Close analysis of language is the heart of Literature study. It means slowing down to ask why a writer chose this word, image or sound, and what effect it has on the reader.
Word choice: diction and connotation
Diction is a writer's choice of words. Every word carries connotation, the feelings and ideas attached to it. 'Slim' and 'scrawny' both mean thin, but their connotations differ sharply. Verbs matter most: 'she crept' and 'she strode' paint opposite characters.
Imagery and figurative language
- Simile — a comparison using 'like' or 'as': 'brave as a lion'.
- Metaphor — a direct comparison: 'the classroom was a zoo'.
- Personification — giving human traits to non-human things: 'the wind whispered'.
- Imagery — language appealing to the senses, painting pictures in the mind.
Sound and sentences
Sound devices shape mood: alliteration repeats initial sounds ('the silent, slinking shadow'); onomatopoeia imitates sounds ('crash', 'hiss'). Sentence structure matters too, a short sentence after long ones lands like a blow.
The method: PEE
Analyse using Point, Evidence, Explanation. Make a point about the writer's method, quote briefly as evidence, then explain the effect, ideally zooming in on a single key word. Always tie the effect back to meaning or feeling: say what the language does to the reader and why the writer might want that. The strongest answers explore alternative readings of a word ('perhaps it also suggests...') and comment on the cumulative effect of several devices working together. Avoid vague praise such as 'this makes it interesting'; instead, be precise about the picture, sound or emotion the language creates. Close reading rewards patience: read slowly, notice the unexpected word, and ask why the writer reached for it rather than a plainer one. Over time this careful attention becomes second nature.
Same meaning, opposite effect
Connotation is where the analysis marks live. Two words can share a dictionary meaning and pull the reader in opposite directions.
| Pair | What they share | What they suggest |
|---|---|---|
| slim / scrawny | Both mean thin | Slim flatters; scrawny suggests weakness or neglect |
| crept / strode | Both mean walked | Crept paints fear or stealth; strode paints confidence |
Verbs carry the most weight — change the verb and you change the character.
Naming the device
| Device | How it works | Example |
|---|---|---|
| Simile | Compares using like or as | brave as a lion |
| Metaphor | Says one thing is another | the classroom was a zoo |
| Personification | Gives human traits to non-human things | the wind whispered |
| Imagery | Appeals to the senses to paint a picture | the crisp, cold morning |
Match each example to its device:
- the classroom was a zoo
- Metaphor
- brave as a lion
- Simile
- the wind whispered
- Personification