In this article, we'll help you get familiar with most commonly used literary devices in prose and poetry. We'll give you a clear definition of each of the terms we discuss along with examples of literary elements and the context in which they most often appear (comedic writing, drama, or other).
examples of literary elements in the hobbit
Below is a list of literary devices, most of which you'll often come across in both prose and poetry. We explain what each literary term is and give you an example of how it's used. This literary elements list is arranged in alphabetical order.
You won't be able to identify literary elements in texts if you don't know what they are or how they're used, so spend some time memorizing the literary elements list above. Knowing these (and how they look in writing) will allow you to more easily pinpoint these techniques in various types of written works.
Looking for more in-depth explorations and examples of literary devices? Join us as we delve into imagery, personification, rhetorical devices, tone words and mood, and different points of view in literature, as well as some more poetry-specific terms like assonance and iambic pentameter.
For more information on your favorite works of literature, take a look at our collection of high-quality book guides and our guide to the 9 literary elements that appear in every story!
Listed below are several common literary devices. You would see most of these devices in everyday prose and poetry. This list is not exhaustive as you could also come across some other literary devices in turn. Each literary term is described in detail and examples of how they are used are included. This list of literary devices is arranged in alphabetical order.
Literary devices can entail general elements that come back again and again in a work of literature, as well as the specific and precise treatment of words only used once. Really, a literary device is anything that can take boring or flavorless writing and turn it into rich, engaging prose!
And it is those elements of The Hobbit which depart from the traditional folk tale that make the novel something recognisably modern. The hero is not some wet-behind-the-ears youngster who needs to go out and find his way in the world: he is a middle-aged and perfectly settled creature of habit who has his life all sorted and only agrees to leave his comfortable hobbit-hole with the greatest reluctance. He is not tricked by the villain but turns out to be the arch-trickster himself, outwitting Gollum and winning, for his efforts, the fated magic ring (another well-worn idea even when Tolkien used it: see the Ring of Gyges) that would become the centrepiece of The Lord of the Rings.
The practical purpose of this unit is the teaching of literary elements. We will incorporate as many literary devices as possible, such as plot, characterization, point of view, conflict, foreshadowing/flashback, tone/mood, and setting. We will look at where these devices appear in various texts. We will also concentrate on including them in the original fantasy stories we write.
We all know that literary elements are the basis for teaching reading. I am specifically referring to plot, characterization, point of view, conflict, foreshadowing/flashback, tone/mood, and setting. For this unit we will incorporate these elements into the fantasy stories we are using. There are many more literary elements, especially when teaching high school, such as irony, figurative language, allegory, etc. I have chosen just these seven for this unit. You can remove any of these you wish when teaching this unit in your classroom or add more that you wish to cover also.
After the literary elements have been taught, the students will again go back to the literature circles. They will be given the same book as before, but this time they will be looking for the literary elements previously discussed. Again, a report will be made providing the information for that book. Another short presentation to the class will be given relaying the information about the literary elements found in the story.
The students should have about a week to write and illustrate this story. Details like the length, type of binding, etc. can be left to the teacher. We all have students of different ages and abilities, so this unit can be adapted to your classroom needs. A good way to keep the students focused is to provide them a checklist of things that need to be covered in the story. For example, each of the elements of fantasy needs to be checked as being used or not used. Also, a list of the literary elements needs to be addressed and noted where it occurs in the story. So let's say the rough draft of the story is turned in and the paragraphs or pages are numbered. On the checklist the students would note where in the story, page or paragraph, it provides the setting or the universal theme is revealed. Also they would note where the use of point of view is revealed and where the conflict is noted. It would be a way for the teacher to check that the students are understanding the assignment in incorporating the elements learned properly. Also this is a good way to keep the students focused on using and applying the knowledge they gained from the lesson. These books will definitely be something to display and something the students will be proud of. Be sure to expose the students to many fantasy picture books in addition to those used for the literature circle. It would be good if they could refer to some of the books as they are working to get ideas. This is especially helpful for the struggling readers who may not know where to begin when writing an original story.
I would suggest creating extended literature circles in which the groups read a fantasy novel. I have suggested and referenced many in this unit. I would, however, enforce that a student could not be in a literature circle for a novel he or she has already read. The purpose of the literature circles would be to expose the students to new novels as well as provide practice for them in identifying all the fantasy and literary elements learned in this unit.
Materials: Notes on literary elements, a variety of fantasy picture story books. Optional: a handout containing this information for students. Also, a handout or report to be completed by the literature circle group concerning the various literary elements.
Activities: The teacher will present the information about the literary elements, being sure to give examples where possible. Students will either take notes on the lecture or will be given a handout to review. After all literary elements have been discussed, students will return to their literature circles and re-read their picture book looking for examples of each of the literary elements presented. Each group will complete a short report on their findings citing specific examples where possible.
Activities: Students choose partners or small groups with which to work. Each group will create an original fantasy picture story book that contains illustrations. The students must include several of the motifs of fantasy as well as several of the literary devices. Each group will complete a checklist provided by the teacher of what is to be included. Students will complete the checklist citing examples from their story. After all stories have been created each group will read their original picture story book to the class.
Narrative is the telling of related events in a cohesive format that centers around a central theme or idea. All literary elements of a narrative story work to uphold and enhance that central idea. Story is often considered a synonym for narrative. Generally, a narrative is told by a narrator of some type who relates all the action and details to the reader as the story develops.
The Hobbit; or There and Back Again was published in 1937 to favorable reviews. It took Tolkien seventeen years before the hobbits returned in The Lord of the Rings, a trilogy consisting of The Fellowship of the Ring (1954), The Two Towers (1954), and The Return of the Ring (1955). Although Tolkien's bibliography contains many great works, The Hobbit and The Lord of the Rings represent the heart of his literary accomplishments. He produced few writings after the success of his 1950s masterpiece. Tolkien died from complications resulting from a bleeding gastric ulcer and a chest infection on September 2, 1973, in Bournemouth, England. However, several of his works were published posthumously, including The Silmarillion (1977). Tolkien's work continues to be popular with readers and critics alike. 2ff7e9595c
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