TABE

Writers use devices to create specific effects and engage readers. Recognizing these devices shows you how an author builds meaning.

Device	Defi nition	Example
Simile	Comparestwounlikethingsusinglikeoras	"Hersmilewaslikesunshine" .
Metaphor	Statesthatonethingisanother astrongercomparison ,	"Timeismoney" .
	thanasimile
Personification	Gives human qualities or actions to non-human things	"Thewindwhisperedthroughthetrees" .
Hyperbole	Deliberateexaggerationforemphasisoreffect	"I'vetoldyouamilliontimes" .

Device	WhatItDoes
Imagery	Descriptivelanguagethatappealstothefivesenses:visual(sight) auditory(sound) tactile(touch) olfactory , , ,
	(smell) andgustatory(taste) Insteadof"thegardenwasbeautiful"awritermightdescribe"crimsonroses , . ,
	climbingaweatheredtrellis theirsweetfragranceminglingwiththeearthyscentoffreshlyturnedsoil" , .
Symbolism	Anobject character figure orcolorthatrepresentsanabstractidea Adoveoftensymbolizespeace ared , , , . ,
	roselove darknessevilorignorance andlightgoodnessorknowledge , , .
Irony	Acontrastbetweenexpectationandreality Verbalirony:sayingtheoppositeofwhatismeant often . ,
	sarcastically Situationalirony:anoutcomeoppositetowhatwasexpected Dramaticirony:theaudience . .
	knowssomethingthecharactersdonot .
Tone	Theauthor'sattitudetowardthesubjectoraudience(formal informal serious humorous sarcastic , , , , ,
	sympathetic critical objective) revealedthroughwordchoice sentencestructure anddetails , , , , , .
Mood	Theemotionalatmospherethetextcreatesforthereader Toneistheauthor'sattitude;moodiswhatthe .
	readerfeels Ahorrorstorycreatesfearorsuspense;acomedycreatesalightheartedmood . .
Foreshadowing	Hintsorcluesabouteventsthatwillhappenlater usedtobuildsuspenseandpreparethereader , .
Flashback	Aninterruptionofthetimeordertoshowearlierevents usedtogivebackground revealmotivation orexplain , , ,
	presentcircumstances .
Allusion	A brief reference to a well -known person place event literary work or work of art that the author expects , , , ,
	readerstorecognize .

History and Culture

Reading passages often contain historical and cultural content. Understanding the context in which a text was written, and the perspective of its author, explains references, attitudes, and viewpoints that might otherwise seem confusing or outdated.

The social, political, economic, and cultural conditions that

Every text reflects the values, beliefs, and assumptions of its

existed when a text was written. Ask when and where it was

author and intended audience. Perspective shapes which

written, what major events were taking place, which social

topics are addressed, how information is presented, and what

norms and values prevailed, and what the author's position in

the author assumes readers already know.

society was.

SourceType	Defi nition	Examples
Primarysource	Anoriginal firsthandaccountcreatedduringthe ,	Diaries letters speeches photographs , , , ,
	periodbeingstudied;directevidenceofeventsand	governmentdocuments newspaperarticlesfrom ,
	perspectives	thetime
Secondarysource	Aworkthatinterprets analyzes orsummarizes , , primarysources;onestepremovedfromtheevents	Textbooks biographies documentaries , , , historicalanalyses

Bias and Point of View

Every author writes from a point of view shaped by perspective, background, experiences, and beliefs. Bias is a leaning that affects objectivity. Authors show bias through word choice, the selection of facts, the omission of information, or emphasis on certain perspectives. Recognizing bias helps you judge how reliable and complete a text is.

Analyzing a Historical Document

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Background and motives

Who it was written for

Why it was written

Events that shaped it

What it reveals about the

period

Historical reading also shows how past events, ideas, and movements influence the present. Patterns in history often repeat, so historical precedents provide context for interpreting current events.

Responding to literature means engaging with a text thoughtfully: forming interpretations, making connections, and explaining your reactions. Every strong response is grounded in the text itself.

Response	WhatItInvolves
Personal	Yourindividualreactionbasedonyourexperiences values andemotions:identifyingwithacharacter , , ,
	relatingeventstoyourownlife oragreeingordisagreeingwithideas Strongpersonalresponsespointtothe , .
	specificpartsofthetextthatpromptedthem .
Analytical	Examineshowatextworksandwhyitcreatescertaineffects consideringstructure language character , , ,
	development theme andliterarydevices , , .
Interpretive	Determinesthemeaningofatext includingthemes symbols andimpliedmessages Severalinterpretations , , , .
	cancoexistifeachislogicallysupportedbythetext .
Critical	Evaluatesatext'squality effectiveness orvalue:whethertheauthorachievedthepurpose whether , , ,
	argumentsareconvincing andwhetherthewritingisskilled Itrequiresclearcriteriaappliedconsistently , . .
Text-to-Self	Text-to-Text Text-to-World
Relatesthereadingtoyourown Linksthereadingtootherbooks Relatesthereadingtoevents issues or , , ,
experiences memories orfeelings articles films ormedia conditionsinsociety , , . , , . .

Evidence includes direct quotations, paraphrased passages, and references to specific scenes, characters, or details. Evidence keeps an interpretation rooted in the text rather than in unsupported opinion. On the test, the best description of a written response to literature is almost always the one that explains an interpretation using evidence from the text.