11 IB

Stylistic Devices & Their Effects

Stylistic Devices Definition Effect

Allusion reference to another event, person, ● To deepen the reader's understanding of

place, or work of literature - the the work by creating an association
allusion is usually implied rather than between the work and the reference.
explicit and often provides another ● To communicate an idea quickly - if the
layer of meaning to what is being allusion is to a popular figure or event -
said. Most common allusions: through evoking the characteristics of
mythological (“eating this cake will the figure alluded to e.g. An Einstein
open a Pandora’s box”), biblical would be bright, intelligent etc.
(“acting like the prodigal son”, ● Build trust with the reader by showing
“making someone a scapegoat”, “the them they share a common frame of
Last Supper”, “the Garden of Eden” reference.
etc.), literary (Don Quixote - referring ● Give a deeper meaning to the story by
to someone who is an idealist; “acting overlapping it with the story alluded to.
like a Romeo” etc.), allusions to ● To contextualize a character or develop
popular culture (“you’re a real them in relation a known mythological,
Einstein”). biblical or popular figure

Alliteration Repetition of initial consonant ● Grabs reader’s attention, sort of punctuates

sound. words.
● Also creates mood for e.g. if it’s an ‘s’ sound
(known as “sibilance”), maybe shows snakelike
quantity or hissing.

Assonance Assonance is a literary device in Creates rhythm in the text, which helps establish
which the repetition of similar vowel tone/ mood.
Consonance sounds takes place in two or more
words in proximity to each other E.g.
within a line of poetry or prose. If the Bright, sharp vowel sounds can create an uplifting
sound repeated is a consonant, we tone, while deep, rounded vowel sounds can
talk about consonance. For example, create a more somber or serious tone. In this way,
“he fell asleep under the cherry tree” assonance can help a writer convey not just what
is a phrase that features assonance they're saying, but how they're saying it.
with the repetition of the long “e”
vowel. This allows writers the means It makes certain parts of the text memorable.
of emphasizing important words in a
phrase or line, as well as creating a
sense of rhythm, enhancing mood,
and offering a lyrical effect of words
and sounds.
Ambiguity use of language where the meaning is Enriches the text, as the meaning of the
unclear or has two or more possible ambiguous parts of the text can change from
interpretations or meanings. It could person to person.
be created through a weakness in the
way the writer has expressed himself Helps authors create deeper meanings and
or herself, but often it is used by express complex ideas.
writers quite deliberately to create
layers of meaning in the mind of the Allows room for doubt and complexity.
reader. E.g. “Sarah gave a bath to her
dog wearing a pink t-shirt.” (who was Can create double entendre or humor.
wearing the pink T-shirt?)

Anaphora Repetition of a word or phrase at ● Emphasis on the first part of the sentence may
the beginning of successive allow the reader to compare and contrast what
clauses follows or may emphasize the part that is
E.g Adichie uses anaphora when repeated.
she writes "I needed him to touch
the back of my neck..." and "I Could help the writer express strong feelings and
needed him to hug me..." and "I convey that emotional intensity through the
needed him to smile at me..." (39) repetition.

● Could create emotional effects like pathos in

the audience (this is why many famous
speeches use anaphora - it can be a strong
persuasive device, it can inspire or motivate).

Antithesis Having two opposite ideas in a ● Emphasises ideas.

sentence. “One small step for ● Makes it easier to understand the point being
man, one giant leap for made
mankind.” or the complexity of the situation.

Asyndeton Asyndeton means “unconnected” in Asyndeton can create a sense of accelerated or

Greek. It is a stylistic device used in slowed rhythm, emotional distress or excitement,
literature and poetry to intentionally or emphasis on certain ideas by deleting
eliminate conjunctions between the conjunctions like and, but, or, and as.
phrases, and in the sentence, yet
maintain grammatical accuracy. This
literary tool helps in reducing the
indirect meaning of the phrase, and
presents it in a concise form. E.g.: “I Polysyndeton elongates a sentence, breaking up
Polysyndeton came. I saw. I conquered.” the rhythm and creating a tone of insistence. It
creates emphasis, keeping readers engaged
Polysyndeton occurs when and bestowing importance to the items being
conjunctions (e.g. and, but, or) are listed.
used repeatedly in quick succession,
often with no commas, even when the
conjunctions could be removed or
prove unnecessary.
 Ex. From Pride and Prejudice: "Mrs.
Hurst and her sister allowed it to be
so—but still they admired her and
liked her, and pronounced her to be a
sweet girl, and one whom they would
not object to know more of."

Chiasmus Chiasmus is a rhetorical device in Creates persuasion.

which two or more clauses are Memorable.
balanced against each other by the
reversal of their structures in order to
produce an artistic effect. E.g. “Never
let a Fool Kiss You or a Kiss Fool
You.” Catcher example: “Boy, I can’t
stand that sonuvabitch. He’s one
sonuvabitch I really can’t stand.”(23)

Diction the choice of words that a writer Using the appropriate kind of descriptive words,
makes. Another term for "vocabulary". including imagery, or vivid language used to
○ High - talking in jargon paint a mental picture, can convey mood and
○ Neutral - talking to tone by helping readers get a clearer sense of
parents and teachers what they're reading about and how the author
○ Low - colloquialisms, thinks and feels about the subject, and thus what
they're supposed to think and feel.
slang
○ Poetic
○ Connotative
● lexical/semantic fields e.g.
religion in ‘Purple Hibiscus’
with words such as missal,
oblate, Palm Sunday, church,
bishop etc.

Epigraph a short quotation or saying at the helps direct the reader to view the text from a
beginning of a book or chapter, particular direction and keep certain ideas or
intended to suggest its theme. E.g.: concepts in mind.
“To my mother.”

Euphemism a mild or indirect word or expression ● Soften uncomfortable or taboo topics

substituted for one considered to be ● Can create irony or humor, in certain
too harsh or blunt when referring to contexts
something unpleasant or
embarrassing. E.g. to pass away
instead of “die”, to let someone go
instead of “fire someone” or, in
Holden’s case “to give someone the
time.”
 Epistrophe Repeating the ending words of a ● Emphasise words/ messages.. ● Gives a
sentence. “I am an American, he is unique rhythm to text. ● Convey the importance
an American, everybody is an of
American.” something.

Hyperbole Exaggeration of ideas, objects etc. ● Create amusing effects or irony in certain
contexts.
E.g. from ‘Purple Hibiscus’: …my ● Common human feelings sound remarkable.
son owns that house that can fit in ● Can also create contrast if something is
every man in Abba, and yet many described using exaggeration and the next thing
times I have nothing to put on my isn’t. This attracts reader’s attention.
plate (83) ● Helps visualise the size or importance of that
element for the speaker.
I spent the night in the petrol station
last week, waiting for fuel…if you
could see the mosquitoes that bit me
that night, eh, the bumps on my
skin were as big as cashew nuts
(76).

Understatement a figure of speech used to ● Communicate nuance

intentionally make a situation seem ● Subvert the reader’s expectations
less important than it really is, usually ● Convey an ironic effect (in certain
having an ironic effect. E.g.: “I have contexts)
this tiny little tumor on the brain.”

Hypophora Figure of reasoning in which one or ● a device to catch attention, since a

more questions is/are asked and then reader's curiosity is stimulated by
answered, often at length, by one and hearing a question,
the same speaker; raising and ● to suggest and answer questions the
responding to one's own question(s). reader might not have thought of.
E.g.: “The most unusual thing I ever
stole? A snowman.” (Carol Ann Duffy,
Stealing)

Rhetorical A rhetorical question is one for which ● allows the reader a moment to pause
question the questioner does not expect a and think about the question
direct answer: in many cases it may ● can convey a power dynamic where the
be intended to start a discourse, or as speaker asserts power / authority by
a means of displaying or emphasize asking a question that has an obvious
the speaker's or author's opinion on a answer (“Are you dumb?” asked after
topic. A common example is the someone spills a drink for example)
question "Can't you do anything ● can create irony or humor in certain
right?" contexts

Irony at its simplest level, irony means https://liberalarts.oregonstate.edu/wlf/what-irony

saying one thing while meaning
another. It occurs where a word or
 phrase has one surface meaning but
another contradictory, possibly
opposite meaning is implied. Irony is
frequently confused with sarcasm.
Sarcasm is spoken, often relying on
tone of voice, and is much more blunt
than irony.

Juxtaposition the fact of two things being seen or ● To flesh out a character by contrasting
placed close together with a their traits against another character, or
contrasting effect. a foil
● Help strengthen an argument
● Create an emotional response in the
reader

Metaphor Comparing two things without ● Gives readers another way of thinking about
using the words “like” or “as”. something.
● Creates an image for the reader.
Simile Comparing two things using the ● Make it easier to understand what the reader
words “like” or “as”. is saying (mostly applies to similes).

Onomatopoeia A word which imitates the ● Helps readers hear the

natural sound of things like sounds, allowing them to enter the author’s world.
“buzzing”, “rustling” or even
“meow”.

Oxymoron a figure of speech in which

apparently contradictory terms
appear in conjunction such as
when Holden describes himself
as a “terrific liar.”

Pathetic fallacy Pathetic fallacy is a type of ● to evoke a specific mood or feeling that
personification when human usually reflects their own or a character's
emotions or feelings are internal state.
attributed to weather ● can make it easier for the reader to find
patterns. characters' emotions because they are shown
also by the environment e.g. conveys the
E.g. It rained heavily the day feelings of the characters who experience the
AdeCoker died, a strange, rain in the example
furious rain in the middle of ● Create a mood, atmosphere, tension or
the patched harmattan (206) mystery in the story.
Parallelism Using components in a ● Adds rhythm to sentences. ● In literature, it is
sentence that are usually used to convey some message.
grammatically the same or ● Also persuasive because an idea is emphasised
have similar sounds or and easy to remember using this structure.
construction. “Like father,
like son.” or “They got
together and talked,
laughed and giggled.”

Personification When an idea, phenomenon ● Helps readers empathise with non-human

or animal is given human characters.
characteristics. ● Gives deeper meanings to the text juxtaposing
the old oppressive silence with the new silence
E.g. from Purple Hibiscus
“Even the silence that
descended on the house
was sudden, as though the
old silence had broken and
left us with the sharp
pieces.”

Repetition Repeating words or ● Emphasise the word(s) repeated and/or create

phrases. rhythm.

Rhetorical A question which is meant to ● Emphasise a point being made. Mostly used to as an
question be unanswered. effect.
● Used to persuade people.

Metonymy When the name of something ● Symbolism!

is replaced with the name of ● Draws reader’s attention because words have deeper
something else that’s meanings to them.
associated with it. For e.g.
“crown” refers to power or
authority. Not to be confused
with metaphors--it’s not
comparing two things!

Synecdoche Referring to something by ● Achieve symbolism!

one of its parts. For e.g. ● Keeps writing concise and engages the reader
“wheels” to refer to a car, or because they have to think deeply about what the word
“bread” to food or money. is referring to.
● Can also sound more colloquial to connect to
audience more.
 Symbolism like images, symbols represent https://www.hrpub.org/download/201307/lls.2013.01010
something else. In very simple 5.pdf
terms a red rose is often used
to symbolize love; distant
thunder is often symbolic of
approaching trouble. Symbols
can be very subtle and
multi-layered in their
significance.

Tricolon Tricolon is a rhetorical term for a The human brain absorbs and retains information more
series of three parallel words, efficiently when that information is packaged in threes,
phrases, or clauses. E.g.: The so a tricolon makes a single, powerful impression.
Wizard of Oz
You are talking to a man who has
laughed in the face of death, Helps emphasise key words, ideas, etc.
sneered at doom, and chuckled at
catastrophe. Helps establish a quick description.

Syntax and diction

Syntax (word order, sentence length): It is used to achieve certain artistic effects, like mood, and tone. Like
diction, syntax aims to affect the readers as well as express the writer’s attitude.

Informal Personal, colloquial sort of ● Writing becomes more casual and relaxed.
language language. ● Sets up a close relationship with the reader
because it appeals to us. It’s speaking at our level.

Formal language Doesn’t use colloquialism, ● Makes text more authoritative and powerful.
contractions or first-person.

Code-switching process of shifting from one ● Convey a strong impression of the

linguistic code (a language or indigenous Nigerian culture
dialect) to another, depending on ● Convey the emotions of the characters right
the social context or before they switch from English to Igbo
conversational setting e.g. from (usually anger, joy, surprise or shock)
‘Purple Hibiscus’: Papa speaking
Igbo right before committing an
act of violence

Short/long ● Short sentences may make it more authoritative like an order. Could also give
sentences more clarity.
● Long sentences may sound formal or even conversational.
● Depends on the language used, since languages have different syntactic
conventions.

Sensory imagery
 This is the language use that produces pictures in the mind. Images are the mental pictures and
impressions created by words in a manner that we can perceive sensations without actually
experiencing them.
Olfactory imagery Describing a particular taste. For e.g. “he
could smell the rich, sweetness of the
chocolate cake”.

Auditory imagery auditory imagery. Another e.g. is “the dog All imagery is used to create a picture in
howled at the moon” or “she could hear the the reader’s mind. It makes the reader
clang of pots and pans amongst the quiet part of the text and draws the reader in
murmur of her children”.

Visual imagery Appeals to the sense of sight. What happens is that

with the above imagery, one
E.g. from ‘Purple Hibiscus’ immediately visualizes the abject
condition of the people.
They all looked alike, in ill-fitting blouses,
threadbare wrappers and scarves tied
around their heads. They all had the same
wide smile, the same chalk-coloured teeth,
the samesun-dried skin, the colour and
texture of groundnut husks (19).
This description from the text is made
concrete and clear with pointed visual
imagery. We have: “ill-fitting
blouses”, “threadbare wrappers”,
“chalk-coloured teeth”, “sun-dried skin”
“groundnut husk”.

Gustatory imagery Describing taste! For e.g. “She tasted the

sweet sugary coating as she chewed the
doughnut”.

Tactile imagery Appeals to the sense of touch. For e.g. “when

she put her hands in the ice cold water, it felt
like a thousand needles were pricking her
fingers and palms”.

Kinaesthetic Describes the movement or action of objects

imagery and people. For e.g. “the dog wagged his tail
energetically and bounded towards the door,
clawing it with his paws”.

Why do writers/poets utilize these devices?

Alliteration: It focuses readers' attention on a particular section of text. Alliterative sounds create rhythm and
mood and can have particular connotations. For example, repetition of the "s" sound may suggest a snake-like
quality, implying slyness and danger.

Assonance: It is used to grab the reader’s attention and make something intriguing remembered for a long time. It
also adds a rhythm. It makes the poems indelible as well as interesting. Most importantly, it sets the mood and
stimulates the readers’ sensation.

Consonance: provides the structure of poetry with a rhyming effect. Poets generally make use of consonance in
an attempt to underscore the emotions behind their words that simple words cannot convey.

Imagery. Images show us meaning; when we compare the snapshots in our mind to our own memories or
experiences, we connect emotionally to the poem.

Symbolism: It helps readers visualize complex concepts and follow central themes. It affords writers the chance to
relate big ideas in an efficient, artful way. It sdds emotional weight to the text. It may helps to conceal a theme that
may be too controversial to approach openly

Oxymoron: It produces a dramatic effect.

Pun: It is used to create a comedic effect or to convey a sense of irony.

Hyperbole: Aims at emphasizing the message that is being passed to the audience.

Cacophony: Authors use cacophony to help bring life to their writing by making the sound of their words reflect or
even mimic the subject, mood, or setting they are writing about.

Euphony: It brings about peaceful and pleasant feelings in a piece of literary work.

Parallelism: It creates a cadence of rhythm. The lines flow together more seamlessly, unifying ideas. It can be
used to create a childish sing-song tone, build tension, or emphasize a point. The decision is up to the author in
how they choose to utilize this device.
References:

https://owl.purdue.edu/owl/general_writing/writing_style/diction/index.html

Druce, Elizabeth, and Hannah Tyson. IB English A1 Course Companion: International Baccalaureate Diploma Programme.
Oxford University Press: 2007. Print. 277-280.

Further study: https://literaryterms.net/

Read more about how authors create tone/ mood: https://www.litcharts.com/literary-devices-and-terms/mood