HISTORICAL/

BIOGRAPHICAL ANALYSIS
WORKSHOP
WITH CAMMY SRAY & ALEXA WINIK
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 text
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 text
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)
 Conclusion
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
 Conclusion
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 themes
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)
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 related
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!
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/issue
Remember…
Literary texts are not
created in a vacuum!!!
And …
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