Historical/ Biographical Analysis WORKSHOP - PowerPoint Presentation

Slide1

Historical/ Biographical Analysis WORKSHOP

WITH CAMMY SRAY & ALEXA WINIKSlide2

Hist./Bio. Analysis– What Is It?

Situating the Text: Using the context surrounding a text to create a “lens” to interpret that text.

Context—event in author’s life or historical event/trend that occurred around time of text

Context—not information that the text itself provides (though it may allude to)

Using the context to inform your reading of a textSlide3

Difference from New Critical?

New Critical:

text



interpret

In a NC analysis, you start and end with the text--no outside research/pulling from context.

Hist

/Biographical:

context



lens



text



interpret

Pull from the context to shed light on your reading

Context supplements your understanding of the textSlide4

Historical Analysis

Set up your paper to analyze what historical event/trend the author had in mind that he/she viewed as significant

Intro:

general tension and thesis

Body:

1) prove that this historical event/trend actually occurred and was prevalent in author’s mind when he/she wrote text

2) prove that the event/trend was significant to the author

*especially important if the author is addressing an era/event that did

not

occur around the same time author wrote text.

*

use: autobiography, biography, newspapers, letters, correspondences,

etc.

3) Use devices to support thesis (Like a NC analysis, but apply/integrate the context)

ConclusionSlide5

Biographical Analysis

Explain the text as a way the author tried to deal with a personal issue.

Intro:

general tension and thesis

Body:

1) Background: prove an issue bothered author significantly at/near time he/she wrote text

*use: autobiography, biography, newspapers, letters, correspondences, etc.

2.)

Text: use devices to support thesis (like NC), but apply/integrate the context

ConclusionSlide6

Let’s situate…

Read “Reunion”

Look for prevalent literary devices (as you would for a NC analysis).

Use your background knowledge to shed light on how the devices function within the story

Develop some foundational themesSlide7

Thesis time!

Don’t forget tenets of thesis:

interpretive/argumentative

specific/precise

accurate

deep

Include in your thesis how the author is commenting on

A

(the relevant element of the context) by using

B

(literary device) to say

C

(the message of the text)

Slide8

Wrapping Up...

Texts exist in some framework of history

Know the framework!

Ask

1) “What’s happening at this time?”

2) “What is author saying about it?”

Hist./Biog. Criticism involves authorial intent more than any other criticism

Criticisms are distinct, but relatedSlide9

Wrapping Up...

Like any other criticism...ALWAYS go back to the text to prove your thesis!

Move from

context

text

context



lens



text



interpret

This is not a historical research paper

Don’t backseat the textual interpretation!Slide10

Final Tips...

Remember

: Writing style and grammar count. Hugely.

Write OUTLINES or POST-OUTLINES.

Write MULTIPLE rough drafts.

Be clear. Be fluent.

Use strong, precise verbs in active voice

Be

specific

as you discuss the historical context.

Be

specific

as you connect the historical context to the text itself.

Conclusion

Stress importance of the work in relation to historical event/issueSlide11

Literary texts are not created in a vacuum!!!

Remember…Slide12

You’re not alone. The writing center is here!



Hours

:

MWF 1-5 p.m.; T/TH 12:30-5 p.m.

M-TH 7-11 p.m. (Yes, we’re open evenings!)

Workshop Information Posted Online Here

:

http://www.cedarville.edu/Offices/Writing-Center/Workshop-Information.aspx

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