Contextual Analysis Research Unit [Resource]

Overview and Description

In this research unit, students read a text and then research multiple forms of context to form a nuanced interpretation of the text’s theme and make claims regarding the text’s relevance for modern audiences.

Goal

The student considers the context of a work of fiction and produces a researched essay that considers how various forms of context impact the text. The student grows by learning how context influences meaning.

End product

A contextual analysis research paper. The length of the essay and the required number of sources can be adapted to meet the needs of the instructor and the timeframe available. The essay works best as a 3-5 page essay with 3-5 relevant sources.

Length of Unit

This unit can be adapted to be a longer unit that lasts over several weeks or a shorter unit that ends within a single week.

Suggested Mentor Texts

All of these texts have been tested with this unit. With each text, there is relevant contextual information that needs to be researched to have a full understanding of the text. The teacher can assign texts to the students, or the students can choose the story or poem that most appeals to them. All of these texts are available for free online.

• “The Yellow Wallpaper” by Charlotte Perkins Gilman
• “Where Are You Going, Where Have You Been?” by Joyce Carol Oates
• “Hills Like White Elephants” by Ernest Hemingway
• “Home Burial” by Robert Frost (Poetry)
• “Out, Out—” by Robert Frost (Poetry)
• “Daisy Miller” by Henry James
• “Bartleby, the Scrivener: A Story of Wall Street” by Herman Melville

Areas of Focus

For each short story, the student will research the following information:

• Biographical context – The student researches the life of the author to determine if relevant events occurred that are related to the story. For example, Charlotte Perkins Gilman’s prescribed “rest treatment” greatly influenced “The Yellow Wallpaper.”
• Historical Context – The student researches relevant historical information related to the text. For example, “Hills Like White Elephants” was published in 1927 and takes place in Spain. What were abortion laws in Spain at that time? What were the expectations surrounding pregnancy outside of marriage in 1927?
• Cultural Context – The student researches relevant cultural information surrounding the text. For example, Joyce Carol Oates was influenced by a serial killer as well as Bob Dylan and the pop culture of the era. Please note that for some texts, historical and cultural information may overlap somewhat.
• Modern Context (Optional) – In this optional segment, the student researches a central issue from the text and comments on how the issue has changed over time. Is the issue still a relevant issue of concern today? How does the text shed light on the topic for modern audiences? This segment can be built into the conclusion of the essay or can be structured as part of the body of the essay. If pressed for time, this element can be removed.
• Thematic Interpretation – After researching the biographical, historical, and cultural context, the student will synthesize the learned information to make a thematic interpretation of the text. The thematic interpretation should be influenced by the contextual research that occurred.

Suggested Essay Outline

1. Introduction with thesis statement
2. Brief summary of the text
3. Biographical Context
4. Historical Context
5. Cultural Context
6. Modern Context
7. Thematic Analysis
8. Conclusion

Suggested Pacing of Unit

1. Overview of project and close reading of assigned text
2. Close reading of assigned text and in-class or online discussion
3. Research for biographical context
4. Research for historical and cultural context
5. Research for modern context (optional)
6. Writing Lab – Students write introduction and text summary
7. Writing Lab – Students write biographical context section
8. Writing Lab – Students write historical and cultural context sections
9. Writing Lab – Students write modern context section and conclusion
10. Peer Review – Students share their essays and use the rubric for peer review
11. Revision/Editing – Students revise and edit their essays based on peer feedback
12. Submit – Students submit their finished essays

Suggested Grading Rubric

This rubric can be used by the teacher or in a student-to-student peer review process. Point values can be adapted by the instructor as needed. If utilized in peer review, the rubric can be printed and used as a cover page for a printed essay. Each student who reviews the essay can evaluate each category and then place their initials in the most appropriate column.

Downloadable Resources (Rubric)

Click here to download a Word Doc version of the suggested grading rubric:

Contextual Analysis Research rubric