Context and Message 

Writers know that the idea they want to convey—their message—is strongly influenced by the context of the writing, which includes the time, place, and occasion.  

When, Where, and What

Writing doesn’t happen in a vacuum. That is, any writing happens within a context, or situation, that helps shape the writing. The immediate when, where, and what of a context are the time, place, and occasion for the writing. A broader context also includes the ongoing conversations—what other people have written and talked about—on the subject of the writer’s message.

For example, the executive who sent the insulting tweet did not consider the context of “the Twittersphere” (now X, so I don't know if it is the "Xsphere") or the broad topics of AIDS and racial injustice, so her message not only failed in its original purpose but also came back to hurt her. To achieve their purposes, writers consider both the immediate context as well as the broader context as they make choices about what they will say and how they will say it.

Context also extends to broad categories of thought. To determine the broader categories a subject may fit into, imagine in what section of the library different books on that subject might be shelved.

Consider this example: Suppose a school board will soon be voting on whether to require school uniforms. A student developing an argument about school uniforms must take into account the immediate context—in this case, the possibility of addressing the school board before they vote on requiring school uniforms—as well as broader contexts that may relate to school uniforms. Ideas from these broader contexts might influence the argument. 

Information and ideas from these (and many other) categories contribute to the larger context of the discussion about school uniforms. Many people already having that conversation have considered these factors and taken them into account in their arguments. When new people join the conversation, they must take time to consider these—to learn about the context that surrounds the conversation—and then begin making choices that will allow them to join the ongoing conversation in a meaningful way. 

The student considered what she could learn from the broader contexts, and, based on what she learned, she decided to support school uniforms. Here’s how she might have thought through the ways in which context would affect her message and the choices she should make in presenting her argument. 

Remember: Writers create texts within a particular context that includes the time, place, and occasion. 

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