HISTORICAL/ BIOGRAPHICAL
ANALYSIS WORKSHOP
WITH CAMMY SRAY & ALEXA WINIK
Hist./Bio. Analysis– What Is It?
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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?
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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
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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:
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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
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*especially important if the author is addressing an era/event that did not occur around the
same time author wrote text.
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*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
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Explain the text as a way the author tried to deal with
a personal issue.
Intro: general tension and thesis
Body:
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1) Background: prove an issue bothered author significantly
at/near time he/she wrote text
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*use: autobiography, biography, newspapers, letters, correspondences, etc.
2.) Text: use devices to support thesis (like NC), but
apply/integrate the context
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Conclusion
Let’s situate…
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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!
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Don’t forget tenets of thesis:
interpretive/argumentative
 specific/precise
 accurate
 deep
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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...
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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?”
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Hist./Biog. Criticism involves authorial intent more
than any other criticism
 Criticisms
are distinct, but related
Wrapping Up...
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Like any other criticism...ALWAYS go back to the
text to prove your thesis!
 Move
from contexttext
 context  lens  text interpret
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This is not a historical research paper
 Don’t
backseat the textual interpretation!
Final Tips...
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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
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Be specific as you discuss the historical context.
Be specific as you connect the historical context to the
text itself.
Conclusion
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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/WritingCenter/Workshop-Information.aspx