Beside

Figurative Language: What It Is and How to Spot It

In one line: Figurative language is when words mean more than, or something different from, what they literally say, so that writing feels more vivid or meaningful. Literal means exactly what the words say.

Why it works

Writers use figurative language all the time in stories, poems, songs, adverts and everyday talk. If a child reads only the literal meaning, they can miss the point or be confused, for example by thinking 'it's raining cats and dogs' is about animals. Learning to spot it helps children understand what they read more deeply, explain an author's choices, and make their own writing more interesting. The main types are the simile (a comparison using 'like' or 'as'), the metaphor (saying one thing is another), personification (giving human actions or feelings to something not human), hyperbole (deliberate exaggeration) and the idiom (a common phrase whose meaning differs from its words).

Think of it like: Figurative language is like a cartoon drawing instead of a photograph. A cartoonist might draw someone with a huge smile to show they are very happy. The picture is not realistic, but it shows something true more strongly. In the same way, 'I'm so hungry I could eat a horse' is not literally true, but it shows how hungry the speaker feels. (Where this breaks: A cartoon is always obviously not real, but some figurative language is so common that we hardly notice it, such as 'time flies'. Also, with idioms like 'spill the beans', you often cannot work out the meaning from the words at all; you simply have to learn what the phrase means.)

Worked example

Identify the figurative language in this sentence and explain what it means: 'After lunch, the classroom was a zoo.'

  1. Ask: could this be literally true? A classroom cannot actually be a zoo, so it must be figurative.
  2. Look for 'like' or 'as'. There are none, so it is not a simile.
  3. The sentence says one thing (the classroom) IS another (a zoo), so it is a metaphor.
  4. Ask what the two things share: a zoo is noisy, busy and full of wild animals moving about.
  5. Explain the meaning and effect: the class was very loud and out of control, and the metaphor makes the reader picture the chaos quickly.

Answer: It is a metaphor. It means the classroom was noisy and chaotic after lunch, like a zoo full of animals.

Common mistakes

  • Calling every sentence with 'like' a simile, such as 'I like pizza'; check that 'like' is actually comparing two different things.
  • Mixing up similes and metaphors; remember a simile says something is LIKE or AS something else, while a metaphor says it IS that thing.
  • Taking idioms literally, such as thinking 'break a leg' wishes someone harm; look at the situation to work out the real meaning ('good luck').
  • Only naming the device without explaining it; always say what it means and what picture or feeling it creates for the reader.

Try it · 1 of 3

Free · no sign-up
Which sentence contains a simile?

Questions parents ask

What year do kids learn figurative language?

Children usually meet similes and metaphors around Years 3–4 in Australia and the UK, or Grades 3–4 in the US. Between Years 5–8 (Grades 4–7) they learn more types, such as personification, hyperbole and idioms, and are expected to explain the effect on the reader.

What is the easiest way to tell a simile from a metaphor?

Look for the words 'like' or 'as' making a comparison: if they are there, it is a simile ('brave as a lion'). If the sentence says something simply IS something else ('he is a lion in battle'), it is a metaphor.

How can I help my child with figurative language at home?

Point out examples in books, song lyrics, adverts and everyday speech, then ask 'What does that really mean?' You can also play a game where you each invent a simile or metaphor for something in the room, which helps children use the devices as well as spot them.

Why do teachers ask children to explain the effect, not just name the device?

Naming a simile or metaphor shows a child can recognise it, but explaining the effect shows they understand why the writer chose it. Saying what picture or feeling it creates is a key reading skill that becomes more important through Years 7–8 (Grades 6–7).