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Top 10 English Essay Writing Tips | Complete Guide For a High Score
Are you looking to improve your essay writing skills and achieve a high score on your next English essay? In this post, we will explore the best essay writing tips and cover different essay types, the essay structure, an essay outline and much more to help you succeed on an upcoming English essay. These 10 tips are perfect for school, college or university essays, as well as English exams like IELTS, PTE and TOEFL. We have included some helpful resources including a companion pdf that has a sample English essay and a few essay prompts. Every great English essay is improved with feedback so visit E2testprep.com and sign up for free to access expert feedback from our experienced teachers.
1: Understand How to Answer the Essay Prompt
2: follow the correct essay structure, 3: plan your english essay, 4: explain your reasons, 5: use synonyms in you english essay, 6: paraphrase, don’t copy, 7: vary your sentence structure , 8: use linking words, 9: proofread out loud, 10: seek feedback, more help with english essay writing.
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Watch our video below to see an in-depth explanation of the Top 10 English Essay Writing Tips.
In order to successfully write an essay, it is important that we fulfil the essay requirement by understanding the essay prompt and what it’s asking of us. We need to begin by identifying what type of essay the question is calling us to write. Here are three different essay types that are commonly used:
- Opinion essays
- Problem/solution essays
- Advantages/disadvantages essays
Here are possible questions to look out for to help you identify these three different essay types, and the requirements to fulfil for each.
In our sample English essay provided here , the essay prompt asks: In the past, almost all office workers did their job in their company’s offices five days a week. Nowadays, however, many employers allow more flexible work arrangements, and employees often choose to work from home a few days per week. What are the advantages and disadvantages of employees working from home?
This is a discussion essay where we can outline the disadvantages and advantages of the topic.
The essay structure shown below is simple, but extremely effective at presenting your ideas in a clear and organised way. It is important to use this format so it makes it easy for your teacher or assessor, whoever is marking your essay, to follow your ideas. You need to follow this structure:
In your introduction, you simply tell the reader what the essay is about. In your body paragraphs, you should present your arguments, and then support your arguments. This is where you show evidence through the use of examples and also explain your reasons in detail. In your conclusion, you summarise what was said in the essay.
A simple and clear plan is very important to making sure your ideas are well-organised and easy to follow for when you write the actual essay. Below you will see a plan for the main body of a sample English essay . There are two advantages and two disadvantages outlined, each with a supporting reason.
Taking a few moments to plan can be the difference between a good essay and an excellent, well-organised one. Teachers can easily pick up on unplanned essays. Students who decide to jump straight into writing without creating an essay outline first will often go off-topic during their essays. Sometimes the ideas are randomly inserted in certain places, resulting in a disorganised and low-scoring essay. The writing may leave assessors confused and looking for your arguments and reasons.
Don’t make this mistake, and get into the habit of planning, even if it’s just a few quick bullet points.
Explaining your reasons gives your writing more support. It is important that you provide proof through the use of evidence and examples to support your ideas or arguments. Without any explanations, not only will your ideas lack strength, but your paragraphs will also be too short.
Referring back to our sample English essay , we can see a well-explained example below.
In the image above, the phrase ‘For instance’ introduces an example. In this case, it is an example of how an employee can struggle to separate their office and home life, including knowing when to stop working and take a break. Then, we can see the writer provides an explanation by including the phrase, ‘This could lead to’ and then describing the effects and consequences of the previously mentioned example.
Explaining reasons with evidence and examples can be the hardest part of writing for some as it forces us to extend our ideas. Start with an example, and then reflect on the possible upsides or downsides of it. Ask yourself ‘What are the effects or results of this example or evidence I’m giving?’ which should then help to form your explanation.
When you are writing any type of essay, there will always be a set of keywords or phrases that get repeated throughout your writing because they are linked with your topic. Using synonyms, or different words that say the same thing, allows us to avoid sounding repetitive, which can often make our essay seem boring. Using synonyms is a quick and easy way to improve your writing.
In our sample English essay , the idea of ‘working from home’ was used a lot. Here are some synonyms we included throughout our essay for this idea: ‘work flexibly’, ‘remote work’, ‘flexible work arrangements’ and even rephrasing the idea as ‘this change in work culture’. Using synonyms creates variety in our writing and improves the range of our vocabulary, which can easily help you to score higher on an essay.
If you need to, you can use a thesaurus to find synonyms for words. Just make sure the synonyms still sound natural.
Depending on your essay topic, you may need to include research, or facts found through research on the internet. In any type of essay, it would not be acceptable to copy phrases or sentences, word for word. If you struggle with paraphrasing, we recommend that you start with synonyms first so you can build on the skill of replacing words and then slowly move into rephrasing and rewording entire phrases, sentences and then sections of text. A great place to start is paraphrasing the essay prompt in your essay introduction. You need to be able to write it in your own words so you can show how well you can use language. In the image below, we can see how the essay prompt from our sample English essay has been paraphrased to create an interesting essay introduction.
Paraphrasing might seem like a difficult skill to master at first, but with practice, it will become much easier.
To demonstrate your essay writing skills, it is important to include a wide range of sentence structures, including simple, compound and complex sentences. Using these sentence types will not only show off your skills and knowledge, but also prevent the text from sounding boring.
A simple sentence contains only one independent clause. An independent clause is a group of words that contains a subject and a verb and can be a sentence on its own.
You can see an example of a simple sentence from our sample English essay below. Notice how this example broke up a group of longer sentences and created a sense of impact.
Another upside to working from home is the career opportunities it offers. People can now work for companies in other places. This means they can live anywhere and still do their job well. It also means they can apply for better jobs that might not be close to home.
A compound sentence contains two independent clauses, joined by a conjunction such as ‘and’ or ‘but’. Below is a compound sentence from our sample English essay.
I think workers should be allowed to work from home, but only for up to two days a week.
A complex sentence contains an independent clause and a dependent clause, which cannot be a sentence on its own. This type of sentence demonstrates a higher level of complexity.
Without being away from home all day, employees can better manage their work and personal commitments.
To vary your sentence structure even further, you can swap the order around with some complex sentences by putting the dependent clause at the beginning or putting it at the end. The sentence still makes sense, even if it’s reordered, which can help if you keep repeating the same sentence structures.
It is also important where you use different sentence types. Too many complex sentences in a row can be hard to follow. Too many simple sentences can make it feel like your ideas are not connected. On the other hand, shorter sentences can help to break up a group of longer sentences.
Using linking words is an easy and effective way to make your writing sound more like an essay. They help create structure and flow so that your reader can clearly follow your ideas. Linking words show the connections between ideas and paragraphs and also increase clarity in your essay, so that everything reads smoothly. Usually we use them at the beginning of sentences.
Let’s look at three examples of linking words found in our sample English essay .
Consequently, this means many people can work from home for a few days each week.
The linking word, ‘consequently’, shows a cause and effect relationship between statements.
On the other hand, remote work is not only socially isolating, but less teamwork could mean that the company won’t do as well.
‘On the other hand’ shows contrast when you’re introducing a different or opposing idea.
In conclusion, having the choice to work from home has changed the traditional work style.
‘In conclusion’ tells you that the ideas are about to be summarised and concluded.
There are many different types of linking words. Some linking words are used to show cause and effect, others for examples, while some can be used to show the sequence of ideas.
Everyone knows that they should revise their writing at the end, but often this step can get overlooked when you are rushing to finish off an English essay. It is understandable. You have just planned and written an entire essay, while having to think about synonyms and transition words and sentence structure and everything in between. Going back over your work thoroughly can save you from losing marks. The best way to do this is to proofread your writing out loud.
When just quickly glancing over your writing with your eyes, it is easy to miss some of the careless mistakes that have been made, especially if you are rushing to complete an essay that has a time limit. However, if you take some time to proofread aloud, you can start to pick up on things that sound incorrect. We recommend that you read every piece of writing out loud, so you can easily listen for mistakes. Try it next time you write an essay.
As you practise your essay writing skills, it is important to ask people around you for feedback on how to improve. Of course, having teachers look over your writing will be the most constructive for your skill development. However, it is always great to have your classmates, family members and even friends read your writing. Having a fresh set of eyes can help to catch errors but also provide valuable feedback on your writing.
As always, if you are looking for expert feedback, especially for a high stakes English exam, be sure to sign up to E2testprep.com . Our experienced teachers and ex-examiners can help you to improve your writing!
Need more help with your English essay writing? We have you covered! For help with general English essay writing, head to E2testprep.com and sign up for free. You can access method lessons, practice items, live classes with expert teachers and more. We have everything you need to help you quickly achieve success on your next high stakes essay.
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The English Literary Techniques Toolkit for The HSC
Guide Chapters
- 1. Literary Techniques Toolkit
- 2. Visual Techniques Toolkit
- 3. Film Techniques Toolkit
- 4. English Grammar Toolkit
All about the English Literary Techniques Toolkit
This Literary Techniques Toolkit is your essential resource for analysing written texts for English.
Students of all year levels should explore this page for techniques to enhance their discussion of texts and strengthen their repertoire of written techniques.
We are constantly adding to this reference to ensure that it is as detailed and comprehensive as possible to help you achieve your best in English.
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What are English literary techniques?
Literary Techniques (NESA also refers to literary techniques and devices as figurative language ) are the techniques that composers use in their written texts to help convey or heighten meaning.
Rather than writing in plain language, composers give more emphasis to their ideas by utilising literary devices to make them stand out.
If you are after more practical advice about how to succeed in Year 11 and 12 English, you should read our Beginner’s Guide to Acing HSC English .
English Literary Techniques for the HSC
While the list below is a comprehensive list of literary techniques, Year 11 and 12 Matrix English Students have an extensive 30+ page Glossary of Techniques with detailed definitions and examples included at the end of each Matrix Theory Book.
Below is a list of the most common literary devices used in texts (the techniques underlined are clickable links that take you to expanded definitions and step-by-step tutorials on analysis):
Go to technique: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Learn how to write about techniques the right way, before the hsc.
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| Literary Techniques Toolkit | |
| Literary Technique | Explanation and Example |
| An allegory is an extended metaphor where objects, persons and actions in a narrative are equated with meanings outside of the narrative. The meaning of an allegory can have moral, social, religious, or political significance, often relatable to the context of the author. A well-known example of an allegorical text is George Orwell’s Animal Farm. If you are analysing this text, you should read extracts as examples of allegories. For example, Napoleon is an allegorical counterpart of the Soviet leader Joseph Stalin. | |
| For example, in T.S. Eliot’s ‘The Hollow Men,’ there is an allusion to a celestial rose described by Dante in his Paradiso. At one point in Eliot’s poem the reader encounters the phrase ‘multifoliate rose,’ but Eliot does not mention Dante or the Paradiso by name. This is an allusion. Had Eliot quoted Dante’s Paradiso, then we would refer to this as a quotation (see below). | |
| Alliteration means the repetition of sounds at the start of a word in two or more words in close proximity. Alliteration is a real technique used in poetry, and, in some traditions, it is a unifying feature of the verse. For the most part, you should be careful identifying alliteration. It’s seldom used in prose, and when it is used in poetry, it often does not have a specific meaning, being rather a convention of the genre. Use with caution! The opening line of William Blake’s ‘The Tyger’ provides an example of alliteration: ‘Tyger, tyger, urning right,’ and this technique is used throughout the poem. | |
| A statement or aspect of a text that lacks a clear or singular meaning. Ambiguity in literary texts falls into four categories: Ambiguity is a higher order technique that can develop tension and uncertainty throughout. It is a technique you must know. ! | |
| A comparison of two things for the purpose of explanation or clarification. For example, The journalist is suggesting that we can understand aspects of the United States today by appreciating their similarity with aspects of the Roman Empire. | |
| An interesting or unique personal story or account. Composer’s use of anecdotes in both fiction and non-fiction texts to develop their ideas, demonstrate elements of a character’s personality, or add to their world. In Harry Potter and the Goblet of Fire, Professor Dumbledore offers the following anecdote about his brother: “My own brother, Aberforth, was prosecuted for practising inappropriate charms on a goat. It was all over the papers, but did Aberforth hide? No, he did not! He held his head high and went about his business as usual! Of course, I’m not entirely sure he can read, so that may not have been bravery….” ( , P. 454) This anecdote is a clue to eagle-eyed readers that Aberforth, Dumbledore’s brother, is the barman of the Hog’s Head Tavern and the reason why Dumbledore knows so much about what happens there. | |
| In a text, an anomaly is something which deviates from what is normal or expected. | |
| The act of attributing human qualities to a non-human figure. Napoleon the pig in Animal Farm has been anthropomorphised – he speaks and acts like a person – and this allows Orwell to use him in an allegorical way. | |
| A rhetorical technique where a character speaks to an object, quality, or idea, or discusses somebody who is absent or dead. In ‘The Sunne Rising” by John Donne, the speaker refers to, “Busy old fool, unruly Sun, Here, the speaker takes a casual (colloquial) register and mocking tone to chide the sun for interrupting him and his lover in bed. | |
| An is a recurring idea, character, or object. Throughout literary history, there is a hero archetype, for example. Homer’s Penelope from and is considered the archetype of the faithful wife. While now understood as sexist and misogynistic, for many centuries Penelope was held up as an example of the perfect wife and used to restrict women’s behaviour and freedom. | |
| Assonance occurs when similar vowel sounds appear close together. This repetition can occur anywhere in the word, not only at the start. An example of assonance is ‘she sells sea shells by sea shore.’ Like alliteration, assonance can contribute particular meanings or effects, but is often simply an organising feature. Again, use with caution! | |
| Bricolage | This is a term usually used to describe modern texts that are constructed from pre-existing material, often belonging to multiple sources and text types. Alain De Botton’s can be broadly considered a bricolage text. This pluralistic method of representation, which reflects de Botton’s postmodernist context, suggests that there are multiple, equally valuable versions of reality – those found in art and those that we experience individually. |
| Cliché | An over-used, common expression. For example, the statements “brave as a lion” or “opposites attract” are clichés that define personal traits and relationships, respectively. |
| Repetition of consonants throughout a sentence or phrase. For example, John Keat’s “Ode to a Nightingale” employs half-rhyming consonance in the first stanza. We can see this in the first two lines: “My heart aches, and a drowsy numbness pains There is consonance in the “n” sounds in the first line and the “k” sounds in the second. | |
| . This is often done to accentuate their unique individual qualities. Paradox, antithesis, oxymoron, juxtaposition, contrast in description are all techniques that employ contrast. For example, In Shakespeare’s Henry IV, Pt 1, there is a consistent contrasting occurring between Henry, the title character, who is old and stern; his young son, Hal, or is wild, unpredictable and intelligent; and, the quick-tempered and stubborn Hotspur, Hal’s rival for the throne. Shakespeare contrasts these figures to discuss the ideal qualities of a king. | |
| Dialect | A dialect is a form of English spoken by a particular group, such as a group of people from a particular region. If your text is written in a certain dialect, you could explain why the author has chosen to adopt this language. If a character speaks in a particular dialect, that is part of their characterisation and suggests where they come from and their socio-economic status. In , Orwell includes dialogue from a woman speaking in cockney English, a dialect historically associated with East London and the working class. From this, the reader can infer that the Proles in Orwell’s novel are descendants of Cockney speakers, an inference even the novel’s protagonist would not be able to make. |
| Dialogue is one of the major techniques you will refer to, and it is often good to refer to it in connection with other techniques. For example, you may refer to the diction in a speaker’s dialogue, which will suggest their level of education. Dialogue can be used to infer a speaker’s intentions, as well as their personality (are they assertive or restrained when speaking to other people?). | |
| The selective choice of words and style of expression by an author. Diction refers to the construction of expressions which allows a text to fulfill its purpose. It can impact the tone and representation of characters and setting. In the ‘Love Song Of J. Alfred Prufrock’, T.S Eliot utilises diction to convey the decay of humanity. His careful choice of language, particularly in “I have measured out my life with coffee spoons;/I know the voices dying with a dying fall.” Through comparing the quantity of life he has remaining to coffee spoons, Eliot is able to emphasise the degradation and fragility of human life. | |
| Any text that instructs the reader or is obviously delivering a moral message. For example, Jane Austen’s is considered by some to be a didactic text because it presents examples of how a young woman should and shouldn’t behave. | |
| This refers to the use of words or expressions that are considered deictic – meaning they require on the context of other words to develop clear meaning. the most common examples of this are “me” or “here.” These words require us to know, or at least assume we know, contextual information to develop meaning. For example, in the sentence, “I talk about writing from here.” You, the reader, will assume that “I” am a teacher at Matrix and that by “here” I mean that I am writing from or at one of the Matrix campuses. Composers can manipulate and disorientate their readers by disrupting deixis in their texts. TS Eliot utilises deixis extensively in ‘The Hollow Men.’ He refers to an unknown “I” and “we” and numerous places connoted as “here” to disorientate the reader. | |
| A disjunct is a type of adverb that modifies a whole sentence. They function in a similar way to introductory clauses and introduce examples or observations by commenting on them. Jane Austen begins with a disjunct “It is a truth acknowledged, that a single man in possession of a good fortune, must be in want of a wife.” The initial clause about acknowledged truth is modified by “universally” to make it hyperbolic and satirise the regency conventions of marriage. | |
| Related to Disjuncts, see above, a disjunction is a conjunction (e.g. usually ‘either’ or ‘either….or’, but also ‘but’ or ‘yet’) that dramatically interrupts the rhythm of the sentence to introduce a contrast. For example, in the Great Gatsby by Fitzgerald Nick Carraway observes that: “Conduct may be founded on the hard rock or the wet marshes, but after a certain point I don’t care what it’s founded on.” In this quotation, ‘but’ is used to dramatically dismiss the religious allusion in the previous clause. | |
| Ellipsis | Ellipsis is sometimes used to truncate quotations that are long by using three consecutive periods (…). In literature, Ellipsis can be employed in a variety of different ways. Most commonly, a dramatic pause is signalled by (…) creates tension or suggests words can’t be spoken. For example, if a character were to suggest doubt about what another has just said they might respond with, “…Sure…,” where the pauses convey the speaker’s scepticism. In , Virginia Woolf employs ellipsis to convey the unease at the Ramsay dinner table: “Why don’t some of you take up botany?.. With all those legs and arms why doesn’t one of you . . .?” So they would talk as usual, laughing, among the children. ” In addition, Woolf uses a different form of ellipsis in the second chapter of the novel, “Time Passes”. Here, she uses parenthetical insertions [in square parenthesis] to denote a passing of time – 10 years – and significant events and interrupt the narrative in each section. For example, in section 6 Woolf represents both Prue Ramsay’s marriage and subsequent death in two parenthetical remarks that bookend a description of summer: “[Prue Ramsay, leaning on her father’s arm, was given in marriage. What, people said, could have been more fitting? And, they added, how beautiful she looked!]” and then, “[Prue Ramsay died that summer in some illness connected with childbirth, which was indeed a tragedy, people said, everything, they said, had promised so well.]” |
| Words that stir the readers’ emotions. For example, Prince Hamlet’s self-indulgent rant in Scene to of Shakespeare’s Hamlet uses emotive language to describe how depressed he is: “O God! God! | |
| A poetic technique, when a sentence or phrase runs over more than one line (or stanza). Enjambment is an interesting technique. Visually, this gives the sense that the poem flows between lines. However, in utterance, enjambment leads to a pause between lines when spoken aloud. This effect is known as a . Composers often use this to disrupt the flow or a poem or contrast distinct images or ideas. In The Love Song of J Alfred Prufrock by TS Eliot, the persona states: This use of enjambment conveys a romantic image of a night sky only to contrast it with the macabre image of an unconscious patient about to undergo surgery. This is jarring contrast further emphasized by the rejet. | |
| Mild expression used to replace a harsh one. For example, an embarrassed student might tell their parent that they had a “working lunch” rather than admitting to having been given a lunchtime detention for poor behaviour. | |
| Exclamatory sentence ending in “!” to convey high emotion. In Eliot’s ‘The Love Song of J Alfred Prufrock’ the persona’s insecurities about their appearance are conveyed with the exclamation: “(They will say: “How his hair is growing thin!”)” | |
| Metaphor, metonymy, hyperbole, simile, personification, assonance, alliteration, consonance, onomatopoeia, etc. These devices have a powerful impact as they work on our senses to strengthen the subject matter of the text. You will find specific examples of the above techniques throughout this toolkit. | |
| Form | Purpose and features of a text influence its construction and will suggest its structure. |
| A flashback is a scene appearing in a text that occurs earlier than the main narrative. Flashbacks can have many effects. A significant flashback occurs in George Orwell’s , in Part Two, Chapter 7. In this scene, a traumatic dream causes a flashback in the protagonist Winston Smith. The flashback concerns painful memories involving his family. The spontaneous nature of this flashback suggests that Winston has gone to lengths to repress the traumatic memory involving his family. It is also a narrative device. By revealing new details about Winston’s past, Orwell keeps the reader engaged and interested. | |
| Incomplete sentences used to increase tension or urgency, or reflect the way people speak to each other. Sentence fragments are sentences that cannot stand on their own. A single noun is a sentence fragment, as is a subordinate clause, such as ‘That he knew better.’ If you’re trying to identify a sentence fragment, just ask yourself whether it could stand on its own, or whether it needs some other element to complete it. In the previous example, we could add ‘I said that he knew better.’ Sentence fragments can convey many things. T.S. Eliot used fragmentation in tandem with symbolism to explore non-mimetic forms of expression, for example in ‘The Hollow Men’. Fragmentation will usually convey notions of destruction and decay, so when interpreting instances of it think about what sorts of themes your author is exploring. | |
| Gaps & silences | What is not said; whose voice isn’t heard and whose voice dominates? |
| Humour | Incongruity, parody, satire, exaggeration, irony, puns etc. used to lighten the overall tone. |
| . This is a simple technique, so refer to it sparingly. In , Jane Austen uses hyperbole in Elton’s comment that, “I have no hesitation in saying — at least if my friend feels at all as I do — I have not the smallest doubt that, could he see his little effusion honoured as I see it, (looking at the book again, and replacing it on the table), he would consider it as the proudest moment of his life,” to convey the growing misunderstanding between Elton, Harriet, and Emma about who fanices whom. | |
| Icons | A single person, object or image that represents complex ideas and feelings. |
| Imagery is language that evokes one of the five senses, and you must always refer to the specific kind. In other words, never use simply ‘imagery,’ but always ‘olfactory imagery,’ ‘tactile imagery,’ ‘visual imagery,’ ‘auditory imagery’ or ‘gustatory imagery.’ Occasionally, students, noticing that ‘visual imagery’ is something of a tautology, omit the adjective ‘visual’ when referring to this category. They shouldn’t, though. Always be specific. | |
| Forceful use of the verb at the start of sentence or phrase. The imperative mood is one of the grammatical moods in English. Other moods include the indicative (as in ‘That cat is suspicious’) and the interrogative (‘Is that cat suspicious?’). The imperative mood is useful to refer to since it’s the mood for commands (e.g. ‘Go to bed!’ ‘Shut the door!). If a speaker uses the imperative, then he or she may be an authority figure. Before the third section of Orwell’s , Winston and Julia are caught. A man named Mr. Charrington, whom Winston had believed was a gentle shopkeeper, turns out to be a member of the secret police. Mr. Charrington’s authority in the secret police is indicated by his use of the imperative to command another officer when he first enters the room. | |
| A poetic form that uses repetition, rhythm, and/or rhyme to convey a sense of magic or magical power. The song of the Weird Sisters, or Three Witches, in Shakespeare’s Macbeth (1606) is a good example of an incantation: Double, double toil and trouble; | |
| This reference can be an explicit quotation or implied and inferred by allusion. For example, much of the meaning in Margaret Edson’s play is developed through constant intertextual references to the poetry of John Donne. | |
| , as opposed to slowly building up to this action. This is an ancient technique, and it has a number of meanings. Most obviously, it’s a hook to draw the reader in. It can also be used to disorientate. Homer’s , the first text of western literature, begins in medias res. t begins in medias res, many years after Prospero and his daughter, Miranda, have been stranded on Caliban’s Isle after Antonio’s treachery. | |
| For example In Fitzgerald’sThe Great Gatsby, Nick Carraway’s assertion that, “I’m inclined to reserve all judgments, a habit that has opened up many curious natures to me and also made me the victim of not a few veteran bores,” is ironic because he is not, in fact, reserving judgement on those he calls “veteran bores.” | |
| In Act 3, Scene 4 of Shakespeare’s , the eponymous Prince holds up images of his father and uncle to illustrate Hamlet’s feelings about their differences through juxtaposition: “Look here upon this picture and on this, | |
| Level of language (also known as Register) | This refers to the level of sophistication of a piece of language. We expect a high register in formal contexts, while we might expect lower registers in more familiar contexts. High register is signalled by conceptual, ‘bigger’ vocabulary and complex, lengthy syntax. The common registers we refer to are: slang, colloquial, informal or formal. Consider the following greetings: |
| Sequential – in chronological order. In a linear narrative, authors simply tell the reader what happens in their story chronologically. The linear narrative of a bank robbery might begin with the bandits approaching in their car and move through all the noteworthy incidents until their inevitable capture and arrest. While it begins , Shakespeare’s is a linear narrative. The non-linear version might begin in media res during a shootout, and move backwards to explain how the robbers arrived in their predicament, before moving forward to the resolution of the story. Margaret Atwood’s is a non-linear text. | |
| Metaphor is one of the most fundamental figures of speech, and indeed aspects of language itself. Literary texts are typically dense in metaphor. In the cases of writers such as Shakespeare, it is impossible to understand the text without constantly unpacking metaphors. In Shakespeare’s Henry IV, Pt 1, Sir John Fallstaff on the homonyms “son” and “sun” to develop the metaphor of Prince Hal as the Sun, the ruler of the heavens: “If then thou be son to me, here lies the point: why, being son to me, art thou so pointed at? Shall the blessed sun of heaven prove a micher and eat blackberries? . . . Shall the son of England prove a thief and take purses?” (2.4.359-67) | |
| A word or name that is used in the place of something it is closely related to. The Kremlin, for example, has long been conventionally used as a metonym for the Russian government. A student might say, “I’m going to Matrix.” But they really mean that they are going to the Matrix Hurstville Campus. In this usage, the proper noun, “Matrix,” is metonymic with all of the Matrix campuses. | |
| The certainty which a speaker employs in their language. = Certainty. “It will hail today.” (also called ) = doubt that something that should occur will occur. “It ought to rain today.” = Uncertainty. “It may rain today.” | |
| A motif is an image, sound, figure, character archetype or object which has a symbolic reference to a particular theme or idea. A motif is a recurring symbol with a figurative meaning and is quite easy to spot due to its prominence. In Great Gatsby, Fitzgerald utilises the recurring motif of weather to reflect the emotions experienced by the characters. When Daisy and Gatsy reunite it is pouring however when there love reignites the sun is just coming out. | |
| Non-linear | Non-sequential narrative, events do not occur in chronological order. See, above. |
| Onomatopoeia | A word that echoes the sound it represents. The reader hears what is happening. Sometimes this can be overt, as in “the drip-dripping and plip-plopping of a tap.” Other times, this can be more subtle, such as in “The murmurous haunt of flies on summer eve” from John Keats’ ‘Ode to a Nightingale.” This example is specifically known as mechanical onomatopoeia because the sound of the word imitates the same sound being referenced – “murmurous” sounds like the low buzz of a swarm of flies. |
| Paradox | A statement that is self-contradictory or logically unacceptable but has valid reasoning based on a true premise. It is a juxtaposition of contradictory-yet-interrelated ideas which have a hidden truth. In George Orwell’s Nineteen Eighty-Four, The Party’s slogan “War is peace, freedom is slavery, and ignorance is strength,” is a clear example of a paradox whereby each idea contradicts the other. Thus, Orwell clearly utilises contradictory statements throughout his novel to place emphasis on a society controlled by a totalitarian government. |
| Conscious imitation for a satiric purpose. Parody is a style that mocks the serious manner and characteristic features of literary works through imitation. Parodies work by exaggerating certain traits common to the work. In George Orwell’s Winston reads a heretical political tract called ‘The Theory and Practice of Oligarchical Collectivism’. This tract is clearly a parody of political writing and in particular the theoretical writing of communist revolutionaries like Vladimir Lenin, Leon Trotsky, and Joseph Stalin. Orwell’s aim is to subvert the self-important, vague, and even contradictory style found in these texts. | |
| Pathetic fallacy is the attribution of human emotions to nonhuman objects, particularly objects of nature. Note that the term should just apply to the ascription of emotions, not thoughts or other properties. The term was invented by the English writer John Ruskin, and is widely used in literature. In Dickens’ Pip’s misery is reflected in the weather which surrounds him: “It was wretched weather; stormy and wet, stormy and wet; and mud, mud, mud, deep in all the streets. Day after day, a vast heavy veil had been driving over London from the East, and it drove still, as if in the East there were an Eternity of cloud and wind. So furious had been the gusts, that high buildings in town had had the lead stripped off their roofs; and in the country, trees had been torn up, and sails of windmills carried away; and gloomy accounts had come in from the coast, of shipwreck and death. Violent blasts of rain had accompanied these rages of wind, and the day just closed as I sat down to read had been the worst of all.” | |
| First, second or third person. refers to the speaker himself or a group that includes the speaker (i.e., I, me, we and us). T.S. Eliot’s ‘Journey of the Magi’ is a first person narrative. refers to the speaker’s audience (i.e., you). Italo Calvino’s is a narrative in the second person. refers to everybody else (e.g., he, him, she, her, it, they, them), including all other nouns (e.g. James, Swedish, fish, mice). Jane Austen’s Emma is written in the third person. Some texts might shift between different perspectives throughout. T.S. Eliot’s ‘Preludes’ is relatively unusual in that it switches between first, second, and third person throughout. | |
| Circumlocution. That is, the use of a longer expression for an idea where a shorter one might suffice. Periphrasis is widespread, and often quite significant as a technique. Writers sometimes use periphrasis to refer to an object or person in a more creative way, or to avoid repetition. In Shakespeare’s , Polonius often speaks periphrastically, from which the reader can infer much about his character. | |
| Human characteristics given to a non-human object. Inanimate objects take on a life. Personification is usually well-understood by students. It is a specific kind of metaphor in which human attributes are applied to nonhumans. Note that unlike pathetic fallacy, personification involves the application of any form of an attribute, not just emotions. Like other forms of metaphor, it is widely used in literature, as well as daily life. In John Donne’s ‘Death, be Not Proud,’ Donne personifies Death. | |
| A particular way of looking at individuals, issues, events, texts, facts etc. | |
| Harsh sounds in a sentence or phrase. While this can be used to draw attention to specific things in the sentence, more often than not it is purely an aesthetic device. Use this technique with caution. | |
| A pun is formed by exploiting two different meanings of the same sound. Richard’s famous soliloquy at the start of Mod A text Richard III includes a pun. Speaking at the end of a battle, Richard declares that ‘Now is the winter of our discontent / Made glorious summer by this sun of York.’ The sun of York brings this summer, and ‘sun’ is, of course, a pun on ‘son’ as Edward is the first son of the York family – and thus the rightful heir to the throne (according to the Yorks). | |
| Reference | Reference is a very broad term. It simply means mentioning, usually clearly and unambiguously, something else, whether it is a historical event, another author, another text, or even a set of ideas. ‘No! I am not Prince Hamlet’ is a reference to Shakespeare’s in his T.S. Eliot’s poem, ‘The Love Song of J. Alfred Prufrock.’ |
| See | |
| An effect of enjambment. The rejet is the disjunction between the appearance of a poem flowing between lines on a page and the pause that speakers unconsciously insert between lines when first reading a poem aloud. See . | |
| . Repetition does matter, but it is an extremely easy technique to identify, so you should refer to it sparingly, and always analyse it further. Never point out that repetition of a term emphasises the term. Instead, think critically about what the repetition actually suggests. A famous example of repetition comes at the end of T.S. Eliot’s ‘The Hollow Men’: Declaring that this repetition ‘highlights’ or ‘emphasises’ Eliot’s idea tells the reader nothing. To begin with, what is the idea? Repetition here has to be interpreted in the context of the central themes of the poem. You could begin by thinking about how this repetition relates to the cycles of revolution alluded to elsewhere in the poem, or to the scientific theories, including the theory of entropy, Eliot appears to explore. . | |
| How a composer conveys meaning through textual features. This is a key concept in works of art. . | |
| Rhyme is one of the most familiar techniques, and there is little to be said about it. Rhyme is often more of an organising feature and used to please aesthetically rather than to create meaning. Be careful in attributing meaning to rhyme in verse. It usually doesn’t mean anything. | |
| . In satire, common human behaviours, beliefs, and vices are held up to shame and scorn. Satire is often considered a high form of comedy. Satire is often employed for biting social or political commentary. Queen Elizabeth I banned satire in 1599 to curb criticism of her reign in print. Satire is often a part of Shakespeare’s plays, such as in the historical play, Henry IV, Part 1. Many critics argue that the character of Falstaff is a satirical representation of Sir John Oldcastle, a Lollard (the pre-cursor to protestants) who was executed for treason and heresy. Falstaff’s character was originally called, John Oldcastle, but complaints by a prominent Lord, William Brooke, 10th Baron Cobham, forced Shakespeare to rename him. | |
| Location of a story – internal and external. | |
| The repetition of soft consonant sounds, such as “s” sounds. This is often used to create a sinister or sensuous tone or mood. For example, in John Keats’ ‘Hyperion’ he develops a sinister mood through sibilance in the description, “Instead of thrones, hard flint they sat upon Couches of rugged stone, and slaty ridge Stubborn’d with iron.” | |
| , but rather than identifying the tenor and vehicle, tend to make the comparison using ‘like’ or ‘as,’ while metaphors tend to use a form of the verb ‘to be.’ King Hamlet uses simile to emphasise his sufferings in hell, declaring to Hamlet that the details of his tortures would: | |
| . Symbolism is a very important technique, and in some texts, it is the central technique. A symbol is any visual object that by convention signifies something else, whether it be another object, an idea, a process, or an emotion. The letters of the alphabet are therefore symbols, in that they represent speech sounds. Numbers are symbols. Although all language is symbolic, literary symbolism usually refers more specifically to the use of objects to represent ideas and emotions. The Eliot poems set for study in Module B are all heavily symbolic. Consider the following example, from the opening of Eliot’s ‘The Hollow Men’: A first step in interpreting the symbolism is to think about the ideas the objects conventionally imply. ‘Hollow’ and ‘dried’ and ‘dry’ all evoke aridity. This suggests the poem might be concerned with decline and decay. Eliot was influenced by Frazer’s , which he cited in the notes to his most famous poem, The Waste Land. (A reader wanting to push her analysis further would look into how the symbols evoking aridity reflect Frazer’s theory that a number of important religions, including Christianity, had their origins in prehistoric fertility cults.) | |
| Syntax is one of the main components of language. It refers to the organisation of words and phrases in a sentence, as well as their structural relations. For example, in the English sentence ‘John thanked the president,’ we know that John is the one doing the thanking since English syntax usually follows a subject, verb, object order. ‘John’ is the subject, ‘thanked’ is the verb, and ‘the president’ is the object. If I swap the roles, the nouns of English syntax change the meaning of the sentence: ‘The president thanked John.’Therefore, when referring to syntax as a technique, you need to provide further analysis. Some strategies you can take to assess this are: is a marker of a high education. This could imply a narrative voice that is well-educated. might be a marker of poor education, as might fragmented or incomplete syntax. | |
| Tense | Present, past, future (events are predicted). This is an important and commonplace feature of grammar that students should be familiar. Tense is an important aspect of narrative form and can tell the audience when things are occurring. T.S Eliot’s ‘Preludes’ is written in the present continuous tense in sections I and II but then is written in the past tense in sections III and IV. |
| The organic unit of a text. Its use of universal themes. This is an essential part of Year 11 and Year 12 Module B. | |
| Message or moral of a story – makes us ponder bigger issues in life. | |
| The way composer or character feels – conveyed by word choice. Tone is a very common technique and useful to discuss in your responses. There are many different ways to describe the tone of a text. Here is an . | |
| Word choice or Diction | Emotive, forceful, factual, descriptive, blunt, graphic, disturbing, informative etc. E.g. use of forceful verbs ‘insist’ & ‘demand’ can be very persuasive. Diction is a useful technique to discuss, especially if you are using it to convey information about the characterisation of that person. For example, in Shakespeare’s , Iago’s bestial and demonic diction is adopted by Othello as the play progresses, symbolising the loss of Othello’s nobility. |
| Zoomorphism | The attribution of animal properties to non-animals. This technique is more common than many people expect. It is used, for example, in Eliot’s ‘Prufrock’: The fog appears to be compared with a dog, which is suggested by the actions of the fog and the diction throughout, such as the word ‘muzzle.’ This somewhat uncanny image is difficult to interpret, but at the least relates to the disorientation caused to the speaker by the urban environment. |
If you want to take your analysis further and expand your awareness of literary techniques, read the blog post: Understanding Literary Techniques: How to Analyse Poetry and Prose to learn how to analyse literary techniques in poetry and prose with reference to all the major techniques.
When you write an essay identifying the techniques used by a composer, you need to explain how that technique is creating meaning in the text. It is not enough to just cite a literary term. You need to discuss the device or technique in detail. This process is called literary analysis and it is an important skill that Matrix English students are taught in the Matrix English courses.
Great marks in essays and writing tasks are earned through the detailed analysis of your texts and not merely listing examples and techniques. You can learn more about how to analyse texts in our Beginner’s Guide to Acing HSC English .
The Visual Techniques Toolkit
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The Ultimate HSC English Literary Techniques Cheat Sheet
Struggling to identify let alone explain the effects of different English literary techniques?
Luckily for you, we’ve created the ultimate HSC English Literary Techniques Cheat Sheet that features all the Big Bads of literary devices, along with definitions and examples of each one.
We even mention which ones you’re more likely to find in poetry…
But first, what even are they??
What are Literary Techniques?
Literary techniques are the tools and methods writers use to create a certain effect in their writing and to convey their message more effectively.
When you’re analysing a text for HSC English, these techniques can enhance imagery, convey emotions, develop characters, establish themes, and much more!
Our HSC English tutors are experts at navigating textual analysis and choosing the right literary techniques for your essay, so get in touch if you’re looking to boost your marks!
Literary Techniques vs. Language Features
Waitttt… There’s a difference between literary techniques and language techniques?
If you didn’t know already, there definitely is!
- Language features refer to the broader aspects of language used in communication. They include the structural, grammatical, and stylistic components of language that writers use.
- Literary techniques, on the other hand, are specific tools and devices employed by writers to enhance their writing, add depth to their work, and create particular effects.
How do I find Literary Techniques?
So you’re 40 pages into your text for HSC English and haven’t found ONE technique?
Here’s how to pick them out. Look for elements that stand out!
Symbolism, vivid descriptions, or unusual word choices will all mean something, so analyse how these elements contribute to the overall meaning, mood, or characterisation in the text.
Consider the author’s intention behind using these literary techniques and how they enhance the story or convey deeper messages.
Check out our step-by-step guide to analysing English texts for more help!
HSC English Literary Techniques Cheat Sheet
A | b | c | d | e | f | g | h | i | j | k | l | m | n | o | p | q | r | s | t | u | v | w | x | y | z, download our list of hsc english literary techniques.
A story or narrative with two meanings; the obvious or literal meaning that is immediately clear, and a second, usually hidden meaning. The second meaning often acts as a commentary on real world events or issues or relates to a specific topic/theme being dealt with. Example: Many people claim Lord of the Rings is an allegory for the World War I because it portrays war (and especially industrialisation for war production) negatively.
Alliteration
Repetition of consonants at the beginning of successive words or within sentences/phrases to create a sense of rhythm, though they can be overdone (as in tongue twisters). This English technique is also common in poetry. Example: “Peter piper picked a peck of pickled peppers.”
A subtle or passing reference to an event, person, place, other text, etc. that is intended to be noticed by readers (though isn’t always picked up on). Religious allusions are some of the easiest to spot, especially Christian religious allusions due to the oversaturation of Christian imagery in texts and media. Example: Remus Lupin in Harry Potter is named for Remus of ‘Remus and Romulus’, twins in Greek mythology who were raised by a wolf. This is a mythological allusion that ties into his being a werewolf.
When something is left to the reader’s imagination. Often this involves the author not stating explicitly what is happening, what has been said, etc. This English technique boosts reader interest as they are encouraged to make up their own mind about what is happening, or they become suspicious of what they have not been explicitly told. Common in poetry. Example: The ending of Inception (Christopher Nolan) is incredibly ambiguous. In the film audiences are shown that the main character’s spinning top will continue to spin if he’s in a dream and topple if he’s in reality – however the final shot cuts just as the spinner begins to wobble, leaving audiences to wonder if he’s in reality or still dreaming.
Uses two similar concepts or ideas to create a relationship or draw comparisons between the two. Can also be used to contrast two ideas, however it’s most commonly used to prove how something is similar or use one idea to explain another. Often features the phrase “is to”, though not always. Example: “A sword is to a warrior as a pen is to a writer.”
A rhetorical device that involves the repetition of a word or phrase at the beginning of successive clauses, sentences, or phrases. It is used for emphasis, rhythm, and to create powerful emotional effects by drawing attention to a particular idea or theme. Example: “In every cry of every man, In every infant’s cry of fear, In every voice, in every ban, The mind-forged manacles I hear.” In this excerpt from William Blake’s poem “London,” the phrase “In every” is repeated at the beginning of successive lines, emphasising the difficulties of life in the city.
Using two sentences with contradictory or contrasting meanings close to one another, sometimes even in immediate succession. This creates strong contrast, however the two sentences are usually designed to balance each other out through opposite connotations and then represent a whole idea. Antitheses often show how a character or idea may be contradictory but still whole. Example: “It was the best of times, it was the worst of times.” (Charles Dickens, A Tale of Two Cities).
An archetype is an immediately recognisable character, concept or object that makes it easy for audiences to categorise them based on what they resemble in literature. Character archetypes are most common, with popular ones including: the femme fatale, the average joe, the class clown, the anti-hero, the bad boy, etc. Most characters fit into at least one archetype. Example: Hagrid (Harry Potter) and Hodor (Game of Thrones) fit the ‘gentle giant’ archetype, while Batman is the ultimate ‘lone vigilante’ archetype.
Similar to alliteration, however in this case it is vowel sounds that are repeated. This may be at the beginning of words/phrases, or within the words themselves. Very common in poetry. Example: “A long song.” has a repeated long ‘o’ sound in the last two words that creates assonance, however the name “Rita Skeeter” from Harry Potter also features assonance, as the ‘i’ and ‘ee’ create the same sound.
Atmosphere and mood are often used interchangeably, as they are similar but used in different ways and have different results. Atmosphere refers to the feeling or mood created by a place, situation or text – it usually changes from scene to scene and is built by sensory imagery and word choices. This is what makes dark, stormy nights in novels feel eerie and foreboding. Example: “The floorboards creaked in time with the wind whistling around the houses’ jagged edges, and waves crashed angrily against the rocky cliffs below. She clutched her coat tighter around her and stepped into the flickering light of the fire.”
Catechresis
A figure of speech that involves the use of a word or phrase in a way that deviates from its conventional meaning or usage. Catachresis is essentially an extreme form of metaphor or analogy, stretching the boundaries of language to create a vivid or striking image. It can involve the application of a word to something that it doesn’t literally apply to, resulting in a surprising or unusual comparison. Example: “I could smell the silence” uses the word ‘smell’ where it does not usually apply, creating a vivid description of silence through an unusual word choice.
Characterisation
The process by which characters are introduced, described and then fully formed through their choices, interactions, etc. Characterisation is what makes characters feel like real people , and is often based in their morals, values and personality traits. If a character has strong characterisation it is easy to imagine how they would react in any given situation. It also makes it harder to believe situations where characters do things that go against their usual traits, creating audience suspicion or disbelief. Example: Katniss Everdeen (The Hunger Games) is characterised as being independent, resourceful, focused on survival and having poor social skills. These traits determine how she interacts with people and makes choices, as seen in her initially being vocal in her hatred for the Capitol, but then doing as the Capitol tells her if it means protecting her family and surviving.
A common and/or overused expression, often found in similes and metaphors. While they can sometimes be used ironically or to symbolise a character themselves being unoriginal, clichés are often a sign of lazy or unimaginative writing. Clichés should only be used if there’s a reason for them. Example: “He ran like the wind.”
Connotations
The ideas, feelings or concepts associated with specific words, phrases or situations that go beyond their literal meaning. Word choices are often made with the connotations of each word in mind to create a particular atmosphere or tone. In some instances an interaction or situation may have underlying connotations as well. Example: ‘Beautiful’ and ‘cute’, while both describing how something is visually appealing, have different connotations. ‘Beautiful’ creates a sense of grace, elegance and maturity, while ‘cute’ is more associated with youth, pettiness and the colour pink.
Consonance
The repetition of the same consonants in words that use different vowel-sounds. Unlike alliteration, which focuses on the initial sounds of words, consonance concentrates on the repetition of consonant sounds anywhere within words. Example: “Mike likes his bike” repeats the “k” sound, while the phrase “Blank and think” repeats the “nk” sound.
Any situation wherein two different or opposing things are presented together in order to highlight their differences. This can occur with ideas, settings, characters, objects, concepts, themes, etc. and often serve to make the audience more aware of the individual parts of the two things that make them different. Example: Timon and Pumbaa (The Lion King) are visually contrasting, with Timon being small, angular and lightly coloured, while Pumbaa is large, rounded and a darker colour. This emphasises their differences and the unlikeliness of their friendship.
The time, place and social setting within which a text was created, including the values of the time, the world events, major topics of discussion, key figures, etc. There are three kinds of context; literary (what was happening in the literary world at the time), historical (what year it was and what major world events were occurring) and personal (who the author was, their experiences and values). These all influence the text, leading to the text often reflecting the authors own ideas and values as based on their context. Example: Frankenstein by Mary Shelley explores the idea of science being used to create life, reflecting Shelley’s own interest in science and the actual reanimation experiments of the time period.
Double Entendre
Where a phrase has two meanings, one of which is usually humorous or risqué in some way. The term itself is French for “double meaning.” Double entendres are frequently used in humor, wordplay, or in contexts where a playful or subtly suggestive tone is desired. Example: “Time flies like an arrow; fruit flies like a banana.” On the surface, this seems like a straightforward statement about how time and fruit flies behave differently. However, it cleverly plays on the multiple meanings of “flies” as a verb (to move swiftly) and as a noun (the insect). This ambiguity creates a humorous effect.
Dramatic Irony
Any situation wherein the audience is privy to some sort of information that the characters do not know, building audience tension, suspense, etc. This is usually achieved by cutting away from the main character to see what another character is doing/planning, then returning to the uninformed character and watching the results play out, all the while knowing what the second character has done/planned. Example: Romeo and Juliet uses dramatic irony to create audience tension and emotional reactions when Romeo believes Juliet to be dead and kills himself, as audiences know she’s actually alive and will wake up any moment.
Emotive Language
Words chosen to create a specific emotional response in the reader, often linked to the word’s connotations and commonly used in highly emotional or descriptive scenes/situations. Emotive language can become awkward when used too much in character dialogue, as it doesn’t sound like something a person would realistically say. Very common in poetry. Example: “[…] which is what you/ didn’t do,/ because you’re weak and hollow and it doesn’t matter anymore.” (Richard Siken, Crush)
Enjambment
A poetic technique where a sentence or phrase in a poem runs over into the next line or lines without a pause or a punctuation mark. This means that the thought, phrase, or clause doesn’t end with the line break but continues into the next line, creating a sense of continuity and fluidity in the poem. Example: “The apparition of these faces in the crowd / Petals on a wet, black bough.” In this example from Ezra Pound’s poem “In a Station of the Metro,” the sentence flows across the line break (represented by the “/” symbol) , continuing the thought from the first line to the second without stopping, creating a seamless transition.
The successive repetition of a word or phrase, often three times or more. Unlike other forms of repetition that might occur with some distance between instances, epizeuxis involves the immediate repetition of a word or phrase for emphasis. Example: “I love her, I love her, I love her so much!” In this sentence, the word “love” is repeated immediately for emphasis, intensifying the emotional impact of the statement.
A mild or ‘proper’ expression used to replace one that is harsh, blunt or otherwise offensive in order to not cause trouble or appear vulgar. Euphemisms, as English literary techniques, are commonly used to more politely refer to topics of an unsanitary, sexual or ‘improper’ nature. Example: “I have to see a man about a dog.” is often said euphemistically when leaving a room or conversation to go to the toilet.
Exclamation
A sentence ending with an exclamation mark (“!”) or said with a tone of shock/excitement is used to express high emotion – e.g. sudden revelations, important discoveries or enthusiasm. This is often used to better express the tone of dialogue or show emotional outbursts. Example: “I can’t believe you!” may be said when someone has done something shocking or betrayed a character in some way and elicited a strong emotional response.
Frame Narrative
This is essentially a ‘story within a story’, wherein the main narrative is being told, remembered, etc. by someone in the ‘outside narrative. This is much easier to see and understand in films, though it is also very popular in written texts and novels – especially those that ‘jump’ between time settings from chapter to chapter. Example: Titanic (James Cameron) is a frame narrative, as the story is being told by ‘Old Rose’ and cuts back to her several times throughout the film. Forrest Gump (Robert Zemeckis) is another well-known frame narrative film.
A foil is another character in a story that specifically contrasts the main character in order to emphasise the main character’s attributes and values or compare the values of the two characters. Oftentimes a character’s foil will have vastly differing ideas on the same topics, share some kind of similar background or experience, deal with the same situations in different ways, etc. Usually there are some similarities shared between the two characters, or a sense that character A is what character B ‘could have been’. Example: Draco Malfoy is a foil to Harry Potter, as he represents the opposites of Harry’s values and experiences, though the two are tied together by their positions on opposite sides of the battle against Voldemort.
Foreshadowing
The act of hinting at or setting up a situation, event or action that will later be extremely important in the narrative but doesn’t seem important at the time. Audiences are usually made to notice a particular object/comment/situation/etc. as being of some level of importance, but not realise how important it will be until later in the narrative. However some authors include foreshadowing that the audience aren’t meant to pick up on until after the ‘big reveal’ has occurred. Example [Spoilers]: Fight Club (David Fincher) features several single-frame images of ‘Tyler Durden’ spliced into the film before we ever meet his character, foreshadowing his introduction and the fact that he is actually the manifestation of the Narrator’s Multiple Personality Disorder.
The construction and structure of a text based on the text type, the context and the author’s personal stylistic choices. This can include language choices, sentence structures, film choices, poetic styles (limerick, free verse, etc.) and is often influences by the context and literary styles of the time it was written. Example: Lord of the Rings (J. R. R. Tolkien) and Game of Thrones (George R. R. Martin) are both epic novels with similar genre, subject matter and concept, however their forms are incredibly different due to the time in which they were written and the authors’ stylistic choices.
Figurative Language
Language, words and/or expressions that have meaning beyond their literal interpretation, often used to express links between ideas, characters and concepts or subtly tie into overall themes. Figurative language includes metaphors, similes, hyperbole, metonymy, personification, etc. and are also frequently used to describe characters and things. Common in poetry. Example: “A handsome manor house grew out of the darkness at the end of the straight drive.” (J. K. Rowling, Harry Potter and the Deathly Hallows)
Fractured Sentences
Incomplete or broken off sentences used most commonly in dialogue to replicate regular speech patterns and being cut off or trailing off while speaking. Also used outside of dialogue to build suspense, tension or a sense of urgency. English literary techniques such as fractured sentences are very common in poetry. Example: “Wait, what are you-” he began, but she cut him off. “I know what I’m doing.”
The purposeful over-exaggeration of a statement in order to create a more intense or over-the-top effect. Hyperbole can be paired with similes or metaphors and are most commonly used in highly emotive situations or dialogue to create an even greater emotional reaction. Can also be humorous if used in mundane settings. Example: “I’m so exhausted I couldn’t move if I tried.” is hyperbole in itself, but if said by a character who has done nothing to warrant being tired it can also add a level or humour.
An object, image or person that symbolises something larger, usually a complex concept or theme. This is most often seen in ‘hero’ characters, as they are intended to symbolise certain ideas and values. Example: Katniss Everdeen (The Hunger Games) is an icon to the audience of strength, survival and perseverance, but is also an icon within the world of the novel as ‘The Mockingjay’, a symbol of revolution and rebellion.
A phrase or expression that has a figurative or non-literal meaning, different from the literal interpretation of the individual words. These phrases may not make sense if interpreted word-for-word. Instead, their meanings are understood based on cultural context and familiarity with the language. Idioms are typically used to convey ideas, situations, or emotions in a concise and often metaphorical way. Example: “Kick the bucket” means to die, “Break a leg” is a way to wish someone good luck, “It’s raining cats and dogs” means it’s raining heavily.
Words used to create an idea or mental image of something, most often found in descriptions or created through descriptive language. Imagery is generally focused on settings, objects and characters to ensure audiences have a very clear idea of what is happening and how it all looks. Common in poetry. Example: “It was in appearance a tall spacious tree of graceful form, with thin unwrinkled bark over white wood.” (J. R. R. Tolkien, Lord of the Rings)
Intertextuality
This occurs when one text makes reference to another text, either obviously or in a more subtle way (e.g. allusions) in order to make a point or draw links between the two. Example: Frankenstein (Mary Shelley) makes subtle intertextual references throughout the text to the Greek myth of Prometheus in order to better express her warning against ‘playing God’.
A disconnect between what is said and what is meant, usually with the words said having a second insulting, humorous or satirical meaning. Nothing like the Alanis Morissette song. Example: “Well aren’t I lucky!”, when said by an unlucky character or one who has just suffered due to bad luck, is ironic.
Juxtaposition
Placing one character, idea, theme, object, setting, etc. parallel to another in order to compare and contrast the two. This is often done to encourage audiences to think about two things in relation to each other and draw conclusions about how they are similar and/or different, especially in regards to characters. Example: Katniss and Peeta (The Hunger Games) are brought together in a constant juxtaposition to highlight their own personal strengths and weaknesses and ultimately show how the two character balance each other.
Language Choices
This includes individual word choices based on connotations, as well as specific overall language choices used to characterise certain characters and develop a stronger sense of voice. Having a character use slang or colloquial language creates a different effect that a character who always uses formal language, allowing authors to separate and characterise through these language choices. Example: “Oi mate, who was it?” versus “Pardon me, who was at the door?” . Though both sentences express the same idea, language choice give them different feelings and connotations – they would not be said by the same character.
Linear and Non-Linear
This describes the way in which a narrative flows or is told. A linear narrative moves forward in time, directly from point A to point B with events occurring in chronological order. A non-linear narrative may jump from different times, characters, etc. with events occurring out of chronological order. Example: Memento (Christopher Nolan) and 500 Days of Summer (Marc Webb) are both non-linear films.
A figure of speech used to emphasize an idea by understating it, often through the use of a negative statement that expresses the opposite of what is meant. Litotes is a form of deliberate understatement that can add nuance or an ironic twist to the intended meaning through a subtle, yet impactful, statement. Example: “Not bad” to mean “good” or “quite a few” to indicate “many.”
Comparing two things by saying that one ‘is’ the other in order to draw stronger comparisons and often add a level of figurative meaning. There are many cliché metaphors, but when done well, English literary techniques like metaphors can be extremely strong figurative techniques. Extended metaphors are reoccurring metaphors or ideas that show up multiple times in a text (e.g. a woman being referred to as different flowers throughout a text). Very common in poetry. Example: “He was a crumbling ruin of a man; once great, then left to erode into dust.”
The act of referring to something not by its actual name but by a figurative name or the name of something associated with it. Many everyday phrases are examples of metonymy. Example: “Lend me your ears!” (Julius Ceasar) in which ‘ears’ is used in place of ‘attention’, employing metonymy. ‘Silver fox’ is everyday metonymy for an attractive older man.
The strength or force of a word, which low modality words being passive while high modality words are forceful. Characters giving speeches or rallying crowds would use high modality words, as they raise the intensity and strength of the language and scene. Example: “You might want to do this.” versus “You must do it.” Might is low modality, must is high modality.
Mood or Tone
Mood is similar to atmosphere, however it focuses more on the emotional or mental feeling the author has towards certain subjects or ideas and how they express that in the text. Mood can be ‘felt’ in a similar way to atmosphere through word connotations, figurative language, etc. Very common in poetry. Example: “The enemy? His sense of duty was no less that yours, I deem. You wonder what his name was, where he came from. And if he was really evil at heart. […] War will make corpses of us all.” (J. R. R. Tolkien, Lord of the Rings) This dialogue expresses a mood of distaste for war and that it only leads to death, reflecting Tolkien’s own views.
A motif is an idea, symbol, object, concept or theme that is always present throughout an entire text, playing a significant and/or symbolic role in the narrative. Generally, English literary techniques like motifs tie into the central ideas of the narrative or reflect a certain message the author is trying to present. Common in poetry. Example: Blade Runner (Ridley Scott) features an ongoing eye motif, with several close ups of different characters’ eyes used to draw comparisons between how the motif relates to each character.
A newly coined word, phrase, or expression that is created to represent a new concept, idea, or cultural phenomenon. These new words or phrases might emerge from technological advancements, social changes, cultural shifts, or simply as a way to fill a gap in the language to describe a new concept or invention. Example: “Podcast” is a blend of “iPod” and “broadcast,” created to describe digital audio series.
What is left out of a text – missing scenes, fade to blacks, conversations only mentioned in passing, etc. Omissions lend largely to ambiguity and often leave it up to the audience to ‘fill in the blank’ of what may have happened with their own imagination. Sometimes a specific scenario can be implied. Example: At the end of one scene character A and character B are fighting, however in the next scene they seem to be acting civilly to each other. Because audience’s aren’t shown why the characters’ attitudes changed, they are left to try to figure it out for themselves.
Onomatopoeia
A word that it the ‘sound’ of what it represents, allowing the reader to ‘hear’ what is occurring. The words themselves are meant to represent the actual sound made, thus can often become ‘made up’ words. Example: Bang, crash, bam, screech, eek, oof, etc.
Two contradictory words or concepts used together to create a strange or complex thing/idea that still makes sense. Oxymorons, as English literary techniques, tend to add an extra level of meaning to the concepts discussed and are often used as descriptors. Common in poetry. Example: “Eyes burning cold.” uses oxymoron in the last two words in to contradict itself and create an extra layer of figurative meaning.
Paralipsis
A rhetorical device where the speaker or writer emphasizes something by explicitly stating that they are not going to talk about it. Essentially, it is a way of bringing attention to a topic while pretending to ignore it. By saying “I will not mention X,” the speaker indirectly brings up X, often to draw attention, make a point, or imply something without directly stating it. Example: “I won’t even mention my opponent’s lack of experience in this field.” In this statement, the speaker is drawing attention to their opponent’s inexperience by claiming not to discuss it directly.
This involves setting up two characters, situations, settings or ideas to be parallel to one another, reflecting each other but having different outcomes. Often the stories of a hero and a villain will be parallels, with the villain making the ‘wrong’ choices and the hero the ‘right’ ones. Parallel situations are similar, with a similar setup or scenario having a different outcome to another based on characters and choices. Example: Boromir and Aragorn (Lord of the Rings) face parallel situations when they are each tempted to take the ring from Frodo. While Boromir succumbs to temptation and tries to steal the ring, Aragorn resists and tells Frodo to go on alone, showing how Aragorn’s choice makes him the stronger person.
Pathetic Fallacy
This involves giving any non-human object or nature some kind of human feelings or senses. It’s a more specific from of personification. Very common in poetry. Example: “The willow leaves brushed forlornly at his face, the old tree trying to comfort him.”
Person or Narrative Perspective
First, second or third person narratives are usually categorised by their use of “I”, “you”, or “they” respectively. First person refers to themselves, second person to the audience and third person to everybody. First person narration is seen as more personal, while third person is favoured for omniscient narration, while second person is very uncommon. Example: First person = “I broke the lamp.”, second person = “You broke the lamp.” , third person = “She broke the lamp.”
Personification
The attributing of human characteristics to non-human objects, by which inanimate objects appear to have life and/or feelings. This is often used in figurative descriptive language and is common in poetry. Example: “The tree branches thrashed against the window, their spindly, arthritic fingers creaking in the wind.”
An overused, cliché remark or idea that tends to lack genuine depth or meaning due to the fact that it often states the obvious and is predictable. While these statements might hold some truth or offer comfort in certain situations, they are considered platitudes because they’ve been used so frequently that they’ve lost their impact and fail to provide meaningful or original insight. Example: “Everything happens for a reason,” “It is what it is,” “Time heals all wounds.”
Rhetorical Question
A question that is asked without the intent of receiving an answer because the answer itself is obvious. Generally rhetorical questions, as English literary techniques, are used to force audiences to come to the correct answer on their own, though sometimes they may be used to prompt audiences to think harder about a specific idea. Example: A group of warriors asking “Who will lead us?” when the narrative has already made it obvious that the hero will lead the quest.
The location of a narrative – which may and often does change several times within the story. Settings can also often be tied to the narrative, rather than just being ‘where things happen’, and some settings are linked to certain genres. Example: Abandoned castles and stormy moors are classic Gothic settings, while teen dramas are typically set in high schools and suburban towns.
A specific from of alliteration involving the repetition of ‘s’ within a phrase or sentence. Depending on word connotations it can be read as soft and flowing or cold and hissing. Most of the fictional language of Parseltongue (Harry Potter) is based on sibilant sounds. Example: “Susie sells seashells by the seashore.”
Comparing two objects, and object and a person, etc. using ‘like’ or ‘as’ to draw parallels between them. Many similes have become cliché – a good simile shouldn’t be immediately obvious as a simile. Example: “He was cold as ice.” is cliché, “He was a cold, prickly man, like the first bite of early morning winter against your cheeks.” is not.
Sound Devices
Any techniques that focus on the sounds produced by words and/or how they relate to one another. Sound devices as English techniques are incredibly common in poetry. Example: onomatopoeia, resonance, rhythm, rhyme, etc.
When an object, person, etc. represents a more complex idea, concept or theme. Similar to icons, however symbolism doesn’t always represent something larger or more important than the literal object, and can also represent relationships, interactions, etc. Example: Characters shaking hands is symbolic of agreement or making a pact, but could also be symbolic of reconciling depending on the situation.
Synecdoche
A figure of speech in which a part of something is used to represent the whole, or vice versa, where the whole is used to represent a part. This literary technique can help to create a more concise or impactful expression compared to when an author chooses to use a more straightforward phrase. Example: Referring to a car as “wheels” or referring to a group of people as “society.”
Syntax (sentence structure)
The way a sentence is constructed – short, long, fragmented, compound, complex, etc. Different sentence structures have different effects , with short and one-word sentences creating impact and urgency, while compound sentences are slower and usually found in more formal writing. Example: “ District 12 only has three existing victors to choose from. Two male. One female. I am going back to the arena. ” (Suzanne Collins, The Hunger Games) This features a longer sentence to give context, then three successive shorter sentences to create impact and tension.
The overall message or moral of a narrative which is intended to cause audiences to think on real-life issues or moral questions. Generally themes are literary techniques that define the story and are a reoccurring feature throughout the text. There can be more than one theme. Example: The themes of Harry Potter include ‘love conquers all’, good vs evil, death and the question of eternal life.
The intentional separation of a word into two parts by adding another word or words in between. Tmesis is often used colloquially or informally to emphasize certain words, express emotions more vividly, or add a playful or emphatic tone to the language. Example: “Abso-freaking-lutely,” “Fan-freaking-tastic.”
On the hunt for other English resources?
Check out some of our other articles and guides, in addition to our literary techniques, below for English:
- HSC Standard English: The Ultimate Guide to Getting That Band 6!
- HSC Advanced English: The Ultimate Guide to Getting That Band 6!
- QCE English: The Ultimate Guide to Achieving an A
- A Step-by-Step Guide to Analysing English Texts (Textual Analysis Examples Included!)
- HSC English Paper 1: The Step-By-Step Guide to Acing It!
- Your Kickass Guide to Analysing Visual Texts for HSC English
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The 31 Literary Devices You Must Know
General Education
Need to analyze The Scarlet Letter or To Kill a Mockingbird for English class, but fumbling for the right vocabulary and concepts for literary devices? You've come to the right place. To successfully interpret and analyze literary texts, you'll first need to have a solid foundation in literary terms and their definitions.
In this article, we'll help you get familiar with most commonly used literary devices in prose and poetry. We'll give you a clear definition of each of the terms we discuss along with examples of literary elements and the context in which they most often appear (comedic writing, drama, or other).
Before we get to the list of literary devices, however, we have a quick refresher on what literary devices are and how understanding them will help you analyze works of literature.
What Are Literary Devices and Why Should You Know Them?
Literary devices are techniques that writers use to create a special and pointed effect in their writing, to convey information, or to help readers understand their writing on a deeper level.
Often, literary devices are used in writing for emphasis or clarity. Authors will also use literary devices to get readers to connect more strongly with either a story as a whole or specific characters or themes.
So why is it important to know different literary devices and terms? Aside from helping you get good grades on your literary analysis homework, there are several benefits to knowing the techniques authors commonly use.
Being able to identify when different literary techniques are being used helps you understand the motivation behind the author's choices. For example, being able to identify symbols in a story can help you figure out why the author might have chosen to insert these focal points and what these might suggest in regard to her attitude toward certain characters, plot points, and events.
In addition, being able to identify literary devices can make a written work's overall meaning or purpose clearer to you. For instance, let's say you're planning to read (or re-read) The Lion, the Witch, and the Wardrobe by C.S. Lewis. By knowing that this particular book is a religious allegory with references to Christ (represented by the character Aslan) and Judas (represented by Edmund), it will be clearer to you why Lewis uses certain language to describe certain characters and why certain events happen the way they do.
Finally, literary techniques are important to know because they make texts more interesting and more fun to read. If you were to read a novel without knowing any literary devices, chances are you wouldn't be able to detect many of the layers of meaning interwoven into the story via different techniques.
Now that we've gone over why you should spend some time learning literary devices, let's take a look at some of the most important literary elements to know.
List of Literary Devices: 31 Literary Terms You Should Know
Below is a list of literary devices, most of which you'll often come across in both prose and poetry. We explain what each literary term is and give you an example of how it's used. This literary elements list is arranged in alphabetical order.
An allegory is a story that is used to represent a more general message about real-life (historical) issues and/or events. It is typically an entire book, novel, play, etc.
Example: George Orwell's dystopian book Animal Farm is an allegory for the events preceding the Russian Revolution and the Stalinist era in early 20th century Russia. In the story, animals on a farm practice animalism, which is essentially communism. Many characters correspond to actual historical figures: Old Major represents both the founder of communism Karl Marx and the Russian communist leader Vladimir Lenin; the farmer, Mr. Jones, is the Russian Czar; the boar Napoleon stands for Joseph Stalin; and the pig Snowball represents Leon Trotsky.
Alliteration
Alliteration is a series of words or phrases that all (or almost all) start with the same sound. These sounds are typically consonants to give more stress to that syllable. You'll often come across alliteration in poetry, titles of books and poems ( Jane Austen is a fan of this device, for example—just look at Pride and Prejudice and Sense and Sensibility ), and tongue twisters.
Example: "Peter Piper picked a peck of pickled peppers." In this tongue twister, the "p" sound is repeated at the beginning of all major words.
Allusion is when an author makes an indirect reference to a figure, place, event, or idea originating from outside the text. Many allusions make reference to previous works of literature or art.
Example: "Stop acting so smart—it's not like you're Einstein or something." This is an allusion to the famous real-life theoretical physicist Albert Einstein.
Anachronism
An anachronism occurs when there is an (intentional) error in the chronology or timeline of a text. This could be a character who appears in a different time period than when he actually lived, or a technology that appears before it was invented. Anachronisms are often used for comedic effect.
Example: A Renaissance king who says, "That's dope, dude!" would be an anachronism, since this type of language is very modern and not actually from the Renaissance period.
Anaphora is when a word or phrase is repeated at the beginning of multiple sentences throughout a piece of writing. It's used to emphasize the repeated phrase and evoke strong feelings in the audience.
Example: A famous example of anaphora is Winston Churchill's "We Shall Fight on the Beaches" speech. Throughout this speech, he repeats the phrase "we shall fight" while listing numerous places where the British army will continue battling during WWII. He did this to rally both troops and the British people and to give them confidence that they would still win the war.
Anthropomorphism
An anthropomorphism occurs when something nonhuman, such as an animal, place, or inanimate object, behaves in a human-like way.
Example: Children's cartoons have many examples of anthropomorphism. For example, Mickey and Minnie Mouse can speak, wear clothes, sing, dance, drive cars, etc. Real mice can't do any of these things, but the two mouse characters behave much more like humans than mice.
Asyndeton is when the writer leaves out conjunctions (such as "and," "or," "but," and "for") in a group of words or phrases so that the meaning of the phrase or sentence is emphasized. It is often used for speeches since sentences containing asyndeton can have a powerful, memorable rhythm.
Example: Abraham Lincoln ends the Gettysburg Address with the phrase "...and that government of the people, by the people, for the people shall not perish from the Earth." By leaving out certain conjunctions, he ends the speech on a more powerful, melodic note.
Colloquialism
Colloquialism is the use of informal language and slang. It's often used by authors to lend a sense of realism to their characters and dialogue. Forms of colloquialism include words, phrases, and contractions that aren't real words (such as "gonna" and "ain't").
Example: "Hey, what's up, man?" This piece of dialogue is an example of a colloquialism, since it uses common everyday words and phrases, namely "what's up" and "man."
An epigraph is when an author inserts a famous quotation, poem, song, or other short passage or text at the beginning of a larger text (e.g., a book, chapter, etc.). An epigraph is typically written by a different writer (with credit given) and used as a way to introduce overarching themes or messages in the work. Some pieces of literature, such as Herman Melville's 1851 novel Moby-Dick , incorporate multiple epigraphs throughout.
Example: At the beginning of Ernest Hemingway's book The Sun Also Rises is an epigraph that consists of a quotation from poet Gertrude Stein, which reads, "You are all a lost generation," and a passage from the Bible.
Epistrophe is similar to anaphora, but in this case, the repeated word or phrase appears at the end of successive statements. Like anaphora, it is used to evoke an emotional response from the audience.
Example: In Lyndon B. Johnson's speech, "The American Promise," he repeats the word "problem" in a use of epistrophe: "There is no Negro problem. There is no Southern problem. There is no Northern problem. There is only an American problem."
A euphemism is when a more mild or indirect word or expression is used in place of another word or phrase that is considered harsh, blunt, vulgar, or unpleasant.
Example: "I'm so sorry, but he didn't make it." The phrase "didn't make it" is a more polite and less blunt way of saying that someone has died.
A flashback is an interruption in a narrative that depicts events that have already occurred, either before the present time or before the time at which the narration takes place. This device is often used to give the reader more background information and details about specific characters, events, plot points, and so on.
Example: Most of the novel Wuthering Heights by Emily Brontë is a flashback from the point of view of the housekeeper, Nelly Dean, as she engages in a conversation with a visitor named Lockwood. In this story, Nelly narrates Catherine Earnshaw's and Heathcliff's childhoods, the pair's budding romance, and their tragic demise.
Foreshadowing
Foreshadowing is when an author indirectly hints at—through things such as dialogue, description, or characters' actions—what's to come later on in the story. This device is often used to introduce tension to a narrative.
Example: Say you're reading a fictionalized account of Amelia Earhart. Before she embarks on her (what we know to be unfortunate) plane ride, a friend says to her, "Be safe. Wouldn't want you getting lost—or worse." This line would be an example of foreshadowing because it implies that something bad ("or worse") will happen to Earhart.
Hyperbole is an exaggerated statement that's not meant to be taken literally by the reader. It is often used for comedic effect and/or emphasis.
Example: "I'm so hungry I could eat a horse." The speaker will not literally eat an entire horse (and most likely couldn't ), but this hyperbole emphasizes how starved the speaker feels.
Imagery is when an author describes a scene, thing, or idea so that it appeals to our senses (taste, smell, sight, touch, or hearing). This device is often used to help the reader clearly visualize parts of the story by creating a strong mental picture.
Example: Here's an example of imagery taken from William Wordsworth's famous poem "I Wandered Lonely as a Cloud":
When all at once I saw a crowd, A host of golden Daffodils; Beside the Lake, beneath the trees, Fluttering and dancing in the breeze.
Irony is when a statement is used to express an opposite meaning than the one literally expressed by it. There are three types of irony in literature:
- Verbal irony: When someone says something but means the opposite (similar to sarcasm).
- Situational irony: When something happens that's the opposite of what was expected or intended to happen.
- Dramatic irony: When the audience is aware of the true intentions or outcomes, while the characters are not . As a result, certain actions and/or events take on different meanings for the audience than they do for the characters involved.
- Verbal irony: One example of this type of irony can be found in Edgar Allan Poe's "The Cask of Amontillado." In this short story, a man named Montresor plans to get revenge on another man named Fortunato. As they toast, Montresor says, "And I, Fortunato—I drink to your long life." This statement is ironic because we the readers already know by this point that Montresor plans to kill Fortunato.
- Situational irony: A girl wakes up late for school and quickly rushes to get there. As soon as she arrives, though, she realizes that it's Saturday and there is no school.
- Dramatic irony: In William Shakespeare's Romeo and Juliet , Romeo commits suicide in order to be with Juliet; however, the audience (unlike poor Romeo) knows that Juliet is not actually dead—just asleep.
Juxtaposition
Juxtaposition is the comparing and contrasting of two or more different (usually opposite) ideas, characters, objects, etc. This literary device is often used to help create a clearer picture of the characteristics of one object or idea by comparing it with those of another.
Example: One of the most famous literary examples of juxtaposition is the opening passage from Charles Dickens' novel A Tale of Two Cities :
"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair …"
Malapropism
Malapropism happens when an incorrect word is used in place of a word that has a similar sound. This misuse of the word typically results in a statement that is both nonsensical and humorous; as a result, this device is commonly used in comedic writing.
Example: "I just can't wait to dance the flamingo!" Here, a character has accidentally called the flamenco (a type of dance) the flamingo (an animal).
Metaphor/Simile
Metaphors are when ideas, actions, or objects are described in non-literal terms. In short, it's when an author compares one thing to another. The two things being described usually share something in common but are unalike in all other respects.
A simile is a type of metaphor in which an object, idea, character, action, etc., is compared to another thing using the words "as" or "like."
Both metaphors and similes are often used in writing for clarity or emphasis.
"What light through yonder window breaks? It is the east, and Juliet is the sun." In this line from Romeo and Juliet , Romeo compares Juliet to the sun. However, because Romeo doesn't use the words "as" or "like," it is not a simile—just a metaphor.
"She is as vicious as a lion." Since this statement uses the word "as" to make a comparison between "she" and "a lion," it is a simile.
A metonym is when a related word or phrase is substituted for the actual thing to which it's referring. This device is usually used for poetic or rhetorical effect .
Example: "The pen is mightier than the sword." This statement, which was coined by Edward Bulwer-Lytton in 1839, contains two examples of metonymy: "the pen" refers to "the written word," and "the sword" refers to "military force/violence."
Mood is the general feeling the writer wants the audience to have. The writer can achieve this through description, setting, dialogue, and word choice .
Example: Here's a passage from J.R.R. Tolkien's The Hobbit: "It had a perfectly round door like a porthole, painted green, with a shiny yellow brass knob in the exact middle. The door opened on to a tube-shaped hall like a tunnel: a very comfortable tunnel without smoke, with panelled walls, and floors tiled and carpeted, provided with polished chairs, and lots and lots of pegs for hats and coats -- the hobbit was fond of visitors." In this passage, Tolkien uses detailed description to set create a cozy, comforting mood. From the writing, you can see that the hobbit's home is well-cared for and designed to provide comfort.
Onomatopoeia
Onomatopoeia is a word (or group of words) that represents a sound and actually resembles or imitates the sound it stands for. It is often used for dramatic, realistic, or poetic effect.
Examples: Buzz, boom, chirp, creak, sizzle, zoom, etc.
An oxymoron is a combination of two words that, together, express a contradictory meaning. This device is often used for emphasis, for humor, to create tension, or to illustrate a paradox (see next entry for more information on paradoxes).
Examples: Deafening silence, organized chaos, cruelly kind, insanely logical, etc.
A paradox is a statement that appears illogical or self-contradictory but, upon investigation, might actually be true or plausible.
Note that a paradox is different from an oxymoron: a paradox is an entire phrase or sentence, whereas an oxymoron is a combination of just two words.
Example: Here's a famous paradoxical sentence: "This statement is false." If the statement is true, then it isn't actually false (as it suggests). But if it's false, then the statement is true! Thus, this statement is a paradox because it is both true and false at the same time.
Personification
Personification is when a nonhuman figure or other abstract concept or element is described as having human-like qualities or characteristics. (Unlike anthropomorphism where non-human figures become human-like characters, with personification, the object/figure is simply described as being human-like.) Personification is used to help the reader create a clearer mental picture of the scene or object being described.
Example: "The wind moaned, beckoning me to come outside." In this example, the wind—a nonhuman element—is being described as if it is human (it "moans" and "beckons").
Repetition is when a word or phrase is written multiple times, usually for the purpose of emphasis. It is often used in poetry (for purposes of rhythm as well).
Example: When Lin-Manuel Miranda, who wrote the score for the hit musical Hamilton, gave his speech at the 2016 Tony's, he recited a poem he'd written that included the following line:
And love is love is love is love is love is love is love is love cannot be killed or swept aside.
Satire is genre of writing that criticizes something , such as a person, behavior, belief, government, or society. Satire often employs irony, humor, and hyperbole to make its point.
Example: The Onion is a satirical newspaper and digital media company. It uses satire to parody common news features such as opinion columns, editorial cartoons, and click bait headlines.
A type of monologue that's often used in dramas, a soliloquy is when a character speaks aloud to himself (and to the audience), thereby revealing his inner thoughts and feelings.
Example: In Romeo and Juliet , Juliet's speech on the balcony that begins with, "O Romeo, Romeo! Wherefore art thou Romeo?" is a soliloquy, as she is speaking aloud to herself (remember that she doesn't realize Romeo's there listening!).
Symbolism refers to the use of an object, figure, event, situation, or other idea in a written work to represent something else— typically a broader message or deeper meaning that differs from its literal meaning.
The things used for symbolism are called "symbols," and they'll often appear multiple times throughout a text, sometimes changing in meaning as the plot progresses.
Example: In F. Scott Fitzgerald's 1925 novel The Great Gatsby , the green light that sits across from Gatsby's mansion symbolizes Gatsby's hopes and dreams .
A synecdoche is a literary device in which part of something is used to represent the whole, or vice versa. It's similar to a metonym (see above); however, a metonym doesn't have to represent the whole—just something associated with the word used.
Example: "Help me out, I need some hands!" In this case, "hands" is being used to refer to people (the whole human, essentially).
While mood is what the audience is supposed to feel, tone is the writer or narrator's attitude towards a subject . A good writer will always want the audience to feel the mood they're trying to evoke, but the audience may not always agree with the narrator's tone, especially if the narrator is an unsympathetic character or has viewpoints that differ from those of the reader.
Example: In an essay disdaining Americans and some of the sites they visit as tourists, Rudyard Kipling begins with the line, "Today I am in the Yellowstone Park, and I wish I were dead." If you enjoy Yellowstone and/or national parks, you may not agree with the author's tone in this piece.
How to Identify and Analyze Literary Devices: 4 Tips
In order to fully interpret pieces of literature, you have to understand a lot about literary devices in the texts you read. Here are our top tips for identifying and analyzing different literary techniques:
Tip 1: Read Closely and Carefully
First off, you'll need to make sure that you're reading very carefully. Resist the temptation to skim or skip any sections of the text. If you do this, you might miss some literary devices being used and, as a result, will be unable to accurately interpret the text.
If there are any passages in the work that make you feel especially emotional, curious, intrigued, or just plain interested, check that area again for any literary devices at play.
It's also a good idea to reread any parts you thought were confusing or that you didn't totally understand on a first read-through. Doing this ensures that you have a solid grasp of the passage (and text as a whole) and will be able to analyze it appropriately.
Tip 2: Memorize Common Literary Terms
You won't be able to identify literary elements in texts if you don't know what they are or how they're used, so spend some time memorizing the literary elements list above. Knowing these (and how they look in writing) will allow you to more easily pinpoint these techniques in various types of written works.
Tip 3: Know the Author's Intended Audience
Knowing what kind of audience an author intended her work to have can help you figure out what types of literary devices might be at play.
For example, if you were trying to analyze a children's book, you'd want to be on the lookout for child-appropriate devices, such as repetition and alliteration.
Tip 4: Take Notes and Bookmark Key Passages and Pages
This is one of the most important tips to know, especially if you're reading and analyzing works for English class. As you read, take notes on the work in a notebook or on a computer. Write down any passages, paragraphs, conversations, descriptions, etc., that jump out at you or that contain a literary device you were able to identify.
You can also take notes directly in the book, if possible (but don't do this if you're borrowing a book from the library!). I recommend circling keywords and important phrases, as well as starring interesting or particularly effective passages and paragraphs.
Lastly, use sticky notes or post-its to bookmark pages that are interesting to you or that have some kind of notable literary device. This will help you go back to them later should you need to revisit some of what you've found for a paper you plan to write.
What's Next?
Looking for more in-depth explorations and examples of literary devices? Join us as we delve into imagery , personification , rhetorical devices , tone words and mood , and different points of view in literature, as well as some more poetry-specific terms like assonance and iambic pentameter .
Reading The Great Gatsby for class or even just for fun? Then you'll definitely want to check out our expert guides on the biggest themes in this classic book, from love and relationships to money and materialism .
Got questions about Arthur Miller's The Crucible ? Read our in-depth articles to learn about the most important themes in this play and get a complete rundown of all the characters .
For more information on your favorite works of literature, take a look at our collection of high-quality book guides and our guide to the 9 literary elements that appear in every story !
These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.
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Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel.
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How to Write a Good English Literature Essay
By Dr Oliver Tearle (Loughborough University)
How do you write a good English Literature essay? Although to an extent this depends on the particular subject you’re writing about, and on the nature of the question your essay is attempting to answer, there are a few general guidelines for how to write a convincing essay – just as there are a few guidelines for writing well in any field.
We at Interesting Literature call them ‘guidelines’ because we hesitate to use the word ‘rules’, which seems too programmatic. And as the writing habits of successful authors demonstrate, there is no one way to become a good writer – of essays, novels, poems, or whatever it is you’re setting out to write. The French writer Colette liked to begin her writing day by picking the fleas off her cat.
Edith Sitwell, by all accounts, liked to lie in an open coffin before she began her day’s writing. Friedrich von Schiller kept rotten apples in his desk, claiming he needed the scent of their decay to help him write. (For most student essay-writers, such an aroma is probably allowed to arise in the writing-room more organically, over time.)
We will address our suggestions for successful essay-writing to the average student of English Literature, whether at university or school level. There are many ways to approach the task of essay-writing, and these are just a few pointers for how to write a better English essay – and some of these pointers may also work for other disciplines and subjects, too.
Of course, these guidelines are designed to be of interest to the non-essay-writer too – people who have an interest in the craft of writing in general. If this describes you, we hope you enjoy the list as well. Remember, though, everyone can find writing difficult: as Thomas Mann memorably put it, ‘A writer is someone for whom writing is more difficult than it is for other people.’ Nora Ephron was briefer: ‘I think the hardest thing about writing is writing.’ So, the guidelines for successful essay-writing:
1. Planning is important, but don’t spend too long perfecting a structure that might end up changing.
This may seem like odd advice to kick off with, but the truth is that different approaches work for different students and essayists. You need to find out which method works best for you.
It’s not a bad idea, regardless of whether you’re a big planner or not, to sketch out perhaps a few points on a sheet of paper before you start, but don’t be surprised if you end up moving away from it slightly – or considerably – when you start to write.
Often the most extensively planned essays are the most mechanistic and dull in execution, precisely because the writer has drawn up a plan and refused to deviate from it. What is a more valuable skill is to be able to sense when your argument may be starting to go off-topic, or your point is getting out of hand, as you write . (For help on this, see point 5 below.)
We might even say that when it comes to knowing how to write a good English Literature essay, practising is more important than planning.
2. Make room for close analysis of the text, or texts.
Whilst it’s true that some first-class or A-grade essays will be impressive without containing any close reading as such, most of the highest-scoring and most sophisticated essays tend to zoom in on the text and examine its language and imagery closely in the course of the argument. (Close reading of literary texts arises from theology and the analysis of holy scripture, but really became a ‘thing’ in literary criticism in the early twentieth century, when T. S. Eliot, F. R. Leavis, William Empson, and other influential essayists started to subject the poem or novel to close scrutiny.)
Close reading has two distinct advantages: it increases the specificity of your argument (so you can’t be so easily accused of generalising a point), and it improves your chances of pointing up something about the text which none of the other essays your marker is reading will have said. For instance, take In Memoriam (1850), which is a long Victorian poem by the poet Alfred, Lord Tennyson about his grief following the death of his close friend, Arthur Hallam, in the early 1830s.
When answering a question about the representation of religious faith in Tennyson’s poem In Memoriam (1850), how might you write a particularly brilliant essay about this theme? Anyone can make a general point about the poet’s crisis of faith; but to look closely at the language used gives you the chance to show how the poet portrays this.
For instance, consider this stanza, which conveys the poet’s doubt:
A solid and perfectly competent essay might cite this stanza in support of the claim that Tennyson is finding it increasingly difficult to have faith in God (following the untimely and senseless death of his friend, Arthur Hallam). But there are several ways of then doing something more with it. For instance, you might get close to the poem’s imagery, and show how Tennyson conveys this idea, through the image of the ‘altar-stairs’ associated with religious worship and the idea of the stairs leading ‘thro’ darkness’ towards God.
In other words, Tennyson sees faith as a matter of groping through the darkness, trusting in God without having evidence that he is there. If you like, it’s a matter of ‘blind faith’. That would be a good reading. Now, here’s how to make a good English essay on this subject even better: one might look at how the word ‘falter’ – which encapsulates Tennyson’s stumbling faith – disperses into ‘falling’ and ‘altar’ in the succeeding lines. The word ‘falter’, we might say, itself falters or falls apart.
That is doing more than just interpreting the words: it’s being a highly careful reader of the poetry and showing how attentive to the language of the poetry you can be – all the while answering the question, about how the poem portrays the idea of faith. So, read and then reread the text you’re writing about – and be sensitive to such nuances of language and style.
The best way to become attuned to such nuances is revealed in point 5. We might summarise this point as follows: when it comes to knowing how to write a persuasive English Literature essay, it’s one thing to have a broad and overarching argument, but don’t be afraid to use the microscope as well as the telescope.
3. Provide several pieces of evidence where possible.
Many essays have a point to make and make it, tacking on a single piece of evidence from the text (or from beyond the text, e.g. a critical, historical, or biographical source) in the hope that this will be enough to make the point convincing.
‘State, quote, explain’ is the Holy Trinity of the Paragraph for many. What’s wrong with it? For one thing, this approach is too formulaic and basic for many arguments. Is one quotation enough to support a point? It’s often a matter of degree, and although one piece of evidence is better than none, two or three pieces will be even more persuasive.
After all, in a court of law a single eyewitness account won’t be enough to convict the accused of the crime, and even a confession from the accused would carry more weight if it comes supported by other, objective evidence (e.g. DNA, fingerprints, and so on).
Let’s go back to the example about Tennyson’s faith in his poem In Memoriam mentioned above. Perhaps you don’t find the end of the poem convincing – when the poet claims to have rediscovered his Christian faith and to have overcome his grief at the loss of his friend.
You can find examples from the end of the poem to suggest your reading of the poet’s insincerity may have validity, but looking at sources beyond the poem – e.g. a good edition of the text, which will contain biographical and critical information – may help you to find a clinching piece of evidence to support your reading.
And, sure enough, Tennyson is reported to have said of In Memoriam : ‘It’s too hopeful, this poem, more than I am myself.’ And there we have it: much more convincing than simply positing your reading of the poem with a few ambiguous quotations from the poem itself.
Of course, this rule also works in reverse: if you want to argue, for instance, that T. S. Eliot’s The Waste Land is overwhelmingly inspired by the poet’s unhappy marriage to his first wife, then using a decent biographical source makes sense – but if you didn’t show evidence for this idea from the poem itself (see point 2), all you’ve got is a vague, general link between the poet’s life and his work.
Show how the poet’s marriage is reflected in the work, e.g. through men and women’s relationships throughout the poem being shown as empty, soulless, and unhappy. In other words, when setting out to write a good English essay about any text, don’t be afraid to pile on the evidence – though be sensible, a handful of quotations or examples should be more than enough to make your point convincing.
4. Avoid tentative or speculative phrasing.
Many essays tend to suffer from the above problem of a lack of evidence, so the point fails to convince. This has a knock-on effect: often the student making the point doesn’t sound especially convinced by it either. This leaks out in the telling use of, and reliance on, certain uncertain phrases: ‘Tennyson might have’ or ‘perhaps Harper Lee wrote this to portray’ or ‘it can be argued that’.
An English university professor used to write in the margins of an essay which used this last phrase, ‘What can’t be argued?’
This is a fair criticism: anything can be argued (badly), but it depends on what evidence you can bring to bear on it (point 3) as to whether it will be a persuasive argument. (Arguing that the plays of Shakespeare were written by a Martian who came down to Earth and ingratiated himself with the world of Elizabethan theatre is a theory that can be argued, though few would take it seriously. We wish we could say ‘none’, but that’s a story for another day.)
Many essay-writers, because they’re aware that texts are often open-ended and invite multiple interpretations (as almost all great works of literature invariably do), think that writing ‘it can be argued’ acknowledges the text’s rich layering of meaning and is therefore valid.
Whilst this is certainly a fact – texts are open-ended and can be read in wildly different ways – the phrase ‘it can be argued’ is best used sparingly if at all. It should be taken as true that your interpretation is, at bottom, probably unprovable. What would it mean to ‘prove’ a reading as correct, anyway? Because you found evidence that the author intended the same thing as you’ve argued of their text? Tennyson wrote in a letter, ‘I wrote In Memoriam because…’?
But the author might have lied about it (e.g. in an attempt to dissuade people from looking too much into their private life), or they might have changed their mind (to go back to the example of The Waste Land : T. S. Eliot championed the idea of poetic impersonality in an essay of 1919, but years later he described The Waste Land as ‘only the relief of a personal and wholly insignificant grouse against life’ – hardly impersonal, then).
Texts – and their writers – can often be contradictory, or cagey about their meaning. But we as critics have to act responsibly when writing about literary texts in any good English essay or exam answer. We need to argue honestly, and sincerely – and not use what Wikipedia calls ‘weasel words’ or hedging expressions.
So, if nothing is utterly provable, all that remains is to make the strongest possible case you can with the evidence available. You do this, not only through marshalling the evidence in an effective way, but by writing in a confident voice when making your case. Fundamentally, ‘There is evidence to suggest that’ says more or less the same thing as ‘It can be argued’, but it foregrounds the evidence rather than the argument, so is preferable as a phrase.
This point might be summarised by saying: the best way to write a good English Literature essay is to be honest about the reading you’re putting forward, so you can be confident in your interpretation and use clear, bold language. (‘Bold’ is good, but don’t get too cocky, of course…)
5. Read the work of other critics.
This might be viewed as the Holy Grail of good essay-writing tips, since it is perhaps the single most effective way to improve your own writing. Even if you’re writing an essay as part of school coursework rather than a university degree, and don’t need to research other critics for your essay, it’s worth finding a good writer of literary criticism and reading their work. Why is this worth doing?
Published criticism has at least one thing in its favour, at least if it’s published by an academic press or has appeared in an academic journal, and that is that it’s most probably been peer-reviewed, meaning that other academics have read it, closely studied its argument, checked it for errors or inaccuracies, and helped to ensure that it is expressed in a fluent, clear, and effective way.
If you’re serious about finding out how to write a better English essay, then you need to study how successful writers in the genre do it. And essay-writing is a genre, the same as novel-writing or poetry. But why will reading criticism help you? Because the critics you read can show you how to do all of the above: how to present a close reading of a poem, how to advance an argument that is not speculative or tentative yet not over-confident, how to use evidence from the text to make your argument more persuasive.
And, the more you read of other critics – a page a night, say, over a few months – the better you’ll get. It’s like textual osmosis: a little bit of their style will rub off on you, and every writer learns by the examples of other writers.
As T. S. Eliot himself said, ‘The poem which is absolutely original is absolutely bad.’ Don’t get precious about your own distinctive writing style and become afraid you’ll lose it. You can’t gain a truly original style before you’ve looked at other people’s and worked out what you like and what you can ‘steal’ for your own ends.
We say ‘steal’, but this is not the same as saying that plagiarism is okay, of course. But consider this example. You read an accessible book on Shakespeare’s language and the author makes a point about rhymes in Shakespeare. When you’re working on your essay on the poetry of Christina Rossetti, you notice a similar use of rhyme, and remember the point made by the Shakespeare critic.
This is not plagiarising a point but applying it independently to another writer. It shows independent interpretive skills and an ability to understand and apply what you have read. This is another of the advantages of reading critics, so this would be our final piece of advice for learning how to write a good English essay: find a critic whose style you like, and study their craft.
If you’re looking for suggestions, we can recommend a few favourites: Christopher Ricks, whose The Force of Poetry is a tour de force; Jonathan Bate, whose The Genius of Shakespeare , although written for a general rather than academic audience, is written by a leading Shakespeare scholar and academic; and Helen Gardner, whose The Art of T. S. Eliot , whilst dated (it came out in 1949), is a wonderfully lucid and articulate analysis of Eliot’s poetry.
James Wood’s How Fiction Works is also a fine example of lucid prose and how to close-read literary texts. Doubtless readers of Interesting Literature will have their own favourites to suggest in the comments, so do check those out, as these are just three personal favourites. What’s your favourite work of literary scholarship/criticism? Suggestions please.
Much of all this may strike you as common sense, but even the most commonsensical advice can go out of your mind when you have a piece of coursework to write, or an exam to revise for. We hope these suggestions help to remind you of some of the key tenets of good essay-writing practice – though remember, these aren’t so much commandments as recommendations. No one can ‘tell’ you how to write a good English Literature essay as such.
But it can be learned. And remember, be interesting – find the things in the poems or plays or novels which really ignite your enthusiasm. As John Mortimer said, ‘The only rule I have found to have any validity in writing is not to bore yourself.’
Finally, good luck – and happy writing!
And if you enjoyed these tips for how to write a persuasive English essay, check out our advice for how to remember things for exams and our tips for becoming a better close reader of poetry .
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30 thoughts on “How to Write a Good English Literature Essay”
You must have taken AP Literature. I’m always saying these same points to my students.
I also think a crucial part of excellent essay writing that too many students do not realize is that not every point or interpretation needs to be addressed. When offered the chance to write your interpretation of a work of literature, it is important to note that there of course are many but your essay should choose one and focus evidence on this one view rather than attempting to include all views and evidence to back up each view.
Reblogged this on SocioTech'nowledge .
Not a bad effort…not at all! (Did you intend “subject” instead of “object” in numbered paragraph two, line seven?”
Oops! I did indeed – many thanks for spotting. Duly corrected ;)
That’s what comes of writing about philosophy and the subject/object for another post at the same time!
Reblogged this on Scribing English .
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Great post on essay writing! I’ve shared a post about this and about the blog site in general which you can look at here: http://writeoutloudblog.com/2015/01/13/recommended-resource-interesting-literature-com-how-to-write-an-essay/
All of these are very good points – especially I like 2 and 5. I’d like to read the essay on the Martian who wrote Shakespeare’s plays).
Reblogged this on Uniqely Mustered and commented: Dedicate this to all upcoming writers and lovers of Writing!
I shall take this as my New Year boost in Writing Essays. Please try to visit often for corrections,advise and criticisms.
Reblogged this on Blue Banana Bread .
Reblogged this on worldsinthenet .
All very good points, but numbers 2 and 4 are especially interesting.
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Reblogged this on rainniewu .
Reblogged this on pixcdrinks .
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Great post. Interesting infographic how to write an argumentative essay http://www.essay-profy.com/blog/how-to-write-an-essay-writing-an-argumentative-essay/
Reblogged this on DISTINCT CHARACTER and commented: Good Tips
Reblogged this on quirkywritingcorner and commented: This could be applied to novel or short story writing as well.
Reblogged this on rosetech67 and commented: Useful, albeit maybe a bit late for me :-)
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such a nice pieace of content you shared in this write up about “How to Write a Good English Essay” going to share on another useful resource that is
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A well rounded summary on all steps to keep in mind while starting on writing. There are many new avenues available though. Benefit from the writing options of the 21st century from here, i loved it! http://authenticwritingservices.com
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8 Tips to Write Better Essays in English
Learning a foreign language is an overwhelming experience, especially if it’s one of the most widely spoken languages in the world – English.
Many people are under the impression that learning to read and speak in English is enough without realizing that written English skills are an equally vital asset to have.
From improving academics to boosting career prospects – the ability to write in English not only lets you communicate and express yourself better in today’s globalized world but also makes you more confident.
An effective way to improve your writing skills is to write essays. Wondering where to begin? We bring you eight useful tips to write better essays in English.
1. Keep a Vocabulary Notebook
Using the right vocabulary is an essential element of writing essays. When you make efforts to expand your vocabulary, you will be able to pick accurate words to take your writing to the next level.
Instead of coming across new words and forgetting about them, it’s a good idea to make a note of them in your vocabulary notebook. Doing this helps you remember the meanings of new words and you can also refer to it while writing essays.
So, give yourself a target to learn at least ten new words every day, which you can jot down in your diary and take baby steps in building a strong vocabulary.
2. Refer to Credible Sources
Research forms the first step in writing any kind of essay. The stronger your research, the better is the quality of your essay.
At a time when we have access to a wide range of data, it’s important to evaluate research sources carefully and only refer to credible ones. For example, Wikipedia is not a reliable source and should not be attributed to while writing essays.
Take the effort to read through published journals, research studies, scholarly papers, academic databases, and encyclopedias published within the last 10-15 years. It’s also important to assess the credibility of the author while evaluating the source.
3. Draft a Basic Outline
Once you’ve done your research, don’t rush to write. Take a moment to draft a basic outline for your essay and organize your research and findings.
“Is that necessary,” you ask? Very much.
Working on an outline lets you approach the essay in an organized manner. It serves as the skeleton of your paper while ensuring you’re not missing out on any information and that your points flow logically.
Most essays are categorized into – introduction, body, and conclusion.
The introduction is where you introduce the topic and give context. The body paragraphs need to include your arguments and research methodology (if any). The conclusion needs to reiterate the thesis statement and tie all the points together.
4. Hook the Reader
With attention spans getting shorter with time, it’s become all the more important to start with a bang and hook the reader from the beginning to ensure they are invested in your writing.
Essay hooks refer to the first one or two sentences of your essay which have the power to make or break the reader’s interest. The key is to write a hook that grabs the reader’s attention and reels them in.
From an alarming statistic and relevant quote to using humor and asking a rhetoric question – there are various tactics you can employ to keep the reader engaged.
If you’re unable to think of an impactful essay hook, don’t waste too much time on it. Finish the rest of your essay and come back to write a compelling hook later.
5. Use the Pomodoro Technique
It’s not easy to write an essay in one go, especially if it’s not in your first language.
A smart way to approach essay writing is to use the Pomodoro technique. This technique asks you to set a timer for 25 minutes to finish your task in question and then take a 5-minute break. After four cycles of repeating this, you get to take an extended 20-minute break.
So, start with breaking down the assignment into smaller tasks such as research, outlining, writing the different paragraphs, citing references and proofreading. You can then set the timer, start working on the essay as per the technique and track your progress.
Using this technique keeps distractions at bay and helps you stay more focused.
6. Pay Attention to Grammar Rules
You may raise interesting points in your essay, but poor grammar disrupts the reading experience and should be avoided at all costs.
Be careful when adding punctuations, check your sentence formations, avoid passive voice as much as possible and know the difference between adjectives, adverbs, nouns and verbs.
So abide by grammar rules to deliver a well-written and cohesive essay.
7. Write with Clarity
You might be tempted to use complex metaphors and jargons to impress the reader, but the truth is, none of that guarantees “good” writing.
One of the most important ingredients of effective writing is clarity. You don’t want to leave the reader confused and puzzled after reading your essay. So, use simple words, stop beating around the bush and explain concepts with the help of examples because clear writing always wins.
8. Reread the Essay
Finally, make it a point to proofread your essay (multiple times) to ensure you have covered all the aspects, cited references accurately and not made any silly errors.
It’s a good idea to read your essay out loud so you’re able to identify errors and awkwardly formed sentences with ease. You should also get a friend or family member to read your essay, to spot mistakes or discrepancies that you may have overlooked.
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35 comments
Thanks a lot all we can derive from reading is the technique to write with clarity, good research and involvement of readers in writing.
Thank a lot dear EnglishClub, it’s help me a lot
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Good tips, I should give it a try, after all, we all improve by exercising hard so I’ll just do the same thing, but right now I gotta focus on what matters, and what I need now is to read as much as I can to know how to spell the words right. Is grammar so important in this task, I mean can’t I just pick the things up because of my experience in listening skill ?
Thanks for the information!
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Is very interesting for me I really apreicete you help
Thanks so much for these useful tips!! Now, I need to start preparing my essay (“starting” has been always the stone on my way :$)
Please, what is the difference between an essay and an article?
Are they same?
Thanks in advance,
Thanks & best regards English Club
Helpful updated tips to share with our students!! thankssss
I want to know if it is only at the University or if we may take the course online.
Thank you verry much for important advices
thank for your key points, this is really helpful
Thank you and best wishes,
Very pragmatic and helpful essay. Thank so much English club
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- How to Write Better Essays: 5 Practical Tips
For many such students, each essay brings with it the challenge of making it that little bit better than the last one. The problem is that when you write essays regularly, it’s easy to get stuck in a rut of repeating the same formula each time – particularly when you already receive good feedback from the teachers who read them. So how do you take your essays to the next level and go from great to brilliant? Here are some practical tips and techniques that will help you write consistently impressive essays, especially if you’re considering attending an Oxford summer school .
1. Read other people’s essays
Just as the books you read subconsciously help mould your own writing style , so reading other people’s essays can help you develop and build on your own essay-writing style. Try to read a range of other essays, including those of your peers and of academics. Read essays on a wide variety of subjects, not necessarily just those that you’re studying; different disciplines might apply different kinds of arguments or styles, so the wider you read, the more possible techniques there are for you to pick up and use in essays of your own. As you read other people’s essays, don’t just take them at face value. Be critical: what do you like about them? What don’t you like about them? How persuasive do you think they are? Is the argument a balanced one, with points adequately supported with evidence? Has the writer used any techniques you’ve not seen before? Another good source of essays is the broadsheet newspapers . Read the opinion pieces and dissect how the writer has supported their points with evidence, and again, be critical; note where they’ve left things out to try to persuade you to a particular opinion. Essays should be balanced, so you can learn from the best of these writers and pick up some techniques to help you shape a balanced piece.
2. Build your vocabulary and use it properly
A good vocabulary will allow you to express exactly what you mean, as clearly and concisely as possible. Economy with words is a characteristic of all good essays, because readers (and essay-markers) don’t like having their time wasted with long, rambling points that could have been expressed in half the number of words. One way of ensuring that you can communicate clearly and to the point is through accurate and effective use of advanced vocabulary. A good essay writer should never rest on their laurels when it comes to vocabulary; it’s something you should be working on continually, as there are always new words to learn that could help convey a point more effectively. What’s more, deploying a good vocabulary displays intelligence and allows you to be more persuasive in your essay-writing. Here are some ways in which you can build your vocabulary: – Subscribe to a ‘word a day’ email (such as this one from Merriam-Webster). Create a folder in your email account for new word emails, so that you can file each email away and have them all in one place ready to flick through and learn from in an idle moment. – Read widely, and refer to a dictionary for words you don’t know as you go along; this way, you’ll learn the new word as well as seeing it in context so you know how to use it properly. Read different genres of fiction, and non-fiction covering a range of topics, and you’ll have the added bonus of widening your general knowledge as well as your vocabulary. – Use a thesaurus – if you find yourself using the same words over and over again, add variety to your language by looking up those words in a thesaurus and finding other words that mean the same thing. A word of warning: words you find in a thesaurus can’t always be used interchangeably; even words with similar meanings can differ subtly in a way that makes them inappropriate in certain contexts, so find examples of a word used correctly before you use a new word for the first time. – Learn prefixes, suffixes and roots – it sounds boring, but this shortcut will help you learn a great many more words. Many roots come from Latin and Greek words, such as “bene” in Latin, meaning “good”, which gives rise to words such as “benefactor”, “benevolent” and “benefit”. It’s often possible to deduce the meaning of a new word if you know its root and read it in context. Prefixes are added to the beginning of a word to change the meaning, such as “semi” or “ante”, while suffixes are added to the end, such as “-able” or “-ance”. – Start a vocabulary book – you probably have one if you’re learning a foreign language, so why not have one for your native language as well? Buy yourself a nice notepad and use it to collect new words and their meanings. The act of writing down the definition will help you remember it, and you could include an example of how the word is used to increase your chances of memorising it for use in essays. It may help to have different sections for words on particular themes; you could have a general section, and then further parts of the notebook could be dedicated to words of use in history essays, science essays and so on.
3. Elevator pitching your essays
We’ve probably all had it hammered into us that we should write an essay plan before we start writing, but before you even do that, you need to know what the argument you’re going to make actually is. Only then can you start writing the structure for an essay that builds up to your overall conclusion. To condense what you’re trying to say into a short, snappy summary for you to work from, try making an ‘Elevator Pitch’ style summary of what you intend to write and why readers should be interested in it. The Elevator Pitch is a technique used by salespeople when condensing the arguments for buying a product into the shortest possible summary of why a customer should consider a purchase. The salesperson is told to imagine themselves in a lift; in the time it takes for that lift to reach the desired floor, they should have given a compelling argument in favour of that product that would result in the customer buying it, or at least wanting to know more. Your Elevator Pitch for your essay should sell the idea of it to a reader, leaving them wanting to read the essay in question. This is quite a tough exercise, as it forces you to be ruthlessly concise in your thinking and choice of words; but you can use this summary to help you write your introduction, and it’ll help you achieve clarity in what you’re trying to say.
4. Tell the reader what other people say
We’ve mentioned this on a previous article on essay writing, but it seems pertinent to mention it here too. Essays are a chance for you to show off how widely read you are, so make sure you quote other people’s opinions, and original sources , on what you’re writing about. For example, if you were to write a history essay on early religious practices in Britain, you could quote original texts on that topic (such as Bede’s Ecclesiastical History of the English People) and also mention what a range of modern scholars have to say about the topic. Contrasting views should be sought; it’s unlikely that everyone agrees on the topic, so show you’ve looked at all the possible angles. For each of the subjects you’re studying, start a page in a notebook for important people in that field, with a summary of when they lived and what their views are. That way, you’ll have something to refer to when you’re writing an essay and want to consult appropriate scholars or other writers whose opinions you might wish to include. Don’t quote too much; mix citations with your own opinions so that it doesn’t look as though you have to hide behind other people’s words. It’s fine to disagree with a scholar you quote, provided you can give evidence and reasoning for doing so. This shows that you have thought about it and made your own mind up, rather than blindly accepting what that scholar has said; this demonstrates strong critical reasoning skills, one of the hallmarks of brilliant students.
5. Syntax, punctuation and tone of voice
You may not consciously realise it when you’re reading, but sophisticated sentence structures make the world of difference to how intelligent you sound. As we’ve already said, the most important consideration when you’re writing is making yourself easy for readers to understand; but you can still do this and utilise a range of interesting syntax at the same time. Employ a variety of sentence structures, long and short, but don’t let your sentences become too long and rambling, or they become difficult to read. Effective punctuation is vital in conveying your arguments persuasively; the last thing a teacher or lecturer wants to read is an essay riddled with poor grammar. What’s more, the reader shouldn’t have to read a sentence more than once to understand it. You probably already have a tone of voice you use for writing essays, but is it interesting and engaging? Read through some of your old essays and ask yourself honestly whether you find them absorbing. If they’re not, it could well be because you’ve not established the right tone of voice. Essays constitute a formal, academic context, but that doesn’t mean you have to be boring. A confident tone of voice will help show the reader that you know what you’re talking about and reassure them that they’re in safe hands. Writing in the active rather than the passive voice is a well-known trick of the trade that writers use to give their writing a sense of immediacy and make it more compelling; you too can deploy this technique in your essays by steering clear of the passive voice (for example, rather than writing “Much work is being done to…”, say “Scholars are putting a great deal of effort into…”). Over the course of an entire essay, you’d be surprised what a difference this makes to your tone.
Images: sleeping student , dictionary .
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- Academic Skills
- Reading, writing and referencing
Writing a great essay
This resource covers key considerations when writing an essay.
While reading a student’s essay, markers will ask themselves questions such as:
- Does this essay directly address the set task?
- Does it present a strong, supported position?
- Does it use relevant sources appropriately?
- Is the expression clear, and the style appropriate?
- Is the essay organised coherently? Is there a clear introduction, body and conclusion?
You can use these questions to reflect on your own writing. Here are six top tips to help you address these criteria.
1. Analyse the question
Student essays are responses to specific questions. As an essay must address the question directly, your first step should be to analyse the question. Make sure you know exactly what is being asked of you.
Generally, essay questions contain three component parts:
- Content terms: Key concepts that are specific to the task
- Limiting terms: The scope that the topic focuses on
- Directive terms: What you need to do in relation to the content, e.g. discuss, analyse, define, compare, evaluate.
Look at the following essay question:
Discuss the importance of light in Gothic architecture.
- Content terms: Gothic architecture
- Limiting terms: the importance of light. If you discussed some other feature of Gothic architecture, for example spires or arches, you would be deviating from what is required. This essay question is limited to a discussion of light. Likewise, it asks you to write about the importance of light – not, for example, to discuss how light enters Gothic churches.
- Directive term: discuss. This term asks you to take a broad approach to the variety of ways in which light may be important for Gothic architecture. You should introduce and consider different ideas and opinions that you have met in academic literature on this topic, citing them appropriately .
For a more complex question, you can highlight the key words and break it down into a series of sub-questions to make sure you answer all parts of the task. Consider the following question (from Arts):
To what extent can the American Revolution be understood as a revolution ‘from below’? Why did working people become involved and with what aims in mind?
The key words here are American Revolution and revolution ‘from below’. This is a view that you would need to respond to in this essay. This response must focus on the aims and motivations of working people in the revolution, as stated in the second question.
2. Define your argument
As you plan and prepare to write the essay, you must consider what your argument is going to be. This means taking an informed position or point of view on the topic presented in the question, then defining and presenting a specific argument.
Consider these two argument statements:
The architectural use of light in Gothic cathedrals physically embodied the significance of light in medieval theology.
In the Gothic cathedral of Cologne, light served to accentuate the authority and ritual centrality of the priest.
Statements like these define an essay’s argument. They give coherence by providing an overarching theme and position towards which the entire essay is directed.
3. Use evidence, reasoning and scholarship
To convince your audience of your argument, you must use evidence and reasoning, which involves referring to and evaluating relevant scholarship.
- Evidence provides concrete information to support your claim. It typically consists of specific examples, facts, quotations, statistics and illustrations.
- Reasoning connects the evidence to your argument. Rather than citing evidence like a shopping list, you need to evaluate the evidence and show how it supports your argument.
- Scholarship is used to show how your argument relates to what has been written on the topic (citing specific works). Scholarship can be used as part of your evidence and reasoning to support your argument.
4. Organise a coherent essay
An essay has three basic components - introduction, body and conclusion.
The purpose of an introduction is to introduce your essay. It typically presents information in the following order:
- A general statement about the topic that provides context for your argument
- A thesis statement showing your argument. You can use explicit lead-ins, such as ‘This essay argues that...’
- A ‘road map’ of the essay, telling the reader how it is going to present and develop your argument.
Example introduction
"To what extent can the American Revolution be understood as a revolution ‘from below’? Why did working people become involved and with what aims in mind?"
Introduction*
Historians generally concentrate on the twenty-year period between 1763 and 1783 as the period which constitutes the American Revolution [This sentence sets the general context of the period] . However, when considering the involvement of working people, or people from below, in the revolution it is important to make a distinction between the pre-revolutionary period 1763-1774 and the revolutionary period 1774-1788, marked by the establishment of the continental Congress(1) [This sentence defines the key term from below and gives more context to the argument that follows] . This paper will argue that the nature and aims of the actions of working people are difficult to assess as it changed according to each phase [This is the thesis statement] . The pre-revolutionary period was characterised by opposition to Britain’s authority. During this period the aims and actions of the working people were more conservative as they responded to grievances related to taxes and scarce land, issues which directly affected them. However, examination of activities such as the organisation of crowd action and town meetings, pamphlet writing, formal communications to Britain of American grievances and physical action in the streets, demonstrates that their aims and actions became more revolutionary after 1775 [These sentences give the ‘road map’ or overview of the content of the essay] .
The body of the essay develops and elaborates your argument. It does this by presenting a reasoned case supported by evidence from relevant scholarship. Its shape corresponds to the overview that you provided in your introduction.
The body of your essay should be written in paragraphs. Each body paragraph should develop one main idea that supports your argument. To learn how to structure a paragraph, look at the page developing clarity and focus in academic writing .
Your conclusion should not offer any new material. Your evidence and argumentation should have been made clear to the reader in the body of the essay.
Use the conclusion to briefly restate the main argumentative position and provide a short summary of the themes discussed. In addition, also consider telling your reader:
- What the significance of your findings, or the implications of your conclusion, might be
- Whether there are other factors which need to be looked at, but which were outside the scope of the essay
- How your topic links to the wider context (‘bigger picture’) in your discipline.
Do not simply repeat yourself in this section. A conclusion which merely summarises is repetitive and reduces the impact of your paper.
Example conclusion
Conclusion*.
Although, to a large extent, the working class were mainly those in the forefront of crowd action and they also led the revolts against wealthy plantation farmers, the American Revolution was not a class struggle [This is a statement of the concluding position of the essay]. Working people participated because the issues directly affected them – the threat posed by powerful landowners and the tyranny Britain represented. Whereas the aims and actions of the working classes were more concerned with resistance to British rule during the pre-revolutionary period, they became more revolutionary in nature after 1775 when the tension with Britain escalated [These sentences restate the key argument]. With this shift, a change in ideas occurred. In terms of considering the Revolution as a whole range of activities such as organising riots, communicating to Britain, attendance at town hall meetings and pamphlet writing, a difficulty emerges in that all classes were involved. Therefore, it is impossible to assess the extent to which a single group such as working people contributed to the American Revolution [These sentences give final thoughts on the topic].
5. Write clearly
An essay that makes good, evidence-supported points will only receive a high grade if it is written clearly. Clarity is produced through careful revision and editing, which can turn a good essay into an excellent one.
When you edit your essay, try to view it with fresh eyes – almost as if someone else had written it.
Ask yourself the following questions:
Overall structure
- Have you clearly stated your argument in your introduction?
- Does the actual structure correspond to the ‘road map’ set out in your introduction?
- Have you clearly indicated how your main points support your argument?
- Have you clearly signposted the transitions between each of your main points for your reader?
- Does each paragraph introduce one main idea?
- Does every sentence in the paragraph support that main idea?
- Does each paragraph display relevant evidence and reasoning?
- Does each paragraph logically follow on from the one before it?
- Is each sentence grammatically complete?
- Is the spelling correct?
- Is the link between sentences clear to your readers?
- Have you avoided redundancy and repetition?
See more about editing on our editing your writing page.
6. Cite sources and evidence
Finally, check your citations to make sure that they are accurate and complete. Some faculties require you to use a specific citation style (e.g. APA) while others may allow you to choose a preferred one. Whatever style you use, you must follow its guidelines correctly and consistently. You can use Recite, the University of Melbourne style guide, to check your citations.
Further resources
- Germov, J. (2011). Get great marks for your essays, reports and presentations (3rd ed.). NSW: Allen and Unwin.
- Using English for Academic Purposes: A guide for students in Higher Education [online]. Retrieved January 2020 from http://www.uefap.com
- Williams, J.M. & Colomb, G. G. (2010) Style: Lessons in clarity and grace. 10th ed. New York: Longman.
* Example introduction and conclusion adapted from a student paper.
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Get tailored advice from an Academic Skills Adviser by booking an Individual appointment, or get quick feedback from one of our Academic Writing Mentors via email through our Writing advice service.
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- Tips for Reading an Assignment Prompt
- Asking Analytical Questions
- Introductions
- What Do Introductions Across the Disciplines Have in Common?
- Anatomy of a Body Paragraph
- Transitions
- Tips for Organizing Your Essay
- Counterargument
- Conclusions
- Strategies for Essay Writing: Downloadable PDFs
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Essay Papers Writing Online
Tips and techniques for effective english essay writing.
Writing an English essay can be a challenging task for many students, but with the right tips and techniques, you can master the art of essay writing. Whether you’re a beginner or an experienced writer, there are always new strategies to improve your writing skills and creativity.
One of the essential tips for mastering English essay writing is to start with a strong thesis statement. Your thesis should clearly state the purpose of your essay and provide a roadmap for your readers. It’s crucial to develop a concise and compelling thesis that will guide your writing and keep you focused on your main ideas.
Additionally, effective essay writing requires strong organization and structure. Make sure to create an outline before you start writing to organize your thoughts and ensure a logical flow of ideas. The introduction should introduce your topic and thesis, the body paragraphs should develop your main arguments with supporting evidence, and the conclusion should summarize your key points and leave a lasting impression on your readers.
Expert Tips for Crafting Perfect Essays
1. Understand the essay prompt thoroughly before you start writing.
2. Create a detailed outline to organize your thoughts and ideas effectively.
3. Use clear and concise language to make your points and arguments strong.
4. Support your arguments with evidence, examples, and research to enhance credibility.
5. Revise and edit your essay multiple times to eliminate errors and improve clarity.
6. Stick to the word limit and structure requirements provided in the guidelines.
7. Seek feedback from peers or instructors to get a fresh perspective on your essay.
8. Avoid plagiarism by citing sources properly and giving credit where it’s due.
9. Take breaks during the writing process to maintain focus and prevent burnout.
10. Proofread your final draft carefully to ensure it is polished and ready for submission.
Mastering the Art of Structuring
One of the key elements of a well-written essay is its structure. A well-structured essay is easy to follow and makes your argument clear and coherent. Here are some tips to help you master the art of structuring your English essays:
- Introduction: Start with a strong opening that grabs the reader’s attention and introduces the topic of your essay. Clearly state your thesis statement or main argument.
- Body Paragraphs: Organize your main points in separate paragraphs. Each paragraph should focus on a single idea and provide evidence to support it. Use topic sentences to introduce each paragraph.
- Transitions: Use transition words and phrases to connect your ideas and move smoothly between paragraphs. This helps your essay flow logically and cohesively.
- Conclusion: Summarize your main points and restate your thesis in the conclusion. End your essay with a strong closing statement that leaves a lasting impression on the reader.
- Editing: Review and revise your essay for clarity, coherence, and consistency. Check for grammar and punctuation errors to ensure your writing is polished and professional.
By mastering the art of structuring your essays, you can create well-organized and compelling pieces of writing that effectively communicate your ideas to your audience.
Enhancing Vocabulary and Grammar Skills
Developing a strong vocabulary and mastering grammar are essential components of effective essay writing. Here are some tips to enhance your language skills:
- Read extensively in English to expose yourself to a wide range of vocabulary and sentence structures.
- Keep a vocabulary journal to note down new words and their meanings, and use them in your writing.
- Practice using grammar rules correctly through exercises and writing exercises.
- Utilize online resources and language learning apps to improve your grammar and vocabulary skills.
- Seek feedback from teachers or language tutors to identify areas for improvement in your writing.
Research Strategies for Comprehensive Essays
When it comes to writing a comprehensive essay, thorough research is essential. Here are some strategies to help you conduct effective research:
- Start by brainstorming potential sources for your essay topic. Consider academic sources, books, journal articles, websites, and expert interviews.
- Utilize online databases and library resources to access scholarly articles and publications related to your subject matter.
- Take notes while researching to help organize your thoughts and gather key information for your essay.
- Be critical of the sources you choose to use and ensure they are credible and reliable. Check for bias and consider multiple perspectives on the topic.
- Create an outline or research plan to guide your investigation and structure your essay effectively.
- Keep track of your sources and cite them properly to avoid plagiarism and give credit to the original authors.
By following these research strategies, you can gather the necessary information to create a well-rounded and informative essay that demonstrates your understanding of the topic.
Developing Strong Thesis Statements
A thesis statement is the foundation of your essay. It serves as a roadmap for your reader, outlining the main idea or argument that you will explore in your writing. Here are some tips to help you develop a strong thesis statement:
- Be clear and concise: Your thesis statement should clearly state your position on the topic and provide a roadmap for the reader.
- Be specific: Avoid vague or general statements. Your thesis should be specific and focused, providing a clear direction for your essay.
- Make it arguable: A strong thesis statement presents an argument that can be debated or questioned. Avoid statements that are too obvious or factual.
- Provide evidence: Your thesis should be supported by evidence from your research or analysis. This will make your argument more persuasive and compelling.
- Revise and refine: Don’t be afraid to revise your thesis statement as you write and revise your essay. Your thesis may evolve as you delve deeper into your topic.
Effective Use of Transitional Words and Phrases
Transitional words and phrases play a crucial role in enhancing the flow and coherence of your essay. They help connect ideas and guide the reader through your argument seamlessly. Here are some key transitional words and phrases you can incorporate into your writing:
| Transitional Words | Usage |
|---|---|
| Furthermore | Indicates addition or continuation of an idea |
| On the other hand | Introduces a contrasting point or idea |
| Moreover | Emphasizes an additional point or idea |
| However | Highlights a contrasting viewpoint |
| In conclusion | Signals the end of an argument or discussion |
By incorporating these transitional words and phrases effectively, you can improve the clarity and coherence of your essay, making it more engaging and easy to follow for the reader.
Polishing and Perfecting Your Writing Style
Once you have drafted your essay, it’s time to focus on refining your writing style to make it more engaging and compelling. Here are some tips to help you polish and perfect your writing:
1. Read Aloud: Reading your essay aloud can help you identify awkward phrasing, run-on sentences, and other issues with flow. It can also help you hear the rhythm of your writing and make necessary adjustments.
2. Use Varied Sentence Structures: Avoid monotony by incorporating a variety of sentence structures – simple, compound, complex, and compound-complex. This adds depth and complexity to your writing.
3. Eliminate Redundancies: Be concise and to the point. Remove any unnecessary words or phrases that do not add value to your essay. Clarity is key.
4. Show, Don’t Tell: Instead of stating facts or opinions directly, try to show them through vivid descriptions, examples, and anecdotes. This makes your writing more engaging and persuasive.
5. Proofread and Revise: Take the time to carefully proofread your essay for spelling, grammar, and punctuation errors. Make revisions as needed to enhance clarity and coherence.
By actively working on polishing and perfecting your writing style, you can elevate the quality of your English essays and captivate your readers. Remember, practice makes perfect!
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Visual Techniques for English Essays: A Complete Guide
Visual techniques in English may be something you are familiar with, but it also may be completely new to you, and that’s okay! In HSC, QCE, ATAR, and other English curriculums, you have to use visual techniques to discuss images in books, videos, or book covers and analyse the visual and interpretation techniques within them, for meaning. The visual techniques outlined in this article focus mainly on images rather than film clips as these are likely to come across in your external HSC system. Still, these techniques can easily be transferred to film clips.
What Are Visual Techniques in English?
Visual techniques are the elements of an image, video, or artwork that help to create meaning. They are used by different artists and creators for many reasons, but we analyse them to help us discern and create meaning from text when writing English essays .
Essential English Visual Techniques
Analysing visual techniques in your English essays is vital for success in your career as an English student. Many other things can help you get an A in English as well, but here we are focusing on breaking down different visual techniques. The different techniques are listed and expanded upon below.
1. Composition
Composition is what an image is made up of . This includes things like where an object is placed, how it is framed, and the colour and lighting techniques used. Composition broadly refers to the image as a whole and what you see when you look at it.
Using this in an essay could look like this: The Mona Lisa is a picture of a woman’s torso taking up the majority of the piece in front of a nature background.
Colour is the colours used in an image and what they can symbolise. Oftentimes different colours will evoke different emotions in the audience. For example, purple is a colour of royalty, wealth and luxury, whereas red represents passion, lust and anger.
Colour also includes the tone of the colour, if it is bright and vivid or dull and de-saturated. Using this in an essay could look like: The deep, saturated colours used in the Mona Lisa evoke feelings of calm and peace.
If you are a visual learner , you may already be using this without even knowing it! This could be through colour-coding different subjects or thoughts, or working better with diagrams and colours built into your notes.
3. Symbolism
Symbolism is the use of one object or image to represent another more complex concept. Things like religious symbolism and animal symbolism are often used.
Using this in an essay could look like: Frida Kahlo’s use of the hummingbird in Self Portrait with Thorn Necklace and Hummingbird symbolises hope in her culture.
Texture refers to the literal texture of an object. Is it rough or smooth? Does it have different ridges and feelings across the object?
Using this in an essay could look like: Van Gogh’s Starry Night has a heavy texture throughout the image.
5. Perspective
Perspective is how a three-dimensional object is placed on a two-dimensional surface. In artworks, perspective also changes the angle at which you, as the viewer, perceive the object.
Using this in an essay could look like: In Self Portrait with Thorn Necklace and Hummingbird, the viewer is placed in a front-on perspective, looking directly at Kahlo.
6. Lighting
Lighting is how an image is lit or not lit. This can include natural lighting like sunlight or open windows, man-made lighting like lamps or torches, or feature lighting like coloured lights or spotlights. Lighting has a major impact on the mood and atmosphere of a piece of art.
Framing includes the camera shots and angles used across images and film to foster differing audience reactions and emotions. These techniques include a close-up, extreme close-up, mid shots, aerial shots, and many more.
Using this in an essay could look like this: The artist uses an extreme close-up of the subject to create a feeling of tension and unease in the viewer.
8. Proportion and Scale
Proportion is the size of the different parts of an object in relation to each other. Scale is the size of one object to another in the same artwork.
Using this in an essay could look like: The artist uses realistic proportions across the image. The artist plays with scale to create a more surrealist feel in the image.
9. Point of View
Point of view refers to how the shot is framed in reference to the viewer or a character. For example, is the audience placed level with, above or below the subject of the image.
Using this in an essay could look like: The point of view in the image places the viewer looking down at the subject.
10. Text and Typography
Text and typography are the words used within an image to convey a literal or figurative message. This is influenced by the colour, size, and font of the text as well as its repetition throughout the image.
Using this in an essay could look like: The text within the image conveys both its literal message based on the words, and a subliminal message based on the wider context of the whole image.
Need extra help with English assignments?
Ready to take your visual analysis skills to the next level? Sign up for our English tutoring services today and get personalised guidance and support from experienced academic personal trainers.
Whether you need help with literary analysis, essay writing, or visual techniques in literature, our team is here to help you succeed. Contact us now to schedule your first session and start achieving your academic goals!
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- How to write an argumentative essay | Examples & tips
How to Write an Argumentative Essay | Examples & Tips
Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.
An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.
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When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.
You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.
The prompt may also be more open-ended in terms of the possible arguments you could make.
Argumentative writing at college level
At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.
In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.
Examples of argumentative essay prompts
At a university level, all the prompts below imply an argumentative essay as the appropriate response.
Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.
- Don’t just list all the effects you can think of.
- Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
- Don’t just provide a selection of data on the measures’ effectiveness.
- Do build up your own argument about which kinds of measures have been most or least effective, and why.
- Don’t just analyze a random selection of doppelgänger characters.
- Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.
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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.
There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.
Toulmin arguments
The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:
- Make a claim
- Provide the grounds (evidence) for the claim
- Explain the warrant (how the grounds support the claim)
- Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives
The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.
Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:
- Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
- Cite data to support your claim
- Explain how the data indicates that the method is ineffective
- Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.
Rogerian arguments
The Rogerian model also consists of four steps you might repeat throughout your essay:
- Discuss what the opposing position gets right and why people might hold this position
- Highlight the problems with this position
- Present your own position , showing how it addresses these problems
- Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?
This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.
Say you want to argue that the internet has had a positive impact on education. You might:
- Acknowledge that students rely too much on websites like Wikipedia
- Argue that teachers view Wikipedia as more unreliable than it really is
- Suggest that Wikipedia’s system of citations can actually teach students about referencing
- Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.
You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.
Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .
Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.
Hover over different parts of the example below to see how a typical introduction works.
The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.
The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.
In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.
Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.
This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.
Hover over different parts of the example to see how a body paragraph is constructed.
A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.
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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.
No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.
Hover over the following example to see the typical elements of a conclusion.
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.
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!
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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.
An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.
At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).
Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.
The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .
The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.
In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.
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ESL Essay Writing: 7 Important Tips
“Every good story has a beginning, a middle and an end.”
This is true for a good essay, too.
An essay needs a coherent structure to successfully articulate its arguments. Strong preparation and planning is crucial to providing that structure.
Of course, essay writing can be challenging for ESL students. They must order their thoughts and construct their arguments—all in their second language.
So, here are seven ESL essay writing tips that will allow your students to weave together a coherent and persuasive essay, plus teacher resources for writing activities, prompts and lessons!
1. Build the Essay Around a Central Question
2. use the traditional 5-paragraph essay structure, 3. plan the essay carefully before writing, 4. encourage research and rewriting, 5. practice utilizing repetition, 6. aim to write a “full circle” essay, 7. edit the essay to the end, esl essay writing resources.
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Encourage your students to build all their writing around one central question.
That central question is the engine of the writing—it should drive everything!
If a word or sentence is not assisting that forward motion toward the explication of that question and its possible answers, then it needs to be reworded, rephrased or just plain cut out and discarded.
Lean writing is merciless. Focusing on a central question throughout the prewriting, writing and rewriting stages helps develop the critical faculties required to discern what to keep and what to throw away.
Providing a clear structure for the student to approach essay writing can do a lot to build their confidence. The 5-paragraph essay, or “hamburger” essay, provides that clear structure for ESL writers.
Generally, this structure employs five separate paragraphs for the entire essay. Each paragraph serves a specific purpose, melding together to form a coherent whole:
- Paragraph 1: The introductory paragraph. This includes the thesis statement, orientating the reader to the purpose of the essay.
- Paragraphs 2 to 4: The body paragraphs. These make individual points that are further backed up by various forms of evidence.
- Paragraph 5: The conclusion paragraph. This provides a summation of the arguments and a final statement of the thesis.
While students do not need to rigidly follow this format forever, the simple structure outlined above can serve as excellent training wheels for your writers.
Using the 5-paragraph structure as outlined above makes planning clear cut.
Once they have their theses and are planning their paragraphs, share with the students the ridiculously useful acronym P.E.E. This stands for Point, Explanation and Evidence.
Each body paragraph should make a point or argument in favor of the central thesis, followed by an explanation of this point and relevant evidence to back it up.
Students can make note of all their points, explanations and evidence before they start writing them in essay form. This helps take away some of the pressure ESL writers feel when faced with a blank page.
Extol the necessity for students to constantly refer to their planning. The mind-mapping techniques popularized by Tony Buzan can be useful at the planning stage and make for easy reference points to ensure focus is maintained throughout the essay.
Having a visual reference such as this can help ensure that your student-writers see each piece of the whole as well as that elusive “bigger picture,” so it becomes a case of seeing the forest and the trees!
Just as planning is crucial, so too is research.
Often ideas or connections do not occur until the writing process has begun. This is a good thing! Essay writing is a creative act, so students can have more ideas along the way and work them in as they go.
The key is to always be able to back up these ideas. Students who have done their research on their subject will be much more confident and articulate in expressing their arguments in their writing.
One way you can help students with context and research is to show relevant video content via FluentU . This language learning program uses authentic videos made by and for native speakers to help students learn English.
You can watch videos as a class or assign them directly to students for individual viewing. Videos come equipped with interactive bilingual subtitles and other learning tools such as multimedia flashcards and personalized quizzes so you can see how each student is doing.
No matter how your students do their research, the important thing is that they explore and understand their topic area before beginning the big task of writing their essay.
Even with thorough planning and research, writing oneself into a linguistic cul-de-sac is a common error. Especially with higher-level students, unforeseen currents can pull the student-writer off course.
Sometimes abandoning such a sentence helps. Going back to the drawing board and rewriting it is often best.
Students can be creative with their sentence structures when expressing simpler ideas and arguments. However, when it comes to more complex concepts, help them learn to use shorter sentences to break their arguments into smaller, more digestible chunks.
Essay writing falls firmly in the camp of non-fiction. However, that doesn’t mean that essay writers can’t use some of the techniques more traditionally associated with fiction, poetry and drama .
One technique that’s particularly useful in essay writing is repetition. Just as poetry relies heavily on rhythm, so too does argument. Repetition can provide that sense of rhythm.
This is because written language has its origins in oral language. Think of the great orators and demagogues and their use of repetition. Speechwriters, too, are well aware of the power of repetition.
The writing principle of the “rule of 3” states that ideas expressed in these terms are more convincing and memorable. This is true of both spoken and written words and the ideas they express. Teach your students to use this method in their essay writing.
The very structure of the 5-paragraph essay lends itself to planning for this repetition, in fact. Each idea that is explored in a body paragraph should be outlined first in the introductory paragraph.
Then, the single body paragraph devoted to the idea will explore it at greater length, supported by evidence. And the third rap of the hammer occurs in the summation of the concluding paragraph, driving the point securely and convincingly home.
As mentioned at the start of this post, every good essay has a beginning, a middle and an end.
Each point made, explained and supported by evidence is a step toward what the writing teacher Roy Peter Clark calls “closing the circle of meaning.”
In planning for the conclusion of the essay, the students should take the opportunity to reaffirm their position. By referring to the points outlined in the introduction and driving them home one last time, the student-writer is bringing the essay to a satisfying full circle.
This may be accomplished by employing various strategies: an apt quotation, referring to future consequences or attempting to inspire and mobilize the reader.
Ending with a succinct quotation has the double benefit of lending some authoritative weight to the argument while also allowing the student to select a well-written, distilled expression of their central thesis. This can make for a strong ending, particularly for ESL students.
Often the essay thesis will suggest its own ending. If the essay is structured around a problem, it’s frequently appropriate to end the essay by offering solutions to the problem and outlining potential consequences if those solutions are not followed.
In the more polemical type of essay, the student may end with a call to arms, a plea for action on the part of the reader.
The strategy chosen by the student will depend largely on what fits the central thesis of their essay best.
For the ESL student, the final edit is especially important.
It offers a final chance to check form and meaning. For all writers, this process can be daunting, but more so for language students.
Often, ESL students will use the same words over and over again due to a limited vocabulary. Encourage your students to employ a thesaurus in the final draft before submission. This will freshen up their work, making it more readable, and will also increase their active vocabulary in the long run!
Another useful strategy at this stage is to encourage students to read their work aloud before handing it in.
This can be good pronunciation practice , but it also provides an opportunity to listen for grammatical errors. Further, it helps students hear where punctuation is required in the text, helping the overall rhythm and readability of the writing.
To really help your students become master essay writers, you’ll want to provide them with plenty of opportunities to test and flex their skills.
Writing prompts and exercises are a good place to start:
Descriptive writing activities encourage students to get creative and use their five senses, literary devices and diverse vocabulary. Read on for eight descriptive writing…
Giving good ESL writing prompts is important because inspiring prompts inspire students to write more and writing more is how they improve. Read this post to learn 50…
You’ll likely also want to teach them more about the mechanics of writing :
Are you looking for ESL writing skills to share with your ESL students? In this guide, you’ll find different ESL writing techniques, such as helping students understand…
Introducing ESL journal writing to your students is a great way to get them practicing their English skills. Here are nine essential tips to make this activity creative,…
Essays are a great way not only for students to learn how the language works, but also to learn about themselves.
Formulating thoughts and arguments about various subjects is good exercise for not only the students’ linguistic faculties, but also for understanding who they are and how they see the world.
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2. Organize your ideas: Before you start writing, outline the main points you want to cover in your essay. This will help you organize your thoughts and ensure a logical flow of ideas. 3. Use topic sentences: Begin each paragraph with a topic sentence that introduces the main idea of the paragraph.
In this post, we will explore the best essay writing tips and cover different essay types, the essay structure, an essay outline and much more to help you succeed on an upcoming English essay. These 10 tips are perfect for school, college or university essays, as well as English exams like IELTS, PTE and TOEFL.
Come up with a thesis. Create an essay outline. Write the introduction. Write the main body, organized into paragraphs. Write the conclusion. Evaluate the overall organization. Revise the content of each paragraph. Proofread your essay or use a Grammar Checker for language errors. Use a plagiarism checker.
An essay is a written composition that presents and supports a particular idea, argument, or point of view. It's a way to express your thoughts, share information, and persuade others to see things from your perspective. Essays come in various forms, such as argumentative, persuasive, expository, and descriptive, each serving a unique purpose.
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3. Provide several pieces of evidence where possible. Many essays have a point to make and make it, tacking on a single piece of evidence from the text (or from beyond the text, e.g. a critical, historical, or biographical source) in the hope that this will be enough to make the point convincing.
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Using accurate language helps a lot. 2. Build your vocabulary and use it properly. A good vocabulary will allow you to express exactly what you mean, as clearly and concisely as possible. Economy with words is a characteristic of all good essays, because readers (and essay-markers) don't like having their time wasted with long, rambling ...
Writing a great essay
Strategies for Essay Writing: PDFs Strategies for Essay Writing--Complete. description. Tips for Reading an Assignment Prompt. description. Asking Analytical Questions. description. Thesis. description. Introductions. description. What Do Introductions Across the Disciplines Have in Common?
Tips for Crafting an A+ Essay. 1. Understand the Assignment: Before you start writing, make sure you fully understand the assignment guidelines and requirements. If you have any doubts, clarify them with your instructor. 2. Conduct Thorough Research: Gather relevant sources and information to support your arguments.
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Understanding the Structure of an English Essay Before diving into the tips and techniques for crafting impressive English essays, it's essential to understand the basic structure of an essay. While there may be variations depending on the specific requirements, most English essays follow a similar structure: 1.
1. Understand the essay prompt thoroughly before you start writing. 2. Create a detailed outline to organize your thoughts and ideas effectively. 3. Use clear and concise language to make your points and arguments strong. 4. Support your arguments with evidence, examples, and research to enhance credibility. 5.
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How to Write an Argumentative Essay | Examples & Tips
7. Edit the Essay to the End. For the ESL student, the final edit is especially important. It offers a final chance to check form and meaning. For all writers, this process can be daunting, but more so for language students. Often, ESL students will use the same words over and over again due to a limited vocabulary.