Hist1400 - the Medieval & Early Modern World How to Write a Primary Source Analysis

The aim of the Primary Source Analysis assessment is for you to demonstrate your knowledge of a particular primary source and awareness of its usefulness (and limitations) for understanding the historical period in question. Source analysis is at the heart of studying the medieval and early modern periods, so it is one of the most important skills you will develop during this course.

These are the marking criteria for this assignment

1. Ability to identify author or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical
appreciation.
4. Ability to explain the significance of the item.
5. Ability to critique various interpretations of an item and to employ interpretive
perspectives, when applicable.
6. Clear and concise written expression, well presented.

One way to approach your PSA, and to address most of the above criteria, is to consider three overarching issues about your chosen excerpt: provenance; text; and context. In simple terms, ask what we know about the source, what the text itself says, and where it fits in its contextual landscape. I break these aspects down further below.

Provenance

Consider the following questions. Remember, we may not know the answers to every one of these questions. For example, many primary sources for the medieval period have no known author.

• Do we know the name of the person who wrote the source?
• Do we know anything about that person (e.g. where they were from, their profession)?
• What type of source is it? Does it fit into any particular genre?
• When was the source produced?
• What language was it written in?
• Where was it produced?
• Who was the intended audience?
• What was the intended purpose? Or, why was it written?

And, importantly, for each of these questions consider: why does this matter? Or, ‘so
what’? It is not enough to simply describe a source; you need to then reflect on the
implications of this information for how we should use the source.

Remember, too, that we need to move beyond pointing out that a source is biased (every source is in one way or another, I would argue, so it’s often a redundant observation!). Try thinking instead about whose perspective we’re dealing with in this source, and what this means for the source’s strengths and limitations.

Text

Demonstrate that you have conducted a close reading of the excerpt. Summarise what the source describes or tells us. You should comment on the language and terminology used in the excerpt, taking particular care to explain the significance of any key names, dates, places, events or other important aspects of the content of the extract. Also, it is sometimes worth considering what is not said; is there something missing that you would expect from this source? Do you have a sense of why it might have been omitted? You are expected to quote the primary source, but be selective with your use of quotations: you have a word limit and your analysis is crucially important. Identifying snappy – or as I like to call them, “juicy” – quotes is an important skill to develop. Do not simply copy and paste large sections of the source into your assignment.

Context

Consider the following about the source’s context. Again, not all of these will be
relevant for every primary source, but they are worth considering:
• What else was happening at the time the source was written that may be relevant to how we should interpret it?
• How representative are the views expressed in this extract? How does it compare
with other sources you can identify about the same events/issues? What are the
limitations of this extract or this document as a whole? Does it only tell part of a
story or offer one viewpoint?
• In what ways does this excerpt, and the source from which it originates, illuminate
(or obscure) historical understanding of the events/issues to which it refers?
• Are there any significant methodological issues that historians need to be aware of
when using a source like this?
• Have you come across any historiographical debate/controversy surrounding the
use of this source? If so, what is it?

Frequently Asked Questions

Should my PSA have a particular structure?
There is no set structure and subtitles are not required for a piece of this length. The
above guidelines about provenance, text and context are not a template for your
analysis (i.e., you do not need a paragraph on provenance, then a paragraph on text
etc.).

How should I format my PSA?
Your assignment should be formatted using Times New Roman or Arial in 12pt font.
Your footnotes should be 10pt. Make sure your text is left-aligned and line spacing is set to double (2.0), so it can be easily read and annotated. Always ensure that you provide a title for your work.

Approach in Guiding the Student

Step 1: Understanding the Requirements

The mentor first helped the student carefully review the marking criteria. They emphasized that simply describing the source is insufficient — analysis and reflection on its meaning, purpose, and limitations are essential.

Step 2: Provenance Analysis

The mentor guided the student to ask key questions about authorship, origin, purpose, and intended audience. For instance:

• If the author is unknown, what does that imply for reliability?

• How does the genre (chronicle, letter, legal text, religious writing) affect interpretation?

• Why was the text written and who was expected to read it?

Here, the mentor pushed the student to always follow up description with “Why does this matter?”

Step 3: Close Reading of the Text

The student was trained to perform a detailed reading of the source, picking out significant “juicy” quotes and analyzing terminology, names, and references. The mentor emphasized:

• Don’t copy large extracts.

• Focus on key terms and what they reveal about attitudes, beliefs, or events.

• Consider what the source leaves unsaid and why.

Step 4: Contextualizing the Source

The mentor explained how to situate the document within broader historical developments:

• Compare the perspective with other sources of the period.

• Identify whether it reflects elite, clerical, or popular viewpoints.

• Explore limitations: does it only tell one side of a larger story?

• Consider whether scholars debate the interpretation of this type of text.

Step 5: Structuring the Analysis

Although subtitles were not mandatory, the mentor advised the student to weave provenance, text, and context into a logical flow of paragraphs that naturally build the analysis. Clear, concise academic writing was emphasized.

Step 6: Referencing and Presentation

The mentor guided the student on accurate footnotes and bibliography in proper style, reminding them to back all claims with sources. Formatting requirements (font, spacing, alignment) were also addressed.

Final Outcome

Through this structured process, the student was able to:

• Demonstrate critical thinking by linking provenance, content, and context.

• Recognize the strengths and limitations of the source.

• Engage with historical debates and methodological concerns.

• Present ideas in a clear, well-structured, and referenced essay.

Learning Objectives Achieved:

• Developed ability to critically analyze primary sources.

• Improved awareness of historical context and interpretive perspectives.

• Strengthened close reading, referencing, and academic writing skills.

• Understood how to balance description with evaluation in historical research.

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