Context and reference are closely linked in that the meaning of a reference can be
understood only in the context in which it is used. In other words, the meaning of a word,
phrase, or concept depends on the context in which it is used. Context refers to the
surrounding information or circumstances that help to determine the meaning of a word,
phrase, or concept. Similarly, a reference can provide context for other words or concepts
in a given context. For instance, if we are talking about a particular book, a reference to
a specific page or chapter in that book can provide context for the discussion. Without that
reference, it would be difficult to understand what is being discussed or what information
is relevant to the conversation.
What is the actual meaning of reference to the context
The term "reference to context" generally refers to the practice of looking at the words or
phrases that come before or after a particular word or phrase in order to understand its
meaning more fully. In other words, to understand a word or phrase in context, you need to
consider the surrounding words and sentences. Reference to context is important for
understanding the meaning of words and phrases in a particular situation. It can help
clarify ambiguous language, idioms, or technical jargon that may not be immediately clear on
their own. It is an essential skill for effective communication and comprehension in
reading, writing, and conversation.
For example, consider the word "bank." Without context, this word could refer to a financial
institution or a riverbank. But if we look at the sentence "I went fishing by the bank," we
can infer that the speaker is referring to a riverbank.
What are different types of contexts
There are several types of contexts, including:
The words, sentences, and paragraphs that surround a
word or phrase can
provide linguistic context. The meaning of a word can change depending on the words around
it. For example, the word "bat" could mean a flying mammal or a piece of sports equipment,
depending on the linguistic context.
The social context refers to the social and cultural
setting in which
communication occurs. This can include factors such as gender, age, social class, ethnicity,
and religion. These factors can impact the way people communicate and interpret messages.
Historical context refers to the time period in which
occurs. Historical events, trends, and attitudes can impact the meaning of communication.
For example, the historical context of a piece of literature can provide insight into the
author's intentions and the message they were trying to convey.
Physical context refers to the physical environment in
occurs. This can include factors such as lighting, noise level, temperature, and proximity
to other people. The physical context can impact the way people communicate and interpret
Psychological context refers to the emotional and
mental state of the
individuals involved in communication. This can include factors such as mood, personality,
and mental health. Psychological context can impact the way people communicate and interpret
messages.Top of Form
How to write reference to the context
When writing a reference to a context, it is important to provide enough information to
allow the reader to locate the source material you are referencing. Here are the steps you
can follow to write a reference to a context:
Identify the source material:
Begin by identifying the source material
you are referencing.
This could be a book, an article, a website, or any other type of source.
Note the author:
If the source has an author, make sure to include their
full name in your
reference. If there are multiple authors, list all of them in the order they appear on the
Provide the title:
Next, include the title of the source material. If
the source is an
article or chapter in a larger work, include the title of the article or chapter in
quotation marks, followed by the title of the larger work in italics.
Indicate the publication information: Depending on the type of source, you may
include publication information such as the publisher, date of publication, and the
publication. For example, if the source is a book, include the publisher and the year it
Provide the page or section number:
Finally, include the page or section
number of the
context you are referencing. This allows the reader to easily locate the specific
information you are citing.
Use a consistent referencing style:
It is important to use a consistent
throughout your writing. Different academic fields use different referencing styles, so make
sure to use the style recommended by your instructor or academic institution. Common
referencing styles include APA, MLA, and Chicago.
Use in-text citations:
When referencing a context in your writing, it is
include an in-text citation that corresponds to the full reference in your reference list or
bibliography. In-text citations typically include the author's last name and the page
number(s) of the context being referenced.
Include all relevant information:
Your reference should include all
necessary for the reader to locate the source material, including the author's name, title,
publisher, publication date, page or section number, and any other relevant information
specific to the source material.
Double-check your reference:
Before submitting your writing, make sure to
reference to ensure that all information is accurate and complete. This will help ensure
that your readers can easily locate the source material and verify the information you are
Be consistent with capitalization and punctuation:
Make sure to be
capitalization and punctuation in your reference. For example, if you capitalize the first
word of the title, make sure to do so consistently throughout the reference. Similarly, if
you use a period after the title, make sure to do so consistently as well.
Why are students asked to attempt reference to the context as an academic task
As an academic activity, giving students references to the context has several important
reasons. Here are some of the most significant:
Support for Learning
References to context provide students with additional resources to support their learning.
These references may include readings, videos, podcasts, or other media that provide
additional information and perspective on the topics being studied.
Development of Critical Thinking
Students who are exposed to multiple references to the context are encouraged to think
critically about the material they are studying. They are asked to compare and contrast
different sources of information and consider the different perspectives that may exist on a
By providing students with references to the context, teachers are encouraging them to use
evidence to support their arguments and ideas. Students learn how to locate and use credible
sources to support their work, which is a key skill in academic writing.
Encouraging Independent Learning
When students are provided with references to the context, they are encouraged to explore
the topic beyond the classroom setting. They may conduct independent research or investigate
different perspectives on the topic
Preparation for Higher Education
In higher education, students are expected to locate and use references to the context as a
fundamental part of their learning. By introducing this skill in earlier academic
activities, students are better prepared for the expectations of higher education.
Exposure to Diverse Perspectives
References to the context can expose students to diverse perspectives and help them
understand the complexity of the issues being studied. This can broaden their understanding
and help them develop empathy and tolerance towards different viewpoints.
Promotion of Research Skills
Encouraging students to use references to the context can help promote research skills such
as evaluating sources for credibility, synthesizing information from multiple sources, and
citing sources properly. These skills are crucial for success in academic writing and
Preparation for Real-World Applications
The ability to use references to the context is a valuable skill that can be applied in
real-world situations. Whether it's conducting research for a job or making an informed
decision as a citizen, being able to locate and use credible sources is a valuable skill for
Encouragement of Active Learning
Providing references to the context encourages students to take an active role in their
learning. Instead of passively receiving information from their teachers, they are
encouraged to seek out additional information and make connections between different
Promotion of Academic Integrity
Encouraging students to use references to the context can help promote academic integrity by
discouraging plagiarism. By requiring students to properly cite their sources, teachers are
reinforcing the importance of giving credit to the original authors of the information being
used. This can help students develop a sense of ethics and responsibility in their academic
What can be a possible example of reference to the contex
In order to help you with better understanding of ‘reference to context’, I have discussed
examples from two different genres, one is a play from Shakespeare and one of the poems,
‘The Road Not Taken’ by Robert Frost.
In Act III, Scene 1 of Hamlet, the titular character delivers his famous soliloquy that
begins with the line "To be, or not to be, that is the question." In this soliloquy, Hamlet
is contemplating the nature of existence and the value of continuing to live in a world that
is full of suffering and hardship.
Towards the end of the soliloquy, Hamlet reflects on the potential consequences of taking
action in the face of adversity:
"Thus, conscience does make cowards of us all; And thus, the native hue of resolution Is
sicklied o'er with the pale cast of thought, and enterprises of great pith and moment, with
this regard their currents turn awry, and lose the name of action." (Hamlet, III.i.83-88)
Here, Hamlet is suggesting that our moral compass - our conscience - can sometimes hold us
back from taking action. He also notes that excessive contemplation and overthinking can
lead to a lack of resolve and a failure to follow through on important endeavors.
This passage is significant in the context of the play because it highlights Hamlet's
internal struggle to take action against his uncle, who he believes killed his father and
usurped the throne. Hamlet's contemplative nature and hesitation to act are themes that run
throughout the play, and this soliloquy is a key moment where those themes are explored in
The Road Not Taken
"The Road Not Taken" is a poem by Robert Frost, published in 1916 as part of his collection "Mountain Interval." The poem is widely regarded as one of Frost's most famous and frequently anthologized works, and it explores themes of choice, regret, and the uncertainties of life.
The poem is written in the first-person narrative and describes a speaker's encounter with a fork in the road while walking through a wood. The speaker is faced with a choice between two paths, each of which leads in a different direction. The speaker admits that both paths appear to be equally worn and equally appealing.
The speaker then takes the path "less traveled by," and this choice has had a profound impact on the speaker's life. The speaker acknowledges that in the future, he will look back on his choice and attribute his life's course to that decision, even though at the time, the decision seemed inconsequential.
The poem is often interpreted as a meditation on the nature of choice and the way that seemingly small decisions can have significant consequences. Frost suggests that life is filled with choices, and it is up to each individual to decide which path to take. The poem also speaks to the idea that one cannot go back in time and change past decisions; once a choice is made, one must live with its consequences.
Ultimately, "The Road Not Taken" is a celebration of individualism and the idea that each person is responsible for their own destiny. The poem encourages readers to embrace uncertainty and to take risks, even if it means choosing the less-traveled path.