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Showing posts with label figurative language. Show all posts
Showing posts with label figurative language. Show all posts

What do you mean? The difference between figurative and literal language.

For the most part, everything we say falls under two linguistic categories: literal language and figurative language. In literal language, what we say is exactly what we mean. In figurative language (also known as "figures of speech"), what we say does not necessarily equal what we mean.


Let's start with a rather simple example: Paris Hilton turned this expression into a trite, overused cliché (which she also tried to patent): that's hot.

On the one hand, a person may take this expression and interpret it as displayed on the greeting card: something feels warm to the touch, or hot.
On the other hand, we can estimate 99.9% of the time Paris said that's hot, she didn't mean warm to the touch. She meant nifty or sexy. But even those words have double-meanings as well.


So how do we know that what someone says is or isn't what he means? Sometimes we can take into account the person's tone of voice or the context. Often, poetry contains much figurative language. This makes stories or poetry more interesting to read. Here are some examples of different types of figurative language:


euphemism: a device in which indirectness replaces directness of statement, usually in an effort to avoid offensiveness use of 'correctional facility' in place of 'prison'


metaphor: a figure of speech that makes a comparison between two unlike things without the use of such specific words of comparison as like, as, than, or resembles example: Emily Dickinson, "Fame is a Fickle Food"

extended metaphor: an extended metaphor, or conceit, sets up a principal subject with several subsidiary subjects or comparisons credit example: "All the world's a stage / and all the men and women merely players / they have their exits and entrances" ~ William Shakespeare, As YouLike It

metonymy: the substitution of the name of an object closely associated with a word for the word itself example: "The body that controlled the crown was, it is true, a narrow one." ~ T. F. Tout, The History of England

oxymoron: a combination of contradictory terms example: "I will complain, yet praise" ~ George Herbert, "Bitter-Sweet"


personification: a figure that endows animals, ideas, abstractions, and inanimate objects with human form; the representing of imaginary creatures or things as having human personalities, intelligence, and emotions example: Cheshire Cat in Alice in Wonderland


synecdoche: a part signifies the whole or the whole signifies the part; a good synecdoche out to be based on an important part of the whole, and, usually, the part standing for the whole ought to be directly associated with the subject under discussion example: " 'Johansen,' Wolf Larsen said briskly to the new mate, 'keep all hands on deck now they're here. Get in the topsails and outer jibs. We're in for a sou'easter. Reef the jib and the mainsail, too, while you're about it.' " (all hands on deck = all the help available) ~ Jack London, The Sea Wolf


symbol: a person, place, thing, or event that has meaning in itself and that also stands for something more than itself example: the conch shell as a symbol of civilization and order in Lord of the Flies


Indiana Academic Standard for English / Language Arts
10.1.2: Literal and figurative meanings

For more information, consult your literature textbook or visit Wikipedia's article on literal and figurative language here.

Standard 3, Reading

Standard 3, Reading: Comprehension and Analysis of Literary Text

Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 10, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres.

Structural Features of Literature

10.3.1
Analyze the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
Example: Analyze the features of plays, such as I Never Sang for My Father by Robert Anderson or Arsenic and Old Lace by Joseph Kesselring or A Piano Lesson by August Wilson or The Buck Private by Luis Valdez.

10.3.2
Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how each genre shapes the author’s presentation of the theme or topic.
Example: Compare three different reactions to Lincoln’s death: Walt Whitman’s poem “O Captain! My Captain!” Frederick Douglass’ eulogy, and the report of Lincoln’s death from The New York Times on April 12, 1865. Analyze the differences among the genres and how the form impacts the reader’s perception of the event.

Analysis of Grade-Level-Appropriate Literary Text

10.3.3
Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot.
Example: Compare the development of the characters as they are represented in Merlin: The Coming of Arthur by Sir Thomas Malory, retold in a collection by David Day and The Acts of King Arthur and His Noble Knights by John Steinbeck.

10.3.4
Analyze characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves).
Example: Read works, such as “I’m Nobody! Who Are You?” by Emily Dickinson or In Search of Our Mothers’ Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description.

10.3.5
Compare works that express a universal theme and provide evidence to support the views expressed in each work.
Example: Analyze and compare selections that deal with the theme of independence developed in The House on Mango Street by Sandra Cisneros and The Childhood Story of Christy Brown (based on the film My Left Foot) by Christy Brown.

10.3.6
Evaluate an author’s development of time and sequence, including the use of complex literary devices, such as foreshadowing (providing clues to future events) or flashbacks (interrupting the sequence of events to include information about an event that happened in the past).
Example: Discuss how the games the boys play in school foreshadowed the coming of the war in A Separate Peace by John Knowles.

10.3.7
Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal.
Example: Evaluate the imagery in poetry, such “I Wandered Lonely as a Cloud” by William Wordsworth and “Shall I Compare Thee to a Summer’s Day?” by William Shakespeare.

10.3.8
Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and inconsistencies in a text.
Example: Read selections from short stories by Franz Kafka and evaluate the manner in which ambiguity and allegory function.

10.3.9
Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
Example: Read Darkness at Noon by Harold Krents and discuss the impact of the narration as the story unfolds.

10.3.10
Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
· Dialogue: a conversation between two characters
· Soliloquies: long speeches in which characters, on stage alone, reveal inner thoughts aloud
· Asides: words spoken by characters directly to the audience
· Character foils: characters who are used as contrasts to another character
· Stage designs: directions and drawings for the setting of a play
Example: Evaluate the function of different dramatic devices in Shakespeare’s The Tragedy of Julius Caesar.

10.3.13
Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, and meaning of text.

Literary Criticism

10.3.11
Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
Example: Read Jurassic Park by Michael Crichton or The Perfect Storm by Sebastien Junger and evaluate the way the author’s style and descriptions help create a mood of tragedy and suspense.

10.3.12
Analyze the way in which a work of literature is related to the themes and issues of its historical period.
Example: Read a book such as Hornblower During the Crisis by C. S. Forester and tell how the author uses the story to convey larger themes about a period of transition in British history.