Day: May 3, 2023

Euphemism

Etymology and Meanings of Euphemism

The word “euphemism” literally means “the use of good words” and is derived from the Greek words “eu,” meaning “good,” and “pheme,” meaning “speaking” or “speech.”

The term refers to the use of mild or indirect words or expressions to avoid offense, embarrassment, or unpleasantness. Euphemisms can be used to convey a more positive or polite tone, to soften the impact of difficult messages, or to show respect and sensitivity towards certain topics or individuals.

While euphemisms are often used in everyday language, they are particularly prevalent in contexts such as politics, religion, and death, where direct language might be considered impolite or offensive. Overall, euphemisms play an important role in shaping how we communicate with others and how we understand and respond to different situations.

Euphemism in Grammar

Grammatically, a euphemism is a noun that can take plural forms, just like any other noun. For example, the singular form of the euphemism “passed away” is “passing away”, and its plural form is “passings away”. Similarly, the singular form of the euphemism “restroom” is “restroom”, and its plural form is “restrooms”.

While euphemisms are primarily used as nouns, they can also be used as verbs in certain contexts. For example, the euphemism “downsizing” is commonly used as a verb to describe the act of reducing the size of a company’s workforce. Similarly, the euphemism “transitioning” is commonly used as a verb to describe the process of changing one’s gender identity. However, it’s important to note that not all euphemisms can be used as verbs, and their use as verbs may be more limited than their use as nouns.

Definition of Euphemism

As a literary device, euphemism is the use of a mild or indirect word or expression in place of one that might be considered harsh, blunt, or offensive. Euphemism is used to convey a particular tone or attitude, and to create a particular effect on the reader or audience.

Common Examples of Euphemism

Here are some common examples of euphemisms:

  1. “Passed away” instead of “died”
  2. “Bathroom” or “restroom” instead of “toilet”
  3. “Let go” or “laid off” instead of “fired”
  4. “Senior citizens” instead of “old people”
  5. “Sanitation engineer” instead of “garbage collector”
  6. “Intimately involved” instead of “having sex”
  7. “Enhanced interrogation” instead of “torture”
  8. “Undocumented immigrants” instead of “illegal immigrants”
  9. “Pre-owned” instead of “used”
  10. “Vertically challenged” instead of “short”
  11. “Revenue enhancement” instead of “tax increase”
  12. “Re-education” instead of “brainwashing”
  13. “Domestic engineer” instead of “housewife”
  14. “Departed” instead of “dead”
  15. “Correctional facility” instead of “prison”
  16. “Economically disadvantaged” instead of “poor”
  17. “Developmentally challenged” instead of “mentally disabled”
  18. “Visitor” instead of “salesperson”
  19. “Collateral damage” instead of “civilian casualties”
  20. “Alternative facts” instead of “lies”
Literary Examples of Euphemism
  1. “I am one, sir, that comes to tell you your daughter and the Moor are now making the beast with two backs.” – Iago in Shakespeare’s Othello

Explanation: Iago uses the euphemism “making the beast with two backs” to refer to the sexual activity between Othello and Desdemona.

  1. “And only yesterday, he reflected, it had been announced that the ration was to be reduced to twenty grammes a week. Was it possible that they could swallow that, after only twenty-four hours? Yes, they swallowed it.” – George Orwell, 1984

Explanation: Orwell uses the euphemism “increased” to refer to the reduction in the ration from thirty to twenty grammes a week.

  1. “But the effect of her being on those around her was incalculably diffusive: for the growing good of the world is partly dependent on unhistoric acts; and that things are not so ill with you and me as they might have been, is half owing to the number who lived faithfully a hidden life, and rest in unvisited tombs.” – George Eliot, Middlemarch

Explanation: Eliot uses the euphemism “rest in unvisited tombs” to refer to those who have died without recognition or acknowledgement for their good deeds.

  1. From Brave New World by Aldous Huxley:

“Ending is better than mending. The more stitches, the less riches.”

Explanation: In this excerpt, the phrase “ending is better than mending” is a euphemism for the idea that it is better to replace or dispose of something than to try and repair it. The line reinforces the theme of consumerism and the idea that society values material goods over personal relationships or experiences.

How to Create/Writre a Euphemism

Creating euphemisms involves finding a polite or indirect way to express a potentially sensitive, taboo, or offensive topic. Here are some tips on how to create a euphemism:

  1. Identify the topic: First, identify the topic or word that you want to soften or avoid. This could be a sensitive subject like death or sex, a taboo word like swear words or slang, or a negative term like “fired” or “fat”.
  2. Consider the context: Consider the context in which the euphemism will be used. Is it a formal or informal situation? Who is the audience? What is the tone you want to convey?
  3. Find a suitable replacement: Find a suitable replacement word or phrase that is less offensive or direct. This could involve using a metaphor or analogy, using a more polite or formal term, or using a less specific word.
  4. Test it out: Test the euphemism with others to see how it is received. Make sure it conveys the intended meaning without causing confusion or offense.

Example: For example, instead of saying “he died,” one might say “he passed away” or “he is no longer with us.” Instead of saying “fat,” one might say “overweight” or “full-figured.” The key is to find a way to express the same idea while being sensitive to the context and audience.

Benefits of Using Euphemism

There are several benefits of using euphemisms in language. Here are some of the key advantages:

  1. Politeness: Euphemisms allow people to discuss potentially sensitive or taboo topics in a more polite and indirect way. This can help avoid causing offense or discomfort to others.
  2. Softening harsh language: Euphemisms can soften the impact of harsh or negative language, making it more bearable or less harsh. For example, instead of saying “you’re fired,” one might say “we have to let you go” or “your position has been eliminated.”
  3. Diplomacy: Euphemisms can be useful in diplomatic or political contexts, where it may be necessary to discuss sensitive topics in a more tactful or indirect way.
  4. Cultural sensitivity: Euphemisms can be useful in multicultural or multilingual contexts, where different words or phrases may have different connotations or meanings. Using euphemisms can help avoid misunderstandings or offense.
  5. Creative expression: Euphemisms can be a fun and creative way to express ideas or to play with language. They can add humor, irony, or metaphorical meaning to language.

Overall, euphemisms can be a useful tool in communication, allowing people to express sensitive or negative ideas in a more socially acceptable or less offensive way.

Euphemism in Literary Theory

Euphemism is a literary device that appears in a variety of literary theories. Here are 8 to 10 literary theories that involve euphemism:

  1. Stylistics: Stylistics is the study of language use in literature, and euphemism is often analyzed in this field. Stylistic analysis might focus on the use of euphemism to create tone or to convey a particular theme.
  2. Psychoanalytic theory: Psychoanalytic theory explores the unconscious motivations of characters and the way that they relate to social norms. Euphemism can be used to explore repressed desires or fears in literature.
  3. Feminist theory: Feminist theory examines the ways that gender is constructed and portrayed in literature. Euphemism can be used to subvert traditional gender roles or to explore taboo topics related to gender.
  4. New Criticism: New Criticism is an approach to literary analysis that emphasizes close reading and the text itself, rather than the author or context. Euphemism might be analyzed in terms of its function within the text, rather than its cultural or social context.
  5. Deconstruction: Deconstruction is a literary theory that explores the ways that meaning is created and subverted in literature. Euphemism might be analyzed as a way of hiding or revealing meaning, or as a way of challenging linguistic norms.
  6. Postcolonial theory: Postcolonial theory examines the legacy of colonialism and imperialism in literature. Euphemism might be analyzed as a way of masking or exposing cultural differences, or as a way of subverting colonial power structures.
  7. Cultural studies: Cultural studies is an interdisciplinary field that examines the ways that culture is produced and consumed. Euphemism might be analyzed in terms of its role in constructing cultural norms or challenging cultural expectations.
  8. Reader-response theory: Reader-response theory explores the ways that readers interpret and engage with literature. Euphemism might be analyzed in terms of how it affects the reader’s interpretation of the text or their emotional response to it.
  9. Queer theory: Queer theory is an approach to literary analysis that examines the ways that sexuality and gender identity are portrayed in literature. Euphemism can be used to explore and challenge traditional views of sexuality and gender identity.
  10. Marxism: Marxism is a theoretical framework that examines the relationship between economic and social structures. Euphemism might be analyzed in terms of its role in maintaining or challenging power structures within society.
Suggested Readings

Allan, Keith and Kate Burridge. Euphemism and Dysphemism: Language Used as Shield and Weapon. Oxford University Press, 1991.

Burridge, Kate. “Euphemism and Language Change: The Sixth and Seventh Ages.” Lexis. Journal in English Lexicology 7 (2012). Croom, Adam. How to Do Things with Logic: An Introduction to Logic and Critical Thinking. Wiley-Blackwell, 2010.

You may also read:
1. Fable
2. Figurative Language
3. Eulogy
4. Epitaph

Fable

Etymology and Meanings of Fable

The word “fable” comes from the Latin word “fabula,” meaning “a story” or “tale.” The term was originally used in ancient Rome to refer to a genre of literature that included stories about mythical or legendary creatures. As Latin spread throughout Europe, the term was adopted into various languages, including Old French, where it became “fable,” and Middle English, where it evolved into “fabel.” The first recorded use of “fable” in English dates back to the 14th century, and since then, the word has been used to describe a variety of stories that typically involve talking animals and teach a moral lesson.

Meanings of Fable

The term “fable” has a few literal meanings, including a short story or tale, often featuring animals or inanimate objects that speak and behave like humans, and that typically ends with a moral lesson or a message. Another meaning of “fable” is a story that is not based on fact but is created to explain something or teach a lesson. It can also refer to a falsehood or a lie, especially one that is deliberately created to deceive or mislead someone. Additionally, “fable” can be used to describe a fictional or imaginary story, especially one that is unlikely to happen in real life.

Fable in Grammar

“Fable” is a singular noun that can take a plural verb, depending on the context. This is because the word “fable” can refer to a single story or to a collection of stories. When referring to a single fable, a singular verb is used, for example: “The fable of the tortoise and the hare teaches us to never give up.” However, when referring to a collection of fables, a plural verb is used, for example: “Aesop’s fables are known for their moral lessons.”

Definition of Fable

As a literary device, a fable is a short story that often features anthropomorphic characters, such as talking animals or inanimate objects, and teaches a moral lesson or a message. The story typically has a simple plot and a clear message that is often stated explicitly at the end. Fables are often used to convey ethical, social, or political ideas in a memorable and entertaining way.

Types of Fable

There are various types of fables, and they can be categorized based on their origin, theme, or format. Here are a few examples:

  1. Aesopian fables: Named after the Greek storyteller Aesop credited with creating many of the most famous fables, these fables have specific features. They often feature animals as their main characters and convey a moral lesson.
  2. Eastern fables: These fables originate from the East, particularly India and the Middle East. They often feature mystical creatures like dragons and unicorns, and they convey moral lessons that are influenced by Eastern philosophy and religion.
  3. Beast fables: These fables feature animals as their main characters, but they are more elaborate and complex than Aesopian fables. They often have a satirical or political theme and are intended to criticize human behavior.
  4. Parables: While not strictly classified as fables, parables are similar in that they are brief stories that convey a moral lesson. However, parables often feature human characters and are more realistic than fables.
  5. Modern fables: Fables continue to be written and adapted in modern times. These fables often use contemporary themes and characters, but they still convey a moral message.
Common Examples of Fable

Fables have been a popular form of storytelling for centuries. There are many famous examples from various cultures and traditions. Here are some common examples of fables:

  1. “The Tortoise and the Hare”: This is one of the most well-known fables, and it tells the story of a slow-moving tortoise who challenges a speedy hare to a race. The hare initially takes the lead, but becomes overconfident and takes a nap, allowing the tortoise to win the race.
  2. “The Boy Who Cried Wolf”: This is another popular fable, and it tells the story of a young boy who repeatedly lies about seeing a wolf, causing his fellow villagers to ignore his warnings. When a wolf actually appears and attacks the flock, the boy is not believed and suffers the consequences.
  3. “The Ant and the Grasshopper”: In this fable, an ant works hard throughout the summer to gather food and prepare for the winter, while a grasshopper spends his time singing and dancing. When winter arrives, the grasshopper is left hungry and cold, while the ant has plenty of food and shelter.
  4. “The Lion and the Mouse”: This fable tells the story of a lion who spares the life of a mouse, and later, when the lion is trapped, the mouse returns the favor by freeing him.
  5. “The Fox and the Grapes”: This fable features a fox who tries to reach a bunch of grapes hanging from a vine, but fails to reach them. In frustration, the fox declares that the grapes were probably sour and not worth eating. This fable teaches the lesson that people often reject things that they cannot have.
Literary Examples of Fable
  1. “The Town Mouse and the Country Mouse” by Aesop (adapted by Robert Henryson): This fable tells the story of a town mouse who invites a country mouse to his home for a visit, but the country mouse is unhappy with the lavish lifestyle and longs to return to his simple life in the country.
  2. “The Ant and the Grasshopper” by Aesop (adapted by William Somerset Maugham): This fable tells the story of a grasshopper who spends the summer singing and dancing instead of preparing for winter, while an ant works diligently to store food. When winter arrives, the grasshopper is left starving while the ant has plenty of food.
  3. “The Bear and the Two Travelers” by Aesop (adapted by Mark Twain): This fable tells the story of two travelers who encounter a bear in the woods. One of the travelers climbs a tree to escape, while the other lies still and pretends to be dead. The bear sniffs at the second traveler, but ultimately leaves him alone. The fable highlights the importance of quick thinking and resourcefulness in dangerous situations.
  4. Jean de La Fontaine’s “The Crow and the Fox”: It is a fable that teaches the dangers of flattery and pride. The story follows a crow who is tricked by a fox into dropping a piece of cheese from her beak by flattery.
  5. Rudyard Kipling’s “The Elephant’s Child” is a fable that highlights the importance of curiosity and questioning. The story follows a young elephant who embarks on a journey to discover what crocodiles eat and how they got their “insatiable appetites.”
How to Create a Fable

To create a fable, you can follow these general steps:

  1. Identify the moral or lesson: A fable typically has a moral or lesson that it seeks to convey. Decide on the moral or lesson you want to teach through your fable.
  2. Choose animal characters: Fables often use animals to represent human behavior and characteristics. Choose animal characters that best convey the message of your fable.
  3. Develop a plot: Create a simple plot that revolves around the actions and behaviors of your animal characters. The plot should be easy to follow and should lead up to the moral or lesson you want to teach.
  4. Use vivid imagery and language: Use descriptive language and imagery to bring your fable to life. Use strong verbs and adjectives to make your characters and their actions more vivid.
  5. Keep it short and simple: Fables are typically short and simple stories, so keep your fable brief and to the point.
  6. Edit and refine: Once you have written your fable, read it over and make any necessary edits or revisions to ensure that it effectively conveys the message you want to teach.

Remember, the key to a successful fable is to have a clear moral or lesson conveyed through the actions and behaviors of animal characters in a simple and easy-to-understand story.

Benefits of Using Fable
  1. Teaching moral values: Fables are often used to teach moral values in a simple and engaging way. They can help readers learn important life lessons and values such as honesty, kindness, and perseverance.
  2. Enhancing critical thinking skills: Fables often have a hidden message or moral that requires readers to think critically and interpret the story’s meaning. This can help enhance critical thinking skills and analytical abilities.
  3. Improving reading comprehension: Fables are typically short and simple stories, making them an ideal tool for improving reading comprehension. They can help readers practice their reading skills and develop their understanding of the English language.
  4. Encouraging creativity: Fables often use animal characters and imaginative settings, which can inspire creativity and imagination in readers. This can be particularly beneficial for children and young adults.
  5. Providing entertainment: Fables can be entertaining and enjoyable to read. They can offer a break from more serious or challenging texts and provide a lighthearted and engaging reading experience.
Fable and Literary Theory

Fables can be analyzed and studied through various literary theories, such as:

  1. Structuralism: Structuralists analyze fables as a system of signs that have a deep structure that can be uncovered through close reading and analysis.
  2. Postcolonialism: Postcolonial scholars study fables in the context of cultural and social power dynamics, exploring how fables have been used to uphold or subvert dominant power structures.
  3. Feminism: Feminist literary theory examines how fables portray gender roles and relationships, and how they reinforce or challenge societal expectations and norms.
  4. Psychoanalytic theory: Psychoanalytic scholars analyze fables in terms of unconscious desires and fears, exploring how the characters and plot elements of fables reflect psychological conflicts and motivations.
  5. Reader-response theory: Reader-response theorists examine how readers interact with fables and how they interpret and make meaning from them, exploring how individual readers’ experiences and perspectives shape their understanding of the text.

Overall, fables offer a rich field for literary analysis and can be studied through a variety of theoretical lenses.

Suggested Readings

Aesop. Aesop’s Fables. Edited by D. L. Ashliman, Barnes & Noble Classics, 2003.

Gubar, Marah. Artful Dodgers: Reconceiving the Golden Age of Children’s Literature. Oxford UP, 2009.

Robinson, Martin. The Art ofs Fable Legends. Penguin Randomhouse, 2015. Walker, Barbara. The Crone: Woman of Age, Wisdom, and Power. HarperCollins, 1985.

You may also read:
1. Euphemism
2. Pun
3. Synecdoche

Figurative Language

Etymology and Meanings of Figurative Language

The term “figurative language” comes from the Latin word “figura,” which means “shape” or “form.” In the context of language, “figura” refers to the use of language that creates a visual image or “shape” in the mind of the listener or reader. The concept of figurative language has been recognized and studied for thousands of years, with the ancient Greek philosopher Aristotle discussing it in his work on rhetoric. The term “figurative language” has been used in English since at least the 16th century to describe language that uses figures of speech, such as metaphors, similes, and personification, to convey meaning in a more imaginative or expressive way than literal language.

Meanings of Figurative Language

Figurative language is a broad term that encompasses any use of language that goes beyond the literal or dictionary definition of words to create meaning through comparison, association, or imagery. It includes figures of speech such as metaphors, similes, personification, hyperbole, and idioms, among others. Figurative language is used to convey complex ideas or emotions in a more vivid, imaginative, or persuasive way, and it can be found in all forms of writing, from poetry and literature to advertising and everyday conversation. Figurative language allows writers and speakers to engage their audience and create a deeper, more memorable impression, while also enabling readers and listeners to interpret and understand language in a more nuanced and creative way.

Definition of Figurative Language

Figurative language refers to any use of language that goes beyond the literal or dictionary definition of words. It includes a variety of figures of speech, such as metaphors, similes, personification, and hyperbole, that are used to create meaning through comparison, association, or imagery. Figurative language is an important tool for writers and speakers to convey complex ideas, emotions, and experiences in a more vivid, imaginative, or persuasive way.

Types of Figures of Speech

Figures of speech could be categorized differently. Some basic categories or types of figures of speech are as follows.

  1. Figures of Comparison
  2. Figures of Contrast
  3. Figures of Emphasis
  4. Figures of Relationships
  5. Figures of Sound
  6. Figures of Errors
  7. Figures of Disambiguation
  1. Figures of Comparison

The figures of comparison of those figures of speech show a comparison between two like or unlike objects, things, ideas, events, personas, or incidents. There are two types of figures of comparison.

  1. Figures of Direction Comparison: These types of figures of speech involve both things presented parallel to each other and then compared such as a simile. It shows that one thing is directly compared to another thing or one idea is directly compared to another idea. It could be a short or brief simile or an extended simile.
  2. Figures of Indirect Comparison: These types of figures of speech involve both things compared indirectly or implicitly and yet they occur side by side with each other. This type of comparison shows that both things are one and the same thing due to the feature of one being attributed to the other. For example, metaphor is an indirect comparison without the word “like” or “as.” There could be a simple metaphor, or an extended metaphor or a dead metaphor, or even a fossilized metaphor.
  3. Figures of Contrast

These types of figures of speech contrast things, events, ideas, and things. There are a total of seven figures of speech used for contrasting things or ideas. They are antithesis, paradox, oxymoron, and juxtaposition.

  1. Figures of Emphasis

These figures are used to stress upon some ideas by exaggerating or understating them through different techniques. These figures include hyperbole, litotes, antithesis, and rhetorical question. Sometimes, orators use different rhetorical techniques or

  1. Figures of Relationships

These literary devices show the relationship between different things, objects or ideas such as metaphor or similes and metonymy and synecdoche. Personification and euphemism are also considered figures of relationships.

  1. Figures of Sound

These figures show the use of sounds such as alliteration, consonance, assonance, and onomatopoeia.

  1. Figures of Errors

These figures show errors on the part of the speakers. They are also used in rhetoric besides literary texts. They are spoonerism and malapropism.

  1. Figures of Disambiguation

These figures are used for deception or to show a multiplicity of meanings or to deceive or to show verbal jugglery or expertise. They include puns, quips, anagrams, irony, and sarcasm. Neolosis and tropes also fall under this category.

Literary Examples

Example # 1

From All Quiet on the Western Front by Eric Maria Remarque

Once it was different. When we went to the district-commandant to enlist, we were a class of twenty young men, many of whom proudly shaved for the first time before going to the barracks. We had no definite plans for our future. Our thoughts of a career and occupation were as yet of too unpractical a character to furnish any scheme of life. We were still crammed full of vague ideas which gave to life, and to the war also an ideal and almost romantic character. We were trained in the army for ten weeks and in this time more profoundly influenced than by ten years at school. We learned that a bright button is weightier than four volumes of Schopenhauer.

This passage from Maria Remarque’s novel All Quiet on the Western Front shows the use of figurative language. It shows the use of metonymy as they were a class, a metaphor for sack as they were full of plans, and war as a personification of a romantic character. Further, he has used assonance and alliteration such as the sound of /w/ in the first line and /c/ in the third stanza, showing the use of consonance.

Example # 2

From Inaugural Address of Franklin D. Roosevelt, March 4, 1933

Yet our distress comes from no failure of substance. We are stricken by no plague of locusts.
Compared with the perils which our forefathers conquered because they believed and were not afraid, we have still much to be thankful for. Nature still offers her bounty and human
efforts have multiplied it. Plenty is at our doorstep, but a generous use of it languishes in the
very sight of the supply. Primarily this is because the rulers of the exchange of mankind’s
goods have failed, through their own stubbornness and their own incompetence, have
admitted their failure, and abdicated. Practices of the unscrupulous money changers stand
indicted in the court of public opinion, rejected by the hearts and minds of men.

The president has used several figures of speech such as metaphors, personificationس, and metonyms in some places such as the metaphor of peril or the personification of practices and hearts and minds as metonymies.

Example # 3

From “The Darkling Thrush” by Thomas Hardy

I leant upon a coppice gate

      When Frost was spectre-grey,

And Winter’s dregs made desolate

      The weakening eye of day.

The tangled bine-stems scored the sky

      Like strings of broken lyres,

And all mankind that haunted nigh

      Had sought their household fires.

This is the first stanza of the by Thomas Hardy. It shows the use of several figures of speech such as Frost and Winter shown as personificfications while images of seasons and sound show his mastery in using this type of language. There is also a simile in the third last line.

Example # 4

“A Walk After Dark” by W. H. Auden

A cloudless night like this
Can set the spirit soaring:
After a tiring day
The clockwork spectacle is
Impressive in a slightly boring
Eighteenth-century way.

The first stanza of the poem “A Walk after Dark” shows the use of different figures of speech. The first line shows the personification of the night or the metaphor of day or the use of assonance and consonance along with the metaphor.

How to Create Figurative Language

  • Choose a concept: This heading suggests starting with a clear idea of what you want to describe before creating any figurative language. It could be a physical object, an abstract concept, or an emotion.
  • Brainstorm metaphors: This heading suggests coming up with a list of potential metaphors for the chosen concept. Metaphors compare two seemingly unrelated things in order to create a new perspective on the original concept.
  • Consider context: This heading suggests thinking about the context in which the figurative language will be used. The same metaphor could have different connotations depending on the context in which it is used.
  • Use sensory details: This heading suggests using sensory languages, such as sight, sound, taste, touch, and smell, to bring the figurative language to life and create a vivid image in the reader’s mind.
  • Emphasize comparisons: This heading suggests placing emphasis on the comparison being made between the concept and the metaphor. The comparison should be clear and effective in order to create a strong impact.
  • Experiment with form: This heading suggests experimenting with different types of figurative language, such as metaphors, similes, personification, and hyperbole, to see which works best for the chosen concept.
  • Find unexpected angles: This heading suggests trying to find a unique and unexpected angle when creating figurative language. This can help to make the language more interesting and memorable.
  • Use similes: This heading suggests using similes, which compare two things using “like” or “as,” to create a comparison between the chosen concept and another object or idea.
  • Avoid cliches: This heading suggests trying to avoid overused or predictable metaphors and instead finding a fresh and original way to describe the chosen concept.
  • Revise and refine: This heading suggests reviewing and revising the figurative language to ensure it is clear, effective, and impactful. Refining the language can help to make it more precise and memorable.
Benefits of Using Figurative Language

Here are some benefits of using figurative language:

  1. Engages the reader: Figurative language can make writing more engaging by adding depth and interest to descriptions. It can also make a piece of writing more memorable by creating vivid and imaginative images in the reader’s mind.
  2. Conveys complex ideas: Figurative language can be used to express complex or abstract ideas in a way that is more accessible to readers. Metaphors and analogies can help readers to better understand and relate to difficult concepts.
  3. Creates emotional impact: Figurative language can evoke emotions in readers by creating powerful and vivid images. This can help to create a deeper connection between the reader and the text.
  4. Adds depth and richness: Figurative language can add depth and richness to writing by conveying meaning beyond the literal words on the page. It can create layers of meaning and add nuance to descriptions.
  5. Enhances creativity: Figurative language encourages writers to think creatively and experiment with language. This can help to improve writing skills and foster a greater appreciation for the beauty and complexity of language.
  6. Contributes to a unique writing style: Figurative language is a tool that writers can use to develop a unique writing style. By using metaphors, similes, and other figurative devices, writers can create a distinctive voice and tone that sets their writing apart from others.
Figurative Language  in Literary Theory
  1. Reader-response theory: This theory emphasizes the role of the reader in interpreting a text. Figurative language, such as metaphor and simile, invites the reader to participate in the creation of meaning by drawing on their own experiences and associations.
  2. Structuralism: Structuralist theory focuses on the underlying structures and patterns in literature. Figurative language can be seen as part of these structures, with metaphors and other figures of speech forming part of a larger network of signifiers that contribute to the meaning of a text.
  3. Deconstruction: Deconstruction emphasizes the ambiguity and instability of language, suggesting that meanings are always provisional and subject to change. A figurative language is a key tool in creating this instability, as it can create multiple meanings that may be in tension with one another.
  4. Feminist theory: Feminist theory emphasizes the role of gender and power in shaping literature. Figurative language can be used to reinforce or challenge gender norms, with metaphors and other figures of speech often reflecting and perpetuating patriarchal assumptions.
  5. Postcolonial theory: Postcolonial theory examines the ways in which colonialism and imperialism have shaped literature and culture. Figurative language can be used to reflect the cultural hybridity that results from these historical processes, with metaphors and other figures of speech often drawing on multiple cultural traditions and perspectives.
Suggested Readings

Katz, Albert N., and Cristina Cacciari. Figurative Language and Thought. Oxford UP, 2017.

Quinn, Arthur. Figures of Speech: 60 Ways to Turn a Phrase. Collins Reference, 2005.

Lakoff, George, and Mark Johnson. Metaphors We Live By. 2nd ed., U of Chicago P, 2003.

Gibbs, Jr., Raymond W., editor. The Cambridge Handbook of Metaphor and Thought. Cambridge UP, 2019.

Cruse, D. Alan, editor. The Handbook of Figurative Language. Routledge, 2017.

Goatly, Andrew. The Language of Metaphors. Routledge, 2007.

Turner, Mark. The Literary Mind: The Origins of Thought and Language. Oxford UP, 1998.

Dancygier, Barbara, editor. The Oxford Handbook of Figurative Language. Oxford UP, 2019.

Landau, Mark J., et al. The Power of Metaphor: Examining Its Influence on Social Life. APA, 2012. Jones, Rodney H., editor. The Routledge Handbook of Language and Creativity. Routledge, 2015.