FIGURATIVE LANGUAGE - Walch · Allusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....

FIGURATIVELANGUAGE

FIGURATIVELANGUAGE

ii ii iiTable of Contents

DDaaii llyy WWaarrmm--UUppss:: FFiigguurraattiivvee LLaanngguuaaggee

Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Alliteration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Allusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Antithesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Apostrophe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Consonance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Euphemism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Hyperbole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Imagery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Irony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Litotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Metonymy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Onomatopoeia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

ii ii iiTable of Contents


Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Alliteration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Allusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Antithesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Apostrophe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Consonance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Euphemism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Hyperbole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Imagery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Irony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Litotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Metonymy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Onomatopoeia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

ii vv Table of Contents, continued


Oxymoron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Paradox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Personification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Pun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Simile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137Symbol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Synecdoche . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150Identifying Figurative Language . . . . . . . . . . . . . . . . . 155Rewriting Figurative Language . . . . . . . . . . . . . . . . . . .167

ii vv Table of Contents, continued


Oxymoron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Paradox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Personification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Pun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Simile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137Symbol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Synecdoche . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150Identifying Figurative Language . . . . . . . . . . . . . . . . . 155Rewriting Figurative Language . . . . . . . . . . . . . . . . . . .167

11

© 2005 Walch Publishing

FFiigguurraattiivvee LLaanngguuaaggee

DDaaii llyy WWaarrmm--UUpp

ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

TThheerree aarree ssoo mmaannyy rreeaassoonnss why we usefigurative language: to add color, drama, persuasiveness, ornament,

clarity, and wit. We also use it for concealment when we want tocover up our real feelings. To speak literally all the time would make

language dull and limit our abilities to express our emotions.

The exercises that follow will invite you to think about figurativelanguage and use it more imaginatively.

To begin with, haul out a comprehensive dictionary and look up the wordfigurative. Write the definition.

Did you notice the use of the word haul in the directions above? That is figurativelanguage. If your dictionary is easy to handle, you can see that this is playing withlanguage a bit to give the sentence a little color and drama.

11


FFiigguurraattiivvee LLaanngguuaaggee


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

TThheerree aarree ssoo mmaannyy rreeaassoonnss why we usefigurative language: to add color, drama, persuasiveness, ornament,

clarity, and wit. We also use it for concealment when we want tocover up our real feelings. To speak literally all the time would make

language dull and limit our abilities to express our emotions.

The exercises that follow will invite you to think about figurativelanguage and use it more imaginatively.

To begin with, haul out a comprehensive dictionary and look up the wordfigurative. Write the definition.

Did you notice the use of the word haul in the directions above? That is figurativelanguage. If your dictionary is easy to handle, you can see that this is playing withlanguage a bit to give the sentence a little color and drama.

44


AAll ll ii tteerraattiioonn

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa

ttiivveeLLaanngguuaaggee

AAll ll iitteerraattiioonn iiss the repeating of beginning consonantsounds. Even very young children love tongue twisters that usealliteration. Here is an example:

Sue sells seashells by the seashore.

Alliteration can be a great help to memory. It is alliteration that helpsus remember certain phrases. For example, “live and learn,” “sink orswim,” “the more the merrier,” and “green as grass” all use alliteration.

List five examples of alliteration below.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

44


AAll ll ii tteerraattiioonn

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


AAll ll iitteerraattiioonn iiss the repeating of beginning consonantsounds. Even very young children love tongue twisters that usealliteration. Here is an example:

Sue sells seashells by the seashore.

Alliteration can be a great help to memory. It is alliteration that helpsus remember certain phrases. For example, “live and learn,” “sink orswim,” “the more the merrier,” and “green as grass” all use alliteration.

List five examples of alliteration below.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

11 33


AAll lluussiioonn


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

AAll lluussiioonn iiss an indirect reference to a well-known person,place, thing, or event. When an allusion is used in writing, it can

call up relevant associations. For example, when someone is referredto as a “Romeo,” we understand the reference to a protagonist in

Romeo and Juliet. This calls up the image of a lover.

Read the following allusions and then describe the associations each one evokes.

1. Cupid __________________________________

_______________________________________

_______________________________________

2. Scrooge ________________________________

_______________________________________

_______________________________________

3. Lilliputian ______________________________

_______________________________________

_______________________________________

11 33


AAll lluussiioonn


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

AAll lluussiioonn iiss an indirect reference to a well-known person,place, thing, or event. When an allusion is used in writing, it can

call up relevant associations. For example, when someone is referredto as a “Romeo,” we understand the reference to a protagonist in

Romeo and Juliet. This calls up the image of a lover.

Read the following allusions and then describe the associations each one evokes.

1. Cupid __________________________________

_______________________________________

_______________________________________

2. Scrooge ________________________________

_______________________________________

_______________________________________

3. Lilliputian ______________________________

_______________________________________

_______________________________________

11 99


AAnnttiitthheessiiss


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

AAnnttiitthheessiiss iiss the contrasting of ideas in the same (or a neighboring) sentence. It is often used to highlight a single

characteristic by giving it a contrasting setting. Antithesisestablishes a clear, contrasting relationship between two ideas by

joining them together or juxtaposing them, often in parallel structure.

Here are some famous examples of antithesis.

That’s one small step for [a] man, one giant leap for mankind. —Neil Armstrong, on stepping on the moon

To err is human; to forgive, divine. —Alexander Pope

Now find three other examples of antithesis and write them below.

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

11 99


AAnnttiitthheessiiss


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

AAnnttiitthheessiiss iiss the contrasting of ideas in the same (or a neighboring) sentence. It is often used to highlight a single

characteristic by giving it a contrasting setting. Antithesisestablishes a clear, contrasting relationship between two ideas by

joining them together or juxtaposing them, often in parallel structure.

Here are some famous examples of antithesis.

That’s one small step for [a] man, one giant leap for mankind. —Neil Armstrong, on stepping on the moon

To err is human; to forgive, divine. —Alexander Pope

Now find three other examples of antithesis and write them below.

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

22 77


AAppoossttrroopphhee


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

AAppoossttrroopphhee iiss when an absent person, an abstractconcept, or an important object is directly addressed. It might be

easy to remember apostrophe if you recall that the punctuation markapostrophe replaces letters that are missing in contractions. Speaking

to someone or something that is missing is also called apostrophe.Read the examples of apostrophe below.

Roll on, thou deep and dark blue Ocean, roll!—Lord Byron, “The Sea”

Hail to thee, blithe spirit!—Percy Bysshe Shelley, “To a Skylark”

Shelley talks to and praises the skylark through the entire poem, but the skylark isnot expected to respond.

Now give five examples of apostrophe that you might use in everyday speech.Think of five items to talk to. What questions do you want to ask? Whatconversation will you have?

22 77


AAppoossttrroopphhee


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

AAppoossttrroopphhee iiss when an absent person, an abstractconcept, or an important object is directly addressed. It might be

easy to remember apostrophe if you recall that the punctuation markapostrophe replaces letters that are missing in contractions. Speaking

to someone or something that is missing is also called apostrophe.Read the examples of apostrophe below.

Roll on, thou deep and dark blue Ocean, roll!—Lord Byron, “The Sea”

Hail to thee, blithe spirit!—Percy Bysshe Shelley, “To a Skylark”

Shelley talks to and praises the skylark through the entire poem, but the skylark isnot expected to respond.

Now give five examples of apostrophe that you might use in everyday speech.Think of five items to talk to. What questions do you want to ask? Whatconversation will you have?

33 33


AAssssoonnaannccee


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

AAssssoonnaannccee iiss the repetition of vowel sounds. Read theexamples below.

And so, all the night-tide, I lie down by the side

Of my darling—my darling—my life and my bride.

—Edgar Allan Poe, “Annabel Lee”

An old, mad, blind, despised, and dying king.—Percy Bysshe Shelley, “England in 1819”

Try using assonance in your own writing. Start by writing three words on each linebelow that contain assonance.

1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________

33 33


AAssssoonnaannccee


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

AAssssoonnaannccee iiss the repetition of vowel sounds. Read theexamples below.

And so, all the night-tide, I lie down by the side

Of my darling—my darling—my life and my bride.

—Edgar Allan Poe, “Annabel Lee”

An old, mad, blind, despised, and dying king.—Percy Bysshe Shelley, “England in 1819”

Try using assonance in your own writing. Start by writing three words on each linebelow that contain assonance.

1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________

44 66


EEuupphheemmiissmm

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


AA eeuupphheemmiissmm is a word or a phrase that uses inoffensivelanguage to express something offensive or unpleasant. Forexample, if you were to use the phrase “comfort station” in place of “toilet,” you would be using a euphemism.

Euphemism is often used by the military, especially during times ofwar. In the left column are euphemisms that the U.S. military oftenemploys. In the right column are the words that say what the military isactually talking about. Match each euphemism on the left with its realmeaning on the right. Write the correct letter on the line.

___ 1. collateral damage a. the overthrow of a government

___ 2. friendly fire b. precision bombing

___ 3. regime change c. civilian deaths

___ 4. surgical strike d. the site of nuclear bomb detonation

___ 5. ground zero e. accidental death or injury of a soldier by his or her fellow soldiers

44 66


EEuupphheemmiissmm

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


AA eeuupphheemmiissmm is a word or a phrase that uses inoffensivelanguage to express something offensive or unpleasant. Forexample, if you were to use the phrase “comfort station” in place of “toilet,” you would be using a euphemism.

Euphemism is often used by the military, especially during times ofwar. In the left column are euphemisms that the U.S. military oftenemploys. In the right column are the words that say what the military isactually talking about. Match each euphemism on the left with its realmeaning on the right. Write the correct letter on the line.

___ 1. collateral damage a. the overthrow of a government

___ 2. friendly fire b. precision bombing

___ 3. regime change c. civilian deaths

___ 4. surgical strike d. the site of nuclear bomb detonation

___ 5. ground zero e. accidental death or injury of a soldier by his or her fellow soldiers

55 88


HHyyppeerrbboollee

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


Do you feel and look as old as the hills? Then you need to tryReva’s Wrinkle Reducer.You would need to use gallons of otherlotions and creams to get the same effect you get from onetreatment of Reva’s.With Reva’s, you will have the smoothest,softest skin on the whole planet.You’ll thank yourself a million times a day for deciding to try Reva’s Wrinkle Reducer!

The advertisement above uses hyperbole, or extreme exaggeration, to getyour attention. Can you think of advertisements in the real world that usehyperbole to get a point across?

On the lines below, write at least three advertising slogans of your own that usehyperbole. Be creative—the more ridiculous they are, the better!

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

55 88


HHyyppeerrbboollee

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


Do you feel and look as old as the hills? Then you need to tryReva’s Wrinkle Reducer.You would need to use gallons of otherlotions and creams to get the same effect you get from onetreatment of Reva’s.With Reva’s, you will have the smoothest,softest skin on the whole planet.You’ll thank yourself a million times a day for deciding to try Reva’s Wrinkle Reducer!

The advertisement above uses hyperbole, or extreme exaggeration, to getyour attention. Can you think of advertisements in the real world that usehyperbole to get a point across?

On the lines below, write at least three advertising slogans of your own that usehyperbole. Be creative—the more ridiculous they are, the better!

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

77 22


II rroonnyy

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


RReeaadd tthhee ffooll lloowwiinngg statements. Then describe acircumstance in which the statement would be an example of ironyand a circumstance in which it would not be irony.

Example: “Well, that stinks.”a. irony: I just won the lottery.b. not irony: Someone just hit my car.

1. “What a nice guy.”

a. irony: _____________________________________

b. not irony:__________________________________

2. “He is so thoughtful.”

a. irony: _____________________________________

b. not irony:__________________________________

3. “Well, isn’t this a great situation!”

a. irony: _____________________________________

b. not irony:__________________________________

77 22


II rroonnyy

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


RReeaadd tthhee ffooll lloowwiinngg statements. Then describe acircumstance in which the statement would be an example of ironyand a circumstance in which it would not be irony.

Example: “Well, that stinks.”a. irony: I just won the lottery.b. not irony: Someone just hit my car.

1. “What a nice guy.”

a. irony: _____________________________________

b. not irony:__________________________________

2. “He is so thoughtful.”

a. irony: _____________________________________

b. not irony:__________________________________

3. “Well, isn’t this a great situation!”

a. irony: _____________________________________

b. not irony:__________________________________

99 11


MMeettaapphhoorr


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

SSoommeettiimmeess,, it can be hard to tell similes and metaphorsapart. Remember, similes use the word like or as. Metaphors

substitute one word for another.

The sentences below use similes to compare two things. Rewrite eachsimile as a metaphor.

1. She looked up, her eyes as blue as cornflowers.

____________________________________________________

2. He carried the whole thing off like an actor playing a part.

____________________________________________________

3. Jenna looked him, her glance as cold as ice.

____________________________________________________

4. We could hear him from down the hall as he yelled at them in avoice like thunder.

___________________________________________________

5. Paul felt his debts were like a bottomless sea, and he wassinking.

___________________________________________________

99 11


MMeettaapphhoorr


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

SSoommeettiimmeess,, it can be hard to tell similes and metaphorsapart. Remember, similes use the word like or as. Metaphors

substitute one word for another.

The sentences below use similes to compare two things. Rewrite eachsimile as a metaphor.

1. She looked up, her eyes as blue as cornflowers.

____________________________________________________

2. He carried the whole thing off like an actor playing a part.

____________________________________________________

3. Jenna looked him, her glance as cold as ice.

____________________________________________________

4. We could hear him from down the hall as he yelled at them in avoice like thunder.

___________________________________________________

5. Paul felt his debts were like a bottomless sea, and he wassinking.

___________________________________________________

110044


OOnnoommaattooppooeeiiaa

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


UUssiinngg oonnoommaattooppooeeiiaa in your writing is a uniqueway to help a reader hear what he or she is reading.

The words below are all examples of onomatopoeia. Choose four ofthe words and use them in a paragraph. Your paragraph can be aboutanything, so be creative!

boom neigh

clang ping

coo screech

hiss sizzle

meow whoosh

110044


OOnnoommaattooppooeeiiaa

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


UUssiinngg oonnoommaattooppooeeiiaa in your writing is a uniqueway to help a reader hear what he or she is reading.

The words below are all examples of onomatopoeia. Choose four ofthe words and use them in a paragraph. Your paragraph can be aboutanything, so be creative!

boom neigh

clang ping

coo screech

hiss sizzle

meow whoosh

11 1166


PPaarraaddooxx

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


AA ppaarraaddooxx iiss a statement that seems to contradict itselfbut actually makes sense. Paradox is different from but related tooxymoron. An oxymoron is a brief phrase that uses words that areopposites. A paradoxical statement is longer and suggests a situationthat appears impossible but works within the context of the poem orstory. Paradox attracts the reader’s or the listener’s attention and givesemphasis.

Here is an example of paradox in the poem “A Lecture Upon the Shadow”by John Donne, the seventeenth-century poet.

Love is a growing or full constant light,

And his first minute after noon is night.

There are at least two paradoxes in these two lines. First, if love is a “growing orfull constant light,” how can it be night? Second, the first minute after noon is,as we know, far from night.

Now, choose an emotion that you have experienced that seemed paradoxical.Explain it below.

11 1166


PPaarraaddooxx

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


AA ppaarraaddooxx iiss a statement that seems to contradict itselfbut actually makes sense. Paradox is different from but related tooxymoron. An oxymoron is a brief phrase that uses words that areopposites. A paradoxical statement is longer and suggests a situationthat appears impossible but works within the context of the poem orstory. Paradox attracts the reader’s or the listener’s attention and givesemphasis.

Here is an example of paradox in the poem “A Lecture Upon the Shadow”by John Donne, the seventeenth-century poet.

Love is a growing or full constant light,

And his first minute after noon is night.

There are at least two paradoxes in these two lines. First, if love is a “growing orfull constant light,” how can it be night? Second, the first minute after noon is,as we know, far from night.

Now, choose an emotion that you have experienced that seemed paradoxical.Explain it below.

112266


PPeerrssoonniiffiiccaattiioonn

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


PPeerrssoonniiffiiccaattiioonn ccaann bbee used to give humanlikequalities to an animal, an idea, or a thing. Personification can helpcommunicate a feeling or an attitude.

William Carlos Williams uses personification in “Winter Trees.”Underline the words and phrases that give the trees human qualities.

Winter TreesAll the complicated details of the attiring and the disattiring are completed! A liquid moon moves gently among the long branches. Thus having prepared their buds against a sure winter the wise trees stand sleeping in the cold.

Now, choose an animal or an object that is part of your everyday life. Write ashort poem in which you give your subject humanlike qualities.

112266


PPeerrssoonniiffiiccaattiioonn

DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


PPeerrssoonniiffiiccaattiioonn ccaann bbee used to give humanlikequalities to an animal, an idea, or a thing. Personification can helpcommunicate a feeling or an attitude.

William Carlos Williams uses personification in “Winter Trees.”Underline the words and phrases that give the trees human qualities.

Winter TreesAll the complicated details of the attiring and the disattiring are completed! A liquid moon moves gently among the long branches. Thus having prepared their buds against a sure winter the wise trees stand sleeping in the cold.

Now, choose an animal or an object that is part of your everyday life. Write ashort poem in which you give your subject humanlike qualities.

1166 11


IIddeennttiiffyyiinngg FFiigguurraattiivvee LLaanngguuaaggee


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

DDeecciiddee wwhhaatt ttyyppee of figurative language is beingused in each of the following examples. Write the correct term on

the line.

1. Diamondbacks Dump Dodgers

____________________________

2. These players come and go. It is a revolving door.

____________________________

3. Yankees Topple Tigers in Tenth

____________________________

1166 11




ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

DDeecciiddee wwhhaatt ttyyppee of figurative language is beingused in each of the following examples. Write the correct term on

the line.

1. Diamondbacks Dump Dodgers

____________________________

2. These players come and go. It is a revolving door.

____________________________

3. Yankees Topple Tigers in Tenth

____________________________

116622



DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


DDeecciiddee wwhhaatt ttyyppee of figurative language is beingused in each of the following examples. Write the correct term onthe line.

1. A Pick-Me-Up Win ____________________________

2. Down in the Dumps after Two Defeats

____________________________

3. Shaky Shaq Misses Shot ____________________________

4. Whistle while you work. ____________________________

116622



DDaa

iillyyWW

aarrmm

--UU

ppss

::FF

iigg

uurraa


DDeecciiddee wwhhaatt ttyyppee of figurative language is beingused in each of the following examples. Write the correct term onthe line.

1. A Pick-Me-Up Win ____________________________

2. Down in the Dumps after Two Defeats

____________________________

3. Shaky Shaq Misses Shot ____________________________

4. Whistle while you work. ____________________________

11 7755


RReewwrriitt iinngg FFiigguurraattiivvee LLaanngguuaaggee


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

RReewwrriittee ttoo make this figurative expression literal.

She is a puzzle badly in need of a solution.

11 7755


RReewwrriitt iinngg FFiigguurraattiivvee LLaanngguuaaggee


ss::

FFiigg

uurraa

ttiivv

eeLL

aann

gguu

aagg

ee

RReewwrriittee ttoo make this figurative expression literal.

She is a puzzle badly in need of a solution.

FIGURATIVE LANGUAGE - Walch · Allusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....

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Transcript of FIGURATIVE LANGUAGE - Walch · Allusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....