Analysis of the Use and Abuse of Figurative Language in Communication

Analysis of the Use and Abuse of
Figurative Language in Communication
April 20, 2012

Analysis of the Use and Abuse of
Figurative Language in Communication
Despite being the world 's language used for convenience, English is the most difficult European language to learn to read. Children learning other languages obtain the basic elements of literacy within a year, but British kids take two-and-a-half years to reach the same point . Although their American counterparts are destined to have similar results, persons not raised to absorb English as their primary dialect will be faced to interpret a myriad of confusing word rules involving spelling, sounds, order, stress, synonyms, and conjugation. Another hurdle facing those from other cultures who need to learn English is grasping the difference between literal and figurative expression.
Communication with literal language uses words that do not deviate from their defined meaning. Figurative language contains words, and groups of words, that change the usual meanings of the element words. Figurative language may involve referral to similar concepts or other contexts, and may involve overstatement. These changes result in specific figures of speech. Some of the types of figurative language that will be discussed in this essay are idioms, analogies, metaphors, similes, and clichés. In addition, you will read about amphibolies, flame words, hyperboles, euphemisms, and colloquialisms.
Idioms are special expressions that can enhance your conversation. Instead of using a statement such as “You understand my point”, you might proclaim “You’ve hit the nail on the head”. Or instead of noticing, “That man is deceased”, you might declare “He has kicked the bucket”. When you use idioms you language appears more colorful, more real. If used properly, these expressions can be very impressive and indicate that your English is expansive. However, care should be exercised with idioms. A person can absorb some expressions in a short time, but that doesn 't mean he knows how to use them. After seeing the expressions used under a variety of conditions then they can be used with confidence. In addition, we should only use idiomatic expressions only when we really need them. If you use a phrase at the wrong time, trying to impress, you may lose credibility with your audience .
Analogies are present when one person, place, thing or event is used to describe another. In most cases the analogy is created by using "like" to connect the two situations. To remark on a person’s garment, say “That yellow dress brightens the room like a hundred-watt bulb”. Or, “That suit made him seem like a funeral director”. Analogies can get your message across in a creative way when you 're writing or speaking. However, they should be used sparingly to avoid lessening their impact .
A simile is another figure of speech comparison where two things are noted as being similar or alike. The expression is sometimes confused with analogy because the words "like", "as", and "than" are generally (but not always) used. Some examples are: Quiet as a mouse. Alone, like a leper. Green as grass. Stronger than steel. Dumb as a ox. Quick as a fox. Similes can greatly enliven a piece of writing if the objects compared are generally recognized .
Metaphors also give figurative comparisons, but these are implied rather than connected by “like” or “as” . Expressions derived from sporting events abound in the English language: Batting a thousand. Throwing in the towel. Slam dunk. Out of bounds. Behind the 8-ball. Like similes, metaphors are reliable in creating vivid sight and sound images. But they can confuse the addressees if they have not been exposed to the image conveyed.
A popular tenet offered in writing guides is to avoid the cliché, which is any overly familiar word or phrase, because that demonstrates a lack of imagination (Nordquist, What Are Clichés and Why Are We Supposed to Avoid Them?, 2012). Also, it may irritate the reader and damage the author’s reputation. Some overused nuggets are: at the end of the day, by the same token, in a perfect world, last but not least, and my personal least favorite, familiarity breeds contempt (“contempt” often replaced by “content”). As a sensible practice, clichés should be minimized to facilitate clearer understanding .
Many scholars have probably been victimized by the amphiboly while unaware of the term. Its definition is a fallacy that relies on an ambiguous word or grammatical structure to confuse or mislead an audience . For example, consider the saying: “Patient at Death 's Door--Doctors Pull Him Through”. Depending on your understanding, you may be prepared to congratulate or criticize the physicians. Sometimes the confusion is intentional in order to inject humor; however, if a literal meaning is preferred, the author must restructure accordingly.
“Flaming”, or the use of “flame words” is the most common form of electronic abuse; it may be described as hostile, inflammatory, belittling, or aggressive statements during electronic communication . Example: “Hello, stupid! If you weren’t such an idiot, you’d understand why you’re wrong about everything.” This kind of remark has no place in intelligent discourse. Constructive criticism is appropriate and usually welcomed—flaming is reviled and will only create unnecessary conflict.
The hyperbole is another figure of speech which can be compared with the amphiboly because it is occasionally applied for humorous purposes. However, its distinction rests on the use of exaggeration to make a broad statement. One famous overstatement was voiced by President John F. Kenney at a dinner honoring 49 Nobel Prize winners: “I think this is the most extraordinary collection of human talent, of human knowledge, that has ever been gathered at the White House--with the possible exception of when Thomas Jefferson dined alone” . Thus, a message can be highly memorable if couched within a skillfully placed hyperbole.
Contrary to the purposes for flame words, the euphemism is a substitution of an inoffensive term (such as "passed away") for one considered offensively explicit ("died"). More examples are: pre-owned for used or second-hand; enhanced interrogation for torture; misspoke for lie; tactical withdrawal for retreat; revenue augmentation for raising taxes; convenience fee for surcharge; courtesy reminder for bill; and unlawful combatant for prisoner of war. Although euphemisms certainly have a legitimate place in language, critics have protested that the new term frequently spoils the original concept. In fact the late comic great George Carlin remarked, “"The more syllables a euphemism has, the further divorced from reality it is."
The final term for discussion is the colloquialism, as known as slang, or lingo. It is defined as an informal expression that is more often used in casual conversation than in formal speech or writing. Although widely used, it has disadvantages. First, it creates a barrier to communication for the unversed. Second, because most slang is short and lively, favoring one-syllable words, it can develop into clichés, rather than the use of more precise words. Notable examples: cool, weird, phat, whatever, whazzup, chill out, unbelievable, smashed and loaded
Despite their differences, all the previous figures of speech have developed in our language to serve one purpose: to convey some idea to others. Whether that purpose is accomplished correctly depends entirely up to the user. Careful consideration of the receiver will normally ensure that the idea is acknowledged well. Proper understanding prevents problems, so select literal language may be the better for the uninitiated. But if you can get away with it, maybe a metaphor or analogy will give a speech the right spark—colloquialism intended.
References
DeVito, J. (2009, October 10). Learning English Idioms. Retrieved from Learn English with Teacher Joe: http://www.teacherjoe.us/LearnEnglish97.html
How to Use Analogies. (2012, April 20). Retrieved from eHow Family: http://www.ehow.com/how_2216383_use-analogies.html
Kanieski, G., & Panza, J. (2000). Types of Flaming or Abuses of Electronic Communication. Retrieved from Cuyahoga Community College: http://instruct.tri-c.edu/dcarett/WEB_Electronic_Abuses.pdf
Nordquist, R. (2012, April 9). amphiboly. Retrieved from About.com Grammar & Composition: http://grammar.about.com/od/ab/g/amphibolyterm.htm
Nordquist, R. (2012, April 9). euphemism. Retrieved from About.com Grammar & Composition: http://grammar.about.com/od/e/g/euphemismterm.htm
Nordquist, R. (2012, April 9). The Ten Greatest Hyperboles of All Time. Retrieved from About.com Grammar & Composition: http://grammar.about.com/od/rhetoricstyle/a/greatesthyperboles.htm
Nordquist, R. (2012, April 20). Using Similes and Metaphors to Enrich Our Writing (Part 1). Retrieved from About.com Grammar & Composition: http://grammar.about.com/od/words/a/similemetaphor1.htm
Nordquist, R. (2012, April 20). What Are Cliches and Why Are We Supposed to Avoid Them? Retrieved from About.com Grammar & Composition: http://grammar.about.com/od/qaaboutrhetoric/f/whatarecliches.htm
Randerson, J. (2001, September 4). English is toughest European language to read. Retrieved from New Scientist Life: http://www.newscientist.com/article/dn1233-english-is-toughest-european-language-to-read.html
Robinson, G. A. (2012, April 20). Slang. Retrieved from Writing English: http://www.writingenglish.com/slang.htm
Simpson, T. (2011, May 5). Improve Your Vocabulary By Avoiding Cliches. Retrieved from English-Language-Skills.com: http://english-language-skills.com/item/115-widen-your-vocabulary.html
Sutherland, D. (2011, July 7). Writing Skills: Similes. Retrieved from English-Language-Skills.com: http://english-language-skills.com/item/167-writing-similes.html

References: DeVito, J. (2009, October 10). Learning English Idioms. Retrieved from Learn English with Teacher Joe: http://www.teacherjoe.us/LearnEnglish97.html How to Use Analogies Kanieski, G., & Panza, J. (2000). Types of Flaming or Abuses of Electronic Communication. Retrieved from Cuyahoga Community College: http://instruct.tri-c.edu/dcarett/WEB_Electronic_Abuses.pdf Nordquist, R Nordquist, R. (2012, April 9). euphemism. Retrieved from About.com Grammar & Composition: http://grammar.about.com/od/e/g/euphemismterm.htm Nordquist, R Nordquist, R. (2012, April 20). Using Similes and Metaphors to Enrich Our Writing (Part 1). Retrieved from About.com Grammar & Composition: http://grammar.about.com/od/words/a/similemetaphor1.htm Nordquist, R Randerson, J. (2001, September 4). English is toughest European language to read. Retrieved from New Scientist Life: http://www.newscientist.com/article/dn1233-english-is-toughest-european-language-to-read.html Robinson, G Simpson, T. (2011, May 5). Improve Your Vocabulary By Avoiding Cliches. Retrieved from English-Language-Skills.com: http://english-language-skills.com/item/115-widen-your-vocabulary.html Sutherland, D