conclusion of literary devices essay

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How to Write a Conclusion to a Literary Essay

Last Updated: July 3, 2023 Fact Checked

This article was co-authored by Stephanie Wong Ken, MFA . Stephanie Wong Ken is a writer based in Canada. Stephanie's writing has appeared in Joyland, Catapult, Pithead Chapel, Cosmonaut's Avenue, and other publications. She holds an MFA in Fiction and Creative Writing from Portland State University. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 78,587 times.

A literary essay should analyze and evaluate a work of literature or an aspect of a work of literature. You may be required to write a literary essay for Language Arts class or as an assignment for an English Literature course. After a lot of hard work, you may have the majority of your literary essay done and be stuck on the conclusion. A strong conclusion will restate the thesis statement and broaden the scope of the essay in four to six sentences. You should also have an effective last sentence in the essay so you can wrap it up on a high note.

Reworking Your Thesis Statement

• For example, maybe your original thesis statement was, “Though there are elements of tragedy in Shakespeare’s A Midsummer Night’s Dream , the structure, themes, and staging of the play fall into the genre of comedy.”
• You may then rephrase your thesis statement by shifting around some of the language in the original and by using a more precise word choice. For example, the rephrased thesis statement may be, “While there are tragic moments in Shakespeare’s A Midsummer Night’s Dream , the structure, themes, and staging of the play fit within the genre of comedy.”

• You may then revise it to better reflect your essay as a whole, “While tragic events do occur in Shakespeare’s A Midsummer Night’s Dream , the three-act structure, the themes of magic and dreams, as well as the farcical staging of the play indicate that it fits in the genre of comedy.”
• Keep in mind if you make major revisions to your thesis statement, it should only be done to reflect the rest of your essay as a whole. Make sure the original thesis statement in your introduction still compliments or reflects the revised thesis statement in your conclusion.

• You do not need to put “In conclusion,” “In summary,” or “To conclude” before your thesis statement to start the conclusion. This can feel too formal and stilted. Instead, start a new paragraph and launch right into your rephrased thesis statement at the beginning of the conclusion.

Writing the Middle Section of the Conclusion

• For example, you may have a sentence about how the staging of the play affects the genre of the play in your introduction. You could then rephrase this sentence and include it in your conclusion.
• If you read over your introduction and realize some of your ideas have shifted in your body paragraphs, you may need to revise your introduction and use the revisions to then write the middle section of the conclusion.

• For example, maybe you focus on the theme of magic in Shakespeare’s A Midsummer Night’s Dream in the body section of your essay. You can then reiterate the theme of magic by using an image from the play that illustrates the magical element of the text.

• For example, if your essay focuses on how the theme of love in Shakespeare’s A Midsummer Night’s Dream , you may include a quote from the text that illustrates this theme.

• For example, if you are writing an essay about Harper Lee's To Kill A Mockingbird , you may answer the question “so what?” by thinking about how and why Harper Lee's novel discusses issues of race and identity in the South. You could then use your response in the conclusion of the essay.

• For example, you may summarize your essay by noting, "An analysis of scenes between white characters and African-American characters in the novel, as done in this essay, make it clear that Lee is addressing questions of race and identity in the South head-on."

Wrapping Up the Conclusion

• For example, if the focus of your essay is the theme of magic in the text, you may end with an image for the text that includes a magical element that is important to the main character.

• Read over your last sentence and remove any words that seem unnecessary or confusing. Simplify the last sentence of your conclusion so it is concise and to the point.

• For example, you may connect an essay about Harper Lee's To Kill A Mockingbird to modern issues around African-American rights in America.
• Avoid making overblown statements in the conclusion in an attempt to sum up your thoughts. Connecting your essay to a larger context is fine. Trying to connect your essay to vague ideas like “world suffering” or “the wage gap” will only confuse your reader and weaken your conclusion.

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• ↑ https://human.libretexts.org/Bookshelves/Literature_and_Literacy/Writing_and_Critical_Thinking_Through_Literature_(Ringo_and_Kashyap)/12%3A_Writing_About_Literature/12.06%3A_Literary_Thesis_Statements
• ↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
• ↑ https://writingcenter.unc.edu/tips-and-tools/conclusions/
• ↑ https://libguides.usc.edu/writingguide/academicwriting
• ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-write-an-intro--conclusion----body-paragraph.html
• ↑ https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions
• ↑ https://libguides.usc.edu/writingguide/conclusion
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
• ↑ https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/editing-and-proofreading-techniques

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Literary Analysis Essay

Literary Analysis Essay - Step by Step Guide

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Published on: Aug 16, 2020

Last updated on: Jan 29, 2024

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Literature is an art that can inspire, challenge, and transform us. But how do we analyze literature in a way that truly captures its essence? 

That's where a literary analysis essay comes in. 

Writing a literary analysis essay allows you to delve into the themes, characters, and symbols of a literary work. It's a chance to engage with literature on a deeper level and to discover new insights. 

In this comprehensive guide, we will take you through the process of writing a literary analysis essay, step by step. Plus, you’ll get to read some great examples to help you out!

So let’s dive in!

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What is a Literary Analysis Essay?

Literary analysis is a process of examining a literary work in detail to uncover its meaning and significance. 

It involves breaking down the various elements of a work, such as plot, character, setting, and theme. And then analyzing how they work together to create a specific effect on the reader.

In other words, literary analysis is an exercise in interpretation. The reader of a work asks questions about what the author means to say, how they are saying it, and why. 

A literary analysis essay is an essay where you explore such questions in depth and offer your own insights.

What is the Purpose of a Literary Analysis Essay?

In general, the purpose of a literary analysis essay is as follows: 

• To gain a greater understanding and appreciation of the work.
• To be able to think critically and analytically about a text. 

Content of a Literary Analysis 

A literary analysis essay delves deep into the various aspects of a literary work to examine its meaning, symbolism, themes, and more. Here are the key elements to include in your literary analysis essay:

Plot Analysis 

Plot refers to the sequence of events that make up the storyline of a literary work. It encompasses the main events, conflicts, and resolutions that drive the narrative forward. 

Elements of Plot Analysis 

The elements of a plot typically include:

• Exposition: The introduction of the story that establishes the setting, characters, and initial circumstances.
• Rising action: A set of events or actions that sets the main conflict into motion, often occurring early in the story.
• Conflict: The series of events that build tension and develop the conflict, leading to the story's climax.
• Climax: The turning point of the story, where the conflict reaches its peak and the outcome hangs in the balance.
• Falling Action: The events that occur after the climax, leading towards the resolution of the conflict.
• Resolution: The point in the story where the conflict is resolved, providing closure to the narrative.

Character Analysis 

Character analysis involves studying the role, development, and motivations of the characters in a literary work. It explores how characters contribute to the overall narrative and themes of the story.

Elements of Character Analysis 

• Identification of major and minor characters.
• Examination of their traits, behaviors, and relationships.
• Analysis of character development and changes throughout the story.
• Evaluation of the character's role in advancing the plot or conveying themes.

Symbolism and Imagery Analysis 

Symbolism and imagery analysis focuses on the use of symbols, objects, or images in a work. It analyzes and explores the use of literary devices to convey deeper meanings and evoke emotions. 

Elements of Symbolism and Imagery Analysis 

• Identification of key symbols or recurring motifs.
• Interpretation of their symbolic significance.
• Analysis of how imagery is used to create vivid mental pictures and enhance the reader's understanding and emotional experience.

Theme Analysis 

Analyzing the theme involves exploring the central ideas or messages conveyed in a literary work. It examines the underlying concepts, or messages that the author wants to convey through the story.

Elements of Theme Analysis 

• Identification of the main themes or central ideas explored in the text.
• Analysis of how the themes are developed and reinforced throughout the story.
• Exploration of the author's perspective and the intended message behind the themes.

Setting Analysis 

The Setting of a story includes the time, place, and social context in which the story takes place. Analyzing the setting involves how the setting influences the characters, plot, and overall atmosphere of the work.

Elements of Setting Analysis 

• Description and analysis of the physical, cultural, and historical aspects of the setting.
• Examination of how the setting contributes to the mood, atmosphere, and themes of the work.
• Evaluation of how the setting shapes the characters' actions and motivations.

Structure and Style Analysis 

Structure and style analysis involves studying the organization, narrative techniques, and literary devices employed by the author. It explores how the structure and style contribute to the overall impact and effectiveness of the work.

Elements of Structure and Style Analysis 

• Analysis of the narrative structure, such as the use of flashbacks, nonlinear timelines, or multiple perspectives.
• Examination of the author's writing style, including the use of language, tone, and figurative language.
• Evaluation of literary devices, such as foreshadowing, irony, or allusion, and their impact on the reader's interpretation.

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How to Write a Literary Analysis Essay?  

Writing a great literary analysis piece requires you to follow certain steps. Here’s what you need to do to write a literary essay:

Preparing for Your Essay 

The pre-writing process for writing a literary analysis essay includes the following:

• Choosing a literary work to analyze
• Reading and analyzing the work
• Taking notes and organizing your thoughts
• Creating an outline for your essay

Choosing a Work to Analyze 

As a student, you would most probably be assigned a literary piece to analyze. It could be a short story, a novel, or a poem.  However, sometimes you get to choose it yourself.

In such a case, you should choose a work that you find interesting and engaging. This will make it easier to stay motivated as you analyze the work and write your essay.

Moreover, you should choose a work that has some depth and complexity. This will give you plenty of material to analyze and discuss in your essay. Finally, make sure that your choice fits within the scope of the assignment and meets the expectations of your instructor.

Reading and Analyzing 

Once you’ve chosen a literary work, it's time to read the work with careful attention. There are several key elements to consider when reading and analyzing a literary work:

• Plot - The sequence of events that make up the story. Analyzing the plot involves examining the structure of the story, including its exposition, rising action, climax, falling action, and resolution.
• Characters - The people or entities that populate the story. Analyzing characters involves examining their motivations, personalities, relationships, and development over the course of the story.

Want to learn more about character analysis? Head to our blog about how to conduct character analysis and learn easy steps with examples.

• Setting - The time, place, and environment in which the story takes place. Analyzing the setting involves examining how the atmosphere contributes to the story's overall meaning.
• Theme - The underlying message or meaning of the story. Analyzing themes involves examining the work's central ideas and how they are expressed through the various elements of the story.

Moreover, it's important to consider the following questions while analyzing:

• What is the central theme or main point the author is trying to make?
• What literary devices and techniques has the author used?
• Why did the author choose to write this particular work?
• What themes and ideas are present in the work?

These questions will help you dive deeper into the work you are writing about.

Take Notes and Gather Material 

As you read and analyze the literary work, it's important to take notes so you don’t forget important details and ideas. This also helps you identify patterns and connections between different elements of the piece.

One effective way to take notes is to list important elements of the work, such as characters, setting, and theme. You can also use sticky notes, highlighters, or annotations to mark important passages and write down your ideas.

Writing Your Literary Analysis Essay 

Once you have read a piece of literature and taken notes, you have all the material you need to write an essay. Follow the simple steps below to write an effective literary analysis essay.

Create an Outline for Your Essay 

Firstly, creating an outline is necessary. This will help you to organize your thoughts and ideas and ensure that your essay flows logically and coherently.

This is what your literary essay outline would look like: 

Writing the Introduction 

Writing your essay introduction involves the three following parts:

• Begin the introductory paragraph with an engaging hook statement that captures the readers' attention. An effective hook statement can take many different forms, such as a provocative quote, an intriguing question, or a surprising fact. 

Make sure that your hook statement is relevant to the literary work you are writing about. Here are a few examples of effective hooks:

• Afterward, present the necessary background information and context about the literary work. For instance, 
• Talk about the author of the work or when and where it was written. 
• Give an overview of the work or why it is significant. 
• Provide readers with sufficient context so they can know what the work is generally about.
• Finally, end the introduction with a clear thesis statement . Your thesis statement should be a concise statement that clearly states the argument you will be making in your essay. It should be specific and debatable, and it should provide a roadmap for the rest of your essay.

For example, a thesis statement for an essay on "Hamlet" might be: 

Watch this video to learn more about writing an introduction for a literary analysis essay:

Writing the Body 

Here are the steps to follow when writing a body paragraph for a literary analysis essay:

• Start with a topic sentence: 

The topic sentence should introduce the main point or argument you will be making in the paragraph. It should be clear and concise and should indicate what the paragraph is about.

• Provide evidence: 

After you have introduced your main point, provide evidence from the text to support your analysis. This could include quotes, paraphrases, or summaries of the text.

• Explain and discuss the evidence:

Explain how the evidence supports your main point or argument or how it connects back to your thesis statement.

• Conclude the paragraph: 

End the paragraph by relating your main point to the thesis and discussing its significance. You should also use transitions to connect the paragraph to your next point or argument.

Writing the Conclusion 

The conclusion of a literary analysis essay provides closure to your analysis and reinforces your thesis statement. Here’s what a conclusion includes:

• Restate your thesis statement: 

Start by restating your thesis statement in a slightly different way than in your introduction. This will remind the reader of the argument you made and the evidence you provided to support it.

• Summarize your main points: 

Briefly summarize the main points you made in your essay's body paragraphs. This will help tie everything together and provide closure to your analysis.

• Personal reflections:

The conclusion is the best place to provide some personal reflections on the literary piece. You can also explain connections between your analysis and the larger context. This could include connections to other literary works, your personal life, historical events, or contemporary issues.

• End with a strong statement: 

End your conclusion with a strong statement that leaves a lasting impression on the reader. This could be a thought-provoking question, a call to action, or a final insight into the significance of your analysis.

Finalizing your Essay

You’ve completed the first draft of your literary analysis essay. Congratulations!

However, it’s not over just yet. You need some time to polish and improve the essay before it can be submitted. Here’s what you need to do:

Proofread and Revise your Essay 

After completing your draft, you should proofread your essay. You should look out for the following aspects:

• Check for clarity: 

Make sure that your ideas are expressed clearly and logically. You should also take a look at your structure and organization. Rearrange your arguments if necessary to make them clearer.

• Check for grammar and spelling errors: 

Use spelling and grammar check tools online to identify and correct any basic errors in your essay. 

• Verify factual information:

You must have included information about the work or from within the work in your essay. Recheck and verify that it is correct and verifiable. 

• Check your formatting: 

Make sure that your essay is properly formatted according to the guidelines provided by your instructor. This includes requirements for font size, margins, spacing, and citation style.

Helpful Tips for Revising a Literary Essay 

Here are some tips below that can help you proofread and revise your essay better:

• Read your essay out loud:

Reading your essay out loud makes it easier to identify awkward phrasing, repetitive language, and other issues.

• Take a break: 

It can be helpful to step away from your essay for a little while before starting the editing process. This can help you approach your essay with fresh eyes and a clearer perspective.

• Be concise:

Remove any unnecessary words or phrases that do not add to your argument. This can help to make your essay more focused and effective.

• Let someone else proofread and get feedback: 

You could ask a friend or a teacher to read your essay and provide feedback. This way, you can get some valuable insights on what you could include or catch mistakes that you might have missed.

Literary Analysis Essay Examples 

Reading a few good examples helps to understand literary analysis essays better. So check out these examples below and read them to see what a well-written essay looks like. 

How to Write a Literary Analysis Essay

Literary Analysis Essay Example

Sample Literary Analysis Essay

Lord of the Rings Literary Analysis

The Great Gatsby Literary Analysis

Literary Analysis Example for 8th Grade

Literary Analysis Essay Topics 

Need a topic for your literary analysis essay? You can pick any aspect of any work of literature you like. Here are some example topics that will help you get inspired:

• The use of symbolism in "The Great Gatsby" by F. Scott Fitzgerald.
• The theme of isolation in "The Catcher in the Rye" by J.D. Salinger.
• The portrayal of social class in "Pride and Prejudice" by Jane Austen.
• The use of magical realism in "One Hundred Years of Solitude" by Gabriel Garcia Marquez.
• The role of women in "The Handmaid's Tale" by Margaret Atwood.
• The use of foreshadowing in "Lord of the Flies" by William Golding.
• The portrayal of race and identity in "Invisible Man" by Ralph Ellison.
• The use of imagery in "The Road" by Cormac McCarthy.
• The theme of forgiveness in "The Kite Runner" by Khaled Hosseini.
• The use of allegory in "Animal Farm" by George Orwell.

To conclude,

Writing a literary analysis essay can be a rewarding experience for any student or writer, But it’s not easy. However, by following the steps you learned in this guide, you can successfully produce a well-written literary analysis essay. 

Also, you have got some examples of essays to read and topic ideas to get creative inspiration. With these resources, you have all you need to craft an engaging piece. So don’t hesitate to start writing your essay and come back to this blog whenever you need.

The deadline is approaching, but you don’t have time to write your essay? No worries! Our analytical essay writing service is here to help you out!

At CollegeEssay.org, we have a team of professional and experienced literature writers who can help you craft a compelling literary essay. Our affordable and reliable essay writing website focuses on providing high-quality essays and deliver them timely.

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Frequently Asked Questions

What are the 4 components of literary analysis.

The four main components of literary analysis are: 

• Conflict 
• Characters 
• Setting 

What is the fundamental characteristic of a literary analysis essay?

Interpretive is the fundamental characteristic of a literary analysis essay. 

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So much is at stake in writing a conclusion. This is, after all, your last chance to persuade your readers to your point of view, to impress yourself upon them as a writer and thinker. And the impression you create in your conclusion will shape the impression that stays with your readers after they've finished the essay.

The end of an essay should therefore convey a sense of completeness and closure as well as a sense of the lingering possibilities of the topic, its larger meaning, its implications: the final paragraph should close the discussion without closing it off.

To establish a sense of closure, you might do one or more of the following:

• Conclude by linking the last paragraph to the first, perhaps by reiterating a word or phrase you used at the beginning.
• Conclude with a sentence composed mainly of one-syllable words. Simple language can help create an effect of understated drama.
• Conclude with a sentence that's compound or parallel in structure; such sentences can establish a sense of balance or order that may feel just right at the end of a complex discussion.

To close the discussion without closing it off, you might do one or more of the following:

• Conclude with a quotation from or reference to a primary or secondary source, one that amplifies your main point or puts it in a different perspective. A quotation from, say, the novel or poem you're writing about can add texture and specificity to your discussion; a critic or scholar can help confirm or complicate your final point. For example, you might conclude an essay on the idea of home in James Joyce's short story collection,  Dubliners , with information about Joyce's own complex feelings towards Dublin, his home. Or you might end with a biographer's statement about Joyce's attitude toward Dublin, which could illuminate his characters' responses to the city. Just be cautious, especially about using secondary material: make sure that you get the last word.
• Conclude by setting your discussion into a different, perhaps larger, context. For example, you might end an essay on nineteenth-century muckraking journalism by linking it to a current news magazine program like  60 Minutes .
• Conclude by redefining one of the key terms of your argument. For example, an essay on Marx's treatment of the conflict between wage labor and capital might begin with Marx's claim that the "capitalist economy is . . . a gigantic enterprise of dehumanization "; the essay might end by suggesting that Marxist analysis is itself dehumanizing because it construes everything in economic -- rather than moral or ethical-- terms.
• Conclude by considering the implications of your argument (or analysis or discussion). What does your argument imply, or involve, or suggest? For example, an essay on the novel  Ambiguous Adventure , by the Senegalese writer Cheikh Hamidou Kane, might open with the idea that the protagonist's development suggests Kane's belief in the need to integrate Western materialism and Sufi spirituality in modern Senegal. The conclusion might make the new but related point that the novel on the whole suggests that such an integration is (or isn't) possible.

Finally, some advice on how not to end an essay:

• Don't simply summarize your essay. A brief summary of your argument may be useful, especially if your essay is long--more than ten pages or so. But shorter essays tend not to require a restatement of your main ideas.
• Avoid phrases like "in conclusion," "to conclude," "in summary," and "to sum up." These phrases can be useful--even welcome--in oral presentations. But readers can see, by the tell-tale compression of the pages, when an essay is about to end. You'll irritate your audience if you belabor the obvious.
• Resist the urge to apologize. If you've immersed yourself in your subject, you now know a good deal more about it than you can possibly include in a five- or ten- or 20-page essay. As a result, by the time you've finished writing, you may be having some doubts about what you've produced. (And if you haven't immersed yourself in your subject, you may be feeling even more doubtful about your essay as you approach the conclusion.) Repress those doubts. Don't undercut your authority by saying things like, "this is just one approach to the subject; there may be other, better approaches. . ."

Copyright 1998, Pat Bellanca, for the Writing Center at Harvard University

How to Write a Conclusion for a Literary Analysis Essay

Matt rauscher, 27 jun 2018.

Whether you are writing about a novel, short story, poem or play, the conclusion to your literary analysis essay needs to connect your thesis statement to the end of your essay. Summarizing your points is necessary, but the conclusion needs to synthesize all the different elements of the work you analyzed. Conclusions illustrate the significance of your essay in light of the question you have asked and demonstrate that you have successfully defended your literary argument.

Explore this article

• Restate the Thesis
• Synthesize Your Details
• Look Forward
• Stay Positive

1 Restate the Thesis

A conclusion in a literature paper should begin with a reiteration of your thesis statement, which is your main argument. Inform the reader how you managed to demonstrate your view. If, for example, you are writing about Harper Lee's "To Kill A Mockingbird," your thesis may have been that the main character, Scout, has experiences throughout the novel that give her a more mature point of view by book's end. Summarize for the reader how you examined textual evidence to come to that conclusion, which is realized in your thesis statement and then restated in different language in the conclusion.

2 Synthesize Your Details

Each body paragraph in your essay should have broken down your thesis into subsections that you applied to the narrative, poem or play that you are writing about. The conclusion is where you synthesize the support you developed in the essay and form it into a cohesive statement that demonstrates how well you defended your argument. If Scout in "To Kill A Mockingbird" matured greatly throughout the novel, the conclusion reminds the reader of the way you analyzed the book's events, other critiques and theories throughout each paragraph of your essay.

3 Look Forward

Conclusions should not give a definitive answer to the question your thesis asks. Literary analysis does not stop at one particular point in time, and essays like yours keep a work of literature moving forward. A good conclusion will ask what needs to be done to solve the problem you have identified. If "To Kill A Mockingbird" centers on blatant racial problems with the criminal justice system, you could discuss aspects of that small town controversy that still exist today. Do not introduce completely new ideas, but draw from your thesis statement and connect it to a sense of duty that you have hopefully instilled in your readers.

4 Stay Positive

The tone of the conclusion should be positive and achieve a feeling of completion. You can use other literary techniques, like simile or metaphor, and you can refer to on-point contemporary issues or ideas. Advanced students may refer to aspects of literary theory if you are knowledgeable about it. Overall, if you have a well-defended argument throughout the paper, the conclusion should be as strong as the rest of the essay.

• 1 Royal Literary Fund: Conclusions
• 2 Syracuse City Schools: Sample Concluding Paragraph
• 3 The Writing Center at UNC Chapel Hill: Conclusions

About the Author

Matt Rauscher has been writing professionally since 1996, recently serving as a contributing writer/film critic for "Instinct Magazine." He is also a novelist and co-author of a Chicago city guidebook. In 1997, Rauscher graduated from the University of Illinois with a B.A. in rhetoric.

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Types of Introductions in Essays

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• How to conclude an essay | Interactive example

How to Conclude an Essay | Interactive Example

Published on January 24, 2019 by Shona McCombes . Revised on July 23, 2023.

The conclusion is the final paragraph of your essay . A strong conclusion aims to:

• Tie together the essay’s main points
• Show why your argument matters
• Leave the reader with a strong impression

Your conclusion should give a sense of closure and completion to your argument, but also show what new questions or possibilities it has opened up.

This conclusion is taken from our annotated essay example , which discusses the history of the Braille system. Hover over each part to see why it’s effective.

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Table of contents

Step 1: return to your thesis, step 2: review your main points, step 3: show why it matters, what shouldn’t go in the conclusion, more examples of essay conclusions, other interesting articles, frequently asked questions about writing an essay conclusion.

To begin your conclusion, signal that the essay is coming to an end by returning to your overall argument.

Don’t just repeat your thesis statement —instead, try to rephrase your argument in a way that shows how it has been developed since the introduction.

Prevent plagiarism. Run a free check.

Next, remind the reader of the main points that you used to support your argument.

Avoid simply summarizing each paragraph or repeating each point in order; try to bring your points together in a way that makes the connections between them clear. The conclusion is your final chance to show how all the paragraphs of your essay add up to a coherent whole.

To wrap up your conclusion, zoom out to a broader view of the topic and consider the implications of your argument. For example:

• Does it contribute a new understanding of your topic?
• Does it raise new questions for future study?
• Does it lead to practical suggestions or predictions?
• Can it be applied to different contexts?
• Can it be connected to a broader debate or theme?

Whatever your essay is about, the conclusion should aim to emphasize the significance of your argument, whether that’s within your academic subject or in the wider world.

Try to end with a strong, decisive sentence, leaving the reader with a lingering sense of interest in your topic.

The easiest way to improve your conclusion is to eliminate these common mistakes.

Don’t include new evidence

Any evidence or analysis that is essential to supporting your thesis statement should appear in the main body of the essay.

The conclusion might include minor pieces of new information—for example, a sentence or two discussing broader implications, or a quotation that nicely summarizes your central point. But it shouldn’t introduce any major new sources or ideas that need further explanation to understand.

Don’t use “concluding phrases”

Avoid using obvious stock phrases to tell the reader what you’re doing:

• “In conclusion…”
• “To sum up…”

These phrases aren’t forbidden, but they can make your writing sound weak. By returning to your main argument, it will quickly become clear that you are concluding the essay—you shouldn’t have to spell it out.

Don’t undermine your argument

Avoid using apologetic phrases that sound uncertain or confused:

• “This is just one approach among many.”
• “There are good arguments on both sides of this issue.”
• “There is no clear answer to this problem.”

Even if your essay has explored different points of view, your own position should be clear. There may be many possible approaches to the topic, but you want to leave the reader convinced that yours is the best one!

• Argumentative
• Literary analysis

This conclusion is taken from an argumentative essay about the internet’s impact on education. It acknowledges the opposing arguments while taking a clear, decisive position.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

This conclusion is taken from a short expository essay that explains the invention of the printing press and its effects on European society. It focuses on giving a clear, concise overview of what was covered in the essay.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

This conclusion is taken from a literary analysis essay about Mary Shelley’s Frankenstein . It summarizes what the essay’s analysis achieved and emphasizes its originality.

By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
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• Appeal to authority fallacy
• False cause fallacy
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Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, July 23). How to Conclude an Essay | Interactive Example. Scribbr. Retrieved April 3, 2024, from https://www.scribbr.com/academic-essay/conclusion/

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12.14: Sample Student Literary Analysis Essays

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• Heather Ringo & Athena Kashyap
• City College of San Francisco via ASCCC Open Educational Resources Initiative

The following examples are essays where student writers focused on close-reading a literary work.

While reading these examples, ask yourself the following questions:

• What is the essay's thesis statement, and how do you know it is the thesis statement?
• What is the main idea or topic sentence of each body paragraph, and how does it relate back to the thesis statement?
• Where and how does each essay use evidence (quotes or paraphrase from the literature)?
• What are some of the literary devices or structures the essays analyze or discuss?
• How does each author structure their conclusion, and how does their conclusion differ from their introduction?

Example 1: Poetry

Victoria Morillo

Instructor Heather Ringo

3 August 2022

How Nguyen’s Structure Solidifies the Impact of Sexual Violence in “The Study”

Stripped of innocence, your body taken from you. No matter how much you try to block out the instance in which these two things occurred, memories surface and come back to haunt you. How does a person, a young boy , cope with an event that forever changes his life? Hieu Minh Nguyen deconstructs this very way in which an act of sexual violence affects a survivor. In his poem, “The Study,” the poem's speaker recounts the year in which his molestation took place, describing how his memory filters in and out. Throughout the poem, Nguyen writes in free verse, permitting a structural liberation to become the foundation for his message to shine through. While he moves the readers with this poignant narrative, Nguyen effectively conveys the resulting internal struggles of feeling alone and unseen.

The speaker recalls his experience with such painful memory through the use of specific punctuation choices. Just by looking at the poem, we see that the first period doesn’t appear until line 14. It finally comes after the speaker reveals to his readers the possible, central purpose for writing this poem: the speaker's molestation. In the first half, the poem makes use of commas, em dashes, and colons, which lends itself to the idea of the speaker stringing along all of these details to make sense of this time in his life. If reading the poem following the conventions of punctuation, a sense of urgency is present here, as well. This is exemplified by the lack of periods to finalize a thought; and instead, Nguyen uses other punctuation marks to connect them. Serving as another connector of thoughts, the two em dashes give emphasis to the role memory plays when the speaker discusses how “no one [had] a face” during that time (Nguyen 9-11). He speaks in this urgent manner until the 14th line, and when he finally gets it off his chest, the pace of the poem changes, as does the more frequent use of the period. This stream-of-consciousness-like section when juxtaposed with the latter half of the poem, causes readers to slow down and pay attention to the details. It also splits the poem in two: a section that talks of the fogginess of memory then transitions into one that remembers it all.

In tandem with the fluctuating nature of memory, the utilization of line breaks and word choice help reflect the damage the molestation has had. Within the first couple of lines of the poem, the poem demands the readers’ attention when the line breaks from “floating” to “dead” as the speaker describes his memory of Little Billy (Nguyen 1-4). This line break averts the readers’ expectation of the direction of the narrative and immediately shifts the tone of the poem. The break also speaks to the effect his trauma has ingrained in him and how “[f]or the longest time,” his only memory of that year revolves around an image of a boy’s death. In a way, the speaker sees himself in Little Billy; or perhaps, he’s representative of the tragic death of his boyhood, how the speaker felt so “dead” after enduring such a traumatic experience, even referring to himself as a “ghost” that he tries to evict from his conscience (Nguyen 24). The feeling that a part of him has died is solidified at the very end of the poem when the speaker describes himself as a nine-year-old boy who’s been “fossilized,” forever changed by this act (Nguyen 29). By choosing words associated with permanence and death, the speaker tries to recreate the atmosphere (for which he felt trapped in) in order for readers to understand the loneliness that came as a result of his trauma. With the assistance of line breaks, more attention is drawn to the speaker's words, intensifying their importance, and demanding to be felt by the readers.

Most importantly, the speaker expresses eloquently, and so heartbreakingly, about the effect sexual violence has on a person. Perhaps what seems to be the most frustrating are the people who fail to believe survivors of these types of crimes. This is evident when he describes “how angry” the tenants were when they filled the pool with cement (Nguyen 4). They seem to represent how people in the speaker's life were dismissive of his assault and who viewed his tragedy as a nuisance of some sorts. This sentiment is bookended when he says, “They say, give us details , so I give them my body. / They say, give us proof , so I give them my body,” (Nguyen 25-26). The repetition of these two lines reinforces the feeling many feel in these scenarios, as they’re often left to deal with trying to make people believe them, or to even see them.

It’s important to recognize how the structure of this poem gives the speaker space to express the pain he’s had to carry for so long. As a characteristic of free verse, the poem doesn’t follow any structured rhyme scheme or meter; which in turn, allows him to not have any constraints in telling his story the way he wants to. The speaker has the freedom to display his experience in a way that evades predictability and engenders authenticity of a story very personal to him. As readers, we abandon anticipating the next rhyme, and instead focus our attention to the other ways, like his punctuation or word choice, in which he effectively tells his story. The speaker recognizes that some part of him no longer belongs to himself, but by writing “The Study,” he shows other survivors that they’re not alone and encourages hope that eventually, they will be freed from the shackles of sexual violence.

Works Cited

Nguyen, Hieu Minh. “The Study” Poets.Org. Academy of American Poets, Coffee House Press, 2018, https://poets.org/poem/study-0 .

Example 2: Fiction

Todd Goodwin

Professor Stan Matyshak

Advanced Expository Writing

Sept. 17, 20—

Poe’s “Usher”: A Mirror of the Fall of the House of Humanity

Right from the outset of the grim story, “The Fall of the House of Usher,” Edgar Allan Poe enmeshes us in a dark, gloomy, hopeless world, alienating his characters and the reader from any sort of physical or psychological norm where such values as hope and happiness could possibly exist. He fatalistically tells the story of how a man (the narrator) comes from the outside world of hope, religion, and everyday society and tries to bring some kind of redeeming happiness to his boyhood friend, Roderick Usher, who not only has physically and psychologically wasted away but is entrapped in a dilapidated house of ever-looming terror with an emaciated and deranged twin sister. Roderick Usher embodies the wasting away of what once was vibrant and alive, and his house of “insufferable gloom” (273), which contains his morbid sister, seems to mirror or reflect this fear of death and annihilation that he most horribly endures. A close reading of the story reveals that Poe uses mirror images, or reflections, to contribute to the fatalistic theme of “Usher”: each reflection serves to intensify an already prevalent tone of hopelessness, darkness, and fatalism.

It could be argued that the house of Roderick Usher is a “house of mirrors,” whose unpleasant and grim reflections create a dark and hopeless setting. For example, the narrator first approaches “the melancholy house of Usher on a dark and soundless day,” and finds a building which causes him a “sense of insufferable gloom,” which “pervades his spirit and causes an iciness, a sinking, a sickening of the heart, an undiscerned dreariness of thought” (273). The narrator then optimistically states: “I reflected that a mere different arrangement of the scene, of the details of the picture, would be sufficient to modify, or perhaps annihilate its capacity for sorrowful impression” (274). But the narrator then sees the reflection of the house in the tarn and experiences a “shudder even more thrilling than before” (274). Thus the reader begins to realize that the narrator cannot change or stop the impending doom that will befall the house of Usher, and maybe humanity. The story cleverly plays with the word reflection : the narrator sees a physical reflection that leads him to a mental reflection about Usher’s surroundings.

The narrator’s disillusionment by such grim reflection continues in the story. For example, he describes Roderick Usher’s face as distinct with signs of old strength but lost vigor: the remains of what used to be. He describes the house as a once happy and vibrant place, which, like Roderick, lost its vitality. Also, the narrator describes Usher’s hair as growing wild on his rather obtrusive head, which directly mirrors the eerie moss and straw covering the outside of the house. The narrator continually longs to see these bleak reflections as a dream, for he states: “Shaking off from my spirit what must have been a dream, I scanned more narrowly the real aspect of the building” (276). He does not want to face the reality that Usher and his home are doomed to fall, regardless of what he does.

Although there are almost countless examples of these mirror images, two others stand out as important. First, Roderick and his sister, Madeline, are twins. The narrator aptly states just as he and Roderick are entombing Madeline that there is “a striking similitude between brother and sister” (288). Indeed, they are mirror images of each other. Madeline is fading away psychologically and physically, and Roderick is not too far behind! The reflection of “doom” that these two share helps intensify and symbolize the hopelessness of the entire situation; thus, they further develop the fatalistic theme. Second, in the climactic scene where Madeline has been mistakenly entombed alive, there is a pairing of images and sounds as the narrator tries to calm Roderick by reading him a romance story. Events in the story simultaneously unfold with events of the sister escaping her tomb. In the story, the hero breaks out of the coffin. Then, in the story, the dragon’s shriek as he is slain parallels Madeline’s shriek. Finally, the story tells of the clangor of a shield, matched by the sister’s clanging along a metal passageway. As the suspense reaches its climax, Roderick shrieks his last words to his “friend,” the narrator: “Madman! I tell you that she now stands without the door” (296).

Roderick, who slowly falls into insanity, ironically calls the narrator the “Madman.” We are left to reflect on what Poe means by this ironic twist. Poe’s bleak and dark imagery, and his use of mirror reflections, seem only to intensify the hopelessness of “Usher.” We can plausibly conclude that, indeed, the narrator is the “Madman,” for he comes from everyday society, which is a place where hope and faith exist. Poe would probably argue that such a place is opposite to the world of Usher because a world where death is inevitable could not possibly hold such positive values. Therefore, just as Roderick mirrors his sister, the reflection in the tarn mirrors the dilapidation of the house, and the story mirrors the final actions before the death of Usher. “The Fall of the House of Usher” reflects Poe’s view that humanity is hopelessly doomed.

Poe, Edgar Allan. “The Fall of the House of Usher.” 1839. Electronic Text Center, University of Virginia Library . 1995. Web. 1 July 2012. < http://etext.virginia.edu/toc/modeng/public/PoeFall.html >.

Example 3: Poetry

Amy Chisnell

Professor Laura Neary

Writing and Literature

April 17, 20—

Don’t Listen to the Egg!: A Close Reading of Lewis Carroll’s “Jabberwocky”

“You seem very clever at explaining words, Sir,” said Alice. “Would you kindly tell me the meaning of the poem called ‘Jabberwocky’?”

“Let’s hear it,” said Humpty Dumpty. “I can explain all the poems that ever were invented—and a good many that haven’t been invented just yet.” (Carroll 164)

In Lewis Carroll’s Through the Looking-Glass , Humpty Dumpty confidently translates (to a not so confident Alice) the complicated language of the poem “Jabberwocky.” The words of the poem, though nonsense, aptly tell the story of the slaying of the Jabberwock. Upon finding “Jabberwocky” on a table in the looking-glass room, Alice is confused by the strange words. She is quite certain that “ somebody killed something ,” but she does not understand much more than that. When later she encounters Humpty Dumpty, she seizes the opportunity at having the knowledgeable egg interpret—or translate—the poem. Since Humpty Dumpty professes to be able to “make a word work” for him, he is quick to agree. Thus he acts like a New Critic who interprets the poem by performing a close reading of it. Through Humpty’s interpretation of the first stanza, however, we see the poem’s deeper comment concerning the practice of interpreting poetry and literature in general—that strict analytical translation destroys the beauty of a poem. In fact, Humpty Dumpty commits the “heresy of paraphrase,” for he fails to understand that meaning cannot be separated from the form or structure of the literary work.

Of the 71 words found in “Jabberwocky,” 43 have no known meaning. They are simply nonsense. Yet through this nonsensical language, the poem manages not only to tell a story but also gives the reader a sense of setting and characterization. One feels, rather than concretely knows, that the setting is dark, wooded, and frightening. The characters, such as the Jubjub bird, the Bandersnatch, and the doomed Jabberwock, also appear in the reader’s head, even though they will not be found in the local zoo. Even though most of the words are not real, the reader is able to understand what goes on because he or she is given free license to imagine what the words denote and connote. Simply, the poem’s nonsense words are the meaning.

Therefore, when Humpty interprets “Jabberwocky” for Alice, he is not doing her any favors, for he actually misreads the poem. Although the poem in its original is constructed from nonsense words, by the time Humpty is done interpreting it, it truly does not make any sense. The first stanza of the original poem is as follows:

’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe;

All mimsy were the borogroves,

An the mome raths outgrabe. (Carroll 164)

If we replace, however, the nonsense words of “Jabberwocky” with Humpty’s translated words, the effect would be something like this:

’Twas four o’clock in the afternoon, and the lithe and slimy badger-lizard-corkscrew creatures

Did go round and round and make holes in the grass-plot round the sun-dial:

All flimsy and miserable were the shabby-looking birds

with mop feathers,

And the lost green pigs bellowed-sneezed-whistled.

By translating the poem in such a way, Humpty removes the charm or essence—and the beauty, grace, and rhythm—from the poem. The poetry is sacrificed for meaning. Humpty Dumpty commits the heresy of paraphrase. As Cleanth Brooks argues, “The structure of a poem resembles that of a ballet or musical composition. It is a pattern of resolutions and balances and harmonizations” (203). When the poem is left as nonsense, the reader can easily imagine what a “slithy tove” might be, but when Humpty tells us what it is, he takes that imaginative license away from the reader. The beauty (if that is the proper word) of “Jabberwocky” is in not knowing what the words mean, and yet understanding. By translating the poem, Humpty takes that privilege from the reader. In addition, Humpty fails to recognize that meaning cannot be separated from the structure itself: the nonsense poem reflects this literally—it means “nothing” and achieves this meaning by using “nonsense” words.

Furthermore, the nonsense words Carroll chooses to use in “Jabberwocky” have a magical effect upon the reader; the shadowy sound of the words create the atmosphere, which may be described as a trance-like mood. When Alice first reads the poem, she says it seems to fill her head “with ideas.” The strange-sounding words in the original poem do give one ideas. Why is this? Even though the reader has never heard these words before, he or she is instantly aware of the murky, mysterious mood they set. In other words, diction operates not on the denotative level (the dictionary meaning) but on the connotative level (the emotion(s) they evoke). Thus “Jabberwocky” creates a shadowy mood, and the nonsense words are instrumental in creating this mood. Carroll could not have simply used any nonsense words.

For example, let us change the “dark,” “ominous” words of the first stanza to “lighter,” more “comic” words:

’Twas mearly, and the churly pells

Did bimble and ringle in the tink;

All timpy were the brimbledimps,

And the bip plips outlink.

Shifting the sounds of the words from dark to light merely takes a shift in thought. To create a specific mood using nonsense words, one must create new words from old words that convey the desired mood. In “Jabberwocky,” Carroll mixes “slimy,” a grim idea, “lithe,” a pliable image, to get a new adjective: “slithy” (a portmanteau word). In this translation, brighter words were used to get a lighter effect. “Mearly” is a combination of “morning” and “early,” and “ringle” is a blend of “ring” and "dingle.” The point is that “Jabberwocky’s” nonsense words are created specifically to convey this shadowy or mysterious mood and are integral to the “meaning.”

Consequently, Humpty’s rendering of the poem leaves the reader with a completely different feeling than does the original poem, which provided us with a sense of ethereal mystery, of a dark and foreign land with exotic creatures and fantastic settings. The mysteriousness is destroyed by Humpty’s literal paraphrase of the creatures and the setting; by doing so, he has taken the beauty away from the poem in his attempt to understand it. He has committed the heresy of paraphrase: “If we allow ourselves to be misled by it [this heresy], we distort the relation of the poem to its ‘truth’… we split the poem between its ‘form’ and its ‘content’” (Brooks 201). Humpty Dumpty’s ultimate demise might be seen to symbolize the heretical split between form and content: as a literary creation, Humpty Dumpty is an egg, a well-wrought urn of nonsense. His fall from the wall cracks him and separates the contents from the container, and not even all the King’s men can put the scrambled egg back together again!

Through the odd characters of a little girl and a foolish egg, “Jabberwocky” suggests a bit of sage advice about reading poetry, advice that the New Critics built their theories on. The importance lies not solely within strict analytical translation or interpretation, but in the overall effect of the imagery and word choice that evokes a meaning inseparable from those literary devices. As Archibald MacLeish so aptly writes: “A poem should not mean / But be.” Sometimes it takes a little nonsense to show us the sense in something.

Brooks, Cleanth. The Well-Wrought Urn: Studies in the Structure of Poetry . 1942. San Diego: Harcourt Brace, 1956. Print.

Carroll, Lewis. Through the Looking-Glass. Alice in Wonderland . 2nd ed. Ed. Donald J. Gray. New York: Norton, 1992. Print.

MacLeish, Archibald. “Ars Poetica.” The Oxford Book of American Poetry . Ed. David Lehman. Oxford: Oxford UP, 2006. 385–86. Print.

Attribution

• Sample Essay 1 received permission from Victoria Morillo to publish, licensed Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International ( CC BY-NC-SA 4.0 )
• Sample Essays 2 and 3 adapted from Cordell, Ryan and John Pennington. "2.5: Student Sample Papers" from Creating Literary Analysis. 2012. Licensed Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported ( CC BY-NC-SA 3.0 )

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Literary Devices ‒ How To Use Them In Your College Essay

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One of the best ways to make your college essay and other academic writing assignments interesting is by using literary devices. They serve as essential tools that authors employ to enrich their narratives, engage readers, and convey complex thoughts and emotions in an accessible way. This article will explore what literary devices are, why they’re important, and the most common literary devices you can use to make your academic essays more interesting.

Inhaltsverzeichnis

• 1 Literary Devices ‒ In a Nutshell
• 2 Definition: Literary devices
• 3 Literary devices woven into the essay structure
• 4 Literary devices for storytelling
• 5 Literary devices: Imagery
• 6 Literary devices: Tone
• 7 Sentence-integrated literary devices

Literary Devices ‒ In a Nutshell

• Literary devices are tools used by writers to elevate their writing skills.
• Literary devices allow writers to communicate with their audiences from a unique angle.
• Literary devices can upgrade your essay writing skills and get you good grades.

Definition: Literary devices

Literary devices are tools or techniques writers use to make their narrations more captivating and hint at bigger meanings than what’s on paper. While some literary devices are only used on a sentence level, others transform the entire story. Most skilled writers use several literary devices to create a more powerful and memorable story.

Some common types of literary devices include:

• Figurative language – metaphors and similes create images and comparisons for better understanding.
• Sound devices – alliteration and onomatopoeia contribute to the rhythm, mood, and emphasis of the text.
• Narrative devices – foreshadowing and flashbacks affect the structure of the story and how it’s told.
• Stylistic devices – repetition and irony shape the overall voice, tone, and mood of the work.

In sum, literary devices enhance a piece of writing by making it more effective, memorable, and engaging in conveying its ideas and themes.

Literary devices woven into the essay structure

The following are some of the best literary devices for essay writing and how to use them:

This refers to using an object, person, place, or subject to represent a broader concept or idea.

• A dove can represent peace
• A sheep can mean conformity
• A black cat can represent bad luck.

Extended metaphor

A metaphor is a figure of speech that compares two, unlike things without using the words “like” or “as.”

On the other hand, an extended metaphor is a metaphor that continues the comparison across multiple sentences or paragraphs in the same piece of writing.

• Simple metaphor: “The truth is thorny.”

This metaphor compares the truth to something painful.

• Extended metaphor: “The truth is thorny, but you have to embrace it even if it hurts. Sometimes it leaves a small puncture, sometimes a huge wound, but it eventually heals.”

With this extended metaphor, you’ve spread the comparison of truth to a thorn across two sentences.

• Choose the third metaphor you think of
• Use a comprehensive comparison
• Look for extended metaphors
• Always keep it subtle
• Don’t overuse extended metaphors
• Don’t use clichés
• Don’t use distracting metaphors
• Don’t use weakening metaphors

Literary devices for storytelling

The following are some literary devices that work best with storytelling:

Into the action

“In medias res” is a Latin word that means “in the midst of things.” This writing style places the reader in the middle of the action or scene without providing any contextual information.

Beginning your story in the middle of the action helps immerse the reader into your story from the start. It makes them ask a lot of questions regarding the characters in the opening scene and what’s the reason behind the events that are unfolding.

The opening line of One Hundred Years of Solitude by Gabriel Garcia Marquez reads:

• “Many years later, as he faced the firing squad, Colonel Aureliano Buendia was to remember that distant afternoon when his father took him to discover ice.”

Writers often use dialogue to show communication between two characters in the story.

You can use dialogue in your college essay to move your story forward, show different points of view, or engage the reader with your story at an emotional level.

• Algernon : I’m afraid I’m not that. That’s why I want you to reform me. You might make that your mission if you don’t mind, cousin Cecily.
• Cecily : I’m afraid I’ve no time this afternoon.
• Algernon : Well, would you mind me reforming myself this afternoon?
• Cecily : It is rather Quixotic of you. But I think you should try.

A flashback is a sudden interruption in the story’s narration that brings the reader to an earlier event to provide context or backstory of the present event.

You can use flashbacks in your essay to arm the reader with some important information about a character’s backstory that they might not have known.

The realtor handed me the keys to my new three-bedroom house. I was overjoyed to become a homeowner before my 30th birthday. It’s hard to imagine that I was living with my brother a year ago because I couldn’t afford to pay rent for my apartment.

Using a famous quote in your college essay provides the reader with more context of the topic you’re writing about and helps strengthen your argument.

As a parent, you want to raise well-behaved children who do well in school and are never in trouble. However, you should know that what you do or say in front of your children plays a major role in shaping their character. Pierre Corneille once said, “Remember: sooner or later, your son will follow your example and not your advice.”

Literary devices: Imagery

Writers use imagery to engage the human senses or create a picture in the reader’s mind. The following are some of the literary devices used to create imagery:

Personification

This is a writing technique used to give human characteristics to non-humans. When used in essays, personification allows the reader to relate easily to the object the writer is talking about.

Similes compare two objects using the words “like” or “as.” Using similes in your college essay can help make it more interesting and descriptive.

As brave as a lion.

Five senses

This writing technique describes a particular object’s taste, smell, touch, sight, and sound. Using the five senses in your essay helps immerse the reader in your story by creating vivid images in their mind.

She wanted a taste of the sweet hot coffee.

Literary devices: Tone

The tone is the mood or atmosphere the writer’s words paint to the reader. The following are the literary devices used to portray the writer’s tone:

This is using exaggeration to add more impact to a certain statement.

I have a million things to do when I wake up.

Colloquialisms

This refers to using informal phrases in a piece of writing.

Y’all ain’t giving me time to explain.

Sentence-integrated literary devices

The following are the most commonly used sentence-integrated literary devices:

What are literary devices used for?

Literary devices are used to make pieces of writings more interesting to read.

How many literary devices can I use in my essay?

You can use as many literary devices as you want, as long as they make sense and add something to the reader’s experience.

What forms of writing can you incorporate literary devices?

There are no restrictions when it comes to using literary devices.

You can use literary devices with all forms of formal and informal writing, including college essays, book reports, research papers, emails, and even text messages.

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Argumentative Essay

Definition of argumentative essay.

An argumentative essay is a type of essay that presents arguments about both sides of an issue. It could be that both sides are presented equally balanced, or it could be that one side is presented more forcefully than the other. It all depends on the writer, and what side he supports the most. The general structure of an argumentative essay follows this format:

• Introduction : Attention Grabber/ hook , Background Information , Thesis Statement
• Body : Three body paragraphs (three major arguments)
• Counterargument : An argument to refute earlier arguments and give weight to the actual position
• Conclusion : Rephrasing the thesis statement , major points, call to attention, or concluding remarks .

Models for Argumentative Essays

There are two major models besides this structure given above, which is called a classical model. Two other models are the Toulmin and Rogerian models.

Toulmin model is comprised of an introduction with a claim or thesis, followed by the presentation of data to support the claim. Warrants are then listed for the reasons to support the claim with backing and rebuttals. However, the Rogerian model asks to weigh two options, lists the strengths and weaknesses of both options, and gives a recommendation after an analysis.

Five Types of Argument Claims in Essay Writing  

There are five major types of argument claims as given below.

• A claim of definition
• A claim about values
• A claim about the reason
• A claim about comparison
• A claim about policy or position

A writer makes a claim about these issues and answers the relevant questions about it with relevant data and evidence to support the claim.

Three Major Types of Argument and How to Apply Them

Classical argument.

This model of applying argument is also called the Aristotelian model developed by Aristotle. This type of essay introduces the claim, with the opinion of the writer about the claim, its both perspectives, supported by evidence, and provides a conclusion about the better perspective . This essay includes an introduction, a body having the argument and support, a counter-argument with support, and a conclusion.

Toulmin Argument

This model developed by Stephen Toulmin is based on the claim followed by grounds, warrant, backing, qualifier, and rebuttal . Its structure comprises, an introduction having the main claim, a body with facts and evidence, while its rebuttal comprises counter-arguments and a conclusion.

Rogerian Argument

The third model by Carl Rogers has different perspectives having proof to support and a conclusion based on all the available perspectives. Its structure comprises an introduction with a thesis, the opposite point of view and claim, a middle-ground for both or more perspectives, and a conclusion.

Four Steps to Outline and Argumentative Essay

There are four major steps to outlining an argumentative essay.

• Introduction with background, claim, and thesis.
• Body with facts, definition, claim, cause and effect, or policy.
• The opposing point of view with pieces of evidence.

Examples of Argumentative Essay in Literature

Example #1: put a little science in your life by brian greene.

“When we consider the ubiquity of cellphones, iPods, personal computers and the Internet, it’s easy to see how science (and the technology to which it leads) is woven into the fabric of our day-to-day activities . When we benefit from CT scanners, M.R.I. devices, pacemakers and arterial stents, we can immediately appreciate how science affects the quality of our lives. When we assess the state of the world, and identify looming challenges like climate change, global pandemics, security threats and diminishing resources, we don’t hesitate in turning to science to gauge the problems and find solutions. And when we look at the wealth of opportunities hovering on the horizon—stem cells, genomic sequencing, personalized medicine, longevity research, nanoscience, brain-machine interface, quantum computers, space technology—we realize how crucial it is to cultivate a general public that can engage with scientific issues; there’s simply no other way that as a society we will be prepared to make informed decisions on a range of issues that will shape the future.”

These two paragraphs present an argument about two scientific fields — digital products and biotechnology. It has also given full supporting details with names.

Example #2: Boys Here, Girls There: Sure, If Equality’s the Goal by Karen Stabiner

“The first objections last week came from the National Organization for Women and the New York Civil Liberties Union, both of which opposed the opening of TYWLS in the fall of 1996. The two groups continue to insist—as though it were 1896 and they were arguing Plessy v. Ferguson—that separate can never be equal. I appreciate NOW ’s wariness of the Bush administration’s endorsement of single-sex public schools, since I am of the generation that still considers the label “feminist” to be a compliment—and many feminists still fear that any public acknowledgment of differences between the sexes will hinder their fight for equality .”

This paragraph by Karen Stabiner presents an objection to the argument of separation between public schools. It has been fully supported with evidence of the court case.

Example #3: The Flight from Conversation by Sherry Turkle

“We’ve become accustomed to a new way of being “ alone together.” Technology-enabled, we are able to be with one another, and also elsewhere, connected to wherever we want to be. We want to customize our lives. We want to move in and out of where we are because the thing we value most is control over where we focus our attention. We have gotten used to the idea of being in a tribe of one, loyal to our own party.”

This is an argument by Sherry Turkle, who beautifully presented it in the first person plural dialogues . However, it is clear that this is part of a greater argument instead of the essay.

Function of Argumentative Essay

An argumentative essay presents both sides of an issue. However, it presents one side more positively or meticulously than the other one, so that readers could be swayed to the one the author intends. The major function of this type of essay is to present a case before the readers in a convincing manner, showing them the complete picture.

Synonyms of Argumentative Essay

Argumentative Essay synonyms are as follows: persuasive essays, research essays, analytical essays, or even some personal essays.

Related posts:

• Elements of an Essay
• Narrative Essay
• Definition Essay
• Descriptive Essay
• Types of Essay
• Analytical Essay
• Cause and Effect Essay
• Critical Essay
• Expository Essay
• Persuasive Essay
• Process Essay
• Explicatory Essay
• An Essay on Man: Epistle I
• Comparison and Contrast Essay

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• Literary Terms
• Definition & Examples
• When & How to Write an Essay

I. What is an Essay?

An essay is a form of writing in paragraph form that uses informal language, although it can be written formally. Essays may be written in first-person point of view (I, ours, mine), but third-person (people, he, she) is preferable in most academic essays. Essays do not require research as most academic reports and papers do; however, they should cite any literary works that are used within the paper.

When thinking of essays, we normally think of the five-paragraph essay: Paragraph 1 is the introduction, paragraphs 2-4 are the body covering three main ideas, and paragraph 5 is the conclusion. Sixth and seventh graders may start out with three paragraph essays in order to learn the concepts. However, essays may be longer than five paragraphs. Essays are easier and quicker to read than books, so are a preferred way to express ideas and concepts when bringing them to public attention.

II. Examples of Essays

Many of our most famous Americans have written essays. Benjamin Franklin, Thomas Paine, and Thomas Jefferson wrote essays about being good citizens and concepts to build the new United States. In the pre-Civil War days of the 1800s, people such as:

• Ralph Waldo Emerson (an author) wrote essays on self-improvement
• Susan B. Anthony wrote on women’s right to vote
• Frederick Douglass wrote on the issue of African Americans’ future in the U.S.

Through each era of American history, well-known figures in areas such as politics, literature, the arts, business, etc., voiced their opinions through short and long essays.

The ultimate persuasive essay that most students learn about and read in social studies is the “Declaration of Independence” by Thomas Jefferson in 1776. Other founding fathers edited and critiqued it, but he drafted the first version. He builds a strong argument by stating his premise (claim) then proceeds to give the evidence in a straightforward manner before coming to his logical conclusion.

III. Types of Essays

A. expository.

Essays written to explore and explain ideas are called expository essays (they expose truths). These will be more formal types of essays usually written in third person, to be more objective. There are many forms, each one having its own organizational pattern.  Cause/Effect essays explain the reason (cause) for something that happens after (effect). Definition essays define an idea or concept. Compare/ Contrast essays will look at two items and show how they are similar (compare) and different (contrast).

b. Persuasive

An argumentative paper presents an idea or concept with the intention of attempting to change a reader’s mind or actions . These may be written in second person, using “you” in order to speak to the reader. This is called a persuasive essay. There will be a premise (claim) followed by evidence to show why you should believe the claim.

c. Narrative

Narrative means story, so narrative essays will illustrate and describe an event of some kind to tell a story. Most times, they will be written in first person. The writer will use descriptive terms, and may have paragraphs that tell a beginning, middle, and end in place of the five paragraphs with introduction, body, and conclusion. However, if there is a lesson to be learned, a five-paragraph may be used to ensure the lesson is shown.

d. Descriptive

The goal of a descriptive essay is to vividly describe an event, item, place, memory, etc. This essay may be written in any point of view, depending on what’s being described. There is a lot of freedom of language in descriptive essays, which can include figurative language, as well.

IV. The Importance of Essays

Essays are an important piece of literature that can be used in a variety of situations. They’re a flexible type of writing, which makes them useful in many settings . History can be traced and understood through essays from theorists, leaders, artists of various arts, and regular citizens of countries throughout the world and time. For students, learning to write essays is also important because as they leave school and enter college and/or the work force, it is vital for them to be able to express themselves well.

V. Examples of Essays in Literature

Sir Francis Bacon was a leading philosopher who influenced the colonies in the 1600s. Many of America’s founding fathers also favored his philosophies toward government. Bacon wrote an essay titled “Of Nobility” in 1601 , in which he defines the concept of nobility in relation to people and government. The following is the introduction of his definition essay. Note the use of “we” for his point of view, which includes his readers while still sounding rather formal.

 “We will speak of nobility, first as a portion of an estate, then as a condition of particular persons. A monarchy, where there is no nobility at all, is ever a pure and absolute tyranny; as that of the Turks. For nobility attempers sovereignty, and draws the eyes of the people, somewhat aside from the line royal. But for democracies, they need it not; and they are commonly more quiet, and less subject to sedition, than where there are stirps of nobles. For men’s eyes are upon the business, and not upon the persons; or if upon the persons, it is for the business’ sake, as fittest, and not for flags and pedigree. We see the Switzers last well, notwithstanding their diversity of religion, and of cantons. For utility is their bond, and not respects. The united provinces of the Low Countries, in their government, excel; for where there is an equality, the consultations are more indifferent, and the payments and tributes, more cheerful. A great and potent nobility, addeth majesty to a monarch, but diminisheth power; and putteth life and spirit into the people, but presseth their fortune. It is well, when nobles are not too great for sovereignty nor for justice; and yet maintained in that height, as the insolency of inferiors may be broken upon them, before it come on too fast upon the majesty of kings. A numerous nobility causeth poverty, and inconvenience in a state; for it is a surcharge of expense; and besides, it being of necessity, that many of the nobility fall, in time, to be weak in fortune, it maketh a kind of disproportion, between honor and means.”

A popular modern day essayist is Barbara Kingsolver. Her book, “Small Wonders,” is full of essays describing her thoughts and experiences both at home and around the world. Her intention with her essays is to make her readers think about various social issues, mainly concerning the environment and how people treat each other. The link below is to an essay in which a child in an Iranian village she visited had disappeared. The boy was found three days later in a bear’s cave, alive and well, protected by a mother bear. She uses a narrative essay to tell her story.

VI. Examples of Essays in Pop Culture

Many rap songs are basically mini essays, expressing outrage and sorrow over social issues today, just as the 1960s had a lot of anti-war and peace songs that told stories and described social problems of that time. Any good song writer will pay attention to current events and express ideas in a creative way.

A well-known essay written in 1997 by Mary Schmich, a columnist with the Chicago Tribune, was made into a popular video on MTV by Baz Luhrmann. Schmich’s thesis is to wear sunscreen, but she adds strong advice with supporting details throughout the body of her essay, reverting to her thesis in the conclusion.

VII. Related Terms

Research paper.

Research papers follow the same basic format of an essay. They have an introductory paragraph, the body, and a conclusion. However, research papers have strict guidelines regarding a title page, header, sub-headers within the paper, citations throughout and in a bibliography page, the size and type of font, and margins. The purpose of a research paper is to explore an area by looking at previous research. Some research papers may include additional studies by the author, which would then be compared to previous research. The point of view is an objective third-person. No opinion is allowed. Any claims must be backed up with research.

VIII. Conclusion

Students dread hearing that they are going to write an essay, but essays are one of the easiest and most relaxed types of writing they will learn. Mastering the essay will make research papers much easier, since they have the same basic structure. Many historical events can be better understood through essays written by people involved in those times. The continuation of essays in today’s times will allow future historians to understand how our new world of technology and information impacted us.

List of Terms

• Alliteration
• Amplification
• Anachronism
• Anthropomorphism
• Antonomasia
• APA Citation
• Aposiopesis
• Autobiography
• Bildungsroman
• Characterization
• Circumlocution
• Cliffhanger
• Comic Relief
• Connotation
• Deus ex machina
• Deuteragonist
• Doppelganger
• Double Entendre
• Dramatic irony
• Equivocation
• Extended Metaphor
• Figures of Speech
• Flash-forward
• Foreshadowing
• Intertextuality
• Juxtaposition
• Literary Device
• Malapropism
• Onomatopoeia
• Parallelism
• Pathetic Fallacy
• Personification
• Point of View
• Polysyndeton
• Protagonist
• Red Herring
• Rhetorical Device
• Rhetorical Question
• Science Fiction
• Self-Fulfilling Prophecy
• Synesthesia
• Turning Point
• Understatement
• Urban Legend
• Verisimilitude
• Essay Guide
• Cite This Website

Home — Essay Samples — Literature — Literary Devices

Essays on Literary Devices

Brief description of literary devices.

Literary devices are tools or techniques used by writers to convey meaning and create an impact on the reader. They add depth and richness to the text, and can include elements such as metaphor, simile, symbolism, and foreshadowing. Understanding literary devices is crucial for analyzing and interpreting literature, as they help readers uncover layers of meaning and appreciate the artistry of the writer.

Importance of Writing Essays on This Topic

Essays on literary devices are important for academic and personal exploration as they help students develop critical thinking and analytical skills. By examining how writers use literary devices to convey their ideas, students can gain a deeper understanding of the text and become more adept at expressing their own thoughts and interpretations. Writing essays on this topic also encourages creativity and fosters a love for literature.

Tips on Choosing a Good Topic

• Consider the literary work: Choose a topic that relates to a specific literary work you are passionate about.
• Analyze the impact: Look for topics that explore the significance of a particular literary device in a text and its effect on the overall meaning.
• Personal connection: Select a topic that resonates with you personally, as it will motivate you to delve deeper into the analysis.

Essay Topics

• The use of symbolism in "To Kill a Mockingbird" and its impact on the story.
• How irony is employed in "The Catcher in the Rye" to convey the protagonist's disillusionment.
• The effectiveness of foreshadowing in "Macbeth" in creating suspense and tension.
• The role of allegory in "Animal Farm" and its relevance to modern society.
• A comparison of the use of imagery in the poetry of William Wordsworth and Samuel Taylor Coleridge.
• Analyzing the differing approaches to character development in the novels of Jane Austen and Charlotte Brontë.

Concluding Thought

Exploring literary devices through essay writing offers a unique opportunity to engage with literature at a deeper level. By delving into the intricacies of how writers use these devices to convey their ideas, students can develop a richer understanding and appreciation of the art of storytelling. Happy writing!

Figurative Language in The Great Gatsby

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Themes and Literary Techniques in Atonement by Ian Mcewan

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The Use of Literary Devices in a White Heron

Analysis of literary devices in the black walnut tree, robert frost's use of literary devices in fire and ice, remarque’s use of literary devices in "all quiet on the western front", postmodernism and metafiction in slaughterhouse five: analysis of literary devices, analysis of imagery and other literary devices in dover beach, literary analysis of "frostbitten faithlessness", literary analysis of in the time of the butterflies by julia alvarez, the use similes, strong irony, and imagery in "the tell-tale heart", the reflection of war in mahabharata, use of figurative language in daffodils by william wordsworth, literary analysis of dickinson’s i felt a funeral, in my brain, moving toward the destination: an analysis of stephen vizinczey's "elephant", literary analysis of twelve angry men by reginald rose, claude mckay’s political message in if we must die, deconstructing the poem legal alien by pat mora, the use of imagery, metaphors, and similes in 'dover beach', symbolism in the flowers by alice walker, macabre imagery in 'the lowest animal' by mark twain, analysis of rab bradbury’s use of literary elements in fahrenheit 451, relevant topics.

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10 Best Literary Devices to Use in Your Essay

Different techniques, like metaphors and alliteration, take an essay from mediocre to stunning in no time. This article breaks down the best literary devices and how to use them so that your papers will get a score of 100% every time.

1. Alliteration

Alliteration is the repetition of a word’s beginning consonant. Examples include:

• Jen jumps for joy
• Three tan trucks

Many think alliteration will make an essay sound unprofessional, but this isn’t true ! This technique can emphasize specific ideas and make your writing more engaging for readers. It’s also a great tool to make essay titles sound catchy.

2. Simile and Metaphor

A simile uses the words “like” or “as” to compare two things. A metaphor works almost the same way but doesn’t contain “like” or “as.”

Similes and metaphors are incredibly useful in essays. They help to emphasize the connection between unrelated objects or ideas, provide further clarification for complex ideas, and allow the reader to relate to foreign concepts.

3. Synecdoche

Synecdoche is one of the lesser-known literary devices, but chances are you’re already using it. Synecdoche refers to using a part of something to signify its whole. Examples of this are:

• “Wheels” refers to a vehicle
• “All hands on deck,” with “hands” referring to members of the crew
• “The eyes watch me,” with “eyes” referring to people

When it comes to essays, synecdoche is especially useful when you run out of synonyms. Instead of repeating the same word, you can replace it with a part of the whole! This helps your essays sound more natural and fluid.

4. Juxtaposition

Similes and metaphors serve to compare two things, and juxtaposition does the opposite: it places two items close together to emphasize their differences.

Juxtaposition is a critical element of essay writing. Often, you’ll make distinctions between things or ideas. Juxtaposition can help emphasize those differences and help your reader understand your main point.

Next on the list of literary devices is imagery. Imagery is anything that evokes a mental image. There are many types, such as:

• Emotions and Feelings

Imagery creates vivid descriptions that keep the reader focused on your essay. It’s also great for setting the tone of a work—you can use imagery to help your writing sound more professional and eloquent.

6. Hyperbole

Hyperbole is an extreme exaggeration. While it’s not always appropriate in a formal essay, there are rare instances where a well-placed hyperbole takes writing to the next level. For example, hyperbole can be used to highlight how ridiculous something is.

A great rule of thumb for using hyperbole in academic essays is to think about how believable the phrase is. Exaggeration that reads like a fact will confuse readers, but if it’s obviously false, the effect will be completely different: readers will get a sense of the absurdity.

7. Symbolism

If you want to add layers of meaning to your essay, look no further than symbolism. Symbolism is the use of a thing, usually an object, to represent a bigger concept. For example, a dove often symbolizes peace.

Symbolism can help readers understand complex ideas in essays. It also makes your writing more fun to read!

8. Oxymoron

An oxymoron is a phrase that contradicts itself. For example:

• Deafening silence
• Cruel kindness
• Alone together

  In essays, an oxymoron is excellent at communicating a paradox. Paradoxes are challenging to include in writing because you typically want to maintain clarity. An oxymoron helps by keeping your point transparent.

Idioms are phrases with a non-literal meaning. An example is “call it a day.” It doesn’t mean to literally call something “a day”—it refers to wrapping up an activity. More examples of idioms are:

• Break a leg
• When pigs fly
• Beat around the bush

Idioms create a welcoming tone for your essay. They feel less professional but are often accepted in academic writing, meaning you can use them to help your reader relax and better understand your writing.

10. Personification

Personification is giving human characteristics to nonhuman things.

It helps readers connect to ideas or assign emotion to things that would otherwise seem dull. It’s beneficial in argumentative essays that seek to convince.

With this list, you’re ready to conquer your next essay and earn the highest marks. Readers will be startled at how engaging and atmospheric your writing feels.

  Next time you sit down to write an essay, try throwing in a metaphor or some alliteration. You’ll be surprised at how much more engaging your writing becomes!

Daniel Reed

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Analyzing Literary Devices in A-Level English Language Essays

A-Level English Language essays often require students to analyze literary devices to explore the language, structure, and style of texts. Literary devices, such as imagery, metaphor, simile, symbolism, and irony, are used by writers to convey meaning, create mood, and engage readers. In this guide, we'll delve into strategies for effectively analyzing literary devices in A-Level English Language essays, providing examples and insights to enhance your understanding and interpretation of texts.

1. Understanding Literary Devices:

Begin by understanding the purpose and function of literary devices in writing. Literary devices are linguistic tools that writers use to convey meaning and create effects in their texts. Each device serves a specific purpose, whether it's to evoke imagery, convey emotions, or enhance the overall impact of the writing. Familiarize yourself with common literary devices and their definitions to facilitate your analysis.

2. Identifying Literary Devices in Texts:

Train yourself to identify literary devices as you read texts for analysis. Look for patterns of language, imagery, and symbolism that suggest the presence of literary devices. Pay attention to recurring motifs, figurative language, and stylistic elements that contribute to the overall meaning and effect of the text. Highlight passages or phrases that exemplify the use of literary devices for further analysis.

3. Analyzing the Function and Effect of Literary Devices:

Once you've identified literary devices in a text, analyze their function and effect within the context of the writing. Consider how each device contributes to the author's purpose, tone, and style. Examine how imagery, metaphor, and symbolism create vivid mental images and convey deeper layers of meaning. Explore how irony, satire, and sarcasm add complexity and nuance to the text. Discuss the impact of sound devices, such as alliteration, assonance, and onomatopoeia, on the rhythm and mood of the writing.

4. Examining the Author's Craft:

Critically evaluate the author's craft and choices in using literary devices to achieve specific effects. Consider why the author chose to use certain devices and how they contribute to the overall structure and coherence of the text. Analyze how the author's use of literary devices reflects their thematic concerns, character development, and narrative style. Look for patterns of repetition, contrast, and juxtaposition that reveal the author's artistic vision and storytelling techniques.

5. Exploring Context and Interpretation:

Explore the cultural, historical, and socio-political context of the text to deepen your interpretation of literary devices. Consider how cultural norms, historical events, and social issues influence the author's use of language and imagery. Analyze how different interpretations of literary devices may arise depending on the reader's perspective and background. Engage in critical discussion and debate with classmates, teachers, or study groups to explore alternative interpretations and viewpoints.

6. Supporting Your Analysis with Evidence:

Support your analysis of literary devices with evidence from the text, including direct quotations, examples, and textual references. Provide detailed explanations and interpretations of how each device functions within the context of the writing. Use evidence to substantiate your claims and demonstrate your understanding of the text's language and structure. Incorporate relevant literary criticism and scholarly analysis to enrich your discussion and provide additional insights into the text.

7. Examining Authorial Intent and Reader Response:

Consider the author's intent in using literary devices and how readers may interpret and respond to them differently. Reflect on the author's intended audience and purpose in crafting the text, as well as the potential impact of literary devices on reader engagement and interpretation. Discuss how readers' personal experiences, cultural backgrounds, and literary preferences shape their response to the text and influence their interpretation of literary devices.

8. Writing Analytical Responses:

Incorporate your analysis of literary devices into well-structured and coherent analytical responses in your A-Level English Language essays. Develop clear thesis statements that articulate your interpretation of the text and its use of literary devices. Organize your essay with coherent paragraphs that focus on specific aspects of the text's language and structure. Use evidence and analysis to support your arguments and draw connections between literary devices and broader themes or ideas in the text.

Conclusion:

Analyzing literary devices in A-Level English Language essays requires students to engage deeply with texts, examining language, structure, and style to uncover deeper layers of meaning. By understanding the purpose and function of literary devices, identifying them in texts, analyzing their effects, examining the author's craft and context, supporting analysis with evidence, and considering authorial intent and reader response, students can develop nuanced and insightful interpretations of texts. With practice and attention to detail, students can enhance their analytical skills and produce analytical responses that demonstrate their understanding and appreciation of literary devices in A-Level English Language essays.

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English Studies

This website is dedicated to English Literature, Literary Criticism, Literary Theory, English Language and its teaching and learning.

Inference as a literary device/rhetorical device refers to the process of drawing conclusions or making judgments based on hints or clues within a text.

Etymology of Inference

Table of Contents

The term “inference” originated from the Latin verb inferre . It means “to bring in” or “to carry.” The word “inference” was first used in the English language in the 16th century. However, it used to refer to the act of bringing or carrying something particularly in the context of legal or philosophical arguments.

Meanings of Inference

It is a multidimensional term, having several semantic uses. Some of the meanings of this term are as follows.

• Logical reasoning: It refers to the process of logical reasoning in which premises or evidence become the source of the conclusion.
• Concluding from evidence: It refers, more broadly, to the act of drawing a conclusion or making a judgment based on available evidence or information.
• Prediction: Inference refers to the act of predicting or projecting future outcomes based on current or past events.
• Deduction: Inference is sometimes used synonymously with deduction, which refers, specifically, to the process of reasoning from general principles or assumptions to specific conclusions.
• Induction: In this shape, it refers to the process of reasoning from specific instances to general conclusions.

Definition of Inference

Inference as a literary device / rhetorical device refers to the process of drawing conclusions or making judgments based on hints or clues within a text. It involves using evidence from the text to arrive at a deeper understanding of the characters, themes, or plot.

Types of Inference

Here are some examples of the types of inferences.

Literary Examples of Inference

• Character Inference:

Example: From To Kill a Mockingbird by Harper Lee

Extract: “Jem threw open the gate and sped to the side of the house, slapped it with his palm, and ran back past us, not waiting to see if his foray was successful. Dill and I followed on his heels. Safely on our porch, panting and out of breath, we looked back.”

Explanation: In this extract, Jem’s impulsive act of running to the side of the house and slapping it implies that he is trying to conquer his fear or prove his bravery to his friends. This inference is based on his quick and excited response, suggesting a desire for validation.

• Theme Inference:

Example : From The Great Gatsby by F. Scott Fitzgerald

Extract: “Gatsby believed in the green light, the orgastic future that year by year recedes before us.”

Explanation: The recurring symbol of the green light and Gatsby’s belief in it suggests the theme of the American Dream and the relentless pursuit of an idealized future. The green light represents Gatsby’s hope and longing for wealth, success, and his desire to recapture the past.

• Setting Inference:

Example: From Pride and Prejudice by Jane Austen

Extract: “It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.”

Explanation: This famous opening line suggests that the novel is set in a society where marriage and social status are highly valued. The inference is that the setting of the story revolves around the social conventions and expectations of a society where marriage is a primary concern for both men and women.

• Structural Inference:

Example: From Macbeth by William Shakespeare

Extract: “By the pricking of my thumbs, Something wicked this way comes.”

Explanation: The use of foreshadowing through the witches’ prophecy creates a sense of impending evil or misfortune. The inference is that a malevolent force or character is about to enter the scene, which adds tension and builds anticipation for what is to come.Top of Form

These examples show how different types of inference could be identified and analyzed in various literary works, contributing to the reader’s understanding and interpretation of the text.

Suggested Readings

• Booth, Wayne C. The Rhetoric of Fiction . University of Chicago Press, 1983.
• Eco, Umberto. Interpretation and Overinterpretation . Edited by Stefan Collini, Cambridge University Press, 1992.
• Fish, Stanley. Is There a Text in This Class? The Authority of Interpretive Communities . Harvard University Press, 1980.
• I.A. Richards. The Philosophy of Rhetoric . Oxford University Press, 1936.
• Perelman, Chaim, and Lucie Olbrechts-Tyteca. The New Rhetoric: A Treatise on Argumentation . Translated by John Wilkinson and Purcell Weaver, University of Notre Dame Press, 1969.
• Toulmin, Stephen. The Uses of Argument . Cambridge University Press, 1958.
• Walton, Douglas. Media Argumentation: Dialectic, Persuasion, and Rhetoric . Cambridge University Press, 2018.

Related posts:

• Onomatopoeia: A Literary Device

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