1. HISTORICAL/ BIOGRAPHICAL ANALYSIS WORKSHOP WITH CAMMY SRAY & ALEXA WINIK

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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)

8. 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

9. 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!

10. 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

11. Literary texts are not created in a vacuum!!! Remember…

12. 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 And …