GCSE 9-1 English Language and Literature here

Friday Takeaways

Student Room

Useful Materials

An A Level Guide to Context

Steve Campsall | Friday January 12, 2018

Categories: Archived Resources, KS5 Archive, AQA A Level, AQA A Level Generic Skills, AQA A Level Skills Resources, AQA A Level Pre-2015 Resources, AQA A Level English Language A, AQA A Level English Language B, AQA A Level English Language & Literature A, AQA A Level English Language & Literature B, AQA A Level English Literature A, AQA A Level English Literature B, EDEXCEL A Level, Edexcel A Level Generic Skills, Edexcel A Level Skills Resources, EDEXCEL A Level English Literature, Edexcel A Level Pre-2015 Resources, EDEXCEL A Level English Language & Literature, EDEXCEL A Level English Language, OCR A Level, OCR A Level Pre-2015 Resources, OCR A Level English Language & Literature, OCR A Level English Language, OCR A Level English Literature, WJEC A Level, WJEC A Level Generic Skills, WJEC A Level Skills Resources, WJEC A Level Pre-2015 Resources, WJEC A Level English Language & Literature, WJEC A Level English Language, WJEC A Level English Literature, Hot Entries, Writing, Contextual Research

Teacher’s Note

Below is an EnglishEdu Student Guide that will, hopefully, help your own students to a deeper and useful understanding of the key idea of context. Many students struggle with this concept which, along with purpose, audience and genre must surely rank as one of the four key aspects of all texts; indeed, it could be argued that, along with the individual writer or speaker of a text, context is the main aspect of central concern as, from these two, all others flow. With that in mind, this guide also touches on purpose, audience and genre although you’ll find other guides to these here on EnglishEdu.

The purpose of the guide is to help students put context to good use in their essays. The guide has a focus on English Language A level, where context is central to all exam board’s mark schemes, but it has been designed to be useful to students of English Literature, as well as the combined English Language and Literature courses – and across all examination boards.

A common response to context by many students is to ‘bolt on’ a paragraph of historical data that attempts vaguely to generalise about some presumed possible effects of context on the writer. Such ‘bolting on’ of contextual information is commented on regularly by examiners as a reason for lost marks. It adds little to the essay and wasted valuable thinking and writing time.

A specific focus on context is an aspect of some board’s assessment objectives, but because context is a part of the very essence of every text, a careful and considered analysis of context, whether or not the results of the analysis eventually find explicit mention in the final essay, will always help reveal deep and subtle insights into a text, its writer and its readers. This will, without doubt, help your students to a deeper appreciation of the texts they are studying and thus, with luck, to higher marks.

The guide below is aimed at enthusiastic students but has been...


Please subscribe or log in to access the rest of this resource (including associated media).

This website offers a wealth of enriched content to help you help your students with GCSE English Language and Literature. Please subscribe or log in to access this content.

The content of this site has been produced by teachers and examiners. Edusites have similar support sites for Film and Media called Edusites Film and Edusites Media.

If you would like more information about Edusites English, get in touch using the contact details below.

Kind regards, Richard Gent
Edusites Ltd

[email] admin@edusites.co.uk
[telephone] 01604 847689
[fax] 01604 843220