beliefs, cultural values , norms, and languages, has a profound impact on individual attitudes, behaviors, and social interactions (LeVine, 2017).

The values associated with a certain culture can shape people’s worldview, their perceptions of others, as well as their codes of behavior and decision-making processes (Korgen & Atkinson, 2020).

Rituals, traditions, or customs, for example, can influence how individuals celebrate, mourn, or even conduct their day-to-day lives.

Moreover, within a given culture, particular languages or symbols bear different meanings and can impact communication and understanding (Delaney, 2015). For instance, a simple gesture may be interpreted differently across various cultural contexts (Nehring & Plummer, 2014).

3. Laws and Regulations

Laws and regulations constitute a crucial part of the political environment that shapes societal dynamics and individual behaviors (LeVine, 2017).

These formal rules govern a wide array of activities, from marriage, property ownership, work contracts to criminal behavior, thereby shaping social realities and individuals’ way of life (Ritzer, 2015).

For instance, immigration laws can determine who can legally reside and work in a particular country, influencing demographic compositions and labor markets.

Furthermore, social welfare laws can affect the distribution of resources and protection to vulnerable groups. Violations of laws also carry penalties, thereby ensuring compliance (Nehring & Plummer, 2014).

4. Weather Conditions

Weather conditions form part of the physical environment, and they have significant effects on individual behaviors, health, and social activities (LeVine, 2017).

For instance, prolonged cold weather can influence people’s mood, often leading to seasonal affective disorder (Ritzer, 2015).

The frequency and type of social activities are also often weather-dependent; for example, beach outings are more common during warmer months.

Furthermore, harsh weather conditions can exacerbate social inequality, as disadvantaged populations may lack access to adequate housing or heating.

At a broader societal level, issues like climate change can instigate significant social, economic, and political change as communities grapple with the impacts (Delaney, 2015).

5. Religion

Religion, often considered intertwined with culture, shapes our beliefs, customs, and lifestyle practices (Nehring & Plummer, 2014).

Religious rituals and regulations dictate certain behaviors, lifestyles, and even dietary habits for believers. For instance, the Ramadan fast in Islam, or Sunday service in Christianity, shapes particular patterns of behavior for adherents (Giddens & Griffiths, 2006).

Religion can also provide moral and ethical frameworks that shape perceptions of right and wrong, influencing decision-making and social norms.

Moreover, religious beliefs can significantly influence social issues , such as attitudes toward abortion, same-sex marriage, or euthanasia (Ritzer, 2015).

6. Gender Norms

Gender norms , formed by society’s expectations tied to masculinity and femininity , deeply infiltrate our behaviors, careers, and relationships (LeVine, 2017).

Social construction of gender dictates what is considered ‘appropriate’ behavior for men and women, which can limit individual expression and choices.

For instance, traditional gender roles might perpetuate a division of labor where men are seen as breadwinners and women as caregivers (Giddens & Griffiths, 2006). These roles also shape power dynamics and gender inequality across various societal domains, including work, education, or family.

Changing gender roles, however, can influence societal changes such as greater workforce participation among women (Delaney, 2015).

7. Institutions

Social institutions , including family, education, and political systems, profoundly impact our socialization process, attitudes, and behaviors (Nehring & Plummer, 2014).

The family, as our first institution, deeply influences our sense of self, beliefs, and behaviors.

Next, educational institutions only impart knowledge as well as social and cultural capital, influenced by the curriculum, learning environment, and peer interactions (Korgen & Atkinson, 2020).

Political institutions can shape citizens’ experiences and attitudes through laws, governance styles, and public policies . Furthermore, these societal institutions influence each other; for instance, political policies can impact educational and familial settings (Ritzer, 2015).

See More Types of Institutions Here

8. Social and Cultural Norms

Social and cultural norms are shared expectations about how to behave, deeply influencing individual and societal behavior (LeVine, 2017).

These norms can dictate acceptable social behavior in various contexts, from expressing emotions to interacting with others (Korgen & Atkinson, 2020).

Norm violation can lead to social sanctions or ostracization, maintaining social order (Giddens & Griffiths, 2006). Yet, norms can change with societal consensus, reflecting societal shifts—for instance, changing norms around gender roles or same-sex relationships over the last decades (Ritzer, 2015).

Moreover, cultural norms tied to specific groups or professions further shape behavior, such as conduct codes in academic disciplines (Delaney, 2015).

9. Social Inequalities

Social inequalities , resulting from factors like socioeconomic status , race, or gender, influence individuals’ access to resources, opportunities, and overall quality of life (Ritzer, 2015).

These inequalities can manifest in different forms, such as wage disparities, differing access to quality healthcare or education, and discrimination (Giddens & Griffiths, 2006). Socioeconomic status, for instance, impacts individuals’ housing conditions, nutrition, educational opportunities, and healthcare access (LeVine, 2017).

On a broader scale, social inequalities can shape societal stratification and power dynamics, contributing to systemic discrimination and social exclusion (Nehring & Plummer, 2014). Moreover, social inequalities can breed social tension, potentially leading to social unrest or conflict (Korgen & Atkinson, 2020).

Taboos are cultural or societal prohibitions deemed unacceptable or inappropriate by a given society or culture (Nehring & Plummer, 2014).

These forbidden practices or topics can influence behavior, conversation, and societal norms (Giddens & Griffiths, 2006). For example, in some cultures, discussing personal finances or expressing direct criticism is considered taboo.

Taboos also regulate social behavior and contribute to social order since violations often carry social sanctions (Ritzer, 2015).

Moreover, what is considered a taboo varies widely from one culture or society to another, exemplifying the cultural specificity of norms and prohibitions (Delaney, 2015).

See Also: Examples of Taboos in Various Cultures

Full List of Context Factors

Context factors are any factors that may affect a situation – they’re so broad, that anything that’s external to ourselves can act as contextual factors that need to be considered when assessing the outcomes of a situation.

Below is just a small list of the infinite contextual factors that can be at play in a given situation:

• Social and cultural Norms
• Dress codes
• Gender roles in a culture
• Family structure
• Marriage customs
• Weather conditions
• Background noise
• Seasonal factors
• Medical system
• Folklore and cultural stories
• Education system
• Work ethics
• Attitude towards time
• Respect for elders
• Communication styles
• Hospitality customs
• Social hierarchies
• Rites of passage
• Gift-giving customs
• Concept of privacy
• Beauty standards
• Presence of a police force
• Personal space
• Superstitions
• Celebrations
• Business etiquette
• Concept of fate
• Attitude towards health
• Time of day
• Death rituals
• Storytelling traditions
• Architecture
• Traditional games
• Corruption in a culture
• Local myths
• Moral values
• Concept of cleanliness
• Political beliefs
• Human rights views
• Attitudes towards different races and ethnicities
• Child-rearing practices
• Attitudes towards the environment
• Attitude towards wealth and poverty
• Historical events
• Heroes and figures of admiration
• Attitude towards the elderly
• Attitudes towards animals
• Modes of transportation
• Concept of honor
• Classism and racism
• Expectations around friendships
• Courting and dating practices
• Monuments and memorials
• Currency and its significance
• Decision-making processes
• Attitudes to individual rights
• Conception of justice
• Views on immigration
• Daily routines
• Sleeping patterns
• Greeting customs
• Attitude towards education
• Views on disabilities
• Respect for authority
• Types of government and governance
• Views on age and aging
• Concept of childhood
• Role of technology in life
• Role of nature
• Local industries and crafts
• Types of housing and dwellings
• Views on war and conflict
• Trade customs
• Conception of the self
• Role of women in society
• Role of men in society
• Social gatherings
• Attitude towards substance use
• Economic values
• Importance of ancestry and lineage
• Views on individualism vs. collectivism
• Notions of success and failure
• Concept of luck and fortune
• The importance of dreams
• Sacred places and spaces
• Public vs. private spaces
• Concept of vacations and leisure
• Role of children in the family
• Symbols of status
• Community involvement
• Land and its significance
• Views on urban vs. rural life
• Local customs and superstition

Types of Contextual Factors

Given how broad the concept of “context” is, we could attempt to place contextual factors into categories or “buckets” to help us conceptualize them more clearly.

With that in mind, I’ve brainstormed some broader categories that might be helpful in coming up with your own examples of context factors for your own situation. These are:

1. Physical Environment

The physical environment encompasses all the natural and man-made surroundings that we interact with (LeVine, 2017). Let’s delve further.

Sociologists argue that our physical surroundings have a tremendous influence on our behaviors, attitudes, and interactions with other individuals.

For instance, densely populated areas can promote feelings of stress and anxiety, while natural settings like a forest or a beach may invoke calmness and tranquility (Ritzer, 2015). Urban planning also forms a part of the physical environment. \

Segregated neighborhoods can foster or perpetuate social division or exclusion (example: gated communities may prop up class divisions), while well-planned urban areas with inclusive access to public places may promote social cohesion and interaction (LeVine, 2017).

2. Cultural Environment

The cultural environment is the milieu of beliefs, values, norms, symbols, and language that shape people’s way of life (Nehring & Plummer, 2014). Here are more details.

Culture significantly impacts social relationships and individual behaviors. Socio-cultural norms determine the acceptable ways to behave or interact within society (Giddens & Griffiths, 2006).

For instance, in societies with cultures that highly value collectivism (e.g. Japan, China), there is typically a strong emphasis on harmony, respect, and compliance with social norms . On the other hand, societies that prize individualism (e.g. The USA, the UK) promote independence , self-expression, and personal achievement(Delaney, 2015).

Moreover, culture also pervades into subtler aspects of human behavior , like gestures, etiquette, and communication style, all contributing to the overall contextual setting (Korgen & Atkinson, 2020).

3. Social Environment

The social environment is a broad term encompassing the immediate social setting as well as the broader societal structures including family system, education system, and social stratification , among others (korgen & Atkinson, 2020). Let’s unpack this.

At the micro level, the family structure, peer group, and the education system significantly influence an individual’s socialization process and behavior (Ritzer, 2015).

For example, children raised in single-parent families may have different experiences compared to those from two-parent families. At the macro level, social stratification, which refers to the arrangement of individuals or groups into a hierarchy based on social class , ethnicity, or gender, greatly influences people’s access to resources and opportunities (Giddens & Griffiths, 2006).

For instance, disparities in access to quality education, healthcare, and housing often stem from systematic social inequality.

See Also: Examples of Social Factors

4. Political Environment

The political environment includes the set of laws, policies, and political dynamics that shape social realities (LeVine, 2017). Here’s what this means.

On one hand, institutional laws and public policies have direct implications for people’s lives (Delaney, 2015).

Examples include rules on marriage and divorce, immigration laws, social welfare policies , and regulations on employment rights. These can collectively define certain social realities and dictate the pathways for social mobility.

On the other hand, the broader political dynamics, including power relations, governance style, and the level of political stability also form an integral part of the context, often shaping the overall societal climate (Nehring & Plummer, 2014).

5. Economic Environment

Lastly, the economic environment refers to the economic structures and processes, including the mode of production, the labor market conditions, and the level of economic inequality, among others (Ritzer, 2015). This is what it implies.

The mode of production (capitalist, socialist, or mixed) shapes the economic relations in a society (Giddens & Griffiths, 2006). For instance, in capitalist societies, private ownership and profit are the key drivers, which oftentimes results in economic disparities.

Additionally, the labor market conditions, including unemployment rate, job availability, and wage levels, significantly impact people’s economic stability and subsequently, their overall well-being. Similarly, economic inequality, often manifesting as income or wealth disparities, greatly influences individuals’ social standing and access to resources (Nehring & Plummer, 2014).

Contextual factors broadly encapsulate the multitude of influential conditions within which individuals and communities exist and function (Delaney, 2015). These encompass a wide array of elements from physical surroundings, cultural milieu, societal structures to formal institutional norms and regulations (Nehring & Plummer, 2014; Ritzer, 2015).

Understanding these factors is quintessential for sociologists, policymakers, and individuals alike to comprehend social behavior, societal transformations, and to bring about effective social interventions (Giddens & Griffiths, 2006; Korgen & Atkinson, 2020). The intricate interactions amongst these variables further contribute to the complex tapestry of social life, underscoring the importance of recognizing and appreciating this interconnectedness (LeVine, 2017).

Calhoun, C. (2002). Dictionary of the Social Sciences . Oxford: Oxford University Press.

Giddens, A., & Griffiths, S. (2006). Sociology . London: Polity.

Korgen, K. & Atkinson, M. (2020) Sociology in Action . New York: Sage.

LeVine, R. A. (2017). International Encyclopedia of the Social & Behavioral Sciences: Second Edition . New York: Elsevier.

Nehring, D., & Plummer, K. (2014). Sociology: An introductory textbook and reader . London: Routledge.

Ritzer, G. (2015). Essentials of sociology. New York: Sage Publications.

Delaney, T. (2015). Connecting sociology to our lives: An introduction to sociology. London: Routledge.

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What Is Context In English And How Do I Write About It?

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Do you get confused by the whole “context” business that crops up in various English Modules? You’re not alone. Many students get confused by conflicting messages to “talk about context” when also being instructed to “not write a history essay.’ Others aren’t entirely sure what context is, what’s meant by values and attitudes. To help you out, we’re going to answer the question, “What is context in English and how do I write about it?”

What is context?

Context, in terms of the study of High School English, is best described as the circumstances surrounding the composition of a text. When we discuss the context of a text, we need to think about the following aspects of the text’s composition:

• Historical – What has happened at the time
• Political – What the political climate and events of the period were
• Economic and Socio-economic – What the financial situation of the period was and how it affected individuals of the time
• Cultural and social – These are social impacts on a text that can be from artistic movements or cultural practices from customs to colloquialisms
• Religious – The impacts religion and religious beliefs have on the text
• Geographic – How has the location of the text’s composition shaped its meaning?
• The composer’s personal context – What events in a composers life have shaped their writing?

Complicating thing it’s not enough to say that “Shakespeare was a catholic who wrote in the Elizabethan period.” We also need to think about why context is important, this means digging into relevant contextual details and thinking about values and attitudes . This may seem overwhelming, but it shouldn’t be. So, let’s unpack these, one by one.

What’s ‘relevant’ context?

The first question you need to address is whether the context you’re exploring is relevant or not. How do I tell if an aspect of context is important or not, you ask.

The simplest way to approach this at a High School level is to consider if it has a direct impact on the text’s content and meaning or its composition. To answer this you’ll have to know your text and you’ll have to know some contextual details to decide whether they should be investigated further or not.

A good place to start is the dates involved in a text’s composition. A good text and context combination to consider as an example are the poems of TS Eliot that are set for study in the HSC and the contextual event of the First World War. This is a common one students get tripped up with.

The poems set for study are :

• Preludes – composed 1910-11, first published in 1915
• Rhapsody on a winter’s night – composed 1910-11, first published in 1915
• The love song of J Alfred Prufrock – composed 1910-11, first published in 1915
• The Hollow Men – composed and published in 1925
• Journey of the Magi – composed and published 1927

Many students discuss the tensions in Preludes, Rhapsody, and The love song of J Alfred Prufrock as caused by the horrors of World War 1: July 1914 – November 1918. This can be a bit confusing. The poems were mostly written in 1910 when Eliot was studying in France. They were published a few years later by his friend after he’d settled in England.

However, the poems clearly predate the 1st World War and while the political and nationalistic tensions that led to the conflict, placing too much weight on that would be very tenuous. This is a bit of anachronism: thinking of things “out of time.” Instead, we can see that these poems all occur in the wake of the second industrial revolution where urbanisation and economic upheaval have had profound impacts on the lives of people living in European cities.

You can read more about TS Eliot, here .

How much detail should I discuss?

It’s important to strike a balance between making a concise contextual point and writing a history essay! This can be challenging, especially the more you know about history. A significant paradox – you can’t write about context without understanding details about it: writing concisely and briefly about context becomes more challenging the more you know!

Let’s look at George Orwell’s Nineteen Eighty-Four  as an example. 1984 was written in 1944 – 1948. Clearly, we can see the following events could have had an impact on the composition of his final novel:

• The Russian Revolution (October 1918) and rise of communism – 1917 onwards (The Soviet Union Collapsed four decades after Orwell’s death in 1950)
• The rise of Fascism across Europe – 1922 onwards
• The Spanish Civil War – 1936 – 1939
• The Second World War 1938-1945
• The development of nuclear weapons and bombing of Hiroshima and Nagasaki
• Orwell’s leftist political leanings and hatred of Communism
• Orwell’s personal health – He died of tuberculosis
• Orwell’s relationships – He had tumultuous relationships and was a notorious womaniser

As you can see, there are myriad things that you can connect to context for the novel that are important and relevant. Your job, as a critic is to concisely include references to the events that are particularly pertinent to answer the question you’ve been set. Let’s use the Spanish Civil War as an example.

The Spanish Civil War is important contextually because:

• It saw the rise of fascist leader General Fransisco Franco
• Many in Europe romanticised the uprising of the people against a fascist military
• Many artists flocked to Spain to fight against the fascists
• Orwell fought and was seriously injured there
• Orwell wrote about his experiences in Homage to Catalonia
• The truces between Stalin, Hitler, Franco, and the rest of Europe were important blueprints for the fictional conflicts and alliances between Eurasia, Oceania, and East Asia
• The Soviet secret police hunted down and executed dissidents on behalf of Franco’s forces
• Orwell spent a night hiding in a bombed-out church while being pursued by the NKVD

There’s a lot to digest there. So, to give an example of dos and don’ts, let us consider a quotation from the text where context is essential to explain things.

What’s the example:

The Thought Police would get him just the same. He had committed–would still have committed, even if he had never set pen to paper–the essential crime that contained all others in itself. – Chapter 1

In this extract, the protagonist, Winston, describes the dangers of the secret police that enforce the law in the dystopian world of the novel. He uses a paradox to describe this – that he would still be guilty even if he hadn’t committed the crime.

Don’t get lost in context:

While some of this is quite pertinent information, it is too detailed and doesn’t really serve to further an argument. Instead,

Do connect context to analysis concisely:

As you can see, just one or two concise pieces of contextual information support the argument being made.

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What are values and attitudes?

Another aspect of writing about context that frustrates students is discussing values and attitudes .

First, some definitions:

• Values : These are the beliefs – cultural, religious, political, economic, philosophical, social – that exist in any given period. Democracy is the dominant political value in Australia in the 2020s.
• Attitudes : These are the perspectives individuals or larger groups have towards values. For example, some members of society might have the attitude that feels democracy is a terrible idea and they should be in charge of an Australian dictatorship.

All texts deal with values and attitudes. Quite often, composers of texts convey the prevailing values of a society in the background context of a text. They then present their perspective on these things, their attitude, by how they have characters interact or act under these values.

To return to the example of Orwell’s Nineteen Eighty-Four:

• The setting of Airstrip One and Oceania reflects the creeping values of fascism and tyranny across Europe during the years of World War 2
• Winston’s futile struggle against Big Brother and Ingsoc arguably reflect Orwell’s growing pessimistic attitude towards escaping such tyranny.

We could convert this in our previous response by amending it to:

If you want to learn more about Nineteen Eighty-Four, read this article .

How should I structure contextual information in a response?

Many students struggle with writing things in a manner that connects the example and analysis to relevant contextual information.

Let’s look at a couple of different ways you can structure all of this in a response. To illustrate, let’s look at a pair of contrasting examples from Stephen Daldry’s 2002 film, The Hours (set for English Adv Mod A).

What is The Hours, what’s it about?

Daldry’s film is an adaptation of Virginia Woolf’s 1925 novel Mrs Dalloway (to be specific, it’s an adaptation of a novel by Michael Cunningham which is an adaptation of Woolf’s text). Woolf’s novel depicted a day in the life of housewife Clarissa Dalloway as she set about hosting a party. In brief, throughout the novel, she seeks to be recognised for hosting a party as male characters are recognised for their pursuits. In The Hours , the characters of Laura and Clarissa are simulacra of Clarissa Dalloway. Unlike Clarissa, Laura – a housewife in 1950s America, is not adept at fulfilling the oppressive stereotypical roles of being a housewife – she feels smothered by her responsibilities as a wife and a mother. Clarissa is a successful editor at a prestigious publishing house, in the film, she is organising a party to celebrate her friend and former lover Richard’s career. Where Laura struggles with fulfilling expectations, Clarissa does them effortlessly – successful career, doting mother, loving wife, caring friend, wizard in the kitchen, effortless hostess.

Daldry conveys this in the film by using contrasting mise en scene across the different time periods:

In these contrasting stills, we can see is en scene being used to convey contextual information as well as contrasting different characteristics about the two women relevant to the film’s themes.

In the left hand still, Laura struggles to bake a cake for her husband’s birthday. While dressed in a fancy frock, she is a little unkempt her hair isn’t done, her dress is a little wrinkled, her cake is a disaster. The costuming and set dressing clearly mark the setting as the 1950s, yet Laura’s appearance and creation show she doesn’t fit the stereotypical wife (especially in contrast to her impeccably dressed best friend, Kitty). This is a commentary on the oppressive nature of gender roles during that period of time.

In the right hand still, Clarissa is choosing to host a party for her friend and lover. While she has a successful career, she still can’t escape the expectations of society that she be all things for all people. Unlike the mise-en-scene on the left, Clarissa is effortlessly dressed and wearing a stereotypical apron. She is seemingly effortlessly throwing a complex banquet for several dozen people. When she breaks down in tears later in the scene, it’s not so much the pressure of cooking that triggers it but Lois’ visit and behaviour that dredges up the past.

How does context feature here?

The Hours  comments on the role of women in society in different time periods and the pressures placed upon them:

• In the 1950s, the expectation was that women would be housewives and raise children and keep an immaculately clean home. Queer women were expected to adhere to heteronormative ideals or face ostracism.
• In the 2000s, while women could now have successful careers and queer relationships, they couldn’t escape domestic expectations.

How do I write about this?

There are a couple of ways we can present contextual information around an example from the text. We want to discuss:

When writing a response, there are a couple of different ways you can present information:

Context → Example → Explanation

Example → Context → Explanation

Now let’s look at a couple of examples:

If you want to learn more about The Hours and Mrs Dalloway , read this article .

How do I make sure I ace writing about context?

There are a few key things that top students do to make sure they nail their contextual study essays. If you want to emulate them, you need to:

• Make sure you’ve read or viewed the text multiple times : There is no substitute for detailed knowledge of the text. It always shows in written responses.
• Make notes of your analysis : Don’t just read and write essays, make notes! Students who have detailed notes of Techniques and effects are better positioned to discuss context effectively. Again, this always shows in written responses.
• Do your own research into context : Students who rely on in-class handouts about context or the odd introduction to a set text, lack the insight and breadth of knowledge compared to those students who dig into the background of a text.
• Write practice responses, lots of them : At the end of the day, writing is a craft and skill, you improve through practice. Students who write more essays always perform far better than those who don’t!
• Get feedback : Competent students can muddle through on their own, but exceptional students consistently seek out feedback on their writing and put it into practice in their next effort.

What you should do now is reflect on your own study habits and make a list of what you need to start doing, now , so you can improve your marks.

Written by Matrix English Team

© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.

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Critical/Contextual Analysis Essay

Advertisement is a form of non personal communication of which the main purpose is to entice sales. It also promotes sales of ideas, services and goods to corporate or the general public. There are several forms of advertisement, which include print media, television, radio and the internet.

Advertisements are effective as they are intended to communicate with the consumers and thereby persuading them. In addition to this, advertisements contribute ideally to the economic growth of the country.

There are several factors to look for when placing an advertisement. Some of the se factors include; age, gender and class of the targeted group or audience.

The only hurdle in choosing the most effective form of an advert is the cost involved. Advertisements have a lot of impact to the general public and as such, the corporate world has developed advertising as a common trend especially when new products are being introduced in the market.

With reference to the provided picture this paper will assess how the advert creates meaning through language, typography, color and image. In addition to this, the paper will establish who the advert is targeted at and how gender, class, race and age are represented. The image entails language techniques. There are several language techniques that can be used in an advertisement.

However, in order to reach a great number of people, most businesses use the descriptive language technique. The given advertisement tends to describe a person who is not afraid of failing in anything he does but hates loosing. As such, Thierry Henry is an iconic figure in the world of football and as he is commonly known to do, he tries everything in football to ensure that his team prospers.

This means that the advert urges the subjects of the target group to do everything they have to do so long as they do not lose. The iconic figure of Thierry Henry, as used in the advert, shows a person who has put his fear behind and thereby showing the willingness to try new ideas to become successful.

The use of image also describes a person who is hopeful though having doubts. However, the introduction of the dominant Reebok sign at the bottom of the advertisement heightens the tone of the advert and as such, urges the subjects of the target group to put doubts behind them and move on with new ideas.

Despite Thierry Henry being an iconic figure, the mood as shown by his face signifies a person who rarely tries new ideas and is now regretful in regard to why he did not try them out. The tone of the message, that is, the use of bold and light colored writings signifies that one should not give up and move on in new ideas.

The image is instructive because it instructs the targeted group on what to do so as not to have any regrets upon incorporation of new ideas. In addition to this, the writing can be said to be instructive as it tends to instructs us to develop and try out new ideas in our day to day activities.

The image also instructs the targeted group on what to follow in order to ensure success in all their endeavors. Moreover, the image coupled with the writings instructs the targeted group that, for them to succeed; they must never be afraid of failing and must always hate losing when it comes to implementation of new ideas.

The image is emotive because, coupling Thierry Henry’s image and the iconic sign of the Reebok brand, which has been a commanding company in the sports world; it creates emotion of hope and happiness. By looking at the image, a sense of hope is imparted on the targeted group such that, if they adapt the message as conveyed, they will indeed have a better future.

Furthermore, the image, as portrayed by the mood on Thierry Henry’s face, depicts emotion of fear in regard to what will happen if the targeted group adapt the conveyed message, ‘I do not fear to fail but am afraid to lose’, but still become unsuccessful.

The image of Thierry Henry depicts a person who is having regrets as to why he never tried out new ideas in life. The effectiveness of language techniques is effective depending on the audience being targeted by the advertisement (Freeman 2000).

The notion of symbolism technique is used in the advertisement. The use of Reebok sign as well as Thierry Henry’s image can be attributed to the use of symbolism and as such, it has proved effective as the main idea behind the advert is passed. For the subjects of the targeted group not regret later in life, they ought not to signify any fear in regard to failure.

Rather, they should always develop an attitude of winning in everything, just like Reebok company and Thierry Henry does, that is, they are usually not afraid to fail but commonly, they are not afraid to fail but they hate losing.

The image also symbolizes two kinds of life; a life where one is full of regrets because he never tried out new ideas and a life whereby a person is happy and hopeful and anticipates facing the future because he tried out new ideas which later turned out well for him. Further, the image also signifies a great deal of contrast. As such, the mood of Thierry Henry contrasts with the tone and the message being conveyed.

Another technique utilized in the advertisement is typography. Some words have been highlighted in an effort towards emphasizing the importance in the information being portrayed to the targeted group. The image also uses two images, that is, two contrasting images of iconic figure of Thierry Henry entailing different structural appearances and sizes.

This notion indeed symbolizes the two distinct kinds of lives that the two people are living. One of the images is big and visible to symbolize a person who is full of hope and ready to face the future. On the other hand, the second image not that big. In addition to this, the second picture is not substantially visible and this symbolizes a person who has lost all hope for the future due to the decisions he has made in his past.

In the advert, words are written such that different color tones are able to put a great deal of emphasis. Some of the words have been highlighted in bold to depict a hopeful and happy person who is ready to face the future with confidence. This is very important because it brings out the importance of the message to the subjects of the targeted group (Lewis 2007).

The factors considered when choosing the typography to use is the age, gender and class of the targeted group. The image targets a group of young men and women who have just completed the education system and are not sure of what kind of decisions to make in order to facilitate an appealing future.

The image portrays to the target group the kind of life they will get depending on the kind of decisions they make today and how it will affect their future. In addition to this the image creates awareness, that is, it conveys to them that the decisions they make today will affect the kind of life that they will have tomorrow and as such, this helps them not regret making some decisions.

Another important technique used is color. This technique has been used to captures the attention of the targeted group. In any advertisement, the use of color attracts sights and as such, message portrayed by the image is conveniently passed to a great number of people. In the advert, words have been highlighted with color and this makes the writings attractive to the targeted group.

The targeted group is assumed to be in a kind of dilemma. They are faced with a difficulty of choosing the right decisions to face the future. The image is used to inform the targeted group about how important it is to make informed choices.

The image as well as the writings signifies how risky it is if informed choices are not made and how one will regret not making some choices in the future. The image captures both the positive and negative aspects of the future and displays them all in the same image.

The class of the targeted group is assumed to be young men and women who don’t know yet how to go about their lives and need someone who will show them the direction to take so that their future will not be entailed with regrets. By looking at the image the young men and women will discover that if they don’t make the right decisions presently, it will not be possible to make them at a future date.

On the other hand, the advertisement considers the young from all races. This is because it does not include limiting attributes in the message. The use of a man in the advert seems to discriminate the female gender but with a greater insight into the advert, it is that the female gender is very much considered. This is shown y the generalized writing.

When making an advertisement vital to ensure that the designer establishes the targeted group/audience and as such, it will be very easy to make the suitable advertisement (Freeman 2000). The type of advertisement differs considering such factors as age, gender, race and class. Some of the advertisements are racist in nature and as such, they cannot be subjected to some geographic regions (Freeman 2000).

The advert has a distinct feature since it identifies the brand that is being advertised to the targeted group. The distinct feature is the use of the brand logo in the image and an arrow point towards it hence making it more visible. The brand logo also uses different colors from the rest of the image hence making it more conspicuous.

The brand uses known media personalities and iconic sports brand; Thierry Henry and Reebok sign, in order to attract the attention of the targeted group.

The use of known media personalities is very important because it attracts the attention of a great number of individuals and hence making an advertising strategy more effective (Lewis 2007). As such it is a very effective strategy because; by attracting the targeted group, it passes the intended message, that is, I am not afraid to fail but I am afraid to lose.

In the image, the background used represents the past which is known coming into a future which is unknown to the target group. The use of distinct features in advertising is very important because it blends with the expectations of the targeted group to convey the message intended to be passed more effectively (Lewis, 2007).

The use of both aspects of the future in the image is also very important because it tells the targeted group the need of making informed choices when it comes to decisions pertaining their lives in the near future.

The use of images in advertising is the most effective because, according to many researchers, a picture is worth a thousand words (Saussure 2011). In addition to this, an image is the most effective type of advertisement because it brings out the sense in which all human being are always attracted to what they see around them (Barthes 2003).

It is very important to choose distinct colors which are bright of which they attract the human eye and help in passing the message intended to be passed across to the targeted group/audience.

From this analysis, it is clear that the use of images in brand advertisement is the most effective type of advertisement because it helps in the passing of the intended message to the target group/audience.

Also we see that the use of distinct color in the image is very effective because by this we see that when one uses the bright colors, they attract the human eye and in the process passing on the intended message to the target group/audience.

The use of more than one language, topology and color techniques in advertisement is also very important because it help in the passing of the message intended more effectively as compared to the other types of advertisements.

Barthes, R (2003), Mythologies , John Wiley and Sons, London, UK

Freeman, D (2000), Techniques and Principles in Language Teaching, Oxford University Press London, UK:. Huddersfield, UK

Lewis, J (2007), Typography: Design and Practice, Jeremy Mills Publishing,

Saussure, F (2011), Course in General Linguistics, Columbia University Press, New York

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Essay-writing help that actually works

8 contextual lenses for studying literature

Student: [ politely ] Sir, what do you mean by ‘context’? What is ‘context’? I mean, you keep telling us we have to include it in our literature essays – but what actually is it? Me: Well, I’m so glad you asked…

How to use this list

This list is designed to help you build up better fluency and competence with contextual lenses for literature. Or, put simply…

… to help you brainstorm what ‘context’ might mean for the text you are studying – by giving you a series of prompts.

If instead you would prefer to find out how to use contextual knowledge , you might want to check out my guide to that right here .

But first you need a good grasp of what ‘context’ actually is. And I think I can help with that:

Below is a list of my examples of contextual lenses for literature. The list is made up of prompts, and each prompt identifies a particular contextual angle from which, or ‘lens’ through which we can look at a text.

Lens… angle… whatever… they’re both metaphors. The point is this:

When you learn to look at literature in different ways, you get a better overall perspective.

In this post I’m not really dealing with ‘critical lenses’ (e.g. formalist, feminist, Marxist etc) – although really those too are a kind of context.

Because the context is everything that is outside but with the text: that’s what ‘con’ means – ‘with’.

• Grab a sheet of paper
• Scroll down the list
• As you go, jot down the questions or topics which feel relevant to your text.
• You can then use this as a prompt list for a little bit of research.

Look – it may seem obvious, but…

… you can write better literature essays in the long-run if you recognise the different possible meanings of the word ‘context’.

Question: How do I include context in my essay? Answer: By first knowing what context is .

And yes. I know:

For lots of you…

… it’s a requirement (or an expectation) that you do so.

And I’ll be honest:

I often read essays by students where their appreciation of what context is is too narrow or too fuzzy .

That can mean:

• It hinders you from doing effective research .
• It stops you from picking up some quick wins where you actually know more context than you realise.
• You try and bluff your way through it with bland generalisations about how things were in ye olden dayes .

Here’s my list of different types of context in literature – to give you some ideas about how you can use context in an essay . Naturally, you don’t have to use them all – but:

I find that students tend to have a bias towards a couple of them…

… and I have left those ones to the end!

Let’s get to it.

1. Cultural context

Cultural context.

This is a huge topic – and it absorbs some of the topics below.

In other words, in the particular time and place you are thinking of…

What sorts of communities existed? How were they composed? How do/did people think, express themselves? How did they spend their time? How did they perceive the world? What kinds of stories had they heard? How did they spend their free time (if they had any)? What were their ideas about right and wrong?

2. Performative context

Performative context.

This one is especially important if you are studying a play – because the text was written for performance on a stage by actors, and that is how the text was received by its audience. By imagining how a particular scene might be staged and performed, and how it might be received, you are putting the text in context.

Mind you, this doesn’t exclude prose or poetry. Texts that are meant to be read privately still get performed in the theatre of your mind – and it is often relevant that a text was written so that it would be read in solitariness and privacy.

It’s often illuminating to use your imagination and think about how your text might typically be experienced. So give it a try.

Remember – by imagining and discussing how part of a text might be performed (or perhaps was performed) you are putting it in context.

3. Literary context

Literary context.

Students often neglect this one. This means other texts that were written before your text – or even since you text was written – and which form part of its context . That might mean:

• Other texts written by the same author
• Texts written by the author’s contemporaries or near-contemporaries
• Canonical texts that loom large in the literary landscape – e.g. the Bible or the works of Shakespeare
• Texts that share something else in common with your text – perhaps in terms of genre, form, mode, plot, or theme.
• Texts that an author used directly as a source

4. Socio-economic context

Socio-economic context.

In a nutshell this usually means ‘what daily life is/was like’ for individuals and communities in a particular time and place. That includes:

• Poverty and prosperity
• The composition and distribution of communities
• The composition and structure of society
• The kind of work that different people did
• Settlement and migration
• The effects of advances in science and technology.

5. Scientific context

Scientific context.

Advances in mathematics, medicine, physics, and so on form part of the context of all literature. Often this falls under cultural context, though, because for the literary critic what matters is not so much the science itself as how science is/was generally perceived and understood – not just by scientists but by other people. For example, Charles Darwin’s The Origin of Species (1859) is a hugely important text in the context of practically everything that has been written since (and certainly a good deal of Victorian literature) – but what makes it important is that it caused a sensation and ultimately changed the way that ordinary people perceive the world and the universe.

6. Political context

Political context.

In the context of what political entity was your text written? A realm? A nation? An empire? A state? And how is/was it governed and administered? How much censorship was there? Were there hot topics of political debate? Was there public discourse about rights, laws, taxes, crime and punishment, or conquest and empire? Were there politcal rivalries or factions? Was there corruption? These are all the questions pertaining to political context which can shed light on a text.

7. Religious and Humanist context

Religious and humanist context.

By the light of religious contexts, texts can become:

provocative and subversive,

conservative and affirmative

somewhere between the two!

‘Religious’ context arguably falls under ‘cultural’ context – though there are often political implications too.

Clearly, wherever religious faith – or at least religious observance and practice and affiliation – is widespread, it helps to determine and shape people’s point of view, their loyalties, and their understanding of the world – including:

• moral codes
• ideas about order and hierarchy
• a sense of right and wrong.

8. Biographical context

Biographical context.

The story of the author’s life, his/her relationships, affiliations, beliefs, successes and failures – or the circumstances surrounding the writing of a particular text – can sometimes shed light on that text. But:

Be careful.

Biographical context has a tendency to elicit bad habits from essay-writing students, including:

• Leaping to conclusions
• Simply dumping biographical information because it is easy to find and to repeat.

Never underestimate an author’s ability to hold the reality of his/her life at arm’s length whilst imagining completely different circumstances, in the interests of telling a good story or writing a beautiful poem.

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