What is context?
‘Context’ is about the historical, cultural, and social background surrounding when a text was made. What’s important to note is that no books are written in a vacuum – they’re all done in certain time periods that have particular values and movements that greatly influence how and why an author writes about whatever topic they’ve chosen to discuss. It also greatly influences how readers see the text, as their own values might influence how well they relate to it.
For example, a common IB English text is “Medea”, by Euripides. Out of context, it might just appear to be a simple revenge story about a slighted wife and her self-destructive journey to seek vengeance upon her husband, Jason. Yet, within this, there are several aspects to consider, such as the role that religion had in ancient Greece, how patriarchal their society was, how uncommon it was for a female lead to successfully disempower a male figure, and so on. Without knowing these values, you might miss a more nuanced, specific reading of the play.
Tips on how to develop contextual knowledge
To strengthen your literary analysis, go beyond basic historical facts, and start by researching the author’s background, key historical events, and cultural movements (e.g., feminism, colonialism) that influenced the text. Look for scholarly articles, interviews, or critical essays to understand how the work was received in its time. But remember: context should always connect back to the text’s themes and techniques. Ask yourself: How does this context shape the characters, conflicts, or writer’s choices?
How do you use contextual information in your work?
Context needs to be combined with your typical quote analysis, to add nuance and insight into both the authorial intention and the impact it has on readers.
Let’s examine a crucial moment from Shakespeare’s Macbeth – the witches’ ominous chant, “Fair is foul, and foul is fair” in Act 1, Scene 1. This paradoxical statement takes on deeper meaning when we consider the historical context surrounding the play’s composition. King James I, Shakespeare’s royal patron, had an intense fascination with witchcraft and the occult. Furthermore, the failed Gunpowder Plot of 1605 made treason a commonly discussed topic in England at the time.
When we connect this context to our analysis, the witches’ chant transforms from simply eerie to profoundly significant. Their inverted morality reflects the play’s central tension between ambition and morality, but more importantly, it would have resonated dangerously with Jacobean audiences. Shakespeare skillfully plays upon contemporary fears of hidden treachery and supernatural threats, using these cultural anxieties to make Macbeth’s tragic downfall feel both inevitable and terrifyingly relevant to his original viewers. This contextual understanding reveals how Shakespeare wasn’t just telling a story, but deliberately engaging with the political and social concerns of his time.
H2: How context relates to the IB marking criteria
One of the criteria that all work in English is marked on is ‘Knowledge and understanding.’
This criterion is marked based on you showing a clear understanding of the texts, which is not just about knowing who the characters are, or what the plot is. To reach the highest bands, you need to show that you understand the text in the wider context of when it was written, which involves the socio–political context as well as temporal factors that might have influenced the writer at the time.
A frequent mistake students make is presenting context as a simple cause-and-effect relationship, such as stating, “The author wrote this because of [historical event].” This approach reduces literary analysis to a mechanical process and fails to demonstrate genuine engagement with the text.
Instead, you should aim for a more sophisticated connection by showing how context enriches your interpretation of literary techniques. For example: “The author’s use of [specific technique] gains deeper significance when examined in light of [relevant context], particularly in moments such as…”
What to take away from this
Essentially, you want to not just state what the context was, but consider the way that influences the evidence you’ve chosen, such as how it sheds a different light on it. Context isn’t extra—it’s what separates skimming from analysis. The IB doesn’t want you to spot techniques; it wants you to explain why they matter in the real world.
Learning the All Round Way:
Learn how to integrate historical, cultural, and authorial context into your IB English analysis for deeper and more sophisticated essays. If you’re still struggling with English or want to delve deeper into specific texts or feel uncertain about your analysis, we encourage you to explore our services at All Round Education Academy. Our team is dedicated to helping students excel in their studies. For more information, please contact us at +852 6348 8744 or tuition@allround-edu.com. We look forward to hearing from you!