E-LK

22/24 TUE The Wall

Stylistic devices

When you analyze a text, you may be asked to point out any stylistic devices used by the writer with
regard to their function. These are special ways of using language and are particularly common in
speeches and most fictional texts. Here are some examples:
Repeating a sound (usually a consonant) at the beginnings of words that are next to
alliteration each other. The effect is to make e.g. a line of poetry more interesting and beautiful
as language and emphasizing this particular line: “Let us go forth and lead the land
we love.” (John F. Kennedy)
One or more words are repeated at the beginning of neighboring sentences: All of
anaphora us in this hall.. All of us want to see a day … All of us want to create a world…
Putting two ideas close together so that there is a clear contrast. The effect is to
antithesis emphasize just how different the two ideas are: If you don’t know how to fix it, stop
breaking it! or They can either strengthen and unite us, or they can weaken and
divide us.
assonance Identical vowel sounds in two or more words: Sweet dreams!
which words, phrases, or clauses are arranged in order of increasing importance :
climax …here in New York City, across America and around the world.
A list of things to specify, to include numerous groups or items or to convey an
enumeration impression of diversity: The most restless, the most adventurous, the most
innovative, the most industrious of people…
exaggeration Making a person, action, etc. seem bigger or more important than in reality. The
(hyperbole) effect is to emphasize something (often in an amusing way): I am so tired I could
sleep for a year!
Expressing an idea through an image – a mental picture (as a metaphor, simile,
imagery personification). It allows the reader / listener to “see” an abstract idea in a
concrete way, and so understand it better: His face was like a red tomato; I’m
drowning in a sea of problems.
Saying the opposite of what you actually mean; the true meaning is revealed not by
the words themselves but by the context: It’s ultimate reality TV. Each week, viewers
irony across the globe can cast a vote to decide which prisoner is executed. It’s humanity in
action – the next logical step toward true democracy!
metaphor A comparison between two objects or ideas, without a word of comparison (“like”,
“as” or “as if”): And the United Nations offers the tools the world needs to respond.
parallelism A similar sentence structure in neighboring phrases, clauses or sentences: By
doing all these things, giving… and by increasing carbon storage…
personification Giving things, animals or abstract ideas human traits and characteristics as if they
were human beings and had human qualities: The world sees you.
There are two main ways in which writers repeat words or phrases in a text. Both
(a) help to structure a list of ideas, and (b) emphasize key ideas:
repetition - at the beginning of a sentence or part of a sentence (anaphora). It was the
best of times, it was the worst of times, it was the age of wisdom, it was the
age of foolishness.
- at the end of a sentence or part of a sentence (epiphora): here a cousin,
there a cousin, everywhere we turned a kissing cousin was puckering at us.
- other types of repetition are parallelisms, alliterations, …
Asking a question to which everyone already knows the answer. In speeches, this is
rhetorical a way of saying something with strong effect: Do you want war? Do you want hunger
questions in the world? Do you want justice? (The clear answer is: No!)
simile A comparison between two objects or ideas, using “like”, “as” or “as if”: Becoming an
American citizen is like winning an Oscar.
synonyms Two words with the same meaning: He was heavily drunk and intoxicated.
understatement / Making a person, action, situation, etc. seem smaller / less important than in reality
litotes (opposite of hyperbole). The effect is, in fact, to show just the opposite – how big or
important something is: (Captain of a plane that is about to crash) “Ladies and
gentlemen, we have a small problem.”
These devices are used to create a certain effect on the reader. Once you have made a claim at the
beginning of your analysis (regarding the function of the text: What does the text show / demonstrate
/ illustrate?), find devices that support this hypothesis. Remember to always explain them with regard
to their function (vividness, emphasis, communicative effect)!