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|Literary Element |Definition |Given Example |Your Own Example |
|Irony |Irony is a contradiction between what happens and what |Verbal: When in response to a foolish idea, we say, “What a | |
| |is expected, or between what is said and what is meant.|great idea!” | |
| |There are three main types of irony: |Situational: A man who is a traffic cop gets his license | |
| |Verbal: is a figure of speech in which words are used |suspended for unpaid parking tickets. | |
| |in such a way that their intended meaning is different |Dramatic: As an audience member, you realize that if a | |
| |from the actual meaning |character walks into an abandoned warehouse, chances are a | |
| |Situational: a situation that may end up in quite a |killer is waiting... but because you are a member of the | |
| |different way than what is generally anticipated. |audience you cannot disclose the information to the character. | |
| |Dramatic: The audience is aware of something that the | | |
| |characters/speaker are not. | | |
|Alliteration |Repeated consonant sounds occurring at the beginning of|She was wide-eyed and wondering while she waited for Walter to | |
| |words or within words. |waken. | |
|Metaphor |A figure of speech that involves an implied comparison |The road was a ribbon wrapped through the desert. | |
|(Type of Analogy) |between two relatively unlike things. The comparison | | |
| |does not use like or as. | | |
|Extended Metaphor |A metaphor where several connected comparisons are made|I am a tree. The branches of my family extend far and wide. My | |
| | |roots run deep within the culture and history of my people. | |
| | |With age, I grow stronger and wiser. Like the mighty oak, I am | |
| | |able to stand firm against the swirling winds of change and the| |
| | |soaking rain of turmoil. | |
| | | | |
|Onomatopoeia |The use of words that mimic sounds. |I purchased my dream car online with the click of a mouse. | |
| | |The mosquito buzzed around my face. | |
|Allusion |A reference in a work to something famous outside it, |Sally had a smile that rivaled that of the Mona Lisa. | |
| |such as a well-known person, place, event, story, work | | |
| |of art, literature, music, or pop culture. It lets the |“Just write your John Hancock right on that line at the | |
| |reader/viewer understand new information, characters, |bottom.” | |
| |plot, setting, etc. by connecting it to something | | |
| |already known. | | |
|Personification |A figure of speech that gives inanimate objects |The stars danced playfully in the moonlit skies. | |
| |qualities that living things have. |The trees moaned and shrieked in the wind. | |
|Repetition |The repeating of a word, a phrase, or an idea for |We shall fight on the beaches, we shall fight on the landing | |
| |emphasis or for rhythmic effect |grounds, we shall fight in the fields and in the streets, we | |
| | |shall fight in the hills; we shall never surrender. | |
|Literary Element |Definition |Given Example |Your Own Example |
|Asyndeton |A stylistic device in which one or several conjunctions|I came, I saw, I conquered. | |
| |are omitted from a series of related clauses in order |"Are all thy conquests, glories, triumphs, spoils, / Shrunk to | |
| |to achieve a noticeable effect. |this little measure?" (Shakespeare). | |
|Polysyndeton |A stylistic device in which several coordinating |He was a tall, and handsome, and rich, and intelligent man. | |
| |conjunctions are used in succession in order to achieve| | |
| |a noticeable effect. | | |
|Sensory Language/Imagery |A literary device to engage and affect the reader. |Grandmother Smith lurched over and seized the pale skin of | |
| |Makes solid images in the mind and pertains to the |Randal's thin forearm with her leathery hand. The folds and | |
| |senses or sensation (sight, sound, smell, touch & |creases beneath her skin coiled themselves out like electrical | |
| |taste). |wiring, like the bloated, roughly-textured relief map of the | |
| | |world that his mother just posted above his desk. | |
|Symbolism |A symbol can be anything that stands for or represents |The dove could represent peace or a red rose or red color | |
| |a meaning or understanding beyond its literal |stands for love or romance or anger. | |
| |definition. |A flag can stand for abstract ideals like patriotism, | |
| | |democracy, or freedom. | |
|Tone |In literature, tone is the attitude or approach that |“I’m so excited that he called! I’ve been hoping to hear from | |
| |the author takes toward the work’s central theme or |him.” vs. “Why is that weirdo calling me again after all this | |
| |subject. Works of literature can have many different |time?” | |
| |types of tone, such as humorous, solemn, distant, | | |
| |intimate, ironic, arrogant, condescending, sentimental,| | |
| |and so on | | |
|Mood |The general atmosphere created by the author’s words. |After the power went out, my room was dark and eerie. The only | |
| |It is the feeling the reader gets from reading those |sounds that I could hear were the tree limbs scratching against| |
| |words. |the window panes and the creaking noises of our old house | |
|Simile |A figure of speech that involves a direct comparison |-She is as pretty as a picture. | |
|(Type of Analogy) |between two unlike things using the words like or as. | | |
| | |-His eyes glowed like hot coals in a fire. | |
|Hyperbole |A figure of speech where an idea is exaggerated for the|-“My grandparents are as old as the hills.” | |
| |sake of emphasis. Typically, hyperbole has a humorous |-“I am dying of shame.” | |
| |effect created by an overstatement. In literature, |-“Late at night, it got so frigid that all spoken words froze | |
| |usage of hyperbole develops contrasts to catch reader’s|solid afore they could be heard.” | |
| |attention. | | |
| | | | |
|POETRY Element |Definition |Given Example |Your Own Example |
|Assonance |(A type of Alliteration) Two or more words close to one|-Men sell the wedding bells | |
| |another repeat the same vowel sounds but start with | | |
| |different consonant sounds. |-The cat sat on a mat with the rat | |
|Consonance |(A type of Alliteration) Refers to repetitive sounds of|Pitter Patter | |
| |consonants within a sentence or a phrase. | | |
| | |Chuckle Fickle Kick | |
|Diction |The style of speaking or writing determined by the |The choice of words for the intended audience: | |
| |choice of words by a speaker or a writer. Diction |“I bought a cool set of wheels.” (casual) | |
| |usually implies a high level of usage; it refers to the| | |
| |choice of words, their arrangement, and the force, |“I bought a very nice automobile yesterday.” (formal) | |
| |accuracy, and distinction with which they are used | | |
|Rhyme Scheme |The pattern of rhymes at the ends of lines. Each new |Twinkle Twinkle Little Star A | |
| |rhyme is assigned a letter of the alphabet. |How I wonder what you are A | |
| | |Up above the world so high B | |
| | |Like a diamond in the sky B | |
| | |Twinkle Twinkle Little Star A | |
| | |How I wonder what you are A | |
|Internal Rhyme |This is a type of rhyme in which a word at the end of a|-Jack Spratt could eat no fat | |
| |verse rhymes with another word in the same line. |-O Frabjous Day! Kalloo Kallay! | |
| | |-Simple Simon met a pieman | |
| | |-The crazy moose is loose in the caboose | |
|End Rhyme |Rhyme that occurs at the end of two or more lines of |Life is but life, and death but death! | |
| |poetry |Bliss is but bliss, and breath but breath! | |
| | |And if, indeed, I fail | |
| | |At least to know the worst is sweet. | |
| | |Defeat means nothing but defeat | |
| | |No drearier can prevail! | |
|Stressed Syllable |The harder emphasis placed on a syllable in a word |Farm | er: the –Farm sound is stressed | |
|Unstressed Syllable |Less emphasis placed on a syllable in a word |Flow|er: the –er sound is unstressed | |
|Formal Verse |Formal poetry or metrical verse follows “rules” |Haiku | |
| |regarding stanza length and meter or rhyme patterns. |Sonnets | |
| |There are several traditional, commonly-known types of |Limericks | |
| |formal poetry. | | |
|Free Verse |Unrhymed verse without a metrical or rhythmical |I love to eat pie | |
| |patterns |Pie is the thing I love most | |
| | |I would not care to share any of my pies with anyone | |
| | |Even if I love them more than breathing? | |
| | |I will not share, ever. | |
|POETRY Element |Definition |Given Example |Your Own Example |
|Denotative Meaning |The denotation of a word is its precise, explicit |Snake: dictionary defines as a “long limbless reptile that has | |
| |definition as listed in a dictionary |no eyelids, a short tail, and jaws that are capable of | |
| | |considerable extension.” (Denotative) | |
| | | | |
|Connotative Meaning |The association or set of associations that a word |If someone is a “snake” they may be mean or evil to others- not| |
| |usually brings to mind; Connotation refers to the wide |trustworthy (Connotative meaning). | |
| |array of positive and negative associations that most | | |
| |words naturally carry with them; is the emotional and |If someone describes clothing as “cheap” one person may think | |
| |imaginative association surrounding a word |“inexpensive” while another might think “tawdry or gaudy.” | |
| | | | |
|Meter/Foot |Meter is a unit of rhythm in poetry, the pattern of the|A poetic foot is a unit of accented and unaccented syllables | |
| |beats. It is also called a foot. Meter is the |that is repeated or used in sequence with others to form the | |
| |definitive pattern established for a verse. The |meter. | |
| |difference in types of meter is which syllables are | | |
| |stressed and which are not. To "meter" something, then,|“Shall I l com pare l thee to l a sum l mer’s day?” | |
| |is to "measure" it (the word meter itself is derived |1 metered line with 5 feet, | |
| |from the Greek for measure |unstressed syllable and stressed syllable for each foot | |
|Iamb Meter |Iamb meter has the first syllable unstressed and the |Come live | with me | and be | my love | |
| |second stressed | | |
| | |Two roads |diverged | in a yel | low wood | |
|Couplet |A couplet is a pair of lines in poetry. |True wit is nature to advantage dress'd; | |
| |Couplets usually have two lines that rhyme and have the|What oft was thought, but ne'er so well express'd. | |
| |same meter. |— Alexander Pope | |
| | | | |
| | |Nature puts on little shows | |
| | |Every time it rains or snows | |
|Tercet |A tercet is composed of three lines of poetry, forming | “Oh, Galuppi, Baldassaro, this is very sad to find! | |
| |a stanza or a complete poem |I can hardly misconceive you; it would prove me deaf and blind;| |
| | |But although I give you credit, 'tis with such a heavy mind!” | |
| | |Robert Browning | |
|Quatrain |A quatrain is a type of stanza, or a complete poem, |The curfew tolls the knell of parting day, | |
| |consisting of four lines. |The lowing herd wind slowly o'er the lea, | |
| | |The plowman homeward plods his weary way, | |
| | |And leaves the world to darkness and to me. | |
| | |- Thomas Gray | |
|Rhythm |Rhythm is the actual sound that results from a line of |The patterned meter of a poem or verse | |
| |poetry; the intonation, stress, and tempo of speech | | |
|POETRY Element |Definition |Given Example |Your Own Example |
|Stanza |A stanza is a grouped set of lines within a poem, | Twinkle Twinkle Little Star | |
| |usually set off from other stanzas by a blank line |How I wonder what you are | |
| |or indentation |Up above the world so high | |
| | |Like a diamond in the sky | |
|Refrain |A phrase or verse recurring at intervals in a song or |Twinkle twinkle little star | |
| |poem, especially at the end of each stanza; chorus. |How I wonder what you are | |
| | |(repeats itself at end of verse) | |
|Haiku |A traditional form of Japanese poetry. Haiku poems |Autumn moonlight— | |
| |consist of 3 lines. The first and last lines of a Haiku|a worm digs silently | |
| |have 5 syllables and the middle line has 7 syllables. |into the chestnut. | |
| |The lines rarely rhyme |-Basho Matsuo | |
|Limerick |The standard form of a limerick is a stanza of five |The limerick packs laughs anatomical | |
| |lines, with the first, second and fifth rhyming with |Into space that is quite economical. | |
| |one another; and the shorter third and fourth lines |But the good ones I've seen | |
| |also rhyming with each other. |So seldom are clean | |
| | |And the clean ones so seldom are comical | |
|Concrete Poem |Concrete, pattern or shape poetry is poetry in which |Ex: A poem about a tree could be written in the shape of a tree| |
| |the typographical arrangement of words is as important |and roots. | |
| |in conveying the intended effect | | |
|Narrative Poetry |A form of poetry that tells a story, often making use |The Cremation of Sam McGee | |
| |of the voices of a narrator and characters as well; the|-Robert Service | |
| |entire story is usually written in metered verse. |The Wreck of the Hesperus | |
| |Narrative poems do not have to follow rhythmic |-Henry Wadsworth Longfellow | |
| |patterns. |The Canterbury Tales | |
| |Narrative poems include ballads and epics, and tell of |-Geoffrey Chaucer | |
| |societies and heroic deeds. |The Aeneid | |
| | |-Virgil. | |
|Lyric Poetry |Lyric Poems such as a sonnet, ode, and elegy express |Sonnet- The sonnet was originally a love poem which dealt with | |
| |the thoughts and feelings of the poet. Lyric poems do |the lover’s sufferings and hopes. The sonnet uses a single | |
| |not tell a story that portrays characters and actions |stanza of (usually) fourteen lines and an intricate rhyme | |
| |like a narrative. Rather, the lyric poet addresses the |pattern | |
| |reader directly, portraying his or her own feelings, |Ode- a form of lyric poetry expressing emotion and usually | |
| |state of mind, and perceptions about a topic or a |addressed to someone or something, or it represents the poet's | |
| |person. In ancient Greece and Rome, lyric poems were in|musings on that person or thing. The word ode comes from a | |
| |fact sung to the strums of an accompanying lyre. It's |Greek word for "song," and like a song, an ode is made up of | |
| |the word lyre, in fact, that is at the root of lyric; |verses and can have a complex meter. | |
| |the Greek lyrikos means "singing to the lyre." |Elegy In traditional English poetry, it is often a melancholy | |
| | |poem that laments its subject’s death, but ends in consolation.| |
| | |Examples: John Milton’s “Lycidas”; Alfred, Lord Tennyson’s “In | |
| | |Memoriam”; Walt Whitman’s “When Lilacs Last in the Dooryard | |
| | |Bloom'd.” | |
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