write a short essay on how social context

Frontiers for Young Minds

• Download PDF

How Does Social Context Influence Our Brain and Behavior?

When we interact with others, the context in which our actions take place plays a major role in our behavior. This means that our understanding of objects, words, emotions, and social cues may differ depending on where we encounter them. Here, we explain how context affects daily mental processes, ranging from how people see things to how they behave with others. Then, we present the social context network model. This model explains how people process contextual cues when they interact, through the activity of the frontal, temporal, and insular brain regions. Next, we show that when those brain areas are affected by some diseases, patients find it hard to process contextual cues. Finally, we describe new ways to explore social behavior through brain recordings in daily situations.

Introduction

Everything you do is influenced by the situation in which you do it. The situation that surrounds an action is called its context. In fact, analyzing context is crucial for social interaction and even, in some cases, for survival. Imagine you see a man in fear: your reaction depends on his facial expression (e.g., raised eyebrows, wide-open eyes) and also on the context of the situation. The context can be external (is there something frightening around?) or internal (am I calm or am I also scared?). Such contextual cues are crucial to your understanding of any situation.

Context shapes all processes in your brain, from visual perception to social interactions [ 1 ]. Your mind is never isolated from the world around you. The specific meaning of an object, word, emotion, or social event depends on context ( Figure 1 ). Context may be evident or subtle, real or imagined, conscious or unconscious. Simple optical illusions demonstrate the importance of context ( Figures 1A,B ). In the Ebbinghaus illusion ( Figure 1A ), rings of circles surround two central circles. The central circles are the same size, but one appears to be smaller than the other. This is so because the surrounding circles provide a context. This context affects your perception of the size of the central circles. Quite interesting, right? Likewise, in the Cafe Wall Illusion ( Figure 1B ), context affects your perception of the lines’ orientation. The lines are parallel, but you see them as convergent or divergent. You can try focusing on the middle line of the figure and check it with a ruler. Contextual cues also help you recognize objects in a scene [ 2 ]. For instance, it can be easier to recognize letters when they are in the context of a word. Thus, you can see the same array of lines as either an H or an A ( Figure 1C ). Certainly, you did not read that phrase as “TAE CHT”, correct? Lastly, contextual cues are also important for social interaction. For instance, visual scenes, voices, bodies, other faces, and words shape how you perceive emotions in a face [ 3 ]. If you see Figure 1D in isolation, the woman may look furious. But look again, this time at Figure 1E . Here you see an ecstatic Serena Williams after she secured the top tennis ranking. This shows that recognizing emotions depends on additional information that is not present in the face itself.

• Figure 1 - Contextual affects how you see things.
• A,B. The visual context affects how you see shapes. C. Context also plays an important role in object recognition. Context-related objects are easier to recognize. “THE CAT” is a good example of contextual effects in letter recognition (reproduced with permission from Chun [ 2 ]). D,E. Context also affects how you recognize an emotion [by Hanson K. Joseph (Own work), CC BY-SA 4.0 ( http://creativecommons.org/licenses/by-sa/4.0 ), via Wikimedia Commons].

Contextual cues also help you make sense of other situations. What is appropriate in one place may not be appropriate in another. Making jokes is OK when studying with your friends, but not OK during the actual exam. Also, context affects how you feel when you see something happening to another person. Picture someone being beaten on the street. If the person being beaten is your best friend, would you react in the same way as if he were a stranger? The reason why you probably answered “no” is that your empathy may be influenced by context. Context will determine whether you jump in to help or run away in fear. In sum, social situations are shaped by contextual factors that affect how you feel and act.

Contextual cues are important for interpreting social situations. Yet, they have been largely ignored in the world of science. To fill this gap, our group proposed the social context network model [ 1 ]. This model describes a brain network that integrates contextual information during social processes. This brain network combines the activity of several different areas of the brain, namely frontal, temporal, and insular brain areas ( Figure 2 ). It is true that many other brain areas are involved in processing contextual information. For instance, the context of an object that you can see affects processes in the vision areas of your brain [ 4 ]. However, the network proposed by our model includes the main areas involved in social context processing. Even contextual visual recognition involves activity of temporal and frontal regions included in our model [ 5 ].

• Figure 2 - The parts of the brain that work together, in the social context network model.
• This model proposes that social contextual cues are processed by a network of specific brain regions. This network is made up of frontal (light blue), temporal (orange), and insular (green) brain regions and the connections between these regions.

How Does Your Brain Process Contextual Cues in Social Scenarios?

To interpret context in social settings, your brain relies on a network of brain regions, including the frontal, temporal, and insular regions. Figure 2 shows the frontal regions in light blue. These regions help you update contextual information when you focus on something (say, the traffic light as you are walking down the street). That information helps you anticipate what might happen next, based on your previous experiences. If there is a change in what you are seeing (as you keep walking down the street, a mean-looking Doberman appears), the frontal regions will activate and update predictions (“this may be dangerous!”). These predictions will be influenced by the context (“oh, the dog is on a leash”) and your previous experience (“yeah, but once I was attacked by a dog and it was very bad!”). If a person’s frontal regions are damaged, he/she will find it difficult to recognize the influence of context. Thus, the Doberman may not be perceived as a threat, even if this person has been attacked by other dogs before! The main role of the frontal regions is to predict the meaning of actions by analyzing the contextual events that surround the actions.

Figure 2 shows the insular regions, also called the insula, in green. The insula combines signals from within and outside your body. The insula receives signals about what is going on in your guts, heart, and lungs. It also supports your ability to experience emotions. Even the butterflies you sometimes feel in your stomach depend on brain activity! This information is combined with contextual cues from outside your body. So, when you see that the Doberman breaks loose from its owner, you can perceive that your heart begins to beat faster (an internal body signal). Then, your brain combines the external contextual cues (“the Doberman is loose!”) with your body signals, leading you to feel fear. Patients with damage to their insular regions are not so good at tracking their inner body signals and combining them with their emotions. The insula is critical for giving emotional value to an event.

Lastly, Figure 2 shows the temporal regions marked with orange. The temporal regions associate the object or person you are focusing on with the context. Memory plays a major role here. For instance, when the Doberman breaks loose, you look at his owner and realize that it is the kind man you met last week at the pet shop. Also, the temporal regions link contextual information with information from the frontal and insular regions. This system supports your knowledge that Dobermans can attack people, prompting you to seek protection.

To summarize, combining what you experience with the social context relies on a brain network that includes the frontal, insular, and temporal regions. Thanks to this network, we can interpret all sorts of social events. The frontal areas adjust and update what you think, feel, and do depending on present and past happenings. These areas also predict possible events in your surroundings. The insula combines signals from within and outside your body to produce a specific feeling. The temporal regions associate objects and persons with the current situation. So, all the parts of the social context network model work together to combine contextual information when you are in social settings.

When Context Cannot be Processed

Our model helps to explain findings from patients with brain damage. These patients have difficulties processing contextual cues. For instance, people with autism find it hard to make eye contact and interact with others. They may show repetitive behaviors (e.g., constantly lining up toy cars) or excessive interest in a topic. They may also behave inappropriately and have trouble adjusting to school, home, or work. People with autism may fail to recognize emotions in others’ faces. Their empathy may also be reduced. One of our studies [ 6 ] showed that these problems are linked to a decreased ability to process contextual information. Persons with autism and healthy subjects performed tasks involving different social skills. Autistic people did poorly in tasks that relied on contextual cues—for instance, detecting a person’s emotion based on his gestures or voice tone. But, autistic people did well in tasks that didn’t require analyzing context, for example tasks that could be completed by following very general rules (for example, “never touch a stranger on the street”). Thus, the social problems that we often see in autistic people might result from difficulty in processing contextual cues.

Another disease that may result from problems processing contextual information is called behavioral variant frontotemporal dementia . Patients with this disease exhibit changes in personality and in the way they interact with others, after about age 60. They may do improper things in public. Like people with autism, they may not show empathy or may not recognize emotions easily. Also, they find it hard to deal with the details of context needed to understand social events. All these changes may reflect general problems processing social context information. These problems may be caused by damage to the brain network described above.

Our model can also explain patients with damage to the frontal lobes or those who have conditions such as schizophrenia or bipolar disorder [ 7 ]. Schizophrenia is a mental disorder characterized by atypical social cognition and inability to distinguish between real and imagined world (as in the case of hallucinations). Similar but milder problems appear in patients with bipolar disorder, which is another psychiatric condition mainly characterized by oscillating periods of depression and periods of elevated mood (called hypomania or mania).

In sum, the problems with social behavior seen in many diseases are probably linked to poor context processing after damage to certain brain areas, as proposed by our model ( Figure 2 ). Future research should explore how correct this model is, adding more data about the processes and regions it describes.

New Techniques to Assess Social Behavior and Contextual Processing

The results mentioned above are important for scientists and doctors. However, they have a great limitation. They do not reflect how people behave in daily life! Most of the research findings came from tasks in a laboratory, in which a person responded to pictures or videos. These tasks do not really represent how we act every day in our lives. Social life is much more complicated than sitting at a desk and pressing buttons when you see images on a computer, right? Research based on such tasks doesn’t reflect real social situations. In daily life, people interact in contexts that constantly change.

Fortunately, new methods allow scientists to assess real-life interactions. Hyperscanning is one of these methods. Hyperscanning allows measurement of the brain activity of two or more people while they perform activities together. For example, each subject can lie inside a separate scanner (a large tube containing powerful magnets). This scanner can detect changes in blood flow in the brain while the two people interact. This approach is used, for example, to study the brains of a mother and her child while they are looking at each other’s faces ( Figure 3A ).

• Figure 3 - New techniques to study processing of contextual cues.
• A. A mother and her infant look at each others’ facial expression while their brain activity is recorded (reproduced with permission from Masayuki et al. [ 8 ]). B. Hyperscanning of people interacting with each other during a game of Jenga (reproduced with permission from Liu et al. [ 9 ]). C. A new method of studying brain activity, called mobile brain/body imaging (MoBI) (reproduced with permission from Makeig et al. [ 10 ]). D. Virtual reality simulations of a virtual train at the station and a virtual train carriage (reproduced with permission from Freeman et al. [ 11 ]).

Hyperscanning can also be done using electroencephalogram equipment. Electroencephalography measures the electrical activity of the brain. Special sensors called electrodes are attached to the head. They are hooked by wires to a computer which records the brain’s electrical activity. Figure 3B shows an example of the use of electroencephalogram hyperscanning. This method has been used to measure the brain activity in two individuals while they are playing Jenga. Future research should apply this technique to study the processing of social contextual cues.

One limitation of hyperscanning is that it typically requires participants to remain still. However, real-life interactions involve many bodily actions. Fortunately, a new method called mobile brain/body imaging (MoBI, Figure 3C ) allows the measurement of brain activity and bodily actions while people interact in natural settings.

Another interesting approach is to use virtual reality . This technique involves fake situations. However, it puts people in different situations that require social interaction. This is closer to real life than the tasks used in most laboratories. As an example, consider Figure 3D . This shows a virtual reality experiment in which participants traveled through an underground tube station in London. Our understanding of the way context impacts social behavior could be expanded in future virtual reality studies.

In sum, future research should use new methods for measuring real-life interactions. This type of research could be very important for doctors to understand what happens to the processing of social context cues in various brain injuries or diseases. These realistic tasks are more sensitive than most of the laboratory tasks that are usually used for the assessment of patients with brain disorders.

Empathy : ↑ The ability to feel what another person is feeling, that is, to “place yourself in that person’s shoes.”

Autism : ↑ A general term for a group of complex disorders of brain development. These disorders are characterized by repetitive behaviors, as well as different levels of difficulty with social interaction and both verbal and non-verbal communications.

Behavioral Variant Frontotemporal Dementia : ↑ A brain disease characterized by progressive changes in personality and loss of empathy. Patients experience difficulty in regulating their behavior, and this often results in socially inappropriate actions. Patients typically start to show symptoms around age 60.

Hyperscanning : ↑ A novel technique to measure brain activity simultaneously from two people.

Virtual Reality : ↑ Computer technologies that use software to generate realistic images, sounds, and other sensations that replicate a real environment. This technique uses specialized display screens or projectors to simulate the user’s physical presence in this environment, enabling him or her to interact with the virtual space and any objects depicted there.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The authors declare no competing financial interests.

Acknowledgements

This study was supported by grants from CONICYT/FONDECYT Regular (1170010), FONDAP 15150012, and the INECO Foundation.

[1] ↑ Ibanez, A., and Manes, F. 2012. Contextual social cognition and the behavioral variant of frontotemporal dementia. Neurology 78(17):1354–62. doi:10.1212/WNL.0b013e3182518375

[2] ↑ Chun, M. M. 2000. Contextual cueing of visual attention. Trends Cogn. Sci. 4(5):170–8. doi:10.1016/S1364-6613(00)01476-5

[3] ↑ Barrett, L. F., Mesquita, B., and Gendron, M. 2011. Context in emotion perception. Curr. Direct Psychol. Sci. 20(5):286–90. doi:10.1177/0963721411422522

[4] ↑ Beck, D. M., and Kastner, S. 2005. Stimulus context modulates competition in human extrastriate cortex. Nat. Neurosci. 8(8):1110–6. doi:10.1038/nn1501

[5] ↑ Bar, M. 2004. Visual objects in context. Nat. Rev. Neurosci. 5(8):617–29. doi:10.1038/nrn1476

[6] ↑ Baez, S., and Ibanez, A. 2014. The effects of context processing on social cognition impairments in adults with Asperger’s syndrome. Front. Neurosci. 8:270. doi:10.3389/fnins.2014.00270

[7] ↑ Baez, S, Garcia, A. M., and Ibanez, A. 2016. The Social Context Network Model in psychiatric and neurological diseases. Curr. Top. Behav. Neurosci. 30:379–96. doi:10.1007/7854_2016_443

[8] ↑ Masayuki, H., Takashi, I., Mitsuru, K., Tomoya, K., Hirotoshi, H., Yuko, Y., and Minoru, A. 2014. Hyperscanning MEG for understanding mother-child cerebral interactions. Front Hum Neurosci 8:118. doi:10.3389/fnhum.2014.00118

[9] ↑ Liu, N., Mok, C., Witt, E. E., Pradhan, A. H., Chen, J. E., and Reiss, A. L. 2016. NIRS-based hyperscanning reveals inter-brain neural synchronization during cooperative Jenga game with face-to-face communication. Front Hum Neurosci 10:82. doi:10.3389/fnhum.2016.00082

[10] ↑ Makeig, S., Gramann, K., Jung, T.-P., Sejnowski, T. J., and Poizner, H. 2009. Linking brain, mind and behavior: The promise of mobile brain/body imaging (MoBI). Int J Psychophys 73:985–1000

[11] ↑ Evans, N., Lister, R., Antley, A., Dunn, G., and Slater, M. 2014. Height, social comparison, and paranoia: An immersive virtual reality experimental study. Psych Res 218(3):348–52. doi:10.1016/j.psychres.2013.12.014

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

17 Read the Room! Navigating Social Contexts and Written Texts

Sarah Seeley; Kelly Xu; and Matthew Chen

This chapter is a collaboration between a professor (Sarah Seeley) and two former students (Kelly Xu and Matthew Chen). [1] We begin with a discussion of a key concept: the discourse community. In doing so, we illustrate why it is necessary to examine the social side of communication. This is an invitation for readers to think about the fact that academic communication practices are structured in ways that are actually quite similar to the more familiar communication practices they use on a daily basis. We offer readers a framework for understanding how the social assumptions associated with familiar communicative contexts may be useful in understanding new or unfamiliar contexts.

We use the social media platform TikTok as an extended example as we explore the various criteria that define a discourse community. Xu and Chen then offer examples of how people become competent communicators within the context of new new-to-them scientific discourse communities. They cover topics including learning a “hidden” lexicon, building confidence and independence, and navigating tacit power hierarchies. These experiences reinforce the fact that effective communication requires contextual awareness and that understanding social norms is essential for developing that awareness.

Navigating new communicative contexts can be tricky. This is true of enrolling at a new school, starting a new job, or joining a new friend group. In each case, we need to start by “reading the room.” This means identifying the values and circumstances that shape the new social context so we can communicate confidently and appropriately. But, as we know, what it means to speak or write “appropriately” is not the same in all social contexts. While it may seem like a stretch to compare the task of writing a lab report and that of writing a text message, each context equally requires us to examine what counts as “appropriate.” This chapter offers you tools and examples that should help you examine and respond to the social circumstances that characterize unfamiliar contexts in your own life.

To help guide the process of “reading” whatever “room” you may find yourself in, we will begin with a discussion of an important concept: the discourse community. We will use the social media platform TikTok as an example as we explore the various criteria that define a discourse community. We will then move on to offer two narrative-based examples of how college students have navigated the social challenges involved with becoming productive members of new-to-them scientific discourse communities. Kelly Xu will detail her experiences as a biology student interning at a cancer research institution, and Matthew Chen will discuss his experiences of being a mechanical engineering student doing research in an ecology laboratory. We juxtapose these scientific examples with the TikTok example because we want you, the reader, to understand that academic communication practices are structured in ways that are actually quite similar to the more familiar communication practices you use on a daily basis.

The Discourse Community

Being new to “the room” is an inevitable experience. This happens whenever we start a new class or accept a new job. We have to learn the language and expectations required to succeed in the new situation. The discourse community concept will help you examine, understand, and thus succeed in those new situations. The linguist John Swales first developed a list of criteria for defining discourse communities in his book Genre Analysis (1990). In a more recent (2017) article, he revised these criteria because he wanted to account for the changing nature of communication in our contemporary world. In the following list, we are paraphrasing an article published in the journal Composition Forum , where Swales suggests that discourse communities are defined by the following eight criteria:

• broadly agreed upon sets of goals
• ways of communicating within the group
• member participation that provides information, feedback, and initiates action
• the use of specific formats (genres) for communicating within the group
• the use of specific vocabulary (lexis) for communicating within the group
• a core group of experienced members
• the sense that certain things can be left unsaid
• horizons of expectation

In the next section, we will have a closer look at each of these criteria.

How Can These Criteria be Used to Understand TikTok?

At the time of this writing, TikTok is consistently in the news for its role in circulating conspiracy theories and cultivating extremism (Ovide; Clayton). The community is receiving increasing amounts of attention, and, with the mobile app having been downloaded more than 2 billion times, it offers a timely case study: can TikTok “tick” all the boxes in Swales’ list (Brown; Leskin)?

First, Swales suggests that a discourse community is defined by a broadly agreed upon set of goals. Can we say this is true of the TikTok community as a whole? Probably not. Like most others of its kind, this platform is made up of distinctive interest communities (more on this in a moment). Such divisions make it hard to say that the community is defined by shared goals. For example, it is difficult to claim that the dancer Charli D’Amelio shares the same goals as the people behind the far-right extremist accounts. It is similarly difficult to claim that #CottageCore creators like @speckledhijabi or users posting to #BlackLivesMatter share the same goals as content creators who are cancelled for their use of racist slurs (Jennings). Within this vast social landscape, the only agreed upon goals are very, very broad: producing, circulating, and accessing new and quickly consumable content. As we know, that could mean nearly anything.

What about ways of communicating and participating within the community? Here is where we move onto firmer ground. All social media platforms offer methods for group communication and participation. From rotating trends to “likes” and hashtags, TikTok seems to tick boxes two and three on Swales’ list.

How about specific formats and vocabulary? Tick, tick. TikTok is defined by short video content sharing. Creators can loop or otherwise string together shorter clips to circulate “larger” videos that are up to 60 seconds long. In this way, TikTok builds on the short video format, or genre, that was a staple of its predecessor Musical.ly. Of course, this genre has also been popularized by Vine’s 6 second videos (R.I.P.), and we can also see short form video content sharing in other places, like 15-second Instagram Reels.

Now, does TikTok have a core group of experienced members? Well, yes and no. We cannot answer this question without circling back to our discussion of the first criterion. Recall, we had trouble saying that the TikTok community, as a whole , shares any specific goals. Building on this, we can say that there are experienced or core members, but that they are clustered across different “pockets” of the community. These clusters can be mapped across one important divide: Alt TikTok vs. Straight TikTok. Within these very large categories, content is characterized by wildly different goals and values. So, while there are core members within “sub-communities” across, for example, Alt TikTok, individual users also retain the freedom to shape genres and vocabulary in individualistic and grassroots ways (Sung).

Swales’s seventh criterion relates to the fact that, within a given community, certain things can be left unsaid. Drawing on the work of the linguist Alton Becker, Swales calls this “silential relations.” To understand this concept, we could think about the building abbreviations and program acronyms that are used on our respective campuses. For example, as members of our own campus-based discourse community, we, the writers, know exactly what “COMM+D” means, so we don’t need to spell out the Center for Global Communication and Design. We’re sure there are similar acronyms and abbreviations that define your campus community. We could also think about “silential relations” in terms of slang. From platform-wide slang like “story time” and “duet” to the slang that characterizes TikTok’s niche communities, this box is ticked.

The final criterion relates to something Swales calls a “horizon of expectation.” As he puts it, a discourse community “develops horizons of expectation, defined rhythms of activity, a sense of its history, and value systems for what is good and less good work” (Swales, “Concept”). There are a lot of considerations bundled here. Linking back to the idea that TikTok users generally aim to produce, circulate, and access new and quickly consumable content, we can see, once again, that the TikTok community as a whole is too large to be meaningfully examined in terms of some of these criteria. Numerous histories, value systems, and associated social expectations are observable across TikTok at any given moment. For example, at the time of this writing, the TikTok site indicates that videos categorized under #BLM have received a collective 12.3 billion views. On the other hand, TikTok also had to issue an apology in June 2020 over allegations of censoring this very hashtag (Harris). In other words, TikTok is comprised of a myriad of “rooms” that may need to be “read” quite differently.

As a new(ish) member of a university community, you may be interested to know that, like TikTok, the academic community as a whole is also too large to be meaningfully examined as a singular discourse community. What counts as “good” writing or “successful” communication is going to vary widely across the classes you take in different disciplines. This is because disciplinary goals, genres, languages, and expectations all vary. We must always read the room and respond accordingly. Now that we’ve explored how the discourse community criteria can (and cannot) help us understand TikTok, Kelly Xu and Matthew Chen will apply the same ideas in their stories of learning social norms and gaining authority as new members of scientific discourse communities.

The Lab Experience: Free Trial vs. Full Membership (Kelly)

After interning at a medical oncology lab for two summers, I have experienced being a member, an outsider, and everything in between. In what follows, I will reflect on these experiences using the discourse community framework. As you likely know from your own experiences, the conceptual boundaries of any community are most evident to anyone who is new. Simply not understanding the tacit rules, structure, and lexis of a community can make one feel ostracized as an outsider to the “in group.” In the case I’m about to describe, I entered the lab community as an intern who had minor publications and one year of undergraduate education under my belt. I was certainly under-qualified, and I felt daunted before I even stepped foot in the lab.

In lab settings, educational qualifications underlie all power structures. In other settings, positions may be malleable and accommodating based on pertinent experience, but in the lab, power is clearly defined by education and publication status. The Principal Investigator holds the most authority, followed by MD/PhDs and post-doctoral students, then doctoral students, followed by lab technicians, and finally undergraduate interns. We will also see how this same type of hierarchy structures other lab contexts in the next section, but for now, we should keep in mind: no amount of seniority as an undergraduate can ever allow for a “promotion” to the level of a PI.

Upon receiving my internship offer, I felt like I was infiltrating the company, rather than earning my position. Although I owned a company ID and looked like any other lab member, there were clearly invisible borders that I needed to breach to become an integrated member of the community. I was a long way from understanding the means of participating and communicating that were seemingly obvious to core members of the community. For example, even menial tasks like picking up mice revealed the fact that I was still an outsider. My mentor often said that mice perceive their handler’s emotions and react correspondingly. While she confidently grabbed the base of their tails with ease and they would immediately stop squirming, my hesitant grip allowed the mice to wriggle out with ease.

Lab-specific lexis, or vocabulary, also proved to have a learning curve. I was fascinated by the secret language of abbreviations and terminology that researchers commanded so fluently. I took fastidious notes on the aliases we used for reagents, the tiny modifications made to procedures, etc. But I found that even self-proclaimed mastery of the genres and lexis of this community were insufficient for me to establish a place in the lab. Though I rehearsed the words I heard my colleagues use so expertly, they felt ill-fitting and improper when I used them in practice, akin to a child wearing an oversized suit. More precisely, I didn’t (yet) feel I had the right to use such mature terminology because I still had so little experience. I now realize that the attribute I lacked and yearned for so distinctly was authority. Since gaining authority is a multi-faceted task, I want to discuss two components of this process: autonomy and reputation.

From where I sit now, I see my first summer interning as a “training period” wherein I lacked the agency to plan my own schedule or act without supervision. To put it in Swales’ terms, I could not yet participate independently or initiate my own action. While my days were rigidly structured and scheduled by my mentor, I looked upon the independence of my lab peers with admiration. They were so familiar with the intervals of time they needed to complete aspects of their projects that they could come into work at any time and leave at their leisure. Whereas I was paid hourly and expected to work 9-5, their jobs seem so much more integrated into their lifestyles and tailored to their personal work ethic.  Perhaps more importantly, they were confident enough in their skills to complete tasks within a time window they allotted themselves. Circling back to Swales’ criteria, it is clear that my peers were self-sufficient enough that they were able to recognize and participate in the rhythms of work that support overarching lab goals. Meanwhile, I was given a generous margin of error in everything I did, from booking lab machines times to pipetting reagents from a mastermix. I had to gain my own footing and learn to function as an individual before I could participate as a member of the community and contribute towards its goals.

For an undergraduate with little formal lab training, there is only so much autonomy you can attain since most procedures must be learned under supervision. However, I would like to argue that I did make some progress towards attaining autonomy. At first, I repeatedly executed the same protocol under strict observation. After verifying that I could successfully replicate one protocol, I was invited to apply the same skills (e.g. pipetting or making a gel) to other protocols without supervision. I repeated this process until I was gradually trusted to learn new protocols entirely on my own. Though I still felt restricted by the structure of the lab hierarchy, I came to appreciate these small landmarks of independence as they reminded me of the progress I was making. The better I understood the goals, actions, and lexis of the community, the more my autonomy increased. Hence, personal growth and increased familiarity are the keys to establishing an autonomous position within any discourse community. Whereas my earliest days in the lab felt like a stressful lab practical, I felt like a valuable partner by the end.

I was often scared of asking questions during the first year of my internship. Not only did I lack the confidence to ask a question, but I lacked the basic understanding needed to even form a question. At meetings, I would often stay quiet. This was out of fear that I would ask about something that had already been clearly explained or that I had misinterpreted a figure. Even during my second year, after having completed two rigorous 4000-level biology courses, I still found it challenging to interpret the specifics of my colleagues’ experiments. This, of course, was because I was still developing an understanding of my colleagues’ goals, and I was still in the process of mastering their genres. During the typical lab day, I felt like a nuisance asking what I thought were overly simplistic questions. In fact, I would ask questions in a “bottom-up” manner. I started with asking my undergraduate peers and then worked my way up the ladder if needed because I didn’t want to damage my reputation by annoying the higher-ups. In doing so, I was actually internalizing and taking action within the social structure of the lab.

This social work eventually started to pay off. Another lab member actually consulted me for advice on executing an assay that I commonly performed. I was shocked and honored. This was a recognition of my proficiency and knowledge, and I was elated that, despite my position in the academic hierarchy, my work and reputation preceded me. I had established my colleague’s respect, which went a long way toward making me feel like I was establishing my own authority. Afterwards, I proudly listed “PCR” as a lab skill on my resume; I finally felt confident enough in my technique to claim that I specialized in it. I no longer felt like I was a child donning an ill-fitting lab coat, but began to believe in my own credibility. Thus, practice with the genres and lexis of the lab allowed me to gain confidence as a researcher.

Finally, I took the ultimate test of trust and reputation: the dreaded lab meeting. Lab meetings are notoriously difficult because one is required to present their research progress to-date. In addition, rigorous follow-up questions test your knowledge of every detail of your project and (potentially) highlight every oversight. For example, it was insufficient for me to just know the names of the cell lines I was growing. I also needed to know why they were chosen and be able to discuss the levels of expression for multiple genes in each. To put it in Swales’ terms, the lab meeting is a demonstration of member participation: you provide information, receive feedback, and action is initiated. Though it was incredibly daunting, I was proud to work with my mentor to create the slides I would present as well as field questions from the audience. By being held to the same scrutiny and high standards as my peers, I really felt like I was no longer just an undergraduate intern but recognized as a true researcher.

One of the most important ways to gain membership within a new discourse community is to cultivate your confidence and a sense of belonging. While this involves rather gradual changes in perception, it is something we can all take control of as individual communicators. Ultimately, though, becoming integrated into a discourse community is a more nuanced process than a simple list of criteria might indicate. Learning vocabulary and techniques is merely the beginning of fitting into a discourse community. This is true in the same way that reading a book can’t replace having the actual experience being described. However, the novice communicator can make the integration process less daunting by setting more attainable goals. We can proudly reflect on the landmarks we achieve. In my case, this meant presenting with my mentor during a lab meeting or pausing to feel gratified after a peer had asked me for advice. Upon concluding my two-year internship, I finally felt like I earned a place in my lab community. I have moved beyond the free trial into the highest level of membership I can afford for now.

From Robots to Frog Guts: An Engineer in Ecologist’s Clothes (Matthew)

Going into my second semester of college, I found myself wanting to do something apart from my regimented engineering classes, so I decided to join an ecology lab. My routine of experimenting with circuits and fixing up machines was no more. Instead, I was experimenting with snails and fixing lunch for frogs. Some may ask why I would do this. Through countless hours spent hiking, mountain biking, and camping, the environment has become significant to me. That said, I quickly realized the vast difference between my personal environmental interests and the ecological knowledge these researchers possessed. Similar to the situation described in the previous section, I had some work to do! In order to establish myself within this discourse community, I had to accomplish three main tasks: adapting to their way of communicating, understanding their professional motives, and building their trust. Progressively meeting these goals allowed me to integrate myself into the ecology community in increasingly meaningful ways.

Throughout that first semester, I picked dead invertebrates from a slushy mixture of dirt and sand for eight hours a week. As we saw in the previous section, mundane tasks often serve as a foundation for adjusting to new environments. After weeks spent alone in a windowless lab, churning through one Petri dish of smudge after another, a post-doc invited me to their weekly “journal discussions.” I accepted the invitation immediately and found out later that these meetings were a venue for discussing ecology and environmental science papers.

Going into my first journal meeting, I felt that my contributions were going to be pointless. At first, this fear was confirmed. While the graduate students and postdocs shared their thoughts, I was frantically Googling on my laptop in an attempt to understand them. Though I had read the entire paper front to back, I hadn’t grasped the context behind it. These ecologists came to these discussions with years of experience conducting, writing up, and publishing experiments. Thinking in terms of Swales’ criteria, these years of experience furnished them with a context for understanding the goals of ecological research, for critiquing such research, for decoding ecology genres, and for using ecology vocabulary. I had had none of that.

However, after attending a few of the discussions, I started to understand more. For example, I realized that no one says “standard artificial media 5-salt culture water.” This phrase is ridiculously long and thus shortened to SAM-5S water. Here, we can see the concept of silential relations at play, yet understanding what should be said and what can remain unsaid required more than just learning word definitions. It also required me to understand the ideas within a larger context. For example, through talking with a grad student, I learned the context surrounding the issue of pseudoreplication, which is a situation where one would artificially inflate their sample size by sampling multiple times from a single source. She explained how she would avoid this by setting up 50 individual pools of water with the experimental chemicals and animals. Thus, the experiment would generate true statistical significance, which would make it publishable, thus serving one of the main goals of this discourse community.

In addition, I realized that the journal discussions were always guided by a series of standard questions. Where and when was the paper published? What is the significance of the results? Do they make sense? Are there any discrepancies? Recognizing the format of the discussions and learning more about ecology and scientific genres, I was able to understand the goals of the lab and the context behind their experiments. After attending several journal discussions, I became comfortable speaking my thoughts to the group. I began relating the paper we were discussing to the current research being done in the lab, and making these connections allowed me to get a deeper understanding of the life of an ecologist. Doing this, my comments and questions began sparking a more in-depth discussion, rather than a dead-end conversation. I no longer needed to stress about what to say next or worry about the discussion becoming awkward. Thinking in Swales’ terms, this is when I started to internalize one facet of the community’s horizon of expectations: the value system that defines meaningful (and not-so-meaningful) commentary and critique.

On another occasion, a postdoc started passionately exclaiming how the figures in a paper were way too confusing and complex. This showed me how undoubtedly passionate they are about their work, and how they meticulously critique the textual artifacts that make up their scientific community. It was also relieving to know how even the most experienced in the lab sometimes found figures difficult to interpret too, with the difference being that they are able to back up their critiques with an onslaught of evidence. With each passing journal discussion, I was increasingly able to relate to the ecologists’ work and get to know them better. This is how I started to break free of that “new person” feeling.

While these journal discussions expanded my knowledge of ecology, I also gained insight into how the scientific research community communicates and circulates information. Put differently, these are the actions encompassed by Swales’ second and third criteria. As opposed to engineering, the scientific method for demonstrating results is quite textual. This differs from the more physical nature of engineering, as while I am resizing the fit of a 3D model, the ecologists are meticulously rewriting their manuscripts so as to appease reviewer two. In noting this realization about textual vs. material communication, we can circle back to Swales’ first and fourth criteria. Here we see members of engineering and ecology discourse communities using very different research genres, or formats, to achieve very different goals. And, to put it in more day-to-day terms, I learned that emailing busy ecologists is a nuanced task. These messages had to be short and to the point if I wanted to receive a response in the same week!

At the end of the fall semester working in the lab, I’d learned how these ecologists communicate, how they characterize their passions and goals, and how I fit into the community. These successes paved the way for my next opportunity: a summer internship position. Shifting into the new role, I would continue the work of picking dead invertebrates out of wet dirt. Then, after three weeks, a grad student asked me if I wanted to catch snails from a pond. I was so excited to finally work with an organism that was alive . A little slow, but alive, nonetheless. I picked each snail out from the pond so gently, like they were the last one on earth, and I brought them back to the lab for the graduate student. Upon examining the snails and realizing they were all alive, she told me “good job.” This very brief interaction demonstrated that she regarded snail collection as the most basic of tasks, while I perceived it to be more involved and sophisticated. Essentially, I was the ecologists’ coffee boy, but instead of delivering coffee, I delivered snails!

Nevertheless, after having success with retrieving snails, I was able to communicate to my co-workers that I am capable of successfully carrying out more complex tasks. After around two weeks of snail work, I advanced to a more complex (and quicker!) organism: frogs. I began transporting live (jumping!) frogs from outdoor experiments into the lab. Given the strong possibility that I might lose a frog, or a data point in the eyes of a PhD student, I worked alongside another person. After a week as a member of the frog-catching duo, I was told I could catch them on my own. I was no longer the undergrad who picks dead worms from dirt. I had become the undergrad who catches live frogs out of kiddie pools!

In addition, I started to realize subtleties in the way my colleagues worked, and I developed my own daily routines. I was finally gaining some of that autonomy Kelly Xu discusses in the previous section. For example, each morning I would organize the glassware, check-up on the live animals, collect specific animals, and touch base with the director. At the close of each day, I would start washing glassware and check our chemical inventory. Initially, I did not do any of those things; it was only after talking to them over lunch each day that I came to recognize my colleagues’ workloads and time constraints. So, when I was given a menial task like washing dishes, I worked it into my routine and continued to do it each day, thus freeing up crucial time for my colleagues. By demonstrating that I shared the ecologists’ goals and viewpoints, I was able to gain their trust and integrate myself into their discourse community.

Regardless of the discourse community, gaining membership and authority involves recognizing the social context that surrounds communication. It demands that we read the room. In doing so, we can gain trust through demonstrating our awareness of a community’s goals, genres, and language. As we have seen through our explorations of social media and scientific discourse communities, understanding situated social norms is essential for developing that awareness. Effective communication always requires contextual awareness. This is the social side of communication. In order to understand and be understood, one must learn to read the room. We hope that our examples and discussions have illustrated the intellectual and emotional components of being a novice communicator. Further, we hope you now have the tools to embrace this novice status. It is inevitable that we will all wander into a new room from time to time. Once we cross a new threshold, it is up to us to find knowledge and power there.

Works Cited

Barbaro, Michael. “Cancel Culture, Part 1: Where It Came From.” The Daily , The New York Times, 10 Aug. 2020. The New York Times, https://www.nytimes.com/2020/08/10/podcasts/the-daily/cancel-culture.html . Accessed 10 Aug. 2020.

Becker, Alton L. Beyond Translation: Essays Toward a Modern Philology . University of Michigan Press, 1995.

Brown, Dalvin. “Survey Finds More Than Half of All Americans Back Potential Ban on TikTok.” USA Today , 12 Aug. 2020, https://www.usatoday.com/story/tech/2020/08/12/harris-poll-survey-americans-tiktok-ban/3353051001/ . Accessed 12 Aug. 2020.

Clayton, James. “TikTok’s Boogaloo Extremism Problem.” BBC News , 2 July 2020, https://www.bbc.com/news/technology-53269361 . Accessed 9 Aug. 2020.

Geertz, Clifford. Local Knowledge: Further Essays in Interpretive Anthropology . Basic Books, 1983.

Gumperz, John J. “The Speech Community.” International Encyclopedia of the Social Sciences , edited by David L. Sills and Robert K. Merton, Macmillan, 1968, pp. 381-86.

—. Language in Social Groups . Stanford University Press, 1971. Harris, Margot.

“TikTok Apologized for the Glitch Affecting the ‘Black Lives Matter’ Hashtag After Accusations of Censorship: ‘We Know This Came at a Painful Time.’” Insider , 1 June 2020, https://www.insider.com/tiktok-apologizes-for-blm-hashtag-glitch-after-censorship-allegations-2020-6 . Accessed 6 Aug. 2020.

Jennings, Rebecca. “This Week in TikTok: The Racism Scandal Among the App’s Top Creators.” Vox , 28 April 2020, https://www.vox.com/the-goods/2020/4/28/21239065/emmuhlu-n-word-mattia-polibio-chase-hudson-tiktok . Accessed 6 Aug. 2020.

Johns, Ann M. “Discourse Communities and Communities of Practice: Membership, Conflict, and Diversity.” Text, Role, and Context: Developing Academic Literacies , Cambridge University Press, 1997, pp. 51-70.

Leskin, Paige. “TikTok Surpasses 2 Billion Downloads and Sets a Record for App Installs in a Single Quarter.” Business Insider , 30 April 2020, https://www.businessinsider.com/tiktok-app-2-billion-downloads-record-setting-q1-sensor-tower-2020-4 . Accessed 9 Aug. 2020.

Luu, Chi. “Cancel Culture is Chaotic Good.” JSTOR Daily , 18 Dec. 2019, https://daily.jstor.org/cancel-culture-is-chaotic-good/ . Accessed 10 Aug. 2020.

Ovide, Shira. “A TikTok Twist on ‘PizzaGate.’” The New York Times , 29 June 2020, https://www.nytimes.com/2020/06/29/technology/pizzagate-tiktok.html . Accessed 9 Aug. 2020.

Rectenwald, Michael and Lisa Carl. Academic Writing, Real World Topics . Broadview Press, 2015.

Sung, Morgan. “The Stark Divide Between ‘Straight TikTok’ and ‘Alt TikTok.’” Mashable , 21 June 2020, https://mashable.com/article/alt-tiktok-straight-tiktok-queer-punk/ . Accessed 9 Aug. 2020.

Swales, John M. Genre Analysis: English in Academic and Research Settings . Cambridge University Press, 1990.

—. “The Concept of Discourse Community: Some Recent Personal History.” Composition Forum , vol. 37, 2017, https://compositionforum.com/issue/37/swales-retrospective.php .

Teacher Resources for Read the Room! Navigating Social Contexts and Written Texts

Overview and teaching strategies.

John Swales’s discourse community framework has been widely anthologized. It is, of course, something he has updated over time ( Genre ; “Concept”). It also builds on prior work in linguistic anthropology (Gumperz “Speech”; Language ), and it is often understood as being adjacent or complementary to other frameworks relating to the social nature of communication (Geertz; Johns). We raise these points because they offer a good context for how one might teach this chapter in a way that makes the discourse community concept plausible for students who are new(ish) members of academic discourse communities. Learning to read the room is only truly helpful if one can also understand a broader lay of the land, so to speak.

Scholars (in any discipline) develop ideas that retain varying amounts of power and authority over time. They do this within their discourse communities. Because this is an academic context, it means they do so within disciplines and sub-disciplines, which are “rooms” of differing sizes that students may need to learn how to “read.” For example, we could visualize disciplinary relationships as a series of nesting circles. The largest category in figure 1, social science, encompasses many distinct disciplines: anthropology, sociology, political science, etc. The diagram further maps out one tiny corner of the anthropological knowledge-making terrain. What’s more, we could have just as easily selected the biological sciences or the humanities and displayed a similarly small slice of disciplinary relationships within, for example, ecology or media studies.

Our overarching point is this: the smallest subset of academic inquiry pictured within our diagram—paleoanthropology—is a discourse community. It may share features with the larger social science or anthropology discourse communities, but we can still expect that it will have its own unique features. Paleoanthropology is, in effect, its own room, and ought to be read as such. Yet, one can still learn to understand it by applying what they know from inhabiting other rooms: adjacent academic disciplines and subdisciplines, or different workplace or media communities. Similarly, the TikTok section of our chapter offers a pop cultural framework for illustrating how far Swales’ criteria can (and cannot) stretch as we attempt to read a room. We believe this social media discussion can productively set the stage for parallel in-class discussions about academic knowledge production and the boundaries of academic discourse communities.

Tracing the history of an idea—when it appeared, where, and how it’s been used or expanded—is only possible when we can map out these kinds of disciplinary relationships. The powerful ideas tend to be cited, developed, and expanded on by other scholars within and across disciplinary discourse communities. The migration of Swales’ framework out of linguistics and into writing studies is a good example. In order to truly understand an idea, students must go outside of the content to examine the context of its production. These are very important skills. This is especially true for speakers and writers—like your students—who are in the process of becoming members of new academic discourse communities. As we illustrate in our chapter, this novice status is an inevitable social condition.

This chapter may be assigned during a unit focused on discourse communities, but it also presents ideas and prompts discussion that may be productive for transitioning into a unit on conducting academic research and narrowing research questions. In support of these goals, we offer two class activities. The first is specifically focused on helping students develop their understanding of the discourse community concept. The second is more a method for integrating oneself into an academic discourse community— particularly those associated with the humanities and social sciences.

Discourse Communities and Power Struggles: Examining Cancel Culture

This first activity was created for use during class time, so the podcast (audio and transcript options linked below) should be assigned in advance. At that point, class time could be loosely structured in “think, pair, share” terms.

As we know, there are core members within social media “subcommunities,” but individual users also retain the freedom to shape genres and vocabulary in individualistic and grassroots ways. This freedom can be seen across social media outlets, for example: upvoting on Reddit or the general phenomenon of cancel culture.

Today, we will examine cancel culture. The rise of this phenomenon draws attention to an important question on the social media discourse community landscape: How is power distributed? How are people scrambling to redistribute it? What are the implications of our own participation in these power structures?

You listened to (or read) an episode of The Daily called “Cancel Culture, Part 1: Where It Came From” (Barbaro). In it, host Michael Barbaro explores what it means to be canceled and how the whole thing began. Take five minutes to recall the episode, review any notes you made, or skim the transcript. Once you’re up to speed, we will form groups and engage with the discussion questions outlined below. I’ll pop in to hear some of your ideas individually, but you should regard the small group discussion as a platform for contributing to a full class discussion when we come back together toward the end of class.

Discussion Questions

Please begin by reading all the questions that follow. Decide whether you’d like to focus your discussion on Cluster 1 or Cluster 2. Once you make that choice, you should be thinking in discourse community terms. In other words, how might the discourse community concept help us to wade through this messiness and create situational answers to these questions? For example, what can genre and vocabulary tell us about any of these definitions or applications of cancel culture? Are terms like “liberal” or “young person” narrow enough for analyzing cancel culture? Are all “young people” members of the same discourse communities? Recall Swales’ concept of silential relations. How does a sense that certain things can be left unsaid support (or thwart) the politicization or weaponization of cancel culture?

Barbaro presents speech snippets where both Barack Obama and Donald Trump discuss cancel culture. How can cancel culture be labeled as “bad” in two ways that are so very different? Is “canceling” to be avoided because it’s impolite or some kind of cop-out as Obama seems to suggest? Is it to be criticized because the “liberals” are weaponizing it, as Trump suggests? Is it even possible to analyze this phenomenon apolitically?

All types of people exhibit socially unacceptable behavior, whether they are relatively powerful or relatively powerless. Given this, how can we make a distinction between canceling a celebrity and canceling an “average” citizen? How should personal security and loss of income factor into this distinction? Should we even draw a line here? Where does it seem to be drawn currently? In whose minds? Should it be re-drawn?

The Synthesis Grid

The Synthesis Grid activity, as adapted from Rectenwald and Carl, may be enacted during class or used as a formal assignment. It can be productive to assign students to submit a synthesis grid as a supporting document that accompanies, for example, a discourse community analysis, a genre analysis, or a researched argument.

What Is Synthesis?

Synthesis is an important writing practice. It is an especially important rhetorical strategy for learning to write in academic contexts. When writers offer a synthesis, they are combining, blending, or weaving related ideas from different sources.

What Is the Value of a Synthesis Grid?

Producing a synthesis grid offers you an opportunity to take notes in a structured way so you deepen your understanding of a particular topic or question. In effect, a synthesis grid is a material artifact of your research process. It is a record of all the reading and thinking you’ve done as a part of your writing process. Since writing can’t proceed without reading and thinking, it can feel particularly satisfying to document all this “behind the scenes” work. Then, you want to apply that “behind the scenes” work in your writing. For example, offering a synthesis within an academic argument is a very common (and effective!) method for establishing credibility.

How Do You Create a Synthesis Grid?

• You want to begin by settling on a particular topic or concept that will be the subject of your grid. For example, perhaps you want to write about cancel culture. This is a complex and controversial phenomenon with its own history, so starting a synthesis grid may help you to solidify your own ideas on the subject.
• Once you have your topic, you need to locate three or four pieces of writing that deal with the topic. Keeping with the cancel cultruel example, I might decide to start with a podcast transcript—Barbaro—and an article—Luu—then build my grid from there.
• Once you have the topic and some reading material, you want to create the “shell” of the grid. This involves making a series of rows that correspond to the number of readings you want to include. This also involves making a series of columns that correspond to the sub-topics you are interest in learning more about. See table 1 for an example.
• Once you’ve created the shell, you want to continuously add your notes as you move through readings related to your topic. Keep in mind that you won’t know all the sub-topics when you begin this activity. You will fill them in as you learn more. For example, perhaps you were interested in the redistribution of power ot start with, theyn you noticed that writers were often discussing the politicization of cancel culture. That’s a good indicator that you might want to add a column for politicization. Perhaps you then realize many writers are discussing the history of the phenomenom or how the pandemic has shaped the phenomenon. Perhaps you notice many writers discussing a specific social implication—for example, the negativity or destructiveness that is often attributed to cancel culture. If so, you should similarly follow such cues to add additional columns to your grid.

How Do You Use a Synthesis Grid?

Recall, the value of the grid is two-fold. It allows you to document the “backstage” work of reading and thinking, and it assists you in pulling the ideas you developed into the “foreground.” What follows is a sample synthesis that could be derived from this grid (even in though it’s still a work in progress). We can see how the ideas presented by Barbaro and Luu might be woven together to set up a line of inquiry in Table 2.

A Sample Synthesis

While cancel culture may appear to be a relatively new phenomenon, people have long been mobilizing against perceived injustice both on and offline. Both Michael Barbaro and Chi Luu have recently discussed this phenomenon and how it relates to internet language and culture at large. Barbaro and Luu each present the perceived positives and negatives surrounding cancel culture. Barbaro’s podcast episode was released more than six months after Luu’s article was published, and it draws on the words and experiences of politicians, celebrities, and everyday racists as a method for exploring the complexities of this phenomenon. One major question within all of this is how to differentiate between the “cancelation” of a relatively powerful person versus that of a relatively powerless person.

Connecting the Synthesis Grid to the Discourse Community Concept

As we suggest in our chapter, learning to mobilize the discourse community concept is an important method for “reading the room.” Learning how, for example, vocabulary or genre is shaped by social expectations sets student-writers up to understand writing as an audience-driven act. And, learning to map the epistemological landscape of a social debate similarly sets student-writers up to understand academic writing in terms of situated social exigencies.

• This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0) and is subject to the Writing Spaces Terms of Use. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ , email [email protected] , or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. To view the Writing Spaces Terms of Use, visit http://writingspaces.org/terms-of-use . ↵

Read the Room! Navigating Social Contexts and Written Texts Copyright © 2021 by Sarah Seeley; Kelly Xu; and Matthew Chen is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

Share This Book

VCE Study Tips

English Language

Private Tutoring

Only one more step to getting your FREE text response mini-guide!

Simply fill in the form below, and the download will start straight away

The importance of Context in Literature

June 2, 2016

Want insider tips? Sign up here!

Go ahead and tilt your mobile the right way (portrait). the kool kids don't use landscape....

Literature is probably one of your hardest VCE subjects. If it’s not, then go you! (please tell me your secrets).

However, if you’re anything like me, then you probably look a bit like this when you begin considering the overall meaning of a text, the author’s views and values, and how any three passages in the text create the meaning.

When I became awash with confusion, like our old pal Ryan Renolds, the first thing I did (after eating a whole block of chocolate), was ensure I understood the context of the text. Without a clear understanding of the context of your text, you cannot fully comprehend the views and values of the author, nor the overall meaning of a text (it’s also part of the criteria for literary perspectives)!

So if you want to be feeling like this after you write a piece for literature:

Consider the following:

AUTHOR’S CONTEXT VS. READER’S CONTEXT 

Austen was hunched over her small writing desk in the village of Chawton during England’s Georgian era as she wrote  Persuasion.  You are more likely reading it in a cozy bed, listening to Taylor Swift and half considering what you’re going to watch on Netflix later. Remember, your current social and cultural context can have a great influence on how you read a text, so it’s always important to imagine the author’s own context – whether this be very similar, or very different from the context of their text. It’s as easy as a Google search!

For a more in-depth look into how authorial intent and context is important in VCE English, read Context and Authorial Intention in VCE English .

SOCIAL CONTEXT

The social context of a text is the way in which the features of the society it is set in impact on its meaning. There are two aspects to social context: the kind of society in which the characters live, and the one in which the author’s text was produced.

Charlotte Brontë’s  Jane Eyre  was set in the same social context she herself lived in. It was one in which women were seen as the lesser sex, there was a great divide between the wealthy and lower class, and strict class boundaries were enforced. All of these societal features are key in determining Brontë’s views on the importance of social inclusion, and her championing of the strength of women. Or just listen to Phoebe:

HISTORICAL CONTEXTS

The historical context of a text is entangled with its social context, as underlying norms and convention are historically specific. The historical context is important to note especially when large changes have occurred between the time the work was produced, and our current day, so it is not assessed by our own concerns alone.

Aeschylus’ Agamemnon was first performed in 458BC, in Ancient Greece, a time vastly different from our own. Therefore, it is important to be aware of how the play was delivered, at the festival of Dionysus as part of a trilogy. Also have an understanding of the myths surrounding the Trojan War as well as those surrounding Agamemnon, Cassandra and Clytemnestra.

CULTURAL CONTEXTS

Culture refers to a particular ‘way of life’, involving religion, race and nationality, as well as things like food, dress code and manners. Furthermore, culture can relate to art, music, writing and literature itself. Cultural context, which is similarly linked with social, historical and ideological context, is especially important to note if the author is attempting to make a comment on an aspect of culture, or the clash of two cultures.

Cross cultural contact between an Indigenous tribe in Western Australia, and the British colonizers of this land, is explored by Kim Scott in his novel  That Deadman Dance.  He reveals aspects of culture largely unknown to current members of Australian society, as well as explores whether assimilation can be seen as a harmonious sign of friendship, or an intrusive loss of culture. The evolution, damage and protection of culture is an important context in this novel, and has a large bearing on the overall meaning of the text, as well as Scott’s views and values.

IDEOLOGICAL CONTEXTS

Ideology refers to the systems of beliefs and ideas that underpin our attitudes and behavior. Such ideology may be valued by society as a whole, or be the basis of conflict. Ideology is a context that is in many ways ‘invisible’. This is because our own is largely internalized and normalized, we act accordingly to our assumptions and social norms.

Many texts explore ideological context, either challenging or championing it. In his play  Who’s Afraid of Virginia Woolf?  Edward Albee challenged perceptions at the time of the family unit, portraying a couple that symbolizes the immense dissatisfaction caused by idealistic portrayals of marriage, and the fallacies of the American Dream. He illuminates how George and Martha escape from meaningless by creating fantasies and illusions, but how these eventually lead to the breakdown of their mental health.

So next time you’re struggling to get started on a literature piece, remember to think deeply about the different aspects of your text’s context!

Get our FREE VCE English Text Response mini-guide

Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps. Click below to get your own copy today!

Access a FREE sample of our Literature study guide

• Focused on Developing Interpretations and Close Analysis , both of which you need for your exam
• Covering what it means to ‘interpret a text’, how to breakdown critical essays, different Close Analysis structures and more
• Includes sample A+ essays with EVERY essay annotated and broken down on HOW and WHY past authors achieved A+
• Essays written by multiple authors all scoring 40+ so you can learn different strategies and implement the advice that resonates with you most

Studying both English and Literature in VCE is an interesting undertaking, and I’ve heard very mixed opinions about whether or not it’s a good idea. For me it was a no-brainer; I’d always loved English so why wouldn’t I take advantage of the opportunity to study two English-based subjects? Looking back on my VCE experience now, and comparing my experience of studying each subject, I can see that they are each very different. However, if you’re going to study both, don’t expect that each subject will unfold in isolation, because your work in one of these subjects will undoubtedly impact upon your work in the other - even if, like me, you complete them in different years. So if you enjoy English I would 100% endorse studying both VCE English and VCE Literature, but being an English-nerd I still think there are benefits to analysing the process of studying this dynamic-duo back to back.

The Content

At the beginning, I assumed that Literature and English would be fairly similar in terms of studying and writing. It’s all about reading books and writing essays, right? Well, whilst this is essentially true, it turns out that the process for each subject is quite different. I studied year 12 Literature first, completing it in 2017 as a year 11 student, and as my only unit 3/4 subject for that year it was the focus of a lot of my time, energy, and creativity. What I loved about VCE Literature from the beginning was the departure from formula; the impetus to “dive right in” as my teacher always used to say. Instead of worrying about how many sentences your introductions and conclusions have to be, in Literature you can simply get straight into the analysis and see how far it takes you.  So, if you’re the kind of person who needs to stick to that body paragraph structure acronym that has always served you so well, then when you first start studying Literature it might be a challenge to loosen up. Or, if you’re like me and can’t shake the compulsion to write paragraphs that take up double-sided sheets of paper, you might find this subject to be a welcome respite from some of the restrictions of English tasks.

Although English is often viewed as the more ‘basic’ of the two, in many ways I found it more difficult once I hit year 12. Having just finished VCE Literature, shifting my focus back to English definitely wasn’t as seamless as I might have expected. In comparison to my Literature essays where I would base paragraphs around in-depth analysis of a few of Gaskell’s sentences, my English text responses felt stunted and forced – English isn’t really compatible with tangents, and so it was difficult to train myself to be expressive whilst also being concise. In my opinion, the most daunting of the year 12 VCE English SACs is the comparative, and this is where my lack of flow was most evident. Being accustomed to delving into complex discussion of the details of my Literature texts, it seemed impossible to provide insightful analysis of two texts simultaneously, whilst also comparing them to each other and also keeping my essays well structured. My first comparative practices sounded somewhat awkward when I read over them, and I just felt like I never really knew what I was trying to get across. This provoked me to be frustrated with myself, and then my frustration distracted me from writing, and then my essays read even more contrived; you get the idea.

So, how do you push past this sense of friction between the study of English and the study of Literature? Well, I think the best way to reconcile the conflicting approaches is to realise that each subject brings out different strengths, but these strengths can be applied to either type of study. Yes to a certain extent English is supposed to be formulaic, but you can use the analysis skills you learn in Literature to enhance your English text responses and give your work a point of difference. On the flip side, the structure you work with in English can be applied to Literature to ensure that your essays always exhibit direction and purpose, even if they encompass a broader range of discussion. Once I realised that I didn’t have to discard all of my Literature skills and start writing my English work exactly the same as everybody else, I began to develop a more fluid, balanced writing style that enhanced all of my English tasks – even the comparative.

Let’s start with the obvious comparisons between the English exam and the Literature exam. Firstly, the English exam encompasses three essays in three hours (with 15 minutes reading time), whilst Literature is only two essays in two hours. The English exams tasks include a text response to a prompt, a comparative text response to a prompt, and a language analysis. The Literature exam involves a passage analysis, and a text response to a prompt influenced by a literary perspective. Where in the English exam you are given a choice of prompts for each text choice, whereas for both sections of the Literature exam only one choice is available for each text. Whilst both exams involve some supplied material, in Literature this material is a passage from one of the set texts, however for the language analysis section of the English exam this is completely unseen material created by the VCAA. For me, this felt like a very significant difference, because there is no familiar material (i.e. passages from the texts) to rely on in the English exam; if you get lost you can’t latch on to anything except what you have memorised.

Personally, I think that the study strategies I utilised for each exam were fairly similar, although obviously geared towards different tasks. I took in depth notes on my texts, planned essays, memorised quotations and explored their significance, timed my practice essays etc. My actual approach to each exam was also similar, for example I made sure to allocate one hour for each different task and did all of my planning mentally during reading time. So although obviously everyone’s study and exam techniques are different, this shows that your own personal strategies that you develop can be applied to both the Literature and the English exams. However, despite the continuity in this sense I still found myself feeling very different coming out of my English exam than I had leaving my Literature exam the year before. Where after the Literature exam I had been content with the knowledge that I had showcased the best version of my abilities, after the English exam I felt much more unsure and ready to believe the worst about the outcome. This particular comparison is of course specific to every individual person, however I think it could have something to do with the knowledge that most VCE students study English and the difficulty in believing that your work could stand out from the work of 40,000 others.

The Results

In the end, I achieved very different results from these two subjects, with English being my highest study score and Literature being one of my 10% contributions. It seems to be a general consensus (or at least it was at my school) that it is more difficult to crack the high 40s in Literature than in English, and whether this is true or not it definitely impacted my expectations of my results each subject. However, that said, after being slightly disappointed with my Literature results in year 11 I was not overly optimistic about doing much better in English. When talking about this with my Literature teacher, she told me to “remember that English is marked very differently to Lit, so don’t think you can’t get a 50” and I think this is very solid advice. Whilst you might feel you were equally skilled at both subjects, this doesn’t mean you will receive equally ‘good’ results’, but don’t let this disparity discourage you because, as we have discussed throughout this post, when it comes to Literature and English one size does not fit all.

1. Don't focus just on ideas and avoid language engagement.

Language engagement is every bit as important as ideas. Sometimes, when you get stuck in philosophical musings, you might find yourself in a place where you're spouting on and on about solipsism or the intrinsic desire for independence in the 19th century Norwegian working class. Literature essays are all about finding balance, and here, that balance means language engagement. Whether you are writing about literary criticism or a passage analysis, you have to be able to support your interpretations with textual evidence.

Often, this requires some creative thinking. You can have a lot of fun with it and the examiners like you to pick up on small details and connect it to a grander scope.

Here's an example from Jane Eyre.

“my eyes seemed as if they had beheld the fount of fruition, and borrowed beams from the lustrous ripple.”

“I was not surprised...to feel...the breathing of a fresh and fragrant breeze...The rooks cawed, and blither birds sang; but nothing was so merry or so musical as my own rejoicing heart.”

In this passage, Jane is rejoicing over her marriage proposal, but readers are led to understand that this may be a false, idealistic dream of hers. Note the patterns of alliteration – the fricative 'f' shifting to the plosive 'b' in “fount of fruition” and “borrowed beams” then again from “fresh and fragrant breeze” to “blither birds”. What could it possibly mean?

Fricatives tend to indicate freedom, whereas plosives tend to indicate an abruptness – a harsh change. Perhaps, Jane's wild, free joy is immediately followed by plosive alliteration so as to illustrate how her happiness is cut short and her dream is a false one – she will attempt to achieve freedom through this romance, but she will be abruptly and unceremoniously prevented from attaining it.

Regardless, in any passage, there are always things to talk about and little language quirks to exploit to figure out an interpretation. Start from these little details, and build out and out until you tackle your big ideas. All of these ideas should be rooted in language.

2. Don't prioritise complicated language over ideas.

Often, when you think that expressive, complicated writing takes priority over ideas in Literature, you tend to end up with flowery material that becomes more convoluted than it is effective. If you are one of those people (I know it's hard) but kill your darlings. Focus on coming up with original ideas, and express them clearly. Cut out redundancies. Be expressive in a way that is natural and in a way where you know that first and foremost, your language is accurate. Don't go around using metaphors purely for the sake of sounding intellectual when you can express something equally eloquently and beautifully with simpler, fluent text.

Remember: this is not to say that you shouldn't be expressive in Literature. In fact, writing style and the ability to write well is a fundamental component to doing well in this subject. It is just vital that you strike the right balance. This is a good lesson to learn sooner rather than later - and you'll be steering into prime territory for the exam.

3. Don't treat Literature like an English essay. Be free!

Good Literature essays generally tend to be more lively and expressive than English essays. Why? Because Literature just doesn't operate under the same criteria, and it shouldn't be treated as such. 

Don't feel like putting in an introduction/conclusion? No need! Don't feel like sticking to a TEEL structure? No problem!

Your focus is creating writing that moves along at a natural, expressive pace, moving through textual evidence to broader ideas. You don't have a structure. You don't have a paragraph quota. You have free reign over a lot of how you write your Literature essays – so find out what works for you.

4. Come up with original interpretations and don't stick with popular readings.

Literature is one of very few subjects in the entirety of VCE that rewards original thinking. You don't need to go with the crowd consensus on how to read your text: as long as you have the evidence to support your reading! The examiners will reward complex, creative, and unique ideas. Every passage analysis you write should be approached with a fresh perspective – base your interpretation around the text in front of you, and not a dogmatic set of ideas that you bring with you.

5. Let the text before you provide you with the ideas, don't force your ideas into the text.

By reading literary criticism and expanding the scope of your ideas, you can apply original readings to each set of passages you have. Your essays stand out when they cover new, uncharted territory.

Literature is all about balance. If you can find it in you to balance language engagement, interpretation, and writing style, I'd say you have yourself a pretty good essay.

Remember not to fall into any of the common traps of the subject, and you'll have put yourself on solid footing to become a true literati.

In regards to changing subjects once the school year has started: I've done a bit of research and it appears as though the deadline to change from one subject to another is determined by your individual school. Some schools have a deadline of only a couple weeks whereas others stretch it out a little further. Ask your school for exact dates if this is something you’re considering!

It’s getting closer to the Literature exam and you’re probably starting to get more serious about avoiding dropping too many SAC marks! Depending on which order your school does Literature SACs in, you may be currently facing the often feared ‘Creative Response’. Whether you feel beyond excited to finally bring some creative flair to Literature, or you’re totally scared at the thought of creating something new, I wanted to use this blog post to help you achieve at least ten of the marks in this section. That is through the reflective commentary, which you can totally score full marks on if you put in the effort.

The VCAA Literature Study Design determines that students must submit ‘a reflective commentary establishing connections with the original text’. This aspect of the assessment counts for 10 of the 60 marks available for the Creative Response outcome. The study design further denotes that students must

‘reflect critically upon their own responses as they relate to the text, and discuss the purpose context of their creations’.

This allows your schools and teachers to direct in a relatively broad way on how you should form your reflective commentary, and may mean your friends at other schools write theirs in a very different way. In this blog post I will leave you with a suggestion of how I best believe a reflective commentary could be structured to include all important aspects, as well as tips on how to include all of what the study design asks. As I said, these are ten marks that can easily be snatched with just a little bit of hard work and attention to detail, so why not snatch them?

To induce the things needed to be included in the reflective commentary, we can look to the key knowledge and key skills points outlined in the study design:

Key knowledge:

- the point of view, context and form of the original text,

- the ways the central ideas of the original text are represented,

- the features of the original text including ideas, images characters and situations, and the language in which these are expressed,

- techniques used to create, recreate or adapt a text and how they represent particular concerns or attitudes.

Key skills:

- identify elements of construction, context, point of view and form particular to the text, and apply understanding of these in a creative response

- choose stylistically appropriate features including characterisation, setting, narrative, tone and style

- critically reflect on how language choices and literary features from the original text are used in the adaptation

What you’re really trying to do in your reflective commentary is prove to your teacher that you are hitting all these key knowledge and key skills points. As you write, ensure you are discussing how the author uses point of view, context, form, elements of construction and stylistic features in their text. It is than imperative that you describe how you have similarly used such device in your creative response. Ensure that you also discuss how you are involving the ideas and themes of the text in your creative piece, and how you are discussing them further, or exploring them in greater depth. Obviously only talk about those that are relevant to your creative response!

Sample reflective commentary

Having scored a 10/10 in my own reflective commentary, I will provide a structure that can be used to ensure you are including everything you need. I discussed my own reactions to the original text, and described how I wanted to rouse similar reactions in the reader of my creative response.

In your reflective commentary, it can be easier to put everything under subheadings. These are the ones that I used:

-Characterisation

-Literary features (here I chose 7 particular literary features used in my text and discussed how I emulated them)

Under each of these paragraphs, I analysed how the author used such features to create and convey meaning, and discussed how I, in my own piece, drew on her use of them and expanded on her ideas. Here is an example of my ‘Purpose’ paragraph, which will hopefully give you an idea on how you might write your own commentary! My text was Cate Kennedy’s  Dark Roots , in particular the short story ‘What Thou and I Did, Till we Loved’.

In my piece, I ultimately attempted to lead the reader to a place of discomfort, faced with a situation that they wish never to be faced with. When I first read What Thou and I Did, Till we Loved (Dark Roots, Cate Kennedy), I simply wished never to be in Rebecca’s position, as I was sobered by the sadness of her demise as she watched her lover fade away. I sought to elicit the same response from the reader, as I aimed to convey the deterioration that both lovers suffer, as well as the loss of communication between them. I also attempted to allow the reader to question the humanity in keep people alive by machines and drugs, and whether it is fair to force people to live an unnatural life. I have sought to explore this even further than What Thou and I Did, Till we Loved bringing in the question of euthanasia and whether we have a right to die as Kyle begs of Max to “kill me” at the end of the piece, and Max concedes that “[he] would if [he] could”. The themes of my piece seeks to explore are the ways of coping with grief, guilt at causing the illness of a loved one, a life with a lack of substance, and the loss of communication due to illness.

Hopefully you’re feeling better about how you might go about completing your creative response, and getting that 10/10 on your reflective commentary!

False Claims of Colonial Thieves is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

Why Is Context Important?

When studying a text, it is very important to comprehend its context. Context will help you to understand what the text is about and what the author’s point of view is - key components of doing well in VCE English! Context is especially important for False Claims of Colonial Thieves because the authors frequently reference Australia’s history. Even the title is a nod to its context - it is all about the ‘false claims’ made by Australia’s ‘colonial thieves’, or in other words, Australia’s colonial settlers. Understanding what these false claims are will help you better understand the context and therefore, do significantly better in your English essays and assessments.

Treat this blog as a starting point only . There is so much to learn about these topics, and I recommend you do your own research in addition to reading this blog. To help you do so, I have provided a reliable external source for each topic, so you can start exploring these claims in more depth.

Terra Nullius

One of the biggest ‘false claims’ that Papertalk Green and Kinsella refer to throughout their collaboration is the colonisers’ claim of Australia being terra nullius . When the British came to Australia, they claimed that the country was ‘no man’s land’, denying that the Indigenous Australians had actually lived here for thousands of years. By pretending that no one lived in Australia, this supposedly gave the British ‘legitimacy’ to assume control over the land and those already living on it - i.e. Australia’s First Nations Peoples.

Terra Nullius was used against the Indigenous peoples for many years to justify their horrific treatment. The principle was only overturned in 1992 when an Indigenous man, Eddie Mabo, challenged this claim in the High Court of Australia. Nowadays, we recognise that the Indigenous people were here significantly earlier than the colonisers and that their sovereignty (i.e. their power over the land) was never ceded.

External source for further reading: https://australian.museum/learn/first-nations/unsettled/recognising-invasions/terra-nullius/  

The Stolen Generation

Another false claim was that the Indigenous people were inferior to white people. This claim led to the forcible removal of Indigenous children from their families, so they could be raised by ‘superior’ white people and taught white cultures/languages - these children are referred to as the ‘Stolen Generation’ because they were taken away from their families without their consent.

It was thought that placing Aboriginal children (especially mixed-race Aboriginal children) with white families would make it easier to teach Aboriginal children the ‘proper’ (British) way of living. They were either placed in institutions or adopted by white families, and often faced terrible treatment, including violence, neglect and assault. Neither the children who were removed nor their families have fully recovered from this appalling policy that continued until the 1970s.

Indeed, the effects of the Stolen Generation can still be felt today. One of the major consequences discussed by Papertalk Green and Kinsella is that a lot of Indigenous culture was lost. Many of the children who were taken away were forbidden from practising their cultural traditions or from speaking their Indigenous languages. This ban led to many traditions going extinct and is a tragic effect of this heinous false claim.

External source for further reading: https://aiatsis.gov.au/explore/stolen-generations  

Missions and Reserves 

Another claim explored in the text is the idea that Indigenous peoples could not look after themselves and would be better off with white people ‘protecting’ them. This led to the government forcing Aboriginal people to leave their ancestral lands and relocate to newer, smaller areas - a process known as land alienation. There were two types of this land - missions and reserves - and Aboriginal people faced poor treatment on both.

Missions were usually run by Christian groups so they could convert the Indigenous people to their religion. There was a strong degree of control exercised over these Indigenous people, who were expected to learn the skills required for menial jobs (such as cooking and cleaning). Contrastingly, those living on reserves were not typically subject to as much control. These people were sometimes provided with rations from the government, but there were not usually officials to oversee them.

Both missions and reserves are referred to in False Claims of Colonial Thieves , so it is important to understand the difference between the two.

External source for further reading: https://aiatsis.gov.au/explore/missions-stations-and-reserves  

Now that we’ve examined some of the more historical context , let’s take a closer look at the contemporary and modern background that Kinsella and Papertalk Green write about.

Close the Gap Campaign and Black Deaths in Custody

A key section of the text (particularly the latter third) explores current issues which Indigenous peoples face today. Two of these major concerns lie within the health and justice systems, so it is important to understand why Kinsella and Papertalk Green focus so heavily on these matters.

The Close the Gap Campaign (launched in 2007) aims to reduce the inequality in health and education that many Indigenous peoples face. It was created because the life expectancy is much lower for Indigenous than non-Indigenous peoples, and there is a significant difference between their expected levels of education. Unfortunately, many of these concerns have not been addressed today, and Papertalk Green discusses how her family is constantly dealing with death - a key theme in False Claims of Colonial Thieves that can be explained by this contextual understanding.

External source for further reading: https://www.pmc.gov.au/sites/default/files/reports/closing-the-gap-2018/executive-summary.html  

Similarly, there are a lot of concerns with the number of Aboriginal people in prison, and how many of them die while in police custody. There was even a Royal Commission into Aboriginal Deaths in Custody (i.e. a governmental inquiry) handed down in 1987, however, many of its recommendations have not been implemented to this day. This idea of unfair policing and laws that target Indigenous peoples is a key idea in the text, and Kinsella dedicates a poem to Ms Dhu, an Indigenous woman killed while in custody.

External source for further reading: https://www.theguardian.com/australia-news/2021/apr/09/the-facts-about-australias-rising-toll-of-indigenous-deaths-in-custody  

A key theme of False Claims of Colonial Thieves is mining, which refers to the practice of removing valuable materials from the Earth. Many of these resources are found on traditional Aboriginal lands, which are destroyed by the mining process. This is especially offensive to many Indigenous groups because many Indigenous cultures have a strong spiritual connection to their land (often known as Country). There is consequently a lot of tension between the Indigenous populations and governments, especially in Western Australia, where both of the authors live.

External source for further reading: https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Former_Committees/uranium/report/d07  

How Can You Use This in Your Essays?

Understanding a text’s context is very important in being able to analyse the text in appropriate depth.

For example, knowing that mining is often considered harmful to the lands to which Indigenous peoples have a strong connection, will allow you to discuss this concept in your essays. Indeed, Papertalk Green argues that mining is just as harmful to Indigenous peoples as earlier ‘false claims’ were, which is a sophisticated idea for you to use in your assessments.

As you begin to better understand and incorporate context into your essays, you can then take things one step further by examining how the author has used context as a means of demonstrating their authorial intent . For example, the effects of the Stolen Generation have been explored in several poems, and a possible viewpoint is that the Stolen Generation was used to demonstrate the devastating loss of Indigenous cultures and traditions.

‍ We’ve explored creative writing criteria, literary elements and how to replicate the text over on our The Ultimate Guide to VCE Creative Writing blog post . If you need a quick refresher or you’re new to creative writing, I highly recommend checking it out!

Creative Responses in VCE Literature

This was my favourite SAC in Literature; it allows so much creative freedom in creating and recreating a literary work. When else will you be able to depart from the (admittedly rather boring) standard essay structure?!

In your adaptations and transformations SAC (see my blog post about this literature assessment  here !), you learnt how the  meaning  of the text changed as the form changed. Here’s  your  opportunity to change the meaning of the text, maybe emphasising a particular thematic idea, or perhaps recreating a completely new perspective. Remember – you have almost complete creative licence in this assessment…use it to your advantage!

But don’t forget that the most important part of this task is that you must have a  highly convincing connection between the original text and your creative response . There must be a tangible relationship present, through an in-depth understanding of the original text’s features. These features include characterisation (what motivates these characters), setting, context, narrative structure, tone and writing/film style. Establishing a clear nexus between the original text and your creative piece does not mean you need to replicate everything of the text; you can stylistically choose to reject or contrast elements of the original text – as long as these choices are deliberate and unambiguous. Therefore, your creative response must demonstrate that you read your original text closely and perceptively by acknowledging these features of the text.

You can establish this relationship by:

• Adopting or resisting the same genre as the original text : e.g. an epistolary genre (written in letters) – do letters make an appearance in your text? Is that something you want to highlight? What about writing a monologue or a script if the text is a film or a play?
• Adopting or resisting the author’s writing/language style : does your writer characteristically write plainly or with great descriptive detail? What about irony or humour? Consider the length and style of sentences. Are there frequent uses of symbols or metaphors?
• Adopting or resisting the text’s point of view : do you want to draw readers’ attention to another thematic idea that was not explored in the original text? Will you align with the author’s views and values or will you oppose them? (See my views and values blogpost here!)
• Adopting or resisting the original setting, narrative structure or tone
• Writing through a peripheral character’s perspective : give a voice to a minor character that didn’t have a detailed backstory. Find a gap in the text and create and new perspective.
• Developing a prologue, epilogue or another chapter/scene : what new insight can you add with this addition and extension of the text? It must add something new – otherwise it is a redundant addition.
• Rewriting a key event/scene from another character’s point of view : does this highlight how important narrative perspective is?
• Recontextualising the original text : by putting the same story or characters into a completely different context, for example in the 21st century with technology, how does the meaning change in the narrative?

I chose to write a creative piece from the perspective of an inanimate object that followed the protagonist’s journey throughout the entire film, providing an unexpected point of view of the text. Be original and most importantly, enjoy it!

If you're doing a creative piece - whether for English or Literature - you'll find the following blogs super helpful:

The Ultimate Guide to VCE Creative Writing

‍ 5-Step Recipe for Creative Writing

How To Achieve A+ in Creative Writing (Reading and Creating)

1. What are Literary Perspectives?

2. What are you expected to cover? (Literary Perspectives criteria)

3. Approaching the Task 

4. SACs, Exams, and Allocated Marks

5. How to Prepare/Improve?

What are Literary Perspectives?

This is the task that takes the longest time for all lit students to wrap their heads around. Not only is it difficult to understand what a literary perspective is but also what the essay requires you to do, so hopefully this article can help clear it all up for you!

Put simply, literary perspectives are various different lenses used for looking at all texts. Different lenses reveal, highlight and emphasise different notions in each text. To take a simple example, a Marxist might look at ‘The Great Gatsby’ how our capitalistic system underscores the motivations of Gatsby? A feminist might look towards the role of women in the text; are they only supporting characters, or do they challenge traditional gender roles?  Perhaps an experienced literature student might think this is an oversimplification, but it’s a good way to start thinking about perspectives. We will explore a little more of how to integrate and research different literary perspectives in our ‘Approaching the Task’ section.

In short, literary perspectives wants you to consider:

• How does a text change, to the reader and the writer, when we examine it through different backgrounds/perspectives?
• Can we understand the assumptions and ideas about the views and values of the text?

What are you expected to cover/do? (Literary Perspectives Criteria)

1. Structure and Cohesion

The structure of the essay and the task itself is more familiar than the close analysis essay. You respond to a topic (yes, there is only one) and you have a more “typical” essay structure with an introduction, three body paragraphs and a conclusion.

Cohesion comes from how well you can develop your overall argument. The way I like to think about it is: do my paragraphs build/relate to each other or do they have nothing to do with each other? Providing a cohesive argument and interpretation is essential, and not just for literature, this is something that will definitely be enhanced as you continue your literature journey!

2. Develop an overall Interpretation/perspective for each text

This requires a lot of research and critical readings of the wealth of criticism around the text. When you read the text, a few notable themes and ideas should be jumping out at you right away, this will be the springboard into understanding the perspectives around the text. 

For example, in ‘The Great Gatsby’, Gatsby and Buchanan are greedy and money-hungry in a world of excess and economic prosperity. Fitzgerald asks readers to consider the backbone that drives a blind devotion to the accumulation of wealth. This should remind you of Karl Marx and his comments on capitalism and communism which will then open up a large wealth of research on Marxism!

Remember, that whilst VCAA specifies that one must analyse and respond to one underlying literary perspective of the text in Section A of the exam, this isn’t as narrow as you might think. So I lied a little, sunglasses as perspectives might be a bit misleading. Because whilst you can’t wear multiple sunglasses, you can have multiple interpretations that form one perspective. It’s important to remember that what constitutes a perspective is not just one school of thought, it is your understanding, perspective and ideas. Which means that if you want to blend a Marxist and Psychoanalytic perspective, you absolutely can, BUT you need to make sure they are incorporated well together. This is because perspectives and literary ideas don’t exist in a vacuum, they work together, bounce off each other and grow over time. Greed could be something that is perpetuated by a capitalistic, market centered system but it could also be something ingrained in the human psyche. See! You’ve now turned two perspectives into one blended idea, of course it needs a lot of cultivation but you can see how these ideas begin to coexist.  

Furthermore, if you begin to understand how your text through multiple coexisting lenses’, you’ll broaden your horizon so you’ll be ready to approach any topic. In 2017, VCAA gave the topic: “To what extent is Conrad’s Heart of Darkness an indictment of colonialism?”. What happens if you didn’t choose colonialism/post-colonialism as your perspective and chose feminism instead? You would probably be freaking out in the exam. But if you understood that colonialism was motivated by the need for economic dominance (Marxist ideas) or the West’s hunger for power (psychoanalytical notions), the topic isn’t so daunting after all.

In sum, developing an interpretation is a rocky, complex and difficult ride but have patience, it will all pay off in the end. Stick around and we will give you a few tips below on how to interpret and continue to develop your interpretation! PS. Here’s a video that might be helpful if you need the extra advice: What are literary perspectives .

3. Understanding and analysis of the text through textual evidence

This should be self-explanatory at this point; everyone has been taught this since year 7: never say anything if you can’t back it up! It’s easy to get lost in your perspective when your writing, this is just a gentle reminder to never forget to use quotes and actual evidence from the text. Here’s a helpful video on how to incorporate quotes.

4. Control and effectiveness of language

Having control and effective use of language is a criteria present in both sections of Literature (and in English)! I won’t go into too much depth, but this video provides 6 great tips on improving your expression!

Approaching the Task 

So how do you best tackle the exam and the SAC?

Aforementioned, the exam will only give you one topic to respond to and your SACs will do something similar (we’ll get into this later). Here are some tips on handling lit perspectives on the exam and SAC. 

When you first see the topic, there are a few things you can do to help approach the task.

1. Highlight key words!

Again, pretty self-explanatory. It absolutely essential that you respond to the whole topic. It’s so easy to get caught up in the first half of the topic when you see a key word that you like/don’t like. But pay attention to what the topic is actually asking you to do, not just the central theme/idea that is contained within the topic.  

Find all the key close textual examples that you’d like to use. Make sure to choose ones that enhance your overall interpretation. Remember, that just because it isn’t a close analysis essay doesn’t mean you shouldn’t include close textual examples. 

Planning is a very individual task so it’s up to you to find out what works for you, but it is an essential part of the writing process. If you want a coherent interpretation, you need to know where you’re going as you write. If you fail to plan, you plan to fail!

3. Develop/Establish your interpretation in your introduction

By now, you know the importance of establishing a strong interpretation of your text. This needs to be established in your introduction (and that includes all the buzzwords of your interpretation). 

What I mean is, a lot of perspectives have a lot of jargon that is not always easy to read… Part of your job in your introduction is precisely to clarify some of these key jargons, it does not have to be super detailed, just give a simple definition of some of the key terms you are working with.

SACs, Exams, and Allocated Marks

This SAC comprises 50% of Unit 4 and in my opinion, was the most difficult to wrap my head around. The breakdown is as follows:

To simplify, it’s essentially like the literary perspective essay in the final exam; however, you need to “compare and analyse two pieces of literary criticism reflecting different perspectives”. Remember how I mentioned that one perspective can be a mix and blend of two different perspectives? Well this SAC is trying to teach you just that. You’ll be tasked with finding two different perspectives, but that doesn’t mean they have to be opposing at all.  The example from before: “Greed could be something that is perpetuated by a capitalistic, market centered system but it could also be something ingrained in the human psyche” is just one way in which you can take two different pieces of literary criticism reflecting different ideas and bring them together in this SAC.  

This SAC also asks you to research rigorously the literary discourse around the text, so that will be your first starting point. Find what you want to talk about and then figure out how to talk about it!

This may be classified as ‘Section A’ on the exam, but it does not have to be completed first, this is up to you! Each essay in the exam is worth 20 marks and will be double marked. The score that each examiner gives you will be added together, so both your final essays will be out of 40. 

How to Prepare (and Improve!) for your Close Analysis SAC and Exam

Everyone’s heard the phrase “practice makes perfect”, but nobody really tells you how to practice? What does practicing mean in a Lit Perspectives context? Here are a few recommendations and guidelines about how to ACE your next lit perspectives essay:

1. Read and Re-read your text (or re-watch your film)

You’ll have heard this hundreds of times but it’s absolutely essential, who knows, you might change your mind? Meanwhile you can find good quotes you like and potentially spot techniques or language devices you might have missed on the first or even second read! 

Each time you re-read, go in with fresh ideas and perspectives and search for examples that either contradict or support your interpretation. Critical reading is what us lit kids do!

2. Find buzzwords for your text or your perspective

Aforementioned, jargon and buzzwords populate the modern literature discourse for any text and perspective. It’s important that you have a firm grasp of these words and phrases. Here are some examples of a few:

• Communism/capitalism 
• Superstructure
• Institutions

Psychoanalysis:

• The unconscious
• ID, ego and superego

3. Talk to your friends and teachers, bounce ideas off each other!!!

Two minds are better than one. Not revolutionary, but unequivocally true. Whenever you are stuck in a rut, talk to your friends about what you think and maybe they can help challenge your ideas. Don’t be afraid to argue your point and be open to criticism, challenging your ideas will only help refine and enhance it. It’ll also make you consider some ideas you might not have thought about it. 

4. Write specific examples 

This is the same advice for close analysis (and any other essay for that essays). Practice writing doesn’t mean you have to write a full essay every time, this can be both draining for you and your teacher to mark. Plus, most of the time, you’ll make the same mistakes/the feedback will be same throughout the entire essay. Try little snippets of examples, paragraphs or introductions instead. 

5. Utilise all available resources 

Teachers are a hub of intelligence, ask them for questions, advice and feedback. Have a look at online resources including critical articles on your texts (not just lit charts articles). There are a bunch of different articles linked throughout this article but here are a summary of a few more articles written by some very smart LSG tutors!

Breaking down the VCE Literature Exam Criteria

Common Mistakes in VCE Literature

The Dont's of VCE Literature

“Once upon a time…”

The fairy tale of Cinderella is a well-known, well-loved and well-ingrained story that was always told to me as a bedtime story. Who could forget the mean-spirited stepsisters who punished and ruined Cinderella’s life to no end? According to the dark Brothers Grimm version, the stepsisters mutilated their feet by cutting off their heels and toes to fit into the infamous shoe, and their eyes were pecked away by birds until they were blinded! It’s definitely one way to send a message to children… don’t be bullies or you’ll be punished. Which is exactly what the Brothers Grimm’s views and values were. Their construction of their fairy tale to send a message of what they viewed as ‘good’ or ‘bad’ is simplistically shown through the writers’ choice in determining the characters’ fate. The evil stepsisters are punished, while Cinderella receives happiness and riches because she remained kind and pure. A clear and very simple example of how texts reflect the beliefs, world views and ethics of the author, which is essentially the author’s views and values!

What are the views and values of a text?

Writers use literature to criticise or endorse social conditions, expressing their own opinions and viewpoints of the world they live in. It is important to remember that each piece of literature is a deliberate construction. Every decision a writer makes reflects their views and values about their culture, morality, politics, gender, class, history or religion. This is implicit within the style and content of the text, rather than in overt statements. This means that the writer’s views and values are always open to interpretation, and possibly even controversial. This is what you (as an astute literature student) must do – interpret the relationship between your text and the ideas it explores and examines, endorses or challenges in the writer’s society.

How do I start?

Consider the following tips:

• What does the writer question and critique with their own society? What does this say about the writer’s own views and the values that uphold?
• For example,  “Jane Austen in Persuasion recognises the binding social conventions of the 19th century as superficial, where they value wealth and status of the utmost priority. She satirises such frivolous values through the microcosmic analysis of the Elliot family.”
• The writer’s affirming or critical treatment of individual characters can be a significant clue to what values they approve or disapprove of. What fate do the characters have? Who does the writer punish or reward by the end of the text?
• Which characters challenge and critique the social conventions of the day?
• Look at the writer’s use of language:
• Characterisation
• Plot structure
• Description
• In other words …what are the possible meanings generated by the writer’s choices?
• Recognition and use of metalanguage for literary techniques is crucial because you are responding to a work of literature. Within literature ideas, views and values and issues do not exist in a vacuum. They arise out of the writer’s style and create  meaning .
• How do the writer’s choices make meaning?
• How are the writer’s choices intended to affect the reader’s perception of social values?
• Weave views and values throughout your close analysis essays, rather than superficially adding a few lines at the conclusion of the essay to indicate the writer’s concerns.
• Using the writer’s name frequently will also assist in creating a mindset of analysing the writer’s commentary on society.

Below are some examples from an examiner report of successful and  insightful  responses reflecting the views and values of the writer:

(Another tip is to go through examiner’s reports and take note of high quality responses, even if they are not the text you’re studying)

When contrasted with the stark, blunt tone of Caesar throughout the play ‘You may see, Lepidus, and henceforth know...’ the richness of Shakespeare’s poetry with regard to his ‘couple so famous’  denotes how the playwright himself ultimately values the heroic age  to which his protagonists belong over the machinations of the rising imperial Rome.

It is the word ‘natural’ here through which Mansfield crafts a sharp irony that invites us to rate Edna’s obsession with her own performance.... It is this satiric impulse that also leaps to the fore through the image of Edna, ‘clasping the black book in her fingers as though it were a missal’...the  poignant economy of Mansfield’s characteristic style explores her views on the fragility of the human condition .   

‘In Cold Blood’ provides a challenging exploration of the value placed on human life. The seemingly pointless murders undermine every concept of morality that reigns in Middle America, the ‘Bible Belt’, as well as the wider community.  Capote insinuates his personal abhorrence of the death penalty and the disregard of mental illness in the justice system .

Why are views and values important in literature, and especially for close analysis?

Every year, the examiner reports emphasise how the best close analysis responses were ones that “showed how the text endorsed and reflected the views and values of the writer and were able to weave an understanding of these through the essay” (2013 VCAA Lit examiner report). By analysing HOW the text critiques, challenges or endorses the accepted values of the society in the text, you are demonstrating an understanding of the social and cultural context of the text, thus acknowledging the multifaceted layers that exist within literature. You are identifying the writer’s commentary of humanity through your own interpretation. Bring some insight into your essays!

Updated for the new 2023-2027 Study Design!

AoS 1: Adaptations and Transformations

Aos 2: developing interpretations.

• AoS 1: Creative Responses to Texts

AoS 2: Close Analysis

This is your ultimate guide to everything you need to know to get started with VCE Literature. We will be covering all the sections within Units 3 and 4, and have included resources that will help improve your skills and make you stand out from the rest of your cohort!

Scope of Study

Here's what the VCAA study design states...

'The study of VCE Literature fosters students’ enjoyment and appreciation of the artistic and aesthetic merits of stories and storytelling, and enables students to participate more fully in the cultural conversations that take place around them. By reading and exploring a diverse range of established and emerging literary works, students become increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high-order thinking to express and develop their critical and creative voices.'

'Throughout this study, students deepen their awareness of the historical, social and cultural influences that shape texts and their understanding of themselves as readers. Students expand their frameworks for exploring literature by considering literary forms and features, engaging with language, and refining their insight into authorial choices. Students immerse themselves in challenging fiction and non-fiction texts , discovering and experimenting with a variety of interpretations in order to develop their own responses.'

...but don't worry if the above is vague, we'll take you through exactly what you need to know for Year 12 Literature! Let's get into it! ‍ ‍

In Unit 3, students consider how meaning is created through form, and how different interpretations may be developed out of a singular text. First, students understand how writers adapt and transform texts, and how their interpretation of the text impacts this transformation into a different form. Secondly, students use another text to develop their own interpretations of a text with regard to its context , and views and values . Unit 3 School-Assessed Coursework is worth 25 per cent of your total study score!

This task is designed for you to critically analyse and actively engage with the text, understanding its nuances inside and out in order to decipher its meaning. Be individual in comparing and contrasting the two texts – avoid the obvious similarities/differences everyone in your class will also notice. It is the insightful analysis of the subtleties of how meaning is altered that will help you stand out!

Here are some important aspects to consider and questions to ask yourself while tackling this SAC:

• Identify the unique conventions in the construction of the original text
• Now do Step 1 with the adapted/transformed text
• How do the two text forms differ ? How are they the same ? The most crucial step is what meaning can be derived from the similarities and differences? How does the meaning change? ‍
• Note additions and omissions (and even silences) ‍
• Historical context and setting ‍
• How does the change in form impact you as the reader/viewer ?
• Incorporate pertinent quotations from both forms of text to substantiate and support your ideas and key points.

Most importantly, share your original interpretation of what meaning and significance you can extract from the text, and how you believe it changes once the form alters.

Also ask yourself these questions:

• ‍ What makes the text in its original form interesting or unique?
• Is that quality captured in its adaptation/transformation?

‍ For more detailed explanations on these 7 aspects, you might want to check out Adaptations and Transformations Lit SAC: A How To Guide.

Developing interpretations is an AoS that focuses on investigating the meaning and messages in texts, as evidenced by the text itself, it’s author and their context . As per the study design:

'Students first develop their own interpretations of a set text, analysing how ideas, views and values are presented in a text, and the ways these are endorsed, challenged and/or marginalised through literary forms, features and language. These student interpretations should consider the historical, social and cultural context in which a text is written and set. Students also consider their own views and values as readers.'

Following this, you investigate a supplementary reading which will offer another interpretation of the text, which may enrich or challenge your interpretation by agreeing or disagreeing with your interpretation. Using this supplementary reading, you reconsider your initial interpretation and apply your new understanding of the text to key moments. 

The SAC for Developing Interpretations is a little bit weird. It’s worth 50% of unit 3 (or 25% of your total study score), but is split into two parts:

• Part A: An initial interpretation of the text’s views and values within its historical, social and cultural context.
• Part B: A written response that compares/interweaves and analyses an initial interpretation with a subsequent interpretation, using a key moment from the text.

Your teacher might do the two parts together, or separately. In any case, Part B will include the use of a passage from the set text that you must engage with. How does the passage help you to interpret the text, and how does that interpretation agree or disagree with the interpretation presented in the supplementary reading? 

The most difficult part of the SAC for this AoS is balancing your interpretation, the textual evidence, and the alternative interpretation of the supplementary reading. It is vital that if you are doing Literature this year, that you know your 3.2 text like the back of your hand, and that you practice writing loads and loads. It is also worth trying to make your interpretation incredibly specific, so that you can go in-depth into one idea, rather than simply skimming over 3 or 4 big ideas. 

For more on Developing Interpretations, you might want to check out VCE Literature Study Design (2023-2027): A Guide to Developing Interpretations which explains in detail what the new AoS is about and what you need to do.

And, if you're studying Alias Grace you'll find our Developing Interpretations SAC Guide on interpreting Alias Grace especially helpful.

‍ Unit 4: Interpreting Texts

Aos 1: creative response & reflective commentary.

The most important part of this task is that you must have a highly convincing connection between the original text and your creative response .

There must be a tangible relationship present, through an in-depth understanding of the original text’s features. These features include characterisation (what motivates these characters), setting, context, narrative structure, tone and writing/film style.

You can establish this relationship by: ‍

• Adopting or resisting the same genre as the original text
• Adopting or resisting the author’s writing/language style
• Adopting or resisting the text’s point of view
• Writing through a peripheral character’s perspective
• Developing a prologue, epilogue or another chapter/scene
• Rewriting a key event/scene from another character’s point of view: Does this highlight how important narrative perspective is?
• Recontextualising the original text

For detailed explanations on how to establish these relationships, read "Creative Response To Text" Ideas .

The VCAA Literature Study Design also determines that students must submit a ‘close analysis of a key passage’. This aspect of the assessment counts for 20 of the 60 marks available for the Create Response outcome. The study design elaborates that students must produce:

‘A close analysis of a key passage from the original text, which includes reflections on connections between the creative response and the original text.’

In short, VCAA wants you to not only analyse the original text and use it as the basis for your Creative Response, they want you to be able to closely analyse a section of the original text, and link it to and reflect upon your creative response. This is different from previous years and the same task in English, the Reflective Commentary. You must use the skills of close analysis in this task. To include these things, look to the key knowledge and skills outlined in the study design. 

Key Knowledge:

• Understanding of the point of view, context and form of the original text
• The ways the literary form, features and language convey the ideas of the original text
• Techniques used to create, recreate or adapt a text and how they represent particular views and values

Key Skills:

• Discuss elements of construction, context, point of view and form particular to the text, and apply understanding of these in a creative response
• Analyse closely the literary form, features and language of a text
• Reflect on how language choices and literary features from the original text are used in their adaptation

As you write, ensure you are discussing how the author uses point of view, context, form, elements of construction and stylistic features in their text. It is imperative that you describe how you have similarly used such device in your creative response. Ensure that you also discuss how you are involving the ideas and themes of the text in your creative piece, and how you are discussing them further, or exploring them in greater depth. Obviously only talk about those that are relevant to your creative response!

To read a sample Reflective Commentary, check out Elly's blog post on how to Score 10/10 On The Reflective Commentary ‍

From the VCAA study design:

'In this area of study students focus on a detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text. Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text.'

In plain words, your teacher (and eventually examiner in the end of year exam) will give you 3 passages from your text. You'll be asked to read each of these passages, identify key ideas or themes present in each of the passages, and write an essay in response.

Writing the Introduction

Introductions are an excellent way to showcase your ability to provide an insight into your personal “reading” of the text, interpret the passages and allow you an avenue through which to begin your discussion of the material.

When constructing introductions, it is important to note that the VCAA Literature Exam Criteria is as follows: ‍

• Understanding of the text demonstrated in a relevant and plausible interpretation
• Ability to write expressively and coherently to present an interpretation
• Understanding of how views and values may be suggested in the text
• Analysis of how key passages and/or moments in the text contribute to an interpretation
• Analysis of the features of a text and how they contribute to an interpretation
• Analysis and close reading of textual details to support a coherent and detailed interpretation of the text
• Considering these points, your introduction should feature these 2 elements: your personal reading of the text and your interpretation of the passages.
• In terms of structure, try to begin with a sentence or two explaining your personal reading of the text. The key to doing so in a manner befitting Close Analysis however, is to utilise quotes from the passages to supplement your assertion.

Head over to Jarrod's blog to read a sample introduction: VCE Literature Close Analysis: Introduction ‍ ‍

Extra Resources

Views and Values

VCE Literature Essay Approaches - Not a Language Analysis

What is Authorial Intent in VCE English and Why Is It Important?

The Importance of Context in Literature ‍

Study Techniques: How To Approach a Text That You Hate

Why Genre Matters in VCE Literature: An Analysis of Dracula

Developing Interpretations SAC Guide: Interpreting Alias Grace

For an overview of the Literature Study Design as a whole, be sure to check out our Ultimate Guide to VCE Literature . 

What’s Changing?

The largest change is that the Literary Perspectives area of study has been removed and replaced with an area of study called ‘Developing Interpretations’. Literary Perspectives introduced you to literary theories like marxism, feminism and post-structuralism. These might still be relevant if your teacher decides to use them, but for the most part, they have been cut. 

Developing Interpretations (Unit 3.2) is about differing opinions of texts. You are being asked to develop an interpretation of your text and to use the evidence available to you to support that understanding of the text. This process is difficult, and TBH is something that teachers, tutors and scholars of literature (and humanities) take for granted. It requires understanding the text, its form, its context, the author, the views and values, the aspects of texts and (if that isn’t enough) to be able to understand how they all connect together , before writing an essay that makes your understanding of all of that stuff coherent.

This new AoS also asks you to take your interpretation and consider it alongside another interpretation, because you get to read a supplementary text ! This supplementary text is heavily implied to be a piece of academia. The supplementary reading is supposed to offer an interpretation of the text, and you need to consider how that changes your interpretation. Does it? Was an idea fundamental to your interpretation debunked? Was there something you overlooked? Does the addition of a theoretical framework (like post-colonialism or feminism) impact your understanding?

What Do I Need To Do?

According to the study design, Developing Interpretations involves ‘develop[ing] interpretations of a set text informed by the ideas, views and values of the set text and a supplementary reading’. This means there are two key sections , first is the development of an interpretation, and second is the reconsideration of that initial interpretation. Let’s look at each section in turn:

Developing an Interpretation

2008’s Ironman, directed by John Favreau, is the story of a billionaire weapons dealer who, after a life-altering event, dismantles his weapons-manufacturing business in order to use his genius-level intellect to construct a suit of armour and become a superhero.

Ironman demonstrates the evils of the American war machine whilst showing that moral individuals are capable of redirecting resources and energy into genuine ways of improving people's lives.

Let’s not pretend that Ironman is the pinnacle of modern storytelling. But what we can see in the statement above is an example of an interpretation. We can offer an opposing interpretation that’s a bit more critical:

Ironman demonstrates, falsely, that the altruism of one ‘good guy with a gun’ can compensate for a systemic ravaging of the Middle East by the American colonial war machine.

Both of these interpretations deal with the same text and the same aspects of that text. They both comment on Ironman ’s exploration of weapons-dealing, and the protagonist’s response to that issue. The first interpretation is - arguably - the message the screenwriters, Fergus, Ostby, and Marcum intended for us to take away from the story. The second interpretation is considering the efficacy of that take-home message: Is Ironman actually the good guy, or is there a larger systemic issue at play, beyond the morals of one man?

To come up with an interpretation, you must consider views and values , aspects of texts and the context the text was created in. Aspects of texts like genre and characterisation demonstrate how the author views a certain issue or idea, and these issues or ideas are usually aspects of the author’s context. At this stage of developing an interpretation, VCAA wants you to focus on close analysis of the text, so ask questions about how a certain motif might reveal something about the author’s views and values. Or, how does a minor character relate to a historical figure that is contextually relevant to the text? For an excellent example of such an analysis and interpretation, I highly recommend the Coraline Bug Theory by Karsten Runquist (YouTube). 

For an in-depth look at how to combine views and values, textual features, and context, check out LSG’s A Killer Literature Study Guide .

The Supplementary Reading 

So, you’ve developed a unique and plausible interpretation of your text using the evidence available to you, the context , and the author’s views and values . At this stage, you might have a SAC where you defend your interpretation. No matter how the SAC is done, after developing the interpretation, you will be given a supplementary reading . This can take multiple forms, being a piece written by your teacher, an ‘explication of a literary theory’ or an academic article. The ‘explication of a literary theory’ basically means a work explaining a literary theory, like Marxism, feminism or post-modernism.

After you have read and considered the supplementary reading in class, you will have to see how your initial interpretation holds up, and either adapt or defend your interpretation in light of the new information. If you’re struggling to rethink your ideas, try these steps:

1) Free your mind, dude. Be open to the possibility that you were wrong. Be willing to abandon ideas that you thought were really interesting. They probably were really interesting and different, but unfortunately, they just might not hold up in light of the new piece.

2) Rebut the article. If your ideas are being completely dunked on by the article, can you dunk on the article? Don’t be egregious, but there may be things where you feel that your argument is stronger, why? What has the author missed about a character or event that actually helps to better support your argument?

3) Make room for nuance. You might have an article that mostly agrees with you but helps you to see where you might have been too absolutist. Sure, the text’s views and values are pretty homophobic, and your supplementary reading agrees, but maybe the text is showing that homophobia in a way you hadn’t initially realised.

Pro Tips for Reading Academic Articles

One of the options for the supplementary reading is academic articles (also known as critical readings/articles/essays). These are the kinds of essays that incredibly well-educated and fancy university people with monocles write, and as such, they can be quite difficult to read, especially if they are new to you. Because academia is likely new to you in Years 11 and 12, we want to give you some pro tips for reading and understanding these articles, which will help you all the way into university!

When you’re first given your supplementary reading, it can be really daunting. The most important thing to remember here is to take it slow. You will not understand it immediately, and no one is expecting you to. Here are some cheat codes to be able to understand academic articles faster.

1) Read the Whole Thing

Front to back. Including and especially the abstract, introduction and conclusion. You will not understand a word, but maybe some things will jump out; nice phrases or sentences that kinda feel like something. It might be as simple as a statement like: ‘Mina Harker not only escapes the fate of the other women: she is also largely responsible for the capture and ultimate destruction of Dracula.’ (Senf 1982, p. 34). This statement isn’t Senf’s entire point in the article, but it does help me to interpret Mina’s character in Dracula .

While you’re reading, look up words you don’t understand and write their meaning in the margin. Whilst some might suggest doing this on a second read, it really makes no difference, so you might as well get it out of the way here.

2) Re-read the Introduction and Conclusions

And read them closely. Where is the author commenting on previous peoples’ work, and when are they making their own argument? The introduction usually does a few things:

1)  Introduces the text

2) Does a literature review wherein the author looks at previous works of academia and considers their merits

3)  Introduces their main argument and their supporting arguments

The conclusion does what your conclusions should be doing! It restates the core arguments and supporting arguments, connecting them in a way that leads to a clear interpretation.

Reading the intro and conclusion helps you understand the whole piece because it’s the same arguments without all the extraneous wordiness and verboseness of the actual body paragraphs. It lacks some nuance and the logic behind the arguments, but it signposts what the author is actually saying.

3) Try to Summarise the Author’s Interpretation

After reading the article a couple of times and focusing heavily on the intro and conclusion, discuss with your classmates what they got from the piece. Try to state or write down the core argument of the author and the ways they defend that contention. This is a practice that you will do all the way to university, so it’s worth getting some practice in! Most articles use the same structure you do at school, which is an introduction, three arguments and a conclusion. It’s just that those three arguments are a lot more complex and long-winded. If you’re lucky, the author has used subheadings to separate the arguments.

4) Read More Academic Articles

This is a little bit of a cheat, and definitely more effort, but trust me: it pays off . The best Literature students are well-read. Reading fiction (especially the classics) allows you to see how your text fits into the wider literary world. Things like genres, literary movements, historical ideas and pop culture references can only be gleaned from a text if you have the knowledge of other texts: It’s really hard to watch the later Avengers movies without having seen Ironman ! Same goes for Literature. Academic authors do the same thing - How does Dracula compare to Edgar Allen Poe? How does Alias Grace fit into a wider feminist discourse in the late 90s?

Reading more academic articles gives you a way to practice engaging with academia and to repeatedly expose yourself to the language, forms and ways of thinking that are common in academics. If the best Literature students read loads of fiction, imagine what reading loads of university-level academia could do!

The SAC for Developing Interpretations is a little bit weird. It’s worth 50% of Unit 3, but is split into two parts:

Your teacher might do the two parts together, or separately. In any case, Part B will include the use of a passage from the set text that you must engage with. How does the passage help you to interpret the text, and how does that interpretation agree or disagree with the interpretation presented in the supplementary reading? Here are some of the possible ways that your teacher may decide to design the SAC:

1) Part A and Part B are assessed in separate tasks

Part A is assessed after sustained study of the set text. Students are invited to explore a key idea or value in the text and consider how the text has presented and represented that concern or value. They could, for example, explore the ways a text has presented and represented isolation or power or marriage.

Part B is assessed after students consider the supplementary reading. Students revisit the key concern or value through a passage from the set text and provide an enhanced interpretation informed by the supplementary reading.

2) Part A and Part B are assessed as one task

Students are provided with a passage from the set text and a specific question that relates to one of the text’s key ideas. Students engage with a close reading of the passage based on the key idea, offering an interpretation drawn from the language of the text and from the views and values of the text. They then build on that initial interpretation by engaging with the ideas and/or position they have considered through the supplementary reading.

The most difficult part of the SAC for this new AoS is balancing your interpretation, the textual evidence and the alternative interpretation of the supplementary reading. It is vital that if you are doing Literature this year, that you know your 3.2 text like the back of your hand, and that you practice writing loads and loads. It is also worth trying to make your interpretation incredibly specific so that you can go in-depth into one idea, rather than simply skimming over 3 or 4 big ideas. 

Check out our Developing Interpretations SAC Guide: Interpreting Alias Grace blog post for more. Even if you're not studying Alias Grace, this blog post will further clarify what to expect from the Developing Interpretation SAC.  

Going Forward

I highly recommend that you begin engaging in interpretative and analytical exercises that you can apply to your everyday life. As a Literature student, there is an assumption that you’re interested in Literature (obviously!), film and visual media, history, current affairs and even visual arts. In the wonderful age of the internet there are unlimited free resources that can support your engagement with these fields in interesting ways. I like to say to my Llit students that analysis should be something you can’t turn off - you should be watching TV and disassembling the ways in which Love Island manufactures drama and keeps you engaged. Why does this advertisement make me want to eat KFC? How has this author made me cry after this character’s death? To develop strong interpretations of literature, you need to be cognizant of the history, construction and theories of literature, and so engaging with as many texts as possible supports your ability to recognise things like genre, historical literary and artistic movements and emotionally manipulative language. 

These resources should help you see how skilled literary and media critics analyse fictional worlds.

Death of the Author by Lindsay Ellis (YouTube). Discusses authorial intent and whether we can view ‘the art without the artist’. Ellis also has fantastic interpretations of film and TV.

Nerdwriter (YouTube). Likely one of the best examples of closely analysing text. Check out his video on Shakespeare’s Sonnet 116 , and on how Donald Trump and Bernie Sanders answer questions.

literarydevices.net . Literally my favourite website. A database of every imaginable literary device, how they function, and popular examples. Invaluable for the lit student.

Databases. Go to your school library and ask your librarian what Arts and Humanities databases your school has access to. JSTOR, ProQuest and AusLit, are all databases that host the kinds of articles you should be exposing yourself to. If you are tutoring with Lisa’s Study Guides , then your tutor may be able to help you gather resources from some databases.

Film and Television

Pop Culture Detective (YouTube) especially his videos on the Marvel Universe and the status quo , and misogyny in the Big Bang Theory (CW: discusses sexual assault).

Super Position by David Grueber (Article). Referenced in Pop Culture Detective’s MCU episode and interprets the narrative form of the superhero genre.

The Coraline Bug Theory by Karsten Runquist (YouTube). An excellent example of developing an interpretation of a text and using a minor textual element to explore that interpretation.

CineFix (YouTube) especially their “What’s the Difference” and “Top 10” series. Although presenting film ‘for the masses’, their Top 10 lists constantly consider how an idea (like family or cars ) contribute to the messaging of the film.  

With the Literary Perspectives essay can come mild confusion regarding its structure, extent (as well as form) of analysis and differentiability from your standard English text response - which is why I’m here to tell you that this confusion, while inevitable, is easily overcome! A text like Cat on a Hot Tin Roof is rife with complexities in both its narrative features and literary devices, all prime for discussion in your own essay. ‍

Consider the following prompt: “ Discuss the proposition that ‘ Cat on a Hot Tin Roof’ is a condemnation of 1950’s American society.”

Don’t let this prompt’s simple exterior fool you. What it leaves room for - and what the assessor will ultimately be looking for - is the development of your own complex ideas. It is this metamorphosis from the simple to complex that, when evident in your own writing, allows your essay to truly shine. This is obviously applicable to English as well, but where a clear fork in the road lies is in the act of grouping those complex ideas under the umbrella of a specific critical lens (or multiple!).  

For instance, this specific prompt is great in how a diverse range of literary perspectives can be applied to it due to its main subject being 1950s American society. These can include: feminist, psychoanalytical, queer, New Historicist, Marxist, and I’m sure many others!

When faced with a number of critical lenses you can choose from, it’s important to keep in mind the fact that focusing your essay on mainly two or three lenses will ensure it’s more streamlined and therefore easier to both write and read. I know incorporating more lenses as a means of adding variety within your essay is quite tempting, but this is sure to both hinder the depth of your analysis/discussion - which is where marks are ultimately rewarded - and run the risk of disrupting any form of cohesion in your writing. The lenses you choose will ultimately be dependent on the extent of their applicability to the prompt and how comfortable you are with using them (i.e don’t use a Marxist lens if you don’t know how to extensively discuss social classes). The combination of lenses you choose, coupled with your own interpretation, help to inform the development of your unique perspective of the text.

For this prompt, I personally chose to focus on using the critical lenses of New Historicism, psychoanalysis and queer theory. From here, I’m able to ask myself questions catered to each perspective such as “What specific cultural values are examined in COAHTR and how does Williams present them?” and, relating this to the prompt at hand by also asking: “Is this presentation condemnatory?”. The lenses you choose should be interlinked with your arguments and thus your analyses, enabling you to show the assessor you understand that this isn’t an English text response! ‍

Introduction

A frequently asked question regarding the intro of a literary perspectives essay is whether or not to state the critical lens/es you are using. The answer to this is that it’s ultimately up to you! Some important points to consider however are:

• Am I able to include this statement without it sounding janky and disruptive of flow?
• If I were not to include it, am I able to make it clear enough to the assessor from the get-go what perspective/s I am using?

Outside of that, a literary perspectives intro is pretty similar to that of any other essay.  One thing to remember however, especially with COAHTR, is to briefly explain certain significant concepts you choose to mention. A good example of this is the American Dream - demonstrating that you understand what it is at its core via a brief explanation in your intro is going to leave a far better impression on the assessor than not elaborating on it at all.

See mine below:

“Defined by its moral incongruity against socially upheld conservative values, Tennessee Williams’ play Cat on a Hot Tin Roof illuminates the debilitative effects of subscription to a belief system entrenched in immorality. By highlighting the ways in which values such as heteronormativity and the American Dream — deemed synonymous with “equal opportunity” — serve only as obstructions to genuine human connection, Williams underpins both his condemnation of such mores and, therefore, the eminent human struggle to attain true happiness."

As you can see, I personally chose not to explicitly state what critical lenses I was using in my essay. However, I did make sure to include certain words and phrases commonly associated with the critical lenses they represent.

For example:

• New Historicism: “socially upheld conservative values”, “belief system”, “values such as heteronormativity and the American Dream”
• Psychoanalytical: “moral incongruity”, “human connection/struggle to attain true happiness”
• Queer theory: “heteronormativity”

This allows me to inform the assessor of what lenses I'm using in spite of an absent explicit statement. It’s also far more efficient in this case than having to use the janky phrase “Under the critical lenses of New Historicism, psychoanalysis and queer theory…”.

Body paragraphs:

As I'm sure you already know by now, Literature grants you a lot more freedom than English in terms of structure - and this is especially applicable to the body of your essay! It's important however to find a balance between what structure you’re most comfortable writing with and what’s going to impress the assessor (as opposed to abusing this freedom and floundering about with zero cohesion).

What I personally tend to be comfortable doing is loosely following a TEEL structure, while spicing it up a little by switching around the order here and there.  This is especially evident in my first body paragraph below for the aforementioned prompt, in which I begin with some passage analysis rather than your typical topic sentence:

“Positioning the audience within an American plantation home’s “bed-sitting-room”, Williams immediately envelops the play’s moral foreground in domesticity and the conservative mores of 1950s American society that serve to define such an atmosphere. It being the bedroom of heterosexual couple Brick and Maggie evinces the nature of their exchanges as demonstrative of the morally debilitating effects of the values upheld by the society in which they live — illuminating Williams’ intention to present social mores as obstructive of genuine human connection. Such an intention is foregrounded by the disparity that exists between the external and internal; that is, the socially upheld status of Brick and Maggie’s heterosexual relationship — exempt from subjection to social “disgust” — and the “mendacious” reality of their marriage in its failure to provide either individual with the same sense of primordial wholeness Brick finds in his “clean”, “pure” and “true” homosocial relationship with Skipper. From the outset of the play, heteronormative values are debased as Williams subverts the domestically epitomised dynamic between husband and wife into an embodiment of the inhumane. Maggie is likened to a “priest delivering a liturgical chant”, her lines interspersed with “wordless singing” — alluding to her overly performative nature that compromises the genuineness of human connection. Brick’s visual absence during the play’s opening and his “masked indifference”, too, further undermine the social perception of heterosexuality as the pinnacle of love as it is this reticence that exemplifies the absence of happiness found in their marriage. This sense of disconnection, wherein “living with someone you love can be lonelier — than living entirely alone”, forces Maggie to navigate their relationship through the reductive mode of a “game” wherein it is only by detecting “a sign of nerves in a player on the defensive” that she can attempt to derive genuine emotion from her husband. To reduce human connection to a set of manoeuvrable tactics punctuated only by “the click of mallets” is an act portrayed by Williams as propagative of immorality, vehemently contrasting the reconciliation of the divided self afforded to Brick by the “one, great true thing” in his life: friendship with Skipper. By making the audience privy to the inhumanity lying at the helm of 1950s American social mores, Williams thus presents his scathing critique of such a system, reflecting its capacity for obstructing human connection and therefore the futility of conforming to its standards.”

A key feature of this paragraph is the nature of my analysis - it is, essentially, very similar to what you’d find in a passage analysis essay. It’s important to note that the skills you’ve learnt for the latter can be easily implemented in a literary perspectives essay and is often what allows it to truly stand out! It also forces you to frequently reference the text with quotes in the same way you would in a passage analysis essay, which is glorious in any assessor’s eyes.

With “zooming in” on certain passages in the text (think analysing literary devices, setting, syntax, etc.) however must also follow “zooming out” and evaluating their overall meaning, especially in relation to their significance to the prompt.

A concise example of “zooming in and out” from the previous paragraph can be seen below:

“ Maggie is likened to a “priest delivering a liturgical chant”, her lines interspersed with “wordless singing” — alluding to her overly performative nature that compromises the genuineness of human connection. ”

Below is another example from a different body paragraph for the same essay:

“ Hateful figures transformed into animalistic grotesques, the children of Mae and Gooper are depicted as “no-neck monsters” with “dawg’s names”, with the “fat old body” of Big Mama herself alternating in appearance from “an old bulldog” to a “charging rhino”. Here the moral degradation of a society so heavily reliant on the atomisation of its individuals is made most conspicuous, with Big Daddy’s semblance to a large animal who “pants and wheezes and sniffs” serving as a further testament to such a notion.”

Conclusion:

This is yet another portion of your essay granted freedom by the nature of VCE Literature, so whether or not you choose to intertwine it with your last body paragraph or separate it completely is entirely up to you. What you choose to emphasise in your conclusion is also very similar to that of any other essay as the main focus is to hammer home your interpretation of the text in relation to the prompt!

See my example below:

“Williams, by presenting 1950’s American society as both propagative of atomisation and obstructive of innate morality, ultimately highlights the futility that lies in assimilating to such a belief system as a means of attaining true happiness. The pressure to subscribe to morally reductive values wherein any remnants of the innate are wholly ignored only further shrouds the possibility of happiness at all, and it is here where Williams’ portrayal of the human struggle to attain this ideal is made most conspicuous.”

Get exclusive weekly advice from Lisa, only available via email.

Power-up your learning with free essay topics, downloadable word banks, and updates on the latest VCE strategies.

latest articles

Check out our latest thought leadership on enterprise innovation., vce creative writing: how to structure your story.

VCE English Unit 3, Area of Study 2: Creating Texts - What Is It?

Breaking Down Themes & Key Quotes in The Erratics by Vicki Laveau-Harvie

Keep in touch

Have questions? Get in touch with us here - we usually reply in 24 business hours.

Unfortunately, we won't be able to answer any emails here requesting personal help with your study or homework here!

Copyright © Lisa's Study Guides. All Rights Reserved. The VCAA does not endorse and is not affiliated with Lisa's Study Guides or vcestudyguides.com. The VCAA provides the only official, up to date versions of VCAA publications and information about courses including the VCE. VCE® is a registered trademark of the VCAA.

03 9028 5603 Call us: Monday to Friday between 3pm - 6pm or leave us a message and we'll call you back! Address: Level 2 Little Collins St Melbourne 3000 VIC

Social Psychology: Definition, Theories, Scope, & Examples

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Social psychology is the scientific study of how people’s thoughts, feelings, beliefs, intentions, and goals are constructed within a social context by the actual or imagined interactions with others.

It, therefore, looks at human behavior as influenced by other people and the conditions under which social behavior and feelings occur.

Baron, Byrne, and Suls (1989) define social psychology as “the scientific field that seeks to understand the nature and causes of individual behavior in social situations” (p. 6).

Topics examined in social psychology include the self-concept , social cognition, attribution theory , social influence, group processes, prejudice and discrimination , interpersonal processes, aggression, attitudes , and stereotypes .

Social psychology operates on several foundational assumptions. These fundamental beliefs provide a framework for theories, research, and interpretations.

• Individual and Society Interplay : Social psychologists assume an interplay exists between individual minds and the broader social context. An individual’s thoughts, feelings, and behaviors are continuously shaped by social interactions, and in turn, individuals influence the societies they are a part of.
• Behavior is Contextual : One core assumption is that behavior can vary significantly based on the situation or context. While personal traits and dispositions matter, the circumstances or social environment often play a decisive role in determining behavior.
• Objective Reality is Difficult to Attain : Our perceptions of reality are influenced by personal beliefs, societal norms, and past experiences. Therefore, our understanding of “reality” is subjective and can be biased or distorted.
• Social Reality is Constructed : Social psychologists believe that individuals actively construct their social world . Through processes like social categorization, attribution, and cognitive biases, people create their understanding of others and societal norms.
• People are Social Beings with a Need to Belong : A fundamental assumption is the inherent social nature of humans. People have an innate need to connect with others, form relationships, and belong to groups. This need influences a wide range of behaviors and emotions.
• Attitudes Influence Behavior : While this might seem straightforward, it’s a foundational belief that our attitudes (combinations of beliefs and feelings) can and often do drive our actions. However, it’s also understood that this relationship can be complex and bidirectional.
• People Desire Cognitive Consistency : This is the belief that people are motivated to maintain consistency in their beliefs, attitudes, and behaviors. Cognitive dissonance theory , which posits that people feel discomfort when holding conflicting beliefs and are motivated to resolve this, is based on this assumption.
• People are Motivated to See Themselves in a Positive Light : The self plays a central role in social psychology. It’s assumed that individuals are generally motivated to maintain and enhance a positive self-view.
• Behavior Can be Predicted and Understood : An underlying assumption of any science, including social psychology, is that phenomena (in this case, human behavior in social contexts) can be studied, understood, predicted, and potentially influenced.
• Cultural and Biological Factors are Integral : Though earlier social psychology might have been criticized for neglecting these factors, contemporary social psychology acknowledges the roles of both biology (genes, hormones, brain processes) and culture (norms, values, traditions) in shaping social behavior.

Early Influences

Aristotle believed that humans were naturally sociable, a necessity that allows us to live together (an individual-centered approach), whilst Plato felt that the state controlled the individual and encouraged social responsibility through social context (a socio-centered approach).

Hegel (1770–1831) introduced the concept that society has inevitable links with the development of the social mind. This led to the idea of a group mind, which is important in the study of social psychology.

Lazarus & Steinthal wrote about Anglo-European influences in 1860. “Volkerpsychologie” emerged, which focused on the idea of a collective mind.

It emphasized the notion that personality develops because of cultural and community influences, especially through language, which is both a social product of the community as well as a means of encouraging particular social thought in the individual. Therefore Wundt (1900–1920) encouraged the methodological study of language and its influence on the social being.

Early Texts

Texts focusing on social psychology first emerged in the 20th century. McDougall published the first notable book in English in 1908 (An Introduction to Social Psychology), which included chapters on emotion and sentiment, morality, character, and religion, quite different from those incorporated in the field today.

He believed social behavior was innate/instinctive and, therefore, individual, hence his choice of topics.  This belief is not the principle upheld in modern social psychology, however.

Allport’s work (1924) underpins current thinking to a greater degree, as he acknowledged that social behavior results from interactions between people.

He also took a methodological approach, discussing actual research and emphasizing that the field was a “science … which studies the behavior of the individual in so far as his behavior stimulates other individuals, or is itself a reaction to this behavior” (1942: p. 12).

His book also dealt with topics still evident today, such as emotion, conformity, and the effects of an audience on others.

Murchison (1935) published The first handbook on social psychology was published by Murchison in 1935.  Murphy & Murphy (1931/37) produced a book summarizing the findings of 1,000 studies in social psychology.  A text by Klineberg (1940) looked at the interaction between social context and personality development. By the 1950s, several texts were available on the subject.

Journal Development

• 1950s – Journal of Abnormal and Social Psychology

• 1963 – Journal of Personality, British Journal of Social and Clinical Psychology

• 1965 – Journal of Personality and Social Psychology, Journal of Experimental Social Psychology

• 1971 – Journal of Applied Social Psychology, European Journal of Social Psychology

• 1975 – Social Psychology Quarterly, Personality and Social Psychology Bulletin

• 1982 – Social Cognition

• 1984 – Journal of Social and Personal Relationships

Early Experiments

There is some disagreement about the first true experiment, but the following are certainly among some of the most important.

Triplett (1898) applied the experimental method to investigate the performance of cyclists and schoolchildren on how the presence of others influences overall performance – thus, how individuals are affected and behave in the social context.

By 1935, the study of social norms had developed, looking at how individuals behave according to the rules of society. This was conducted by Sherif (1935).

Lewin et al. then began experimental research into leadership and group processes by 1939, looking at effective work ethics under different leadership styles.

Later Developments

Much of the key research in social psychology developed following World War II, when people became interested in the behavior of individuals when grouped together and in social situations. Key studies were carried out in several areas.

Some studies focused on how attitudes are formed, changed by the social context, and measured to ascertain whether a change has occurred.

Amongst some of the most famous works in social psychology is that on obedience conducted by Milgram in his “electric shock” study, which looked at the role an authority figure plays in shaping behavior.  Similarly,  Zimbardo’s prison simulation notably demonstrated conformity to given roles in the social world.

Wider topics then began to emerge, such as social perception, aggression, relationships, decision-making, pro-social behavior, and attribution, many of which are central to today’s topics and will be discussed throughout this website.

Thus, the growth years of social psychology occurred during the decades following the 1940s.

The scope of social psychology is vast, reflecting the myriad ways social factors intertwine with individual cognition and behavior.

Its principles and findings resonate in virtually every area of human interaction, making it a vital field for understanding and improving the human experience.

• Interpersonal Relationships : This covers attraction, love, jealousy, friendship, and group dynamics. Understanding how and why relationships form and the factors that contribute to their maintenance or dissolution is central to this domain.
• Attitude Formation and Change : How do individuals form opinions and attitudes? What methods can effectively change them? This scope includes the study of persuasion, propaganda, and cognitive dissonance.
• Social Cognition : This examines how people process, store, and apply information about others. Areas include social perception, heuristics, stereotypes, and attribution theories.
• Social Influence : The study of conformity, compliance, obedience, and the myriad ways individuals influence one another falls within this domain.
• Group Dynamics : This entails studying group behavior, intergroup relations, group decision-making processes, leadership, and more. Concepts like groupthink and group polarization emerge from this area.
• Prejudice and Discrimination : Understanding the roots of bias, racism, sexism, and other forms of prejudice, as well as exploring interventions to reduce them, is a significant focus.
• Self and Identity : Investigating self-concept, self-esteem, self-presentation, and the social construction of identity are all part of this realm.
• Prosocial Behavior and Altruism : Why do individuals sometimes help others, even at a cost to themselves? This area delves into the motivations and conditions that foster cooperative and altruistic behavior.
• Aggression : From understanding the underlying causes of aggressive behavior to studying societal factors that exacerbate or mitigate aggression, this topic seeks to dissect the nature of hostile actions.
• Cultural and Cross-cultural Dimensions : As societies become more interconnected, understanding cultural influences on behavior, cognition, and emotion is crucial. This area compares and contrasts behaviors across different cultures and societal groups.
• Environmental and Applied Settings : Social psychology principles find application in health psychology, environmental behavior, organizational behavior, consumer behavior, and more.
• Social Issues : Social psychologists might study the impact of societal structures on individual behavior, exploring topics like poverty, urban stress, and crime.
• Education : Principles of social psychology enhance teaching methods, address issues of classroom dynamics, and promote effective learning.
• Media and Technology : In the digital age, understanding the effects of media consumption, the dynamics of online communication, and the formation of online communities is increasingly relevant.
• Law : Insights from social psychology inform areas such as jury decision-making, eyewitness testimony, and legal procedures.
• Health : Concepts from social psychology are employed to promote health behaviors, understand doctor-patient dynamics, and tackle issues like addiction.

Example Theories

Allport (1920) – social facilitation.

Allport introduced the notion that the presence of others (the social group) can facilitate certain behavior.

It was found that an audience would improve an actor’s performance in well-learned/easy tasks but leads to a decrease in performance on newly learned/difficult tasks due to social inhibition.

Bandura (1963) Social Learning Theory

Bandura introduced the notion that behavior in the social world could be modeled. Three groups of children watched a video where an adult was aggressive towards a ‘bobo doll,’ and the adult was either just seen to be doing this, was rewarded by another adult for their behavior, or was punished for it.

Children who had seen the adult rewarded were found to be more likely to copy such behavior.

Festinger (1950) –  Cognitive Dissonance

Festinger, Schacter, and Black brought up the idea that when we hold beliefs, attitudes, or cognitions which are different, then we experience dissonance – this is an inconsistency that causes discomfort.

We are motivated to reduce this by either changing one of our thoughts, beliefs, or attitudes or selectively attending to information that supports one of our beliefs and ignores the other (selective exposure hypothesis).

Dissonance occurs when there are difficult choices or decisions or when people participate in behavior that is contrary to their attitude. Dissonance is thus brought about by effort justification (when aiming to reach a modest goal), induced compliance (when people are forced to comply contrary to their attitude), and free choice (when weighing up decisions).

Tajfel (1971) –  Social Identity Theory

When divided into artificial (minimal) groups, prejudice results simply from the awareness that there is an “out-group” (the other group).

When the boys were asked to allocate points to others (which might be converted into rewards) who were either part of their own group or the out-group, they displayed a strong in-group preference. That is, they allocated more points on the set task to boys who they believed to be in the same group as themselves.

This can be accounted for by Tajfel & Turner’s social identity theory, which states that individuals need to maintain a positive sense of personal and social identity: this is partly achieved by emphasizing the desirability of one’s own group, focusing on distinctions between other “lesser” groups.

Weiner (1986) – Attribution Theory

Weiner was interested in the attributions made for experiences of success and failure and introduced the idea that we look for explanations of behavior in the social world.

He believed that these were made based on three areas: locus, which could be internal or external; stability, which is whether the cause is stable or changes over time: and controllability.

Milgram (1963) – Shock Experiment

Participants were told that they were taking part in a study on learning but always acted as the teacher when they were then responsible for going over paired associate learning tasks.

When the learner (a stooge) got the answer wrong, they were told by a scientist that they had to deliver an electric shock. This did not actually happen, although the participant was unaware of this as they had themselves a sample (real!) shock at the start of the experiment.

They were encouraged to increase the voltage given after each incorrect answer up to a maximum voltage, and it was found that all participants gave shocks up to 300v, with 65 percent reaching the highest level of 450v.

It seems that obedience is most likely to occur in an unfamiliar environment and in the presence of an authority figure, especially when covert pressure is put upon people to obey. It is also possible that it occurs because the participant felt that someone other than themselves was responsible for their actions.

Haney, Banks, Zimbardo (1973) – Stanford Prison Experiment

Volunteers took part in a simulation where they were randomly assigned the role of a prisoner or guard and taken to a converted university basement resembling a prison environment. There was some basic loss of rights for the prisoners, who were unexpectedly arrested, and given a uniform and an identification number (they were therefore deindividuated).

The study showed that conformity to social roles occurred as part of the social interaction, as both groups displayed more negative emotions, and hostility and dehumanization became apparent.

Prisoners became passive, whilst the guards assumed an active, brutal, and dominant role. Although normative and informational social influence played a role here, deindividuation/the loss of a sense of identity seemed most likely to lead to conformity.

Both this and Milgram’s study introduced the notion of social influence and the ways in which this could be observed/tested.

Provides Clear Predictions

As a scientific discipline, social psychology prioritizes formulating clear and testable hypotheses. This clarity facilitates empirical testing, ensuring the field’s findings are based on observable and quantifiable phenomena.

The Asch conformity experiments hypothesized that individuals would conform to a group’s incorrect judgment.

The clear prediction allowed for controlled experimentation to determine the extent and conditions of such conformity.

Emphasizes Objective Measurement

Social psychology leans heavily on empirical methods, emphasizing objectivity. This means that results are less influenced by biases or subjective interpretations.

Double-blind procedures , controlled settings, and standardized measures in many social psychology experiments ensure that results are replicable and less prone to experimenter bias.

Empirical Evidence

Over the years, a multitude of experiments in social psychology have bolstered the credibility of its theories. This experimental validation lends weight to its findings and claims.

The robust body of experimental evidence supporting cognitive dissonance theory, from Festinger’s initial studies to more recent replications, showcases the theory’s enduring strength and relevance.

Limitations

Underestimates individual differences.

While social psychology often looks at broad trends and general behaviors, it can sometimes gloss over individual differences.

Not everyone conforms, obeys, or reacts in the same way, and these nuanced differences can be critical.

While Milgram’s obedience experiments showcased a startling rate of compliance to authority, there were still participants who resisted, and their reasons and characteristics are equally important to understand.

Ignores Biology

While social psychology focuses on the social environment’s impact on behavior, early theories sometimes neglect the biological underpinnings that play a role.

Hormones, genetics, and neurological factors can influence behavior and might intersect with social factors in complex ways.

The role of testosterone in aggressive behavior is a clear instance where biology intersects with the social. Ignoring such biological components can lead to an incomplete understanding.

Superficial Snapshots of Social Processes

Social psychology sometimes offers a narrow view, capturing only a momentary slice of a broader, evolving process. This might mean that the field fails to capture the depth, evolution, or intricacies of social processes over time.

A study might capture attitudes towards a social issue at a single point in time, but not account for the historical evolution, future shifts, or deeper societal underpinnings of those attitudes.

Allport, F. H. (1920). The influence of the group upon association and thought. Journal of Experimental Psychology , 3(3), 159.

Allport, F. H. (1924). Response to social stimulation in the group. Social psychology , 260-291.

Allport, F. H. (1942). Methods in the study of collective action phenomena. The Journal of Social Psychology , 15(1), 165-185.

Bandura, A., Ross, D., & Ross, S. A. (1963). Vicarious reinforcement and imitative learning. The Journal of Abnormal and Social Psychology , 67(6), 601.

Baron, R. A., Byrne, D., & Suls, J. (1989). Attitudes: Evaluating the social world. Baron et al, Social Psychology . 3rd edn. MA: Allyn and Bacon, 79-101.

Festinger, L., Schachter, S., & Back, K. (1950). Social processes in informal groups .

Haney, C., Banks, W. C., & Zimbardo, P. G. (1973). Study of prisoners and guards in a simulated prison. Naval Research Reviews , 9(1-17).

Klineberg, O. (1940). The problem of personality .

Krewer, B., & Jahoda, G. (1860). On the scope of Lazarus and Steinthals “Völkerpsychologie” as reflected in the. Zeitschrift für Völkerpsychologie und Sprachwissenschaft, 1890, 4-12.

Lewin, K., Lippitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created “social climates”. The Journal of Social Psychology , 10(2), 269-299.

Mcdougall, W. (1908). An introduction to social psychology . Londres: Methuen.

Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social Psychology , 67(4), 371.

Murchison, C. (1935). A handbook of social psychology .

Murphy, G., & Murphy, L. B. (1931). Experimental social psychology .

Sherif, M. (1935). A study of some social factors in perception. Archives of Psychology (Columbia University).

Tajfel, H., Billig, M. G., Bundy, R. P., & Flament, C. (1971). Social categorization and intergroup behavior. European journal of social psychology , 1(2), 149-178.

Triplett, N. (1898). The dynamogenic factors in pacemaking and competition. American journal of Psychology , 9(4), 507-533.

Weiner, B. (1986). An attributional theory of motivation and emotion . New York: Springer-Verlag.

Related Articles

Social Science

Hard Determinism: Philosophy & Examples (Does Free Will Exist?)

Functions of Attitude Theory

Understanding Conformity: Normative vs. Informational Social Influence

Social Control Theory of Crime

Emotions , Mood , Social Science

Emotional Labor: Definition, Examples, Types, and Consequences

Famous Experiments , Social Science

Solomon Asch Conformity Line Experiment Study

Gender Experience and Identity in the Social Context Essay

Introduction, works cited.

The concept of gender has never been a topic that is particularly easy to discuss. Over the past few decades, gender studies have stretched the concept of gender and gender identity (Asante et al. 31), questioning the established norm. Among the recent changes in viewpoints, society as a factor that shapes one’s gender identity has been brought to public attention. Because of the strong emphasis placed on heteronormativity and the gender binary (Nelson) in my culture, as well as my personal identity as a strictly heterosexual man, I have had a strong propensity toward supporting heteronormativity.

However, the recent exposure to the idea of gender as a partially social construct (Asante et al. 25) has made me more accepting of other viewpoints. Due to the influence of the patriarchal society in which I was born and raised, I identify myself rather rigidly and have a strong idea of gender normativity (Asante et al. 25) as the foundational principle of social roles and relationships.

I believe that my gender and sexuality have been affected by societal norms to a considerable extent. Belonging to the Armenian culture has defined my gender development significantly since it strongly supports and encourages the idea of heteronormativity (Asante et al. 24). Therefore, I have always identified as a heterosexual man and have never felt any discrepancies between the sex with which I was assigned at birth and my gender identity. For instance, when considering the examples of the societal influences that have contributed to my current concept of gender, I must mention the idea of manhood that I was taught since my early childhood.

Everything from the toys with which I played to the clothes that I was wearing signified me being a man. Specifically, I had mostly army men and robots for toys and played the types of sports that were labeled as “male” in my community, such as football and soccer. As a child of 9-12 years old, I even remember looking at the games that were deemed as “girly” with slight disdain. Put differently, I used “communication to assert by ideas, opinions, and identity” (Asante et al. 33). The specified behavior can be characteristic of behavior influenced by the environment with rigid gender roles and stereotypical masculine preconceptions .

Furthermore, the upbringing that I had and the media that I consumed have led me to believe that men and women should have specific roles within society. Particularly, I was taught to draw a thick line between male-oriented and female-oriented behaviors. Most of the games that I played could be described as very characteristic of patriarchic society, where gender roles are very rigid. As a result, I have grown to expect men to be very masculine.

Of all the existing theories that explain gender and the development of specific behaviors, within the framework of contemporary society, the standpoint theory (Borisoff and Chesebro 148) seems to be the most legitimate to me. The proposed theoretical framework implies that opinions, or standpoints, define the course of societal change and, therefore, affect the relationships between people of different genders (Borisoff and Chesebro 148).

The identified approach suggests considering the combination of effects including social principles, the key aspects of the dominant culture , and other relevant influences, as the cornerstone for the development of gender identity and the attitude toward interactions between people of different genders. Based on the specified theoretical tenets, my way of perceiving gender and playing gender roles within the target society is defined by the Armenian traditions and the Christian religion. Since both emphasize the importance of the traditional patriarchal social and familial structures, I have a distinct propensity toward displaying the behaviors and attitudes that are typically coded as male.

In addition, I have always felt the presence of what I can now identify as the gender-linked language effect (Asante et al. 116). Particularly, I have always felt the urge to speak as less tentatively as possible when conversing with others. In addition, I often use what Asante et al. refer to as “minimal response cues” (p. 116). Specifically, I have always deployed the communication technique that can be characterized by high levels of assertiveness and the tendency to convince others. The identified aspect of my communication and behavior has always been a part of my nature, and I have been giving it very little attention up until recently.

Being a male representative of a rather patriarchal society, I have to admit that my body has not been as politicized as a female one. However, I have experienced the pressure of society regarding my physical appearance when recognizing the need to look physically fit and strong to maintain my status among my peers.

Herein lie the roots of the phenomenon of body surveillance (Asante at al. 118), which is also present in my life. Although I genuinely like feeling healthy and strong, I have experienced certain discomfort when facing the threat of possible weight gain and the failure to maintain my usual look. As a result, I tend to look rather condescendingly at the men of my age who fail to meet the current standards of physical fitness and strength.

Overall, my understanding of gender is rather heteronormative since I actively support the traditional concept of gender relationships and the image of gender that has been in existence for decades. Nevertheless, I am trying to be more accepting of people with other types of sexuality and the representatives of other genders. However, I have to admit that switching from the set of viewpoints that I have been holding throughout my entire life to a completely new set of beliefs and ideas is rather challenging and painstaking.

A significant number of stereotypical attitudes and ideas are coded into the way in which I speak and perceive interpersonal interactions. As a result, I often succumb to the behaviors that are regarded as positive in my community. Apart from using typically masculine communication techniques, I have a rather well-established image of male and female roles in society, which could use certain adjustments due to the changes in the global society.

If I use queer or multicultural approaches, I could be able to change my viewpoints and philosophy to a certain extent. For instance, my view of gender roles may alter slightly since I am ready to see women as active participants in modern society and a contemporary family. For instance, the queer theory allows challenging the concept of heteronormativity, which currently consider the default one. Similarly, the feminist theory would help me explore the challenges that women face in modern society and, thus become more understanding of their plight (Wood 92). Although the presence of traditions and stereotypes that I have been viewing as the ideas defining my personality may become significant hindrances in the process of deconstructing gender, I might ready to question the status quo.

Asante, Molefi Kete, et al., editors. The Global Intercultural Communication Reader . 2nd ed., Routledge, 2013.

Borisoff, Deborah J., and James W. Chesebro. Communicating Power and Gender . Waveland Pr Inc., 2011.

Nelson, Kris. “ What Is Heteronormativity – And How Does It Apply to Your Feminism? Here Are 4 Examples. ” EverydayFeminism . 2015. Web.

Wood, Julia T. Gendered Lives . 10th ed., Cengage Learning, 2012.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, May 28). Gender Experience and Identity in the Social Context. https://ivypanda.com/essays/gender-experience-and-identity-in-the-social-context/

"Gender Experience and Identity in the Social Context." IvyPanda , 28 May 2021, ivypanda.com/essays/gender-experience-and-identity-in-the-social-context/.

IvyPanda . (2021) 'Gender Experience and Identity in the Social Context'. 28 May.

IvyPanda . 2021. "Gender Experience and Identity in the Social Context." May 28, 2021. https://ivypanda.com/essays/gender-experience-and-identity-in-the-social-context/.

1. IvyPanda . "Gender Experience and Identity in the Social Context." May 28, 2021. https://ivypanda.com/essays/gender-experience-and-identity-in-the-social-context/.

Bibliography

IvyPanda . "Gender Experience and Identity in the Social Context." May 28, 2021. https://ivypanda.com/essays/gender-experience-and-identity-in-the-social-context/.

• Gender Equality: Definition, Challenges
• American Armenians' History, Culture, Religion
• The Queer People: Negative Representation in Society
• Race and Gender: "The Gang’s All Queer" by Vanessa Panfil
• Sexual Reassignment and Related Challenges
• Transgender Bathroom Rights and Legal Reforms
• Sexual Orientation and Equal Rights in Military
• Trans-Bathroom Debacle as a Gender Issue in Law

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Reflective writing is a process of identifying, questioning, and critically evaluating course-based learning opportunities, integrated with your own observations, experiences, impressions, beliefs, assumptions, or biases, and which describes how this process stimulated new or creative understanding about the content of the course.

A reflective paper describes and explains in an introspective, first person narrative, your reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in class] or more generally how you experienced learning throughout the course. Reflective writing assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs. In some cases, your professor may include a reflective writing assignment as a way to obtain student feedback that helps improve the course, either in the moment or for when the class is taught again.

How to Write a Reflection Paper . Academic Skills, Trent University; Writing a Reflection Paper . Writing Center, Lewis University; Critical Reflection . Writing and Communication Centre, University of Waterloo; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8.

Benefits of Reflective Writing Assignments

As the term implies, a reflective paper involves looking inward at oneself in contemplating and bringing meaning to the relationship between course content and the acquisition of new knowledge . Educational research [Bolton, 2010; Ryan, 2011; Tsingos-Lucas et al., 2017] demonstrates that assigning reflective writing tasks enhances learning because it challenges students to confront their own assumptions, biases, and belief systems around what is being taught in class and, in so doing, stimulate student’s decisions, actions, attitudes, and understanding about themselves as learners and in relation to having mastery over their learning. Reflection assignments are also an opportunity to write in a first person narrative about elements of the course, such as the required readings, separate from the exegetic and analytical prose of academic research papers.

Reflection writing often serves multiple purposes simultaneously. In no particular order, here are some of reasons why professors assign reflection papers:

• Enhances learning from previous knowledge and experience in order to improve future decision-making and reasoning in practice . Reflective writing in the applied social sciences enhances decision-making skills and academic performance in ways that can inform professional practice. The act of reflective writing creates self-awareness and understanding of others. This is particularly important in clinical and service-oriented professional settings.
• Allows students to make sense of classroom content and overall learning experiences in relation to oneself, others, and the conditions that shaped the content and classroom experiences . Reflective writing places you within the course content in ways that can deepen your understanding of the material. Because reflective thinking can help reveal hidden biases, it can help you critically interrogate moments when you do not like or agree with discussions, readings, or other aspects of the course.
• Increases awareness of one’s cognitive abilities and the evidence for these attributes . Reflective writing can break down personal doubts about yourself as a learner and highlight specific abilities that may have been hidden or suppressed due to prior assumptions about the strength of your academic abilities [e.g., reading comprehension; problem-solving skills]. Reflective writing, therefore, can have a positive affective [i.e., emotional] impact on your sense of self-worth.
• Applying theoretical knowledge and frameworks to real experiences . Reflective writing can help build a bridge of relevancy between theoretical knowledge and the real world. In so doing, this form of writing can lead to a better understanding of underlying theories and their analytical properties applied to professional practice.
• Reveals shortcomings that the reader will identify . Evidence suggests that reflective writing can uncover your own shortcomings as a learner, thereby, creating opportunities to anticipate the responses of your professor may have about the quality of your coursework. This can be particularly productive if the reflective paper is written before final submission of an assignment.
• Helps students identify their tacit [a.k.a., implicit] knowledge and possible gaps in that knowledge . Tacit knowledge refers to ways of knowing rooted in lived experience, insight, and intuition rather than formal, codified, categorical, or explicit knowledge. In so doing, reflective writing can stimulate students to question their beliefs about a research problem or an element of the course content beyond positivist modes of understanding and representation.
• Encourages students to actively monitor their learning processes over a period of time . On-going reflective writing in journals or blogs, for example, can help you maintain or adapt learning strategies in other contexts. The regular, purposeful act of reflection can facilitate continuous deep thinking about the course content as it evolves and changes throughout the term. This, in turn, can increase your overall confidence as a learner.
• Relates a student’s personal experience to a wider perspective . Reflection papers can help you see the big picture associated with the content of a course by forcing you to think about the connections between scholarly content and your lived experiences outside of school. It can provide a macro-level understanding of one’s own experiences in relation to the specifics of what is being taught.
• If reflective writing is shared, students can exchange stories about their learning experiences, thereby, creating an opportunity to reevaluate their original assumptions or perspectives . In most cases, reflective writing is only viewed by your professor in order to ensure candid feedback from students. However, occasionally, reflective writing is shared and openly discussed in class. During these discussions, new or different perspectives and alternative approaches to solving problems can be generated that would otherwise be hidden. Sharing student's reflections can also reveal collective patterns of thought and emotions about a particular element of the course.

Bolton, Gillie. Reflective Practice: Writing and Professional Development . London: Sage, 2010; Chang, Bo. "Reflection in Learning." Online Learning 23 (2019), 95-110; Cavilla, Derek. "The Effects of Student Reflection on Academic Performance and Motivation." Sage Open 7 (July-September 2017): 1–13; Culbert, Patrick. “Better Teaching? You Can Write On It “ Liberal Education (February 2022); McCabe, Gavin and Tobias Thejll-Madsen. The Reflection Toolkit . University of Edinburgh; The Purpose of Reflection . Introductory Composition at Purdue University; Practice-based and Reflective Learning . Study Advice Study Guides, University of Reading; Ryan, Mary. "Improving Reflective Writing in Higher Education: A Social Semiotic Perspective." Teaching in Higher Education 16 (2011): 99-111; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8; What Benefits Might Reflective Writing Have for My Students? Writing Across the Curriculum Clearinghouse; Rykkje, Linda. "The Tacit Care Knowledge in Reflective Writing: A Practical Wisdom." International Practice Development Journal 7 (September 2017): Article 5; Using Reflective Writing to Deepen Student Learning . Center for Writing, University of Minnesota.

How to Approach Writing a Reflection Paper

Thinking About Reflective Thinking

Educational theorists have developed numerous models of reflective thinking that your professor may use to frame a reflective writing assignment. These models can help you systematically interpret your learning experiences, thereby ensuring that you ask the right questions and have a clear understanding of what should be covered. A model can also represent the overall structure of a reflective paper. Each model establishes a different approach to reflection and will require you to think about your writing differently. If you are unclear how to fit your writing within a particular reflective model, seek clarification from your professor. There are generally two types of reflective writing assignments, each approached in slightly different ways.

1.  Reflective Thinking about Course Readings

This type of reflective writing focuses on thoughtfully thinking about the course readings that underpin how most students acquire new knowledge and understanding about the subject of a course. Reflecting on course readings is often assigned in freshmen-level, interdisciplinary courses where the required readings examine topics viewed from multiple perspectives and, as such, provide different ways of analyzing a topic, issue, event, or phenomenon. The purpose of reflective thinking about course readings in the social and behavioral sciences is to elicit your opinions, beliefs, and feelings about the research and its significance. This type of writing can provide an opportunity to break down key assumptions you may have and, in so doing, reveal potential biases in how you interpret the scholarship.

If you are assigned to reflect on course readings, consider the following methods of analysis as prompts that can help you get started :

• Examine carefully the main introductory elements of the reading, including the purpose of the study, the theoretical framework being used to test assumptions, and the research questions being addressed. Think about what ideas stood out to you. Why did they? Were these ideas new to you or familiar in some way based on your own lived experiences or prior knowledge?
• Develop your ideas around the readings by asking yourself, what do I know about this topic? Where does my existing knowledge about this topic come from? What are the observations or experiences in my life that influence my understanding of the topic? Do I agree or disagree with the main arguments, recommended course of actions, or conclusions made by the author(s)? Why do I feel this way and what is the basis of these feelings?
• Make connections between the text and your own beliefs, opinions, or feelings by considering questions like, how do the readings reinforce my existing ideas or assumptions? How the readings challenge these ideas or assumptions? How does this text help me to better understand this topic or research in ways that motivate me to learn more about this area of study?

2.  Reflective Thinking about Course Experiences

This type of reflective writing asks you to critically reflect on locating yourself at the conceptual intersection of theory and practice. The purpose of experiential reflection is to evaluate theories or disciplinary-based analytical models based on your introspective assessment of the relationship between hypothetical thinking and practical reality; it offers a way to consider how your own knowledge and skills fit within professional practice. This type of writing also provides an opportunity to evaluate your decisions and actions, as well as how you managed your subsequent successes and failures, within a specific theoretical framework. As a result, abstract concepts can crystallize and become more relevant to you when considered within your own experiences. This can help you formulate plans for self-improvement as you learn.

If you are assigned to reflect on your experiences, consider the following questions as prompts to help you get started :

• Contextualize your reflection in relation to the overarching purpose of the course by asking yourself, what did you hope to learn from this course? What were the learning objectives for the course and how did I fit within each of them? How did these goals relate to the main themes or concepts of the course?
• Analyze how you experienced the course by asking yourself, what did I learn from this experience? What did I learn about myself? About working in this area of research and study? About how the course relates to my place in society? What assumptions about the course were supported or refuted?
• Think introspectively about the ways you experienced learning during the course by asking yourself, did your learning experiences align with the goals or concepts of the course? Why or why do you not feel this way? What was successful and why do you believe this? What would you do differently and why is this important? How will you prepare for a future experience in this area of study?

NOTE: If you are assigned to write a journal or other type of on-going reflection exercise, a helpful approach is to reflect on your reflections by re-reading what you have already written. In other words, review your previous entries as a way to contextualize your feelings, opinions, or beliefs regarding your overall learning experiences. Over time, this can also help reveal hidden patterns or themes related to how you processed your learning experiences. Consider concluding your reflective journal with a summary of how you felt about your learning experiences at critical junctures throughout the course, then use these to write about how you grew as a student learner and how the act of reflecting helped you gain new understanding about the subject of the course and its content.

ANOTHER NOTE: Regardless of whether you write a reflection paper or a journal, do not focus your writing on the past. The act of reflection is intended to think introspectively about previous learning experiences. However, reflective thinking should document the ways in which you progressed in obtaining new insights and understandings about your growth as a learner that can be carried forward in subsequent coursework or in future professional practice. Your writing should reflect a furtherance of increasing personal autonomy and confidence gained from understanding more about yourself as a learner.

Structure and Writing Style

There are no strict academic rules for writing a reflective paper. Reflective writing may be assigned in any class taught in the social and behavioral sciences and, therefore, requirements for the assignment can vary depending on disciplinary-based models of inquiry and learning. The organization of content can also depend on what your professor wants you to write about or based on the type of reflective model used to frame the writing assignment. Despite these possible variations, below is a basic approach to organizing and writing a good reflective paper, followed by a list of problems to avoid.

Pre-flection

In most cases, it's helpful to begin by thinking about your learning experiences and outline what you want to focus on before you begin to write the paper. This can help you organize your thoughts around what was most important to you and what experiences [good or bad] had the most impact on your learning. As described by the University of Waterloo Writing and Communication Centre, preparing to write a reflective paper involves a process of self-analysis that can help organize your thoughts around significant moments of in-class knowledge discovery.

• Using a thesis statement as a guide, note what experiences or course content stood out to you , then place these within the context of your observations, reactions, feelings, and opinions. This will help you develop a rough outline of key moments during the course that reflect your growth as a learner. To identify these moments, pose these questions to yourself: What happened? What was my reaction? What were my expectations and how were they different from what transpired? What did I learn?
• Critically think about your learning experiences and the course content . This will help you develop a deeper, more nuanced understanding about why these moments were significant or relevant to you. Use the ideas you formulated during the first stage of reflecting to help you think through these moments from both an academic and personal perspective. From an academic perspective, contemplate how the experience enhanced your understanding of a concept, theory, or skill. Ask yourself, did the experience confirm my previous understanding or challenge it in some way. As a result, did this highlight strengths or gaps in your current knowledge? From a personal perspective, think introspectively about why these experiences mattered, if previous expectations or assumptions were confirmed or refuted, and if this surprised, confused, or unnerved you in some way.
• Analyze how these experiences and your reactions to them will shape your future thinking and behavior . Reflection implies looking back, but the most important act of reflective writing is considering how beliefs, assumptions, opinions, and feelings were transformed in ways that better prepare you as a learner in the future. Note how this reflective analysis can lead to actions you will take as a result of your experiences, what you will do differently, and how you will apply what you learned in other courses or in professional practice.

Basic Structure and Writing Style

Reflective Background and Context

The first part of your reflection paper should briefly provide background and context in relation to the content or experiences that stood out to you. Highlight the settings, summarize the key readings, or narrate the experiences in relation to the course objectives. Provide background that sets the stage for your reflection. You do not need to go into great detail, but you should provide enough information for the reader to understand what sources of learning you are writing about [e.g., course readings, field experience, guest lecture, class discussions] and why they were important. This section should end with an explanatory thesis statement that expresses the central ideas of your paper and what you want the readers to know, believe, or understand after they finish reading your paper.

Reflective Interpretation

Drawing from your reflective analysis, this is where you can be personal, critical, and creative in expressing how you felt about the course content and learning experiences and how they influenced or altered your feelings, beliefs, assumptions, or biases about the subject of the course. This section is also where you explore the meaning of these experiences in the context of the course and how you gained an awareness of the connections between these moments and your own prior knowledge.

Guided by your thesis statement, a helpful approach is to interpret your learning throughout the course with a series of specific examples drawn from the course content and your learning experiences. These examples should be arranged in sequential order that illustrate your growth as a learner. Reflecting on each example can be done by: 1)  introducing a theme or moment that was meaningful to you, 2) describing your previous position about the learning moment and what you thought about it, 3) explaining how your perspective was challenged and/or changed and why, and 4) introspectively stating your current or new feelings, opinions, or beliefs about that experience in class.

It is important to include specific examples drawn from the course and placed within the context of your assumptions, thoughts, opinions, and feelings. A reflective narrative without specific examples does not provide an effective way for the reader to understand the relationship between the course content and how you grew as a learner.

Reflective Conclusions

The conclusion of your reflective paper should provide a summary of your thoughts, feelings, or opinions regarding what you learned about yourself as a result of taking the course. Here are several ways you can frame your conclusions based on the examples you interpreted and reflected on what they meant to you. Each example would need to be tied to the basic theme [thesis statement] of your reflective background section.

• Your reflective conclusions can be described in relation to any expectations you had before taking the class [e.g., “I expected the readings to not be relevant to my own experiences growing up in a rural community, but the research actually helped me see that the challenges of developing my identity as a child of immigrants was not that unusual...”].
• Your reflective conclusions can explain how what you learned about yourself will change your actions in the future [e.g., “During a discussion in class about the challenges of helping homeless people, I realized that many of these people hate living on the street but lack the ability to see a way out. This made me realize that I wanted to take more classes in psychology...”].
• Your reflective conclusions can describe major insights you experienced a critical junctures during the course and how these moments enhanced how you see yourself as a student learner [e.g., "The guest speaker from the Head Start program made me realize why I wanted to pursue a career in elementary education..."].
• Your reflective conclusions can reconfigure or reframe how you will approach professional practice and your understanding of your future career aspirations [e.g.,, "The course changed my perceptions about seeking a career in business finance because it made me realize I want to be more engaged in customer service..."]
• Your reflective conclusions can explore any learning you derived from the act of reflecting itself [e.g., “Reflecting on the course readings that described how minority students perceive campus activities helped me identify my own biases about the benefits of those activities in acclimating to campus life...”].

NOTE: The length of a reflective paper in the social sciences is usually less than a traditional research paper. However, don’t assume that writing a reflective paper is easier than writing a research paper. A well-conceived critical reflection paper often requires as much time and effort as a research paper because you must purposeful engage in thinking about your learning in ways that you may not be comfortable with or used to. This is particular true while preparing to write because reflective papers are not as structured as a traditional research paper and, therefore, you have to think deliberately about how you want to organize the paper and what elements of the course you want to reflect upon.

ANOTHER NOTE: Do not limit yourself to using only text in reflecting on your learning. If you believe it would be helpful, consider using creative modes of thought or expression such as, illustrations, photographs, or material objects that reflects an experience related to the subject of the course that was important to you [e.g., like a ticket stub to a renowned speaker on campus]. Whatever non-textual element you include, be sure to describe the object's relevance to your personal relationship to the course content.

Problems to Avoid

A reflective paper is not a “mind dump” . Reflective papers document your personal and emotional experiences and, therefore, they do not conform to rigid structures, or schema, to organize information. However, the paper should not be a disjointed, stream-of-consciousness narrative. Reflective papers are still academic pieces of writing that require organized thought, that use academic language and tone , and that apply intellectually-driven critical thinking to the course content and your learning experiences and their significance.

A reflective paper is not a research paper . If you are asked to reflect on a course reading, the reflection will obviously include some description of the research. However, the goal of reflective writing is not to present extraneous ideas to the reader or to "educate" them about the course. The goal is to share a story about your relationship with the learning objectives of the course. Therefore, unlike research papers, you are expected to write from a first person point of view which includes an introspective examination of your own opinions, feelings, and personal assumptions.

A reflection paper is not a book review . Descriptions of the course readings using your own words is not a reflective paper. Reflective writing should focus on how you understood the implications of and were challenged by the course in relation to your own lived experiences or personal assumptions, combined with explanations of how you grew as a student learner based on this internal dialogue. Remember that you are the central object of the paper, not the research materials.

A reflective paper is not an all-inclusive meditation. Do not try to cover everything. The scope of your paper should be well-defined and limited to your specific opinions, feelings, and beliefs about what you determine to be the most significant content of the course and in relation to the learning that took place. Reflections should be detailed enough to covey what you think is important, but your thoughts should be expressed concisely and coherently [as is true for any academic writing assignment].

Critical Reflection . Writing and Communication Centre, University of Waterloo; Critical Reflection: Journals, Opinions, & Reactions . University Writing Center, Texas A&M University; Connor-Greene, Patricia A. “Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning.” Teaching of Psychology 27 (2000): 44-46; Good vs. Bad Reflection Papers , Franklin University; Dyment, Janet E. and Timothy S. O’Connell. "The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors." Innovative Higher Education 35 (2010): 233-244: How to Write a Reflection Paper . Academic Skills, Trent University; Amelia TaraJane House. Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas; Ramlal, Alana, and Désirée S. Augustin. “Engaging Students in Reflective Writing: An Action Research Project.” Educational Action Research 28 (2020): 518-533; Writing a Reflection Paper . Writing Center, Lewis University; McGuire, Lisa, Kathy Lay, and Jon Peters. “Pedagogy of Reflective Writing in Professional Education.” Journal of the Scholarship of Teaching and Learning (2009): 93-107; Critical Reflection . Writing and Communication Centre, University of Waterloo; How Do I Write Reflectively? Academic Skills Toolkit, University of New South Wales Sydney; Reflective Writing . Skills@Library. University of Leeds; Walling, Anne, Johanna Shapiro, and Terry Ast. “What Makes a Good Reflective Paper?” Family Medicine 45 (2013): 7-12; Williams, Kate, Mary Woolliams, and Jane Spiro. Reflective Writing . 2nd edition. London: Red Globe Press, 2020; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. “Developing College Students’ Critical Thinking through Reflective Writing.” Higher Education Research and Development (2022): 1-16.

Writing Tip

Focus on Reflecting, Not on Describing

Minimal time and effort should be spent describing the course content you are asked to reflect upon. The purpose of a reflection assignment is to introspectively contemplate your reactions to and feeling about an element of the course. D eflecting the focus away from your own feelings by concentrating on describing the course content can happen particularly if "talking about yourself" [i.e., reflecting] makes you uncomfortable or it is intimidating. However, the intent of reflective writing is to overcome these inhibitions so as to maximize the benefits of introspectively assessing your learning experiences. Keep in mind that, if it is relevant, your feelings of discomfort could be a part of how you critically reflect on any challenges you had during the course [e.g., you realize this discomfort inhibited your willingness to ask questions during class, it fed into your propensity to procrastinate, or it made it difficult participating in groups].

Writing a Reflection Paper . Writing Center, Lewis University; Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas.

Another Writing Tip

Helpful Videos about Reflective Writing

These two short videos succinctly describe how to approach a reflective writing assignment. They are produced by the Academic Skills department at the University of Melbourne and the Skills Team of the University of Hull, respectively.

• << Previous: Writing a Policy Memo
• Next: Writing a Research Proposal >>
• Last Updated: May 7, 2024 9:45 AM
• URL: https://libguides.usc.edu/writingguide/assignments

• Scriptwriting

What is Context — Definition and Examples for Writers

• Point of View
• Protagonist
• Deus ex Machina
• Foreshadowing
• Iambic Pentameter
• Juxtaposition
• Personification
• Red Herring
• Alliteration
• Connotation
• Onomatopoeia
• Write Your Script For Free

C ontext has the ability to change the meaning of a story and how we view its characters — but what is context? We’re going to answer that question by looking at examples from The Office, In Cold Blood and more. We’ll also look at some tips and tricks for how you can effectively implement this necessary element in your own stories. By the end, you’ll know why context is so important and how to apply it in a variety of different ways. But before we jump into our examples, let’s define context.

Content vs Context Definition

What does context mean.

Whether we realize it or not, context is all around us. It is the fundamental way we come to understand people, situations and ideas. Everything that we think, say, see, hear, and do is a response to the external stimuli of the world.

And how we regard that stimuli is largely in response to the context it’s presented to us in. For more on this idea, check out the video from the University of Auckland below.

What is Context? By University of Auckland

So you’re probably thinking, “Okay that’s fine and good and all, but what is context? Surely the meaning can’t be so vague.” Well, it is and it isn’t.

But by understanding the essential aspects of the term, we’re better prepared to apply it in meaningful ways. So without further ado, let’s dive into a formal context definition.

CONTEXT DEFINITION

What is context.

Context is the facets of a situation, fictional or non-fictional, that inspire feelings, thoughts and beliefs of groups and individuals. It is the background information that allows people to make informed decisions. Most of the time, the view of a person on a subject will be made in response to the presented context. In storytelling, it is everything that surrounds the characters and plot to give both a particular perspective. No story takes place without contextual information and elements.

Characteristics of Context:

• Information that’s presented to us
• Used in an argumentative sense
• Biased/subjective form of education

ContextUal Information

Context clues : in and out of context.

In terms of storytelling, there are only two kinds of context: narrative and non-narrative. The former gives us information on the story and the latter gives us information on everything outside of the story.

Narrative types of context include: 

Narrative context is everything that explains “what’s going on” in a story. Take a comedy series like The Office for example: there are a lot of moments in the show that wouldn’t make sense without contextual information — and there just so happens to be a video that explores The Office “out of context.”

What Does Context Mean in The Office?

Even the most ardent fans of The Office may find themselves asking, “what in the world is going on?” when presented with these clips out of context. On social media channels, moments from film and television are often presented like this — like this screen grab from The Good Place .

Context Definition and Examples

In a sense, out of context moments have become a type of humor in and of themselves. But it’s important that we also consider how information outside of the narrative may influence our feelings on the story.

Non-narrative types of context include:

Non-narrative context is everything outside the story that influences our thoughts and opinions on the subject matter. Take Truman Capote’s In Cold Blood for example: when we learn of the circumstances outside of the subject matter, it’s impossible for us to feel the same way about the story.

In Cold Blood is an investigative novel about the murder of a family of four in Holcomb, Kansas. Capote started writing about the murders in earnest before expanding his research into a full-fledged novel — the end result speaks for itself — not only is Capote’s prose considered some of the greatest of all-time, but it also pioneered true-crime writing.

But when In Cold Blood is viewed through the context of the man who wrote it, the setting it took place in, and the precedence of its writing, the meaning is liable to change. The two convicted murderers in the novel, Perry Smith and Dick Hickock, were interviewed by Capote through the writing process.

Their testimony is admitted in the novel, but filtered by Capote. So, for us to say their testimonies are veracious would be irresponsible, considering the context through which it was written.

Elsewhere, critics argue that we can only judge a piece of art based on the merit of the art itself, not the context it was created in. French literary theorist Roland Barthes said that “text” can only speak for itself and that the thoughts and feelings of the author should have no impact on its merit. For more on this “The Death of the Author” theory, watch the video below.

Exploring Context Clues  •  Lindsay Ellis on ‘The Death of the Author’

In recent years, many fans have criticized J.K. Rowling’s Harry Potter books in light of her political views. Some critics argue that her views change the meaning of the novels. Others argue that her views should have no impact. Alas, there’s no “right” answer, but it’s important to consider how context, both inside and outside of a story, can influence readers.

Context Clues Set the Stage

How to use context as exposition.

There’s a word in screenwriting that most screenwriters shutter to hear… and that word is exposition . Ah yes, the dreaded exposition — or explanatory description — has been known to sink more than a few good scripts. So, how do screenwriters use exposition effectively? Well, it starts with a need for context. When I say need, I mean the story would have no impact without it.

We imported the On the Waterfront screenplay into StudioBinder’s screenwriting software to look at an iconic scene where context is the primary force behind exposition. 

In this scene, Terry details how Charley and Johnny abandoned him. This backstory, or exposition, adds the necessary context needed to make Terry’s exclamation, “I coulda’ been a contender!” impactful.

Click the link below to read the scene.

What is Context?  •   Read the On the Waterfront Screenplay

This explanatory description establishes a context in which we’re able to see that Terry has endured “years of abuse.” The context is further executed as Terry laments the actions of his best friends. Think of it this way: proper exposition should act like a tea-kettle; each relevant detail making the kettle hotter and hotter — or more contextual and more contextual — until — the tension is released… and whoosh, the conflict is resolved. 

How to Add Context Clues

Tips for incorporating context.

Context plays a huge role in guiding the attention and emotional attachment of the audience. Say a character does something really bad, like kill another character. Our natural inclination is to vilify them, but if their actions are given context, we might view their actions as heroic.

Take Ridley Scott’s Gladiator for example: when Maximus kills Commodus, we view him as the hero. Let’s take a look at how this scene plays out:

Context Examples in Gladiator

In context, Maximus’ actions are justified. Commodus killed Maximus’ family and rigged the fight against him. As such, it makes sense that we root for his death. Here are some tips for how to incorporate context in your own works:

• Create empathy for your protagonist
• Vilify your antagonist
• Maximize conflict
• Develop themes
• Callback to prior events

By utilizing these strategies, you’ll create narrative continuity. Context relies on the impact of the past, so you should be mindful of the character’s pasts at all times when writing. 

What is a Plot?

Context may be what informs our understanding of a story’s events, but it would mean nothing if there weren’t events to be informed of. Plot refers to the events and actions that take place within a story — and it’s an essential aspect of every narrative. In this next article, we look at how plot is used in Die Hard to connect narrative threads from beginning to end!

Up Next: Plot Definition and Examples →

Write and produce your scripts all in one place..

Write and collaborate on your scripts FREE . Create script breakdowns, sides, schedules, storyboards, call sheets and more.

• Pricing & Plans
• Product Updates
• Featured On
• StudioBinder Partners
• The Ultimate Guide to Call Sheets (with FREE Call Sheet Template)
• How to Break Down a Script (with FREE Script Breakdown Sheet)
• The Only Shot List Template You Need — with Free Download
• Managing Your Film Budget Cashflow & PO Log (Free Template)
• A Better Film Crew List Template Booking Sheet
• Best Storyboard Softwares (with free Storyboard Templates)
• Movie Magic Scheduling
• Gorilla Software
• Storyboard That

A visual medium requires visual methods. Master the art of visual storytelling with our FREE video series on directing and filmmaking techniques.

We’re in a golden age of TV writing and development. More and more people are flocking to the small screen to find daily entertainment. So how can you break put from the pack and get your idea onto the small screen? We’re here to help.

• Making It: From Pre-Production to Screen
• VFX vs. CGI vs. SFX — Decoding the Debate
• What is a Freeze Frame — The Best Examples & Why They Work
• TV Script Format 101 — Examples of How to Format a TV Script
• Best Free Musical Movie Scripts Online (with PDF Downloads)
• What is Tragedy — Definition, Examples & Types Explained
• 1 Pinterest

Feb 15, 2023

6 Example Essays on Social Media | Advantages, Effects, and Outlines

Got an essay assignment about the effects of social media we got you covered check out our examples and outlines below.

Social media has become one of our society's most prominent ways of communication and information sharing in a very short time. It has changed how we communicate and has given us a platform to express our views and opinions and connect with others. It keeps us informed about the world around us. Social media platforms such as Facebook, Twitter, Instagram, and LinkedIn have brought individuals from all over the world together, breaking down geographical borders and fostering a genuinely global community.

However, social media comes with its difficulties. With the rise of misinformation, cyberbullying, and privacy problems, it's critical to utilize these platforms properly and be aware of the risks. Students in the academic world are frequently assigned essays about the impact of social media on numerous elements of our lives, such as relationships, politics, and culture. These essays necessitate a thorough comprehension of the subject matter, critical thinking, and the ability to synthesize and convey information clearly and succinctly.

But where do you begin? It can be challenging to know where to start with so much information available. Jenni.ai comes in handy here. Jenni.ai is an AI application built exclusively for students to help them write essays more quickly and easily. Jenni.ai provides students with inspiration and assistance on how to approach their essays with its enormous database of sample essays on a variety of themes, including social media. Jenni.ai is the solution you've been looking for if you're experiencing writer's block or need assistance getting started.

So, whether you're a student looking to better your essay writing skills or want to remain up to date on the latest social media advancements, Jenni.ai is here to help. Jenni.ai is the ideal tool for helping you write your finest essay ever, thanks to its simple design, an extensive database of example essays, and cutting-edge AI technology. So, why delay? Sign up for a free trial of Jenni.ai today and begin exploring the worlds of social networking and essay writing!

Want to learn how to write an argumentative essay? Check out these inspiring examples!

We will provide various examples of social media essays so you may get a feel for the genre.

6 Examples of Social Media Essays

Here are 6 examples of Social Media Essays:

The Impact of Social Media on Relationships and Communication

Introduction:.

The way we share information and build relationships has evolved as a direct result of the prevalence of social media in our daily lives. The influence of social media on interpersonal connections and conversation is a hot topic. Although social media has many positive effects, such as bringing people together regardless of physical proximity and making communication quicker and more accessible, it also has a dark side that can affect interpersonal connections and dialogue.

Positive Effects:

Connecting People Across Distances

One of social media's most significant benefits is its ability to connect individuals across long distances. People can use social media platforms to interact and stay in touch with friends and family far away. People can now maintain intimate relationships with those they care about, even when physically separated.

Improved Communication Speed and Efficiency

Additionally, the proliferation of social media sites has accelerated and simplified communication. Thanks to instant messaging, users can have short, timely conversations rather than lengthy ones via email. Furthermore, social media facilitates group communication, such as with classmates or employees, by providing a unified forum for such activities.

Negative Effects:

Decreased Face-to-Face Communication

The decline in in-person interaction is one of social media's most pernicious consequences on interpersonal connections and dialogue. People's reliance on digital communication over in-person contact has increased along with the popularity of social media. Face-to-face interaction has suffered as a result, which has adverse effects on interpersonal relationships and the development of social skills.

Decreased Emotional Intimacy

Another adverse effect of social media on relationships and communication is decreased emotional intimacy. Digital communication lacks the nonverbal cues and facial expressions critical in building emotional connections with others. This can make it more difficult for people to develop close and meaningful relationships, leading to increased loneliness and isolation.

Increased Conflict and Miscommunication

Finally, social media can also lead to increased conflict and miscommunication. The anonymity and distance provided by digital communication can lead to misunderstandings and hurtful comments that might not have been made face-to-face. Additionally, social media can provide a platform for cyberbullying , which can have severe consequences for the victim's mental health and well-being.

Conclusion:

In conclusion, the impact of social media on relationships and communication is a complex issue with both positive and negative effects. While social media platforms offer many benefits, such as connecting people across distances and enabling faster and more accessible communication, they also have a dark side that can negatively affect relationships and communication. It is up to individuals to use social media responsibly and to prioritize in-person communication in their relationships and interactions with others.

The Role of Social Media in the Spread of Misinformation and Fake News

Social media has revolutionized the way information is shared and disseminated. However, the ease and speed at which data can be spread on social media also make it a powerful tool for spreading misinformation and fake news. Misinformation and fake news can seriously affect public opinion, influence political decisions, and even cause harm to individuals and communities.

The Pervasiveness of Misinformation and Fake News on Social Media

Misinformation and fake news are prevalent on social media platforms, where they can spread quickly and reach a large audience. This is partly due to the way social media algorithms work, which prioritizes content likely to generate engagement, such as sensational or controversial stories. As a result, false information can spread rapidly and be widely shared before it is fact-checked or debunked.

The Influence of Social Media on Public Opinion

Social media can significantly impact public opinion, as people are likelier to believe the information they see shared by their friends and followers. This can lead to a self-reinforcing cycle, where misinformation and fake news are spread and reinforced, even in the face of evidence to the contrary.

The Challenge of Correcting Misinformation and Fake News

Correcting misinformation and fake news on social media can be a challenging task. This is partly due to the speed at which false information can spread and the difficulty of reaching the same audience exposed to the wrong information in the first place. Additionally, some individuals may be resistant to accepting correction, primarily if the incorrect information supports their beliefs or biases.

In conclusion, the function of social media in disseminating misinformation and fake news is complex and urgent. While social media has revolutionized the sharing of information, it has also made it simpler for false information to propagate and be widely believed. Individuals must be accountable for the information they share and consume, and social media firms must take measures to prevent the spread of disinformation and fake news on their platforms.

The Effects of Social Media on Mental Health and Well-Being

Social media has become an integral part of modern life, with billions of people around the world using platforms like Facebook, Instagram, and Twitter to stay connected with others and access information. However, while social media has many benefits, it can also negatively affect mental health and well-being.

Comparison and Low Self-Esteem

One of the key ways that social media can affect mental health is by promoting feelings of comparison and low self-esteem. People often present a curated version of their lives on social media, highlighting their successes and hiding their struggles. This can lead others to compare themselves unfavorably, leading to feelings of inadequacy and low self-esteem.

Cyberbullying and Online Harassment

Another way that social media can negatively impact mental health is through cyberbullying and online harassment. Social media provides a platform for anonymous individuals to harass and abuse others, leading to feelings of anxiety, fear, and depression.

Social Isolation

Despite its name, social media can also contribute to feelings of isolation. At the same time, people may have many online friends but need more meaningful in-person connections and support. This can lead to feelings of loneliness and depression.

Addiction and Overuse

Finally, social media can be addictive, leading to overuse and negatively impacting mental health and well-being. People may spend hours each day scrolling through their feeds, neglecting other important areas of their lives, such as work, family, and self-care.

In sum, social media has positive and negative consequences on one's psychological and emotional well-being. Realizing this, and taking measures like reducing one's social media use, reaching out to loved ones for help, and prioritizing one's well-being, are crucial. In addition, it's vital that social media giants take ownership of their platforms and actively encourage excellent mental health and well-being.

The Use of Social Media in Political Activism and Social Movements

Social media has recently become increasingly crucial in political action and social movements. Platforms such as Twitter, Facebook, and Instagram have given people new ways to express themselves, organize protests, and raise awareness about social and political issues.

Raising Awareness and Mobilizing Action

One of the most important uses of social media in political activity and social movements has been to raise awareness about important issues and mobilize action. Hashtags such as #MeToo and #BlackLivesMatter, for example, have brought attention to sexual harassment and racial injustice, respectively. Similarly, social media has been used to organize protests and other political actions, allowing people to band together and express themselves on a bigger scale.

Connecting with like-minded individuals

A second method in that social media has been utilized in political activity and social movements is to unite like-minded individuals. Through social media, individuals can join online groups, share knowledge and resources, and work with others to accomplish shared objectives. This has been especially significant for geographically scattered individuals or those without access to traditional means of political organizing.

Challenges and Limitations

As a vehicle for political action and social movements, social media has faced many obstacles and restrictions despite its many advantages. For instance, the propagation of misinformation and fake news on social media can impede attempts to disseminate accurate and reliable information. In addition, social media corporations have been condemned for censorship and insufficient protection of user rights.

In conclusion, social media has emerged as a potent instrument for political activism and social movements, giving voice to previously unheard communities and galvanizing support for change. Social media presents many opportunities for communication and collaboration. Still, users and institutions must be conscious of the risks and limitations of these tools to promote their responsible and productive usage.

The Potential Privacy Concerns Raised by Social Media Use and Data Collection Practices

With billions of users each day on sites like Facebook, Twitter, and Instagram, social media has ingrained itself into every aspect of our lives. While these platforms offer a straightforward method to communicate with others and exchange information, they also raise significant concerns over data collecting and privacy. This article will examine the possible privacy issues posed by social media use and data-gathering techniques.

Data Collection and Sharing

The gathering and sharing of personal data are significant privacy issues brought up by social media use. Social networking sites gather user data, including details about their relationships, hobbies, and routines. This information is made available to third-party businesses for various uses, such as marketing and advertising. This can lead to serious concerns about who has access to and uses our personal information.

Lack of Control Over Personal Information

The absence of user control over personal information is a significant privacy issue brought up by social media usage. Social media makes it challenging to limit who has access to and how data is utilized once it has been posted. Sensitive information may end up being extensively disseminated and may be used maliciously as a result.

Personalized Marketing

Social media companies utilize the information they gather about users to target them with adverts relevant to their interests and usage patterns. Although this could be useful, it might also cause consumers to worry about their privacy since they might feel that their personal information is being used without their permission. Furthermore, there are issues with the integrity of the data being used to target users and the possibility of prejudice based on individual traits.

Government Surveillance

Using social media might spark worries about government surveillance. There are significant concerns regarding privacy and free expression when governments in some nations utilize social media platforms to follow and monitor residents.

In conclusion, social media use raises significant concerns regarding data collecting and privacy. While these platforms make it easy to interact with people and exchange information, they also gather a lot of personal information, which raises questions about who may access it and how it will be used. Users should be aware of these privacy issues and take precautions to safeguard their personal information, such as exercising caution when choosing what details to disclose on social media and keeping their information sharing with other firms to a minimum.

The Ethical and Privacy Concerns Surrounding Social Media Use And Data Collection

Our use of social media to communicate with loved ones, acquire information, and even conduct business has become a crucial part of our everyday lives. The extensive use of social media does, however, raise some ethical and privacy issues that must be resolved. The influence of social media use and data collecting on user rights, the accountability of social media businesses, and the need for improved regulation are all topics that will be covered in this article.

Effect on Individual Privacy:

Social networking sites gather tons of personal data from their users, including delicate information like search history, location data, and even health data. Each user's detailed profile may be created with this data and sold to advertising or used for other reasons. Concerns regarding the privacy of personal information might arise because social media businesses can use this data to target users with customized adverts.

Additionally, individuals might need to know how much their personal information is being gathered and exploited. Data breaches or the unauthorized sharing of personal information with other parties may result in instances where sensitive information is exposed. Users should be aware of the privacy rules of social media firms and take precautions to secure their data.

Responsibility of Social Media Companies:

Social media firms should ensure that they responsibly and ethically gather and use user information. This entails establishing strong security measures to safeguard sensitive information and ensuring users are informed of what information is being collected and how it is used.

Many social media businesses, nevertheless, have come under fire for not upholding these obligations. For instance, the Cambridge Analytica incident highlighted how Facebook users' personal information was exploited for political objectives without their knowledge. This demonstrates the necessity of social media corporations being held responsible for their deeds and ensuring that they are safeguarding the security and privacy of their users.

Better Regulation Is Needed

There is a need for tighter regulation in this field, given the effect, social media has on individual privacy as well as the obligations of social media firms. The creation of laws and regulations that ensure social media companies are gathering and using user information ethically and responsibly, as well as making sure users are aware of their rights and have the ability to control the information that is being collected about them, are all part of this.

Additionally, legislation should ensure that social media businesses are held responsible for their behavior, for example, by levying fines for data breaches or the unauthorized use of personal data. This will provide social media businesses with a significant incentive to prioritize their users' privacy and security and ensure they are upholding their obligations.

In conclusion, social media has fundamentally changed how we engage and communicate with one another, but this increased convenience also raises several ethical and privacy issues. Essential concerns that need to be addressed include the effect of social media on individual privacy, the accountability of social media businesses, and the requirement for greater regulation to safeguard user rights. We can make everyone's online experience safer and more secure by looking more closely at these issues.

In conclusion, social media is a complex and multifaceted topic that has recently captured the world's attention. With its ever-growing influence on our lives, it's no surprise that it has become a popular subject for students to explore in their writing. Whether you are writing an argumentative essay on the impact of social media on privacy, a persuasive essay on the role of social media in politics, or a descriptive essay on the changes social media has brought to the way we communicate, there are countless angles to approach this subject.

However, writing a comprehensive and well-researched essay on social media can be daunting. It requires a thorough understanding of the topic and the ability to articulate your ideas clearly and concisely. This is where Jenni.ai comes in. Our AI-powered tool is designed to help students like you save time and energy and focus on what truly matters - your education. With Jenni.ai , you'll have access to a wealth of examples and receive personalized writing suggestions and feedback.

Whether you're a student who's just starting your writing journey or looking to perfect your craft, Jenni.ai has everything you need to succeed. Our tool provides you with the necessary resources to write with confidence and clarity, no matter your experience level. You'll be able to experiment with different styles, explore new ideas , and refine your writing skills.

So why waste your time and energy struggling to write an essay on your own when you can have Jenni.ai by your side? Sign up for our free trial today and experience the difference for yourself! With Jenni.ai, you'll have the resources you need to write confidently, clearly, and creatively. Get started today and see just how easy and efficient writing can be!

Try Jenni for free today

Create your first piece of content with Jenni today and never look back

Essay On Social Issues

500 words essay on social issues.

Social Issues is an undesirable state which opposes society or a certain part of society. It refers to an unwanted situation that frequently results in problems and continues to harm society . Social issues can cause a lot of problems that can be beyond the control of just one person. Through an essay on social issues, we will learn why they are harmful and what types of social issues we face.

Drawbacks of Social Issues

Social issues have a lot of drawbacks that harms our society. They are situations that have an adverse and damaging result on our society. They arise when the public leaves nature or society from an ideal situation.

If you look closely, you will realize that almost all types of social issues have common origins. In the sense that they all are interconnected somehow. Meaning to say, if one solves the other one is also most likely to resolve.

Social issues have a massive lousy effect on our society and ultimately, it affects all of us. In order to solve some social issues, we need a common approach. No society is free from social issues, almost every one of them has some social issue or the other.

For instance, in India, you will find a lot of social issues which the country is facing. It ranges from the caste system to child labour and gender inequality to religious conflicts. Thus, we are going through a critical time where we all must come together to free our society from undesirable social evils.

Get the huge list of more than 500 Essay Topics and Ideas

Major Social Issues

There are a lot of social issues we are facing right now, some more prominent than the others. First of all, poverty is a worldwide issue. It gives birth to a lot of other social issues which we must try to get away with at the earliest.

Further, countries like India, Nepal, Bangladesh, Sri Lanka, Pakistan and more are facing the issue of the caste system since times unknown. It results in a lot of caste violence and inequality which takes the lives of many on a daily basis.

Moreover, child labour is another major social issue that damages the lives of young children. Similarly, illiteracy also ruins the lives of many by destroying their chances of a bright future.

In developing countries mostly, child marriage still exists and is responsible for ruining many lives. Similarly, dowry is a very serious and common social issue that almost all classes of people partake in.

Another prominent social issue is gender inequality which takes away many opportunities from deserving people. Domestic violence especially against women is a serious social issue we must all fight against.

Other social issues include starvation, child sex abuse, religious conflicts, child trafficking, terrorism , overpopulation, untouchability, communalism and many more. It is high time we end these social issues.

Conclusion of the Essay on Social Issues

A society can successfully end social issues if they become adamant. These social issues act as a barrier to the progress of society. Thus, we must all come together to fight against them and put them to an end for the greater good.

FAQ on Essay on Social Issues

Question 1: What is the meaning of social problem?

Answer 1: A social problem refers to any condition or behaviour which has a negative impact on a large number of people. It is normally recognized as a condition or behaviour that needs to be addressed.

Question 2: What are the effects of social issues?

Answer 2: Social issues affect our society adversely. Most importantly, it disturbs the harmony of society and gives rise to hostility and suspicion. Moreover, it creates large-scale social dissatisfaction, suffering and misery.

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

Choose Your Test

Sat / act prep online guides and tips, the best us history regents review guide 2020.

General Education

Taking US History in preparation for the Regents test? The next US History Regents exam dates are Wednesday, January 22nd and Thursday, June 18th, both at 9:15am. Will you be prepared?

You may have heard the test is undergoing some significant changes. In this guide, we explain everything you need to know about the newly-revised US History Regents exam, from what the format will look like to which topics it'll cover. We also include official sample questions of every question type you'll see on this test and break down exactly what your answers to each of them should include.

What Is the Format of the US History Regents Exam?

Beginning in 2020, the US History Regents exam will have a new format. Previously, the test consisted of 50 multiple-choice questions with long essays, but now it will have a mix of multiple choice, short answer, short essay, and long essay questions (schools can choose to use the old version of the exam through June 2021). Here's the format of the new test, along with how it's scored:

In Part 2, there will be two sets of paired documents (always primary sources). For each pair of documents, students will answer with a short essay (about two to three paragraphs, no introduction or conclusion).

For the first pair of documents, students will need to describe the historical context of the documents and explain how the two documents relate to each other. For the second pair, students will again describe the historical context of the documents then explain how audience, bias, purpose, or point of view affect the reliability of each document.

Part A: Students will be given a set of documents focused on a civil or constitutional issue, and they'll need to respond to a set of six short-answer questions about them.

Part B: Using the same set of documents as Part A, students will write a full-length essay (the Civic Literacy essay) that answers the following prompt:

• Describe the historical circumstances surrounding a constitutional or civic issue.
• Explain efforts by individuals, groups, and/or governments to address this constitutional or civic issue.
• Discuss the extent to which these efforts were successful OR discuss the impact of the efforts on the United States and/or American society.

What Topics Does the US History Regents Exam Cover?

Even though the format of the US History Regents test is changing, the topics the exam focuses on are pretty much staying the same. New Visions for Public Schools recommends teachers base their US History class around the following ten units:

As you can see, the US History Regents exam can cover pretty much any major topic/era/conflict in US History from the colonial period to present day, so make sure you have a good grasp of each topic during your US History Regents review.

What Will Questions Look Like on the US History Regents Exam?

Because the US History Regents exam is being revamped for 2020, all the old released exams (with answer explanations) are out-of-date. They can still be useful study tools, but you'll need to remember that they won't be the same as the test you'll be taking.

Fortunately, the New York State Education Department has released a partial sample exam so you can see what the new version of the US History Regents exam will be like. In this section, we go over a sample question for each of the four question types you'll see on the test and explain how to answer it.

Multiple-Choice Sample Question

Base your answers to questions 1 through 3 on the letter below and on your knowledge of social studies.

• Upton Sinclair wrote this letter to President Theodore Roosevelt to inform the president about

1. excessive federal regulation of meatpacking plants 2. unhealthy practices in the meatpacking plants 3. raising wages for meatpacking workers 4. state laws regulating the meatpacking industry

There will be 28 multiple-choice questions on the exam, and they'll all reference "stimuli" such as this example's excerpt of a letter from Upton Sinclair to Theodore Roosevelt. This means you'll never need to pull an answer out of thin air (you'll always have information from the stimulus to refer to), but you will still need a solid knowledge of US history to do well.

To answer these questions, first read the stimulus carefully but still efficiently. In this example, Sinclair is describing a place called "Packingtown," and it seems to be pretty gross. He mentions rotting meat, dead rats, infected animals, etc.

Once you have a solid idea of what the stimulus is about, read the answer choices (some students may prefer to read through the answer choices before reading the stimulus; try both to see which you prefer).

Option 1 doesn't seem correct because there definitely doesn't seem to be much regulation occurring in the meatpacking plant. Option 2 seems possible because things do seem very unhealthy there. Option 3 is incorrect because Sinclair mentions nothing about wages, and similarly for option 4, there is nothing about state laws in the letter.

Option 2 is the correct answer. Because of the stimulus (the letter), you don't need to know everything about the history of industrialization in the US and how its rampant growth had the tendency to cause serious health/social/moral etc. problems, but having an overview of it at least can help you answer questions like these faster and with more confidence.

Short Essay

This Short Essay Question is based on the accompanying documents and is designed to test your ability to work with historical documents. Each Short Essay Question set will consist of two documents. Some of these documents have been edited for the purposes of this question. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created.

Task: Read and analyze the following documents, applying your social studies knowledge and skills to write a short essay of two or three paragraphs in which you:

In developing your short essay answer of two or three paragraphs, be sure to keep these explanations in mind:

Describe means "to illustrate something in words or tell about it"

Historical Context refers to "the relevant historical circumstances surrounding or connecting the events, ideas, or developments in these documents"

Identify means "to put a name to or to name"

Explain means "to make plain or understandable; to give reasons for or causes of; to show the logical development or relationship of"

Types of Relationships :

Cause refers to "something that contributes to the occurrence of an event, the rise of an idea, or the bringing about of a development"

Effect refers to "what happens as a consequence (result, impact, outcome) of an event, an idea, or a development"

Similarity tells how "something is alike or the same as something else"

Difference tells how "something is not alike or not the same as something else"

Turning Point is "a major event, idea, or historical development that brings about significant change. It can be local, regional, national, or global"

It's important to read the instructions accompanying the documents so you know exactly how to answer the short essays. This example is from the first short essay question, so along with explaining the historical context of the documents, you'll also need to explain the relationship between the documents (for the second short essay question, you'll need to explain biases). Your options for the types of relationships are:

• cause and effect,
• similarity/difference
• turning point

You'll only choose one of these relationships. Key words are explained in the instructions, which we recommend you read through carefully now so you don't waste time doing it on test day. The instructions above are the exact instructions you'll see on your own exam.

Next, read through the two documents, jotting down some brief notes if you like. Document 1 is an excerpt from a press conference where President Eisenhower discusses the importance of Indochina, namely the goods it produces, the danger of a dictatorship to the free world, and the potential of Indochina causing other countries in the region to become communist as well.

Document 2 is an excerpt from the Tonkin Gulf Resolution. It mentions an attack on the US Navy by the communist regime in Vietnam, and it states that while the US desires that there be peace in the region and is reluctant to get involved, Congress approves the President of the United States to "take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression."

Your response should be no more than three paragraphs. For the first paragraph, we recommend discussing the historical context of the two documents. This is where your history knowledge comes in. If you have a strong grasp of the history of this time period, you can discuss how France's colonial reign in Indochina (present-day Vietnam) ended in 1954, which led to a communist regime in the north and a pro-Western democracy in the south. Eisenhower didn't want to get directly involved in Vietnam, but he subscribed to the "domino theory" (Document 1) and believed that if Vietnam became fully communist, other countries in Southeast Asia would as well. Therefore, he supplied the south with money and weapons, which helped cause the outbreak of the Vietnam War.

After Eisenhower, the US had limited involvement in the Vietnam War, but the Gulf of Tonkin incident, where US and North Vietnam ships confronted each other and exchanged fire, led to the Gulf of Tonkin Resolution (Document 2) and gave President Lyndon B. Johnson powers to send US military forces to Vietnam without an official declaration of war. This led to a large escalation of the US's involvement in Vietnam.

You don't need to know every detail mentioned above, but having a solid knowledge of key US events (like its involvement in the Vietnam War) will help you place documents in their correct historical context.

For the next one to two paragraphs of your response, discuss the relationship of the documents. It's not really a cause and effect relationship, since it wasn't Eisenhower's domino theory that led directly to the Gulf of Tonkin Resolution, but you could discuss the similarities and differences between the two documents (they're similar because they both show a fear of the entire region becoming communist and a US desire for peace in the area, but they're different because the first is a much more hands-off approach while the second shows significant involvement). You could also argue it's a turning point relationship because the Gulf of Tonkin Resolution was the turning point in the US's involvement in the Vietnam War. Up to that point, the US was primarily hands-off (as shown in Document 1). Typically, the relationship you choose is less important than your ability to support your argument with facts and analysis.

Short Answers and Civic Literacy Essay

This Civic Literacy essay is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purpose of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created.

Historical Context: African American Civil Rights

Throughout United States history, many constitutional and civic issues have been debated by Americans. These debates have resulted in efforts by individuals, groups, and governments to address these issues. These efforts have achieved varying degrees of success. One of these constitutional and civic issues is African American civil rights.

Task: Read and analyze the documents. Using information from the documents and your knowledge of United States history, write an essay in which you

Discuss means "to make observations about something using facts, reasoning, and argument; to present in some detail"

Document 1a

Document 1b

• Based on these documents, state one way the end of Reconstruction affected African Americans.
• According to this document, what is one way Booker T. Washington and W. E. B. Du Bois disagreed about how African Americans should achieve equality?
• According to this document, what is one reason Thurgood Marshall argued that the "separate but equal" ruling of Plessy v. Ferguson should be overturned?

Document 4a

Document 4b

• Based on these documents, state one result of the sit-in at the Greensboro Woolworth.
• According to Henry Louis Gates Jr., what was one result of the 1960s civil rights protests?
• Based on this document, state one impact of the civil rights movement of the 1960s.

Start by reading the instructions, then the documents themselves. There are eight of them, all focused on African American civil rights. The short answers and the civic literacy essay use the same documents. We recommend answering the short answer questions first, then completing your essay.

A short answer question follows each document or set of documents. These are straightforward questions than can be answered in 1-2 sentences. Question 1 asks, "Based on these documents, state one way the end of Reconstruction affected African Americans."

Reading through documents 1a and 1b, there are many potential answers. Choose one (don't try to choose more than one to get more points; it won't help and you'll just lose time you could be spending on other questions) for your response. Using information from document 1a, a potential answer could be, "After Reconstruction, African Americans were able to hold many elected positions. This made it possible for them to influence politics and public life more than they had ever been able to before."

Your Civic Literacy essay will be a standard five-paragraph essay, with an introduction, thesis statement, and a conclusion. You'll need to use many of the documents to answer the three bullet points laid out in the instructions. We recommend one paragraph per bullet point. For each paragraph, you'll need to use your knowledge of US history AND information directly from the documents to make your case.

As with the short essay, we recommended devoting a paragraph to each of the bullet points. In the first paragraph, you should discuss how the documents fit into the larger narrative of African American civil rights. You could discuss the effects of Reconstruction, how the industrialization of the North affected blacks, segregation and its impacts, key events in the Civil Rights movement such as the bus boycott in Montgomery and the March on Washington, etc. The key is to use your own knowledge of US history while also discussing the documents and how they tie in.

For the second paragraph, you'll discuss efforts to address African American civil rights. Here you can talk about groups, such as the NAACP (Document 3), specific people such as W.E.B. Du Bois (Document 2), and/or major events, such as the passing of the Civil Rights Act (Document 5).

In the third paragraph, you'll discuss how successful the effort to increase African American civil rights was. Again, use both the documents and your own knowledge to discuss setbacks faced and victories achieved. Your overall opinion will reflect your thesis statement you included at the end of your introductory paragraph. As with the other essays, it matters less what you conclude than how well you are able to support your argument.

3 Tips for Your US History Regents Review

In order to earn a Regents Diploma, you'll need to pass at least one of the social science regents. Here are some tips for passing the US Regents exam.

#1: Focus on Broad Themes, Not Tiny Details

With the revamp of the US History exam, there is much less focus on memorization and basic fact recall. Every question on the exam, including multiple choice, will have a document or excerpt referred to in the questions, so you'll never need to pull an answer out of thin air.

Because you'll never see a question like, "What year did Alabama become a state?" don't waste your time trying to memorize a lot of dates. It's good to have a general idea of when key events occurred, like WWII or the Gilded Age, but i t's much more important that you understand, say, the causes and consequences of WWII rather than the dates of specific battles. The exam tests your knowledge of major themes and changes in US history, so focus on that during your US History Regents review over rote memorization.

#2: Don't Write More Than You Need To

You only need to write one full-length essay for the US History Regents exam, and it's for the final question of the test (the Civic Literacy essay). All other questions (besides multiple choice) only require a few sentences or a few paragraphs.

Don't be tempted to go beyond these guidelines in an attempt to get more points. If a question asks for one example, only give one example; giving more won't get you any additional points, and it'll cause you to lose valuable time. For the two short essay questions, only write three paragraphs each, maximum. The short response questions only require a sentence or two. The questions are carefully designed so that they can be fully answered by responses of this length, so don't feel pressured to write more in an attempt to get a higher score. Quality is much more important than quantity here.

#3: Search the Documents for Clues

As mentioned above, all questions on this test are document-based, and those documents will hold lots of key information in them. Even ones that at first glance don't seem to show a lot, like a poster or photograph, can contain many key details if you have a general idea of what was going on at that point in history. The caption or explanation beneath each document is also often critical to fully understanding it. In your essays and short answers, remember to always refer back to the information you get from these documents to help support your answers.

What's Next?

Taking other Regents exams ? We have guides to the Chemistry , Earth Science , and Living Environment Regents , as well as the Algebra 1 , Algebra 2 , and Geometry Regents .

Need more information on Colonial America? Become an expert by reading our guide to the 13 colonies.

The Platt Amendment was written during another key time in American history. Learn all about this important document, and how it is still influencing Guantanamo Bay, by reading our complete guide to the Platt Amendment .

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Get science-backed answers as you write with Paperpal's Research feature

How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Here’s an example of an essay introduction paragraph about the importance of education: 

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation. 

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education). 

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3  

• Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. 
• Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.  

Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.  

Experience the future of academic writing – Sign up to Paperpal and start writing for free!  

Related Reads:

• What is an Argumentative Essay? How to Write It (With Examples)
• How to Paraphrase Research Papers Effectively
• How to Cite Social Media Sources in Academic Writing? 
• How Long Should a Chapter Be?

Similarity Checks: The Author’s Guide to Plagiarism and Responsible Writing

Types of plagiarism and 6 tips to avoid it in your writing , you may also like, how to write a high-quality conference paper, how paperpal’s research feature helps you develop and..., how paperpal is enhancing academic productivity and accelerating..., academic editing: how to self-edit academic text with..., 4 ways paperpal encourages responsible writing with ai, what are scholarly sources and where can you..., how to write a hypothesis types and examples , what is academic writing: tips for students, what is hedging in academic writing  , how to use ai to enhance your college....