Making the unfamiliar a
little more familiar…
The terms you NEED to
know…and the way you
NEED to write about
them!
So…first thing’s first…what do we
have to be able to do?
Show an understanding of the idea(s)
presented in the text: theme,
characterisation, setting, context (political,
social, historical), and the positioning of
the reader.
Show an understanding of the language
features presented in the text: methods
or procedures used in crafting and
shaping the text, including structure,
method of narration, style, literary
features and language features.
Answer a range of questions which may
require short or extended written
responses.
Answer the questions precisely with
supporting quotes and examples
 To confidently analyse ideas and techniques
you will need to know and be able to use the
terminology of literary analysis.
 Throughout the year you will be given a list of
different terms and definitions. You will create
a ‘fun and interesting’ glossary using these
terms to help you out when revising. Your aim
by the end of the year is to know all the terms,
their definitions and what effect they have
when used.
Answering questions on Unfamiliar
Texts…
Learn the correct terms for language
features.
Learn how to recognise these features.
Read each question carefully: you must be
clear about what is being asked.
Refer to the text to develop your answer.
 Do not rush as you may overlook crucial details.
 Attempt every question.
 Write your answers in full sentences.
 Give examples to support any statements you
make.
 Two part questions require two part answers. If
you are asked to identify and discuss a language
feature, make sure you identify the feature using
the correct term, then give an example, and then
explain the purpose and effectiveness.
Reread the question and proof
read your answer before you
move onto the next question.
The terms you need to know…
Alliteration
The repetition of initial consonant sounds
in neighboring words e.g. the sweet smell
of success, a dime a dozen, bigger and
better, jump for joy, summer season.
 Pun
A play on words. Often used in headlines and
humour. E.g. “It was raining cats and dogs.
There were poodles all over the road”.
 Genre
A term taken from the French to signify a literary
form. E.g. novel, essay, biography.
Euphemism
The expression of something unpleasant
in a “nice” way. E.g. ‘passed away’ instead
of ‘died’ or ‘creative’ instead of ‘tells lies’.
Trite
An expression worn out by constant use
(similar to cliché). E.g. “Have a nice day”.
 Tone
A manner of expressing the author’s attitude,
feeling or mood towards a subject (written or
spoken). E.g. light hearted, suspicious,
negative, positive, critical, cheerful.
 Hyperbole
A figure of speech in which exaggeration is used
for effect. E.g. “This book weighs a tonne!” “I
could sleep for a year.”
 Oxymoron
A paradoxical statement that is a contradiction.
E.g. sweet sorrow, act naturally, found missing,
genuine imitation, good grief, same difference,
almost exactly, alone together, silent scream.
 Onomatopoeia
A word which sounds like its meaning, often
referred to as a sound word. E.g. buzz, drip,
pop.
 Tense
Verbs that show time, such as past tense
(walked) or present tense (walk). Past tense is
relaying something that has already happened.
Present tense is relaying something as it
happens.
 Stanza
A group of lines in a poem often linked by rhyme
and separated by a blank line.
 Rhetorical question
A question which is asked, not to get an answer,
but to achieve a strong emphasis or express a
strong emotion. E.g. “Who cares?”
 Imagery
Descriptions which invoke mental images in the
reader. This is often achieved with the use of
similes and metaphors.
 Denotation
The obvious, literal and accepted meaning of a
word. Its dictionary definition.
e.g. school – a place of education
 Connotation
The emotive association of a word (the
feelings/emotions you can connect with a word).
e.g. school may be positive or negative
depending on your experience.
 Idiom
Phrase or sentence that has a different meaning
to its literal meaning. E.g. “It’s raining cats and
dogs” = “It’s raining heavily”
 Jargon
Specialised vocabulary belonging to a group of
people who do the same work, are in the same
profession, or have the same field of interest.
e.g. scrum, tackle, lineout, front row, open-side
flanker, drop out 22, into touch, penalty,
crouch…touch…pause…engage = rugby jargon
Cliché
An expression which is used so often that
people recognise it immediately. Often
found in conversation. E.g. ‘turning over a
new leaf’, ‘the best thing since sliced
bread’, ‘when all’s said and done’.
Archaism
A word, spelling, construction that is old
fashioned. E.g. ‘Methinks’, ‘thee’, ‘thou’
Figurative language
Non-literal or imaginative meaning of the
word rather than its actual meaning.
e.g. ‘I was bored stiff’.
Hyperbole
Exaggeration. E.g. ‘I love you in a
thousand ways’.
Imperative
A command or order. E.g. ‘Stand up!’, ‘Buy
now!’.
Neolgism
Making up new words, often by joining
words together. E.g. ‘Greenpeace’
Repetition
Words that are repeated to increase the
effect. E.g. ‘Tomorrow, and tomorrow, and
tomorrow, Creeps in this petty pace from
day to day…’
Assonance
Repeated vowel sounds in words, e.g.
Smooth groove.
Emotive language
Words which have an emotional
association, stirring up emotions within an
audience. E.g. ‘There is a lack of food and
water, and little hope among the people.
We can make a difference’.
Satire
Any text which criticises people or ideas
by laughing at their stupidity.e.g. Angela’s
Ashes does this in subtle ways
(religion/England).
Slang
Vocabulary used by a group of people that
is unique to them. ‘You’re the bomb’,
‘speak to the hand’, ‘cool’, ‘it rocks’
Slogan
Distinctive and easily remembered phrase,
often used in advertisements. Nike – ‘just
do it’.
Stereotype
Fixed or over-simplified idea of a person.
E.g. all farmers wear moleskins, Airtex
shirts and RM Williams boots.
Acronym
A new word created by the initial letters of
a phrase. E.g. EFTPOS, BNZ, ANZAC
Synonym
A word of similar meaning. E.g. Big - large,
quick - fast
 Antithesis
The deliberate juxtaposition of opposite ideas in
parallel words, phrases, or grammatical
structures. E.g. ‘They died that we might live’;
‘he succeeded where we failed’.
 Symbol
An object or word used to represent a wider
quality or concept. E.g. A cross may stand for
death, white = purity, wedding ring =
commitment and love.
Allusion
An indirect reference to event or text that
is assumed to be well known to both the
writer and reader. E.g. Bible, popular TV
programmes/movies.
Ambiguity
Construction or usage that has more than
one possible meaning.
Colloquialism
Casual and informal language. E.g. They
wound up the party.
Contraction
Word(s) shortened by use of apostrophe,
e.g. don't, couldn't.
Didactic
In a teaching like manner. Language that
intends to instruct. E.g. a recipe,
instruction manual.
Litotes
deliberate understatement for effect, e.g.
"It's nothing, just a broken arm."
 Personal Pronouns
words that take the place of a noun. I, me, my,
he, she, it, you, your, they, them, their. Personal
Pronouns are used extensively in advertising
because they refer to the people involved in the
communication.
 First Person
includes the speaker(s) or writer(s) of the
message: I, me, my, mine, myself, we, us,
our(s), ourselves.
Second Person
Includes the people spoken to but
excludes the speaker: You, your(s),
yourself, yourselves.
Third Person
Refers to third parties - excluding the
speaker and receiver: he, him, his, she,
her(s), they, them, their(s).
 Statistics
The use of figures and percentages to give
weight to an argument.
 Protagonist and antagonist
The main character is a text is called the
protagonist or hero. He or she may be apposed
by an antagonist or villain. Texts often present a
contrast between good and evil characters.
Climax
Pivotal point in narrative (the most
thrilling/exciting bit).
Listing
A list of examples or details to give validity
to a general point.