35 Literary Devices and Literary Terms (with Definitions and Examples)

35 Literary Devices and Literary Terms (with Definitions and Examples) 35 Literary Devices and Literary Terms (with Definitions and Examples) A clear list of literary devices is a good resource for any writer to have on hand. Strong device usage can help elevate a book from a story people forget, to a piece of literature that stays with them long after they've turned the final page.After all, in  As You Like It, Shakespeare could have simply written, "Everyone has a role in life." But instead, he used a literary device and penned one of the famous metaphors of all time:All the world’s a stage And all the men and women merely playersAnd the rest is history. 35+ literary devices to turn you into Shakespeare What are literary devices?Literary devices are tools writers use to express their ideas with artistic depth. These devices can clarify and emphasize concepts, create resonance within a narrative, and invite readers to dig a little deeper into the story’s themes.While all of the tools below fall under the umbrella of â€Å"literary devices,† the purpose and impact of them varies wildly. Some might underscore a narrative and work on an intellectual level, while others have more of a subtle, visceral, or emotional effect. Finally, they might also work to simply enhance the flow and pacing of your writing. No matter what, if you're looking to inject something special into your prose, literary devices are a great place to start. You can also check out our list of 30 rhetorical devices right here!List of literary devices1. AllegoryThe Tortoise and the Hare is about more than just a turtle, a rabbit, and a race. It also aims to teach the lesson: slow and steady wins the race. That’s what an allegory does  - it’s a type of narrative that uses characters and plot to exemplify abstract ideas and themes, such as patience. In an allegorical story, events and characters tend to represent more than they appear on the surface.Example: Animal Farm by George Orwell. This dystopian novella is one of modern literature’s best-known allegories. A commentary on the events leading up to Stalin's rise and the formation of the Soviet Union, the pigs at the heart of the novel blatantly represent figures such as Stalin, Trotsky, and Molotov. Litotes (pronounced lie-toe-teez) is the signature literary device of the double negative. Writers use litotes to express certain sentiments through their opposites, by saying that that opposite is not the case. Don’t worry, it makes more sense with the examples. Example: â€Å"You won’t be sorry† (meaning you’ll be happy); â€Å"you’re not wrong† (meaning you’re right); â€Å"I didn’t not like it† (meaning I did)21. MalapropismIf Shakespeare is the king of metaphors, Michael Scott is the king of malapropisms. This is when similar-sounding words replace their appropriate counterparts, typically to comic effect - one of the most commonly cited is â€Å"dance a flamingo,† rather than a â€Å"flamenco.† Malapropisms are usually employed in dialogue when a character flubs up their speech.Example: â€Å"I am not to be truffled with.† Similar term: metonymy 35+ literary devices to lend resonance to your writing Readers and writers alike can get a lot out of understanding literary devices and how they're commonly used. If you’re a reader, you can use this knowledge to your advantage, as you pore over fiction and gain insight into the author’s intended meaning and motivation behind their work. Meanwhile, writers can use literary devices to connect with readers, giving their words a boosted opportunity of providing audiences with lasting meaning.Have you ever struggled to use a literary device in your writing? Let's get technical - share your questions or thoughts in the comments below!

Destruction of the Buddah essays

Destruction of the Buddah essays This week we talked about the Taliban destruction of the Buddha's and we heard a lecture from a local artist professor. I wasn't all that impressed with the lecture that we had from Mark Emerson. Oh, his art was interesting, but I would have liked to have asked some questions regarding the thought processes that go into creating art. It seems that it would be very similar to the process that I go through when I step into the lab to perform an experiment. There is a lot of creativity in my deciding how to conduct an experiment and often times, I have to change my technique, materials and methods mid-stream. Also, like one of the paintings that Mr. Emerson showed in class, much of scientific discovery is trial and error and accident. I was really disturbed by some of what my classmates had to say in regards to the destruction of the Buddha's. There were a couple of people that felt that because the Taliban were in control of Afghanistan, that meant that they had the right to destroy the Buddha's. On one level, you could make the case that the Taliban had the right to destroy the statues, but was it right to destroy them? Several of my classmates seem to have thought that it was OK to do so. I think that this whole debate has implications for much of what is taking place here in the United States since September 11, 2001. Yes, the government is in "control" of the land and on some level, the people, but do they have the right to monitor and record our cell phone calls? Does the government have the right to dump nuclear waste products at Yucca Mountain, Arizona? What I am saying is that I wish that my classmates would think in these terms before deciding if some action is right or wrong. There was this cartoon t hat I saw in a magazine 12 or 13 years ago that sums it up perfectly. In it, this chef was about to place a lobster in a pot of boiling water and as he was doing this, he was apologizing to the lobster and saying that he had no ...

Book Review on the Gospel according to Mattew Essay

Book Review on the Gospel according to Mattew - Essay Example Just like Paul who had a Hebrew name Shaoul, Matthew had Levi as his original name. Matthew, son of Alpheus (Mark 2:14) came from Galilee. However, he is thought to have lived in Antioch, Syria. He collected taxes for Herod Antipas, a Jewish leader, ruler of Galilee and Peraea between 4 BCE and 39 CE.1 Just after following Jesus, Matthew held a feast in his house where tax collectors and sinners recline at the table with the Christ and his disciples. This is where Jesus drew protest from the Pharisees. The author, however, had a great influence on the development of Christianity. It based most of his writing on Mark’s gospel.2 The Gospel of Matthew is the first book in the 27 books of the New Testament. In the New Testament, the following books are Matthew, Mark, Luke, John, The Acts, Romans, 1 Corinthians, 2 Corinthians, Galatians, Ephesians, Philippians, Colossians, 1 Thessalonians, 2 Thessalonians, 1 Timothy, 2 Timothy, Titus, Philemon, Hebrews, James, 1 Peter, 2 Peter, 1 John, 2 John , 3 John, Jude, Revelation. Aside from one of the first twelve disciples of Jesus (Matthew 9:1; 10:1-4) and an eye-witness, Matthew records more of Jesus teaching concerning Gods heavenly kingdom than the other writers, for example the entire Sermon on the Mount. Matthew, compared to the first few men (Peter, Andrew, James, and John) whom Jesus chose (who were fishermen), was skilled that he handled accounts of figures being a tax collector and obviously equipped with the pen. More so, he chose to leave his ludicrous post to be with Jesus and become an evangelist. It is to be recalled when a certain man holding many riches wants to be one of Christ’s disciples. Jesus told this man â€Å"If you want to be perfect, go sell your belongings and give to the poor and you will have treasure in heaven, and come be my follower.† However, the man refused to let go of his belongings and went away grieved. (Matthew: 19:21-22). Quoted on Papias, one

Schindler's List Essay Example | Topics and Well Written Essays - 1750 words

Schindler's List - Essay Example This essay focuses on the use of expression within the film, that is one which is able to create a specific response by using various techniques. It is the use of cinematic effects that allows the film to have specific meaning and to create a relationship to the spectator. When reviewing â€Å"Schindler’s List,† it can be seen that the specific techniques in the movie make a difference in the impact that is felt with the horrors of the Holocaust. The ability for the director to adapt the film from the book to the screen is reliant on these techniques to convey the same message as the book. Instead of using the literature as a direct statement on film, there are interpretations of the descriptions of the literature, specifically to create the same impact that is on the film that is in the book and which relates to the Holocaust. The similarities between these two come from the main goal of creating a memory of the Holocaust while presenting an emotional understanding of the tragedies which occurred and how this was associated with the main ideologies of the time frame. However, the book is able to present the information with details, layout of characters and scenes, and with personal associations and details that are described. In the movie, there is a shorter period of time, which leads to cuts and changes of the plot and the characters. While both are effectively able to show the tragedies of the Holocaust, the movie and text differ in the techniques which are used and the overall presentation which is created through the war.

Investigation on finding the Molar Mass of Butane Essay Example for Free

Investigation on finding the Molar Mass of Butane Essay Aim: To find the molar mass of butane, by finding the number of moles of gas in the container and comparing it to the mass of butane in the container Theory Butane (C4H10), also called n-butane, is the unbranched alkane with four carbon atoms, CH3CH2CH2CH3. Its only other isomer is methylpropane: CH(CH3)3. It is an organic compound which belongs to the alkane group or organic compounds. It is a highly flammable, colourless and odorless gas at r. t.p. this, along with the fact that is an easily liquedified gas, is why it is used in lighters as a fuel. Its Relative Molecular Mass is 58.12g, and it is barely soluble in water like most organic compounds: 0.0061 g/100 cm3, at 20 à ¯Ã‚ ¿Ã‚ ½C. In the experiment we shall find the mass of butane by calculating the change in mass of the lighter before and after the experiment. We shall find the number of moles in the container by finding the volume, pressure and temperature of butane inside the container, and then use the formula PV = nRT (where P: Absolute Pressure measured in millibars, V: Volume of gas measured in dm3,T: absolute temperature in Kelvin, and R is the universal gas constant, which equals to 83.14472 dm3à ¯Ã‚ ¿Ã‚ ½mbarà ¯Ã‚ ¿Ã‚ ½K-1à ¯Ã‚ ¿Ã‚ ½mol-1). Since we could not measure the temperature or pressure inside the container, we measured the atmospheric pressure and temperature. We assumed that if we waited for enough time, the temperature inside the container will be equal to the atmospheric temperature. Secondly, the atmospheric temperature = pressure inside the container and the pressure exerted by the column of water. The pressure exerted by the column of water = mgh. [Reference: www.wikipedia.com] Prediction I feel that the mass of one mole of butane will be approximately 58, as this is the RMM of Butane (correct to 0 d.p.). Apparatus * Lighter (filled with Butane) * Water * Trough * Digital Thermometer [à ¯Ã‚ ¿Ã‚ ½ 0.01à ¯Ã‚ ¿Ã‚ ½C] * Top-pan balance [à ¯Ã‚ ¿Ã‚ ½ 0.01g] * Burette [à ¯Ã‚ ¿Ã‚ ½ 0.05 cm3] * Pressure Gauge [à ¯Ã‚ ¿Ã‚ ½ 0.5mb] * Meter Rule [à ¯Ã‚ ¿Ã‚ ½ 0.0005m] * Table showing Vapour Pressure of water at various Temperatures Modifications to Method * We dipped the lighter in water before any of the trials, and then dried it using ethanol in an attempt to reduce the margin of error in the mass reading due to water droplets sticking the lighter. * The Burette was filled completely with water. * We did not take the final volume reading when the level of water in the burette was equal level with the water in the trough. Instead, we measured the height of the water column above the level of water in the trough. * We found the volume of water between the tip of the cylinder and the 0cm3, and included that in our calculations of the volume of water. Fair Test * After every trial, we dipped the lighter in ethanol and then shook it to dry to ensure that was minimal inaccuracy in the mass reading due to water droplets sticking to the lighter. However, it is impossible to get rid of all the water droplets. Therefore we dipped the lighter in water and dried it using ethanol before any tests in an attempt to ensure that the extra mass (though minimal) due to water droplets on the lighter remained constant throughout the experiment and thus could be ignored. * We filled the burette completely with water, to ensure that no gases were inside the burette before the trial, which would have affect the pressure readings. * The pressure inside the container is equal to the pressure due to butane and moisture. Using a table, we shall find the pressure due moisture, and subtract it from our pressure reading to get the pressure due to butane alone. * We waited a little which after the trail before measuring the air temperature to ensure that the temperature of butane inside the burette was the same. * We used water inside the burette since butane barely dissolves in water. * We removed the metal piece at the top of the lighter, as water droplets could easily stick to it. Also, it ensured that the butane could not catch fire. Safe Test * We removed the metal piece of the lighter, to ensure the butane could not catch fire. * We were careful while dipping the lighter in ethanol, not to release butane as ethanol is flammable. Conclusion In the experiment, when we opened the nozzle of the lighter, butane escaped from the lighter, causing a decrease in mass of the butane inside the lighter. The butane rose to the top of the burette, since butane is less dense than water. This caused the pressure at the top of the butane to be greater than the atmospheric pressure. Since liquids are mostly incompressible, the increase pressure at the top, created a force on the top of the water column, pushing it down. Hence the volume of gas (butane and vapour) inside the burette would increase, causing the pressure of gas to decrease until it is equal to the atmospheric pressure. This process kept on occuring as more and more bubbles of butane and moisture reached the top, hence at the end of each trial the pressure inside the burrrete can be estimated to be equal to the atmospheric pressure. From the graph, it has been calculated that the RMM of butane is 53.946à ¯Ã‚ ¿Ã‚ ½60.2% using the formulae RMM = mass/n and pV= nRT. There are no anomalies, since the graph passes through the error bars of all 4 points. Evaluation In the experiment, the accuracy is fairly high as the experimental value for the RMM of butane is 54, while in theory it is 58.12 (percentage error of only 7.089%), which shows that very few systematic error occured during the experiment. This is also shown by the fact that the y-intercept is 0.0125, which is very close to 0, showing an almost completely proportional relationship between mass and n. Regarding the precision of error, the margin of error has been calculated as 60.2% and is far to high, resulting in a poor precision. However the experiment was more precise than this value of 60.2% shows it to be, because from the graph one can see that all the points lie close to the line of best fit. In the experiment, various errors could have occured, such as: Systematic Errors: * Error in readings of pressure due to high uncertainty. Random Errors: * The pressure due to the water column has no been taken into consideration. * We are assuming that the temperature inside the burette is equal to atmospheric pressure, which may not be true. * Water droplets may have still stuck to the lighter, causing an error in mass. To reduce the margin of error we could have: * Calculated the pressure exerted do to the water column, and subtracted it from the atmospheric pressure to find the pressure inside the container. * Taken a larger container than a burrette, so that we could release more butane and cause a larger change in mass, so that the uncertainty of 0.01g would have a smaller affect on the margin of error. * Used a seperate lighter for each trial, eliminating the error caused due to water droplets clinging to the sides of the lighter.

Mystical Motifs in Woolf’s Mrs. Dalloway Essay -- Virginia Woolf Mrs.

Mystical Motifs in Woolf’s Mrs. Dalloway The scholarship surrounding Woolf’s mysticism by and large focuses on a psychoanalytical approach. While this paper will somewhat attempt to move away from a psychoanalytical methodology, it is valuable to examine the existing scholarship and the departures from this approach. Within this theoretical structure, the critical discussion further breaks down into two separate, though not incompatible, groups: those who see Woolf’s use of mysticism as a feminist statement and those who see Woolf as a mystic. I contend that both perspectives are valid and are inherent in Woolf’s application of mystical motifs, particularly in Mrs. Dalloway. Val Gough in his article â€Å"With Some Irony in Her Interrogation: Woolf’s Ironic Mysticism† makes an argument for Woolf’s ironic use of mysticism in her works as a feminist statement. Through various syntactical subtleties, Gough points out areas in Woolf’s work where â€Å"the mystic quest for truth [is portrayed] in a subtly skeptical manner† (Gough 86). Gough extends her use of irony to examine how it serves â€Å"to de-naturalize the relationship between text and reader, to make it overtly complex and problematic† (88). He contends that irony, in operating between the reader and the text, serves to break down, to some extent, the â€Å"stability of the sign and of supposed ‘absolute’ truth† (88). Ultimately, he concludes that â€Å"Woolf’s ironic mysticism†¦necessarily involves a feminist challenging of rigid structures of phallic (and imperialist) power, thus making it a mysticism of subversive, politically critical, feminist irony† (89). Gough’s particular approach is interesting because it contends that an ironic mysticism is inherently politicized and specifica... ...ulie. â€Å"Varieties of Mystical Experience in the Writings of Virginia Woolf.† Twentieth Century Literature Vol 41 Iss 4 (1995): 328-349. Minow-Pinsky, Makiko. â€Å"‘How then does light return to the world after the eclipse of the sun? Miraculously, fraily†: A Psychoanalytic Interpretation of Woolf’s Mysticism.† Virginia Woolf and the Arts. Pace University Press: New York 1997. Moore, Madeline. The Short Season Between Two Silences: The Mystical and the Political in the Novels of Virginia Woolf. Allen & Unwin: Winchester, Mass 1984. Rachman, Shalom. â€Å"Clarissa’s Attic: Virginia Woolf’s Mrs. Dalloway Reconsidered.† Twentieth Century Literature Vol 18 Issue 1 (1972): 3-18 Smith, Susan Bennett. â€Å"Reinventing Grief Work: Virginia Woolf’s Feminist Representations of Mourning in Mrs. Dalloway and To The Lighthouse.† Twentieth Century Literature Vol 41 Iss 4 (1995): 310-327

Media Representation in Lgbt

Media and its representation of Lesbian, Gay, Bisexual, Transsexual (LGBT) themes has been prevalent throughout time. According to the collections of studies and stories by Meem, Mitchell and Jonathan (2010) concerning LGBT individuals, it is important to represent such themes because it is able to enlighten people on how our society as a whole, has become dynamic. The Media can be seen as a â€Å"central source† where negative perceptions can be created. As a result, stereotypes can be either created or perpetuated about this group, negative or otherwise. Media as a medium, therefore, is an extremely powerful tool in our society, and can be used to change or create people's perceptions about this particular segment of our world (LGBT). Stereotyping people can be harmful and have long lasting effects on us as a society, â€Å"It can transform slight assumptions on people and make them perceived realities† (Meem, Mitchell; Jonathan 2010). Such stereotypes are capable of perpetuating inequality and social prejudice in society. However, it is imperative to note that stereotyping through the media is sometimes inevitable. In the case of television, stereotyping occurs through advertisements, news bulletins and entertainment. For films, stereotyping has been used as a form of marketing. The stereotypical codes give television and film audiences a common and quick way of understanding a particular person. In most cases, stereotypical codes focus on ethnicity, social roles, sexual orientation, occupation, race and gender. Most often, the groups being stereotyped may not defend themselves. They are usually the minority and raising their voices may make little or no impact. However, there are some measures, which have been instituted to help reduce stereotyping. For instance, media campaign against this vice has become useful in reducing stereotypes in society. However, the vice is still rampant in some sections of the media. â€Å"There are those who have a common tendency of thinking that the way people think and can be uniform across the globe† (Carroll, 2009). This is not true people are diverse and their mindsets also vary. This is mostly applicable in homosexuality whereby gays and lesbians are viewed to be outside the mainstream or dominant culture. With the emergence of gothic culture, it is probable to categorize them as being weird or abnormal. The dominant culture in this case refers to marriage and love relationships between people of different gender. Same sex marriages and behavioral patterns are prevalent in virtually all cultures. As Carroll (2009) documents, â€Å"same sex behavior is found in every culture, and its prevalence remains about the same† (p. 290). The media is a viable source of information in society such that televisions and films are very influential due to both sound and visual effect. These two mediums of communication are crucial in symbolic annihilations of lesbians and gays. According to Vollmer (2003), films and TVs tend to avoid integrating gays and lesbians in their programs for fear of offending advertisers, target audiences as well as investors. This kind of portrayal is not desirable because it denies them their human rights. The fact that they belong to a new generation culture does not mean that they should not enjoy their rights. With their visual effects, the two mediums of communication cultivate a perception that homosexuals are bad elements in society. They should not be given a chance to be heard if they have views to express. Due to fear of loosing audience and revenues, these two mediums of communication edit their programs to extent that audiences place homosexuals under the category of abhorred people. This has extended even in the ways they are covered in television news. â€Å"The issue of sexual orientation has been used as an indicator of villainy and deviance in children’s movies† (Vollmer, 2003). If children were to be shown movies that portray homosexuals as bad characters in society, then, they would grow up hating them. A negative perception is cultivated in such children. Such kinds of stereotypes can instigate violence in society. For example, a gay male may not be welcomed in a party due to his sexual orientation. It is only a question of ethics. Homosexuals are also put as either victims or villains in movies. They are depicted as belonging to a weird or foreign culture that cannot be tolerated. It is rare to have a movie that has the main character being gay or lesbian. If a girl begins to demonstrate some signs of male characteristics, she is referred to as a ‘tom-boy’. It is like a taboo to show such kinds of signs in a girl. On the other hand, if a male does not have masculine features, he is seen as an outcast. All of these perceptions are obtained from the media, and especially televisions and movies. According to Mehta and Hay (2005), media houses have for a long time helped to construct and reinforce stereotypical ideas about masculinity and men. From what is portrayed in the media, it is possible for people to dismiss others on the basis of whether they have masculinity or are feminine (Ferrey, 2008). Televisions and movies through their visual effects help define ‘a real man’. During advertisements, there are some particular aspects of man that are portrayed. A man who fails to have certain forms of male features may not be shown on TV or may not be considered for a film (Cohen ; Hall, 2009). Moreover, the marketing companies have started to objectifying men in the same manner women have been objectified. The fitness of a man, his muscles and general outlook count a lot in determining whether he is to feature in a program or not. Men are so used to this behavior, they do not see the need to object. Therefore, the media will never stop giving what one considers ‘good or real’ men airplay. Forming a type of segregation. A research study titled, Attitudes toward stereotypical versus counter-stereotypical gay men and lesbians indicates that six hundred and sixty two confessed gays, lesbians and bisexuals had contended with victimization in the society (Cohen ; Hall, 2009). Of those, 20% reported to have been attacked or abused because of their sexual orientation. In the year 2005, Federal Bureau had reported 1,171 of hate crime offenses took place because of homosexual orientation. This is the kind of segregation that has existed in the society for centuries. The major problem is because media and mostly electronic media show homosexuals as people who have undertaken ‘abnormal’ directions of life. They are not part of the mainstream culture. The only solution is for governments to create institutions that can help people understand that everybody should enjoy unlimited human rights. Forums can also help eradicated the notions cultivated by the media, about gays and lesbians and institute a culture of tolerance. In summary, no particular person should be segregated or discriminated on the basis of their sexuality. However, gender pre-judgments are still present in all media, the best remedy to help integrate all people no matter their sexuality, is to spend resources on education. Young people need to be taught tolerance and understanding in order to accept all kinds of people, regardless of their sexual orientation and direction. References Carroll, J. L. (2009). Sexuality now: embracing diversity. Belmont: CengageBrain Learning. Cohen, T. R. ; Hall, D. L. (2009). Attitudes toward stereotypical versus counter-stereotypical gay men and lesbians. Retrieved on 17th November 2011 from http://findarticles. om/p/articles/mi_m2372/is_4_46/ai_n35656044/ Ferrey, P. A. (2008). Gender Stereotypes persist. Retrieved on 17th November 2011 from http://www. nytimes. com/inc_com/inc1211198677212. html Meem, D. T. , Michelle A. G. , ; Jonathan A. (2010). Finding Out: An Introduction to LGBT Studies. Thousand Oaks, CA: Sage. Mehta, V. P. ; Hay, K. (2005). A superhero for gays? Gay masculinity and green lantern . The Journal of American Culture, 28(4), 390-404. Vollmer, M. L. (2003). Gender transgression and villainy in animated film. Taylor ; Francis Journal, 1(2), 89-109.