Figurative language is everywhere. You may use it unknowingly at school.

For example, your science teacher brings in a new drone and your friend says: “That must have cost a billion dollars!”.

That’s figurative language right there – “cost a billion dollars”.

Why? Because it didn’t cost a billion dollars but it seems like it.

This difference is what figurative language is. Let’s find out more.

What’s figurative language?

The example above shows us what figurative language is.

It’s when a word or phrase has a separate meaning from what is being put forward literally. And it’s ‘harder’ because it requires more steps in the thinking process along with putting together links between the meaning of one thing and another.

So, let’s look back at the phrase:

“That must have cost a billion dollars!”

What do we know about a billion dollars?

Well, that it’s a lot of money. Not many people have a billion dollars.

Now, let’s associate this with the drone.

The friend must have thought that it was a ‘rare’ drone or that it was expensive or just ‘a lot of money’ in saying that.

But what they’re really trying to express is that the drone looks like a very expensive item and not many people can afford.

Can you see how there are multiple steps in thinking when dealing with figurative language? This multistep thinking process is most likely why figurative language has become very popular in competitive exams.

Easy right?

Let’s bring it up a notch.

How about if the drone was $50. It might not be worth much to someone who is a billionaire but if you’re a student and you don’t earn any money and don’t receive pocket money, then it is a lot, isn’t it? $50 may appear to be like a billion dollars, because in many respects to this friend, it’s ‘out of reach’.

So, now, what do we understand about figurative language?

It is dependent on the perspective of the person saying it.

You might have a friend that exaggerates, or a friend that downplays their achievements. They may use figurative language and what they use is dependent on their own views.

But figurative language isn’t that hard right?

Well, the above is an easier example – but it can be quite difficult when you’re reading texts and when you’re dealing with proverbs and sayings. And students are likely to see these questions in reading comprehension questions (that require deeper thinking), as prompts for exam questions and perhaps, even in parts of questions in “Thinking Skills” assessments.

Knowing how to think through figurative language is useful so let’s now look at the thinking process that you can use when dealing with figurative language.

How to uncover the meaning behind figurative language

Figurative language, like thinking skills questions, require context and looking at the question at hand to find the answer. There is general guidance that you can follow to help narrow your search for the right answer. Here’s one of those pathways:

1. Break the language down into parts and see how those parts relate to one another through linkages.
2. Decide whether an item can represent something else – does it have another meaning? Is it a broader application or a narrower application?
3. Can you express this in another way – in a more verbose (more words way) or use an example to demonstrate? Just so that you are clear or can apply what you have ‘discovered’.

Let’s see it in action now with a worked example.

Example Question/s

Watch video for explanation of the following question/s:

Which of the following would demonstrate the meaning of the saying: “You can’t have your cake and eat it too”?

A. Bakers should only taste the cakes they produce and not eat them whole.
B. You can choose to be an inspirational role model, but not all the time.
C. Someone can’t choose to be a baker who caters for all people and yet refuse to make a gluten-free cake on order.
D. Role models can support many charities but it’s important to be an ambassador for one.

Key Rules to remember

• Figurative language is when there is a different meaning to what is being literally stated.
• It is context based and can have a narrow or broad application.
• To answer, break down into parts and see the relationship, decide on representation and application breadth and see if you can express in more words or demonstrate via example to really solidify your understanding.

Practice time!

Now, it's your turn to practice.

Here’s a thought experiment #9.

Remember, there is no formal answer and this experiment is provided to help stimulate your creativity and critical thinking (a ‘thought experiment’ is provided at the end of every checkpoint except checkpoint 18).

Thought experiment 9:

Say there's a ship made of 100 wooden planks. You take off plank #1, then replace it with a new plank. You do the same for all the planks, one by one. Is it still the "same ship" as the one you started out with?

Take your time to work through this thought experiment as it is not assessed and provided to help develop your deeper thinking skills. Think about various components of the question. What questions will you ask yourself and how do you answer your questions?

Now, let’s turn to the checkpoint questions.

Click on the button below and start your practice questions. We recommend doing untimed mode first, and then, when you're ready, do timed mode.

Every question has two solutions videos after you complete the question. The first is a quick 60 second video that shows you how our expert answers the question quickly. The second video is a more in-depth 5-steps or less explainer video that shows you the steps to take to answer the question. It's really important that you review the second video because that's where you'll learn additional tips and tricks.

Once you're done with the practice questions, move on to the next checkpoint.

Now, let’s get started on your practice questions.

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