Higher Close Reading Imagery What its Not Imagery

Higher Close Reading Imagery

What it’s Not! • Imagery does not mean ‘descriptive writing’ eg Down on the level, its pink walls, and straggling roses, and green-painted rain barrel hidden by a thick dusty planting of spruce and larch, was Fin-me-oot Cottage, where house martins flocked to nest in summer, and small birds found plenteous food on the bird tables. . .

What Imagery Is Technically it is mainly concerned with three ‘figures of speech’ • Simile • Metaphor • Personification

1. Simile Signified by the use of like or as…as. For example: • The messenger ran like the wind • The poppies were as red as blood Easy to recognise –trickier to explain

The messenger ran like the wind • It is not enough to say ‘the messenger ran very fast’ because this just gives you the meaning (denotation) when you will be asked about its effect • A better beginning would be: The simile (quote it) gives the impression of speed because the wind is fast • But this will still not explain why the writer specifically chose ‘wind’ so…

… an even better answer • The simile (quote it) gives the impression of speed because the wind is seen as a powerful force which reaches great speeds. It might also suggest that the runner was so fast that he was creating turbulence like the wind. • N. B. it’s denotation plus connotation

Why is this simile effective? • the poppies were as red as blood • Answer (This simile is effective) because it tries to communicate the intensity of the red colour of the poppies. The word ‘blood’ suggests not just colour, but the richness of the flower’s tone. • Now it’s your turn

Metaphor • The metaphor is probably the most powerful device in the English language • Metaphor says something is something – the woman is a cat – not literally of course • The attributes of the cat and the woman are shared. The connotations of a cat reflect the qualities of the woman • Think about the difference if the woman had been compared to a kitten

Why use a metaphor? • Good metaphors contain a lot of information that can be transferred economically to the reader • Think about the connotations of this metaphor and what conveys to you about the umbrellas: As the wind strengthened the men clung on to the big, black birds of their umbrellas. Few words but lots of ideas.

So. . . To work with a metaphor your need to: 1. Identify the metaphor – but you get no marks for that on its own. 2. Show the connotations of the metaphor help to develop or refine your idea of what is being described – the literal root. 3. Show the link between the connotations which you have chosen and the literal meanings of the words used in the metaphor (2 and 3 can be reversed)

Example 1 • Too many tourists are so wedded to to their camera that they cease to respond directly to the places of beauty they visit. They are content to take home a dozen rolls of exposed film instead, like a bank full of monopoly money. Show the metaphor highlights the writer’s disapproval of the tourists

So how do we apply this formula? 1. The metaphor is ‘wedded’ (0 marks) 2. The connotations of ‘wedded’ are being in a permanent relationship as a result of being married, dependency, closeness, exclusivity 3. All of which have the effect of illustrating how completely indispensable and consuming the camera is to the tourist as if they are married. 4. The literal root of the image is established in point 2!

Just as. . . so too • Just as wedded has connotations of being in a permanent relationship as a result of being married, so too does the tourist and the camera share similar traits. Each have a dependency and closeness, and suggest how indispensible and consuming the camera is to the tourist as if they are married.

Summary (metaphor) 1. Identify or quote the metaphor 2. Show the literal and figurative come together to create an effect 3. Say what the effect is

Personification • Personification is a sub-set of metaphor • Some thing or an animal is given human attributes • Analyse it in the same way as a metaphor • Consider ‘the sky wept’