edexcel a level english literature exemplar essays paper 2

Edexcel A-Level English Literature Past Papers

This section includes recent A-Level English Literature past papers from Pearson Edexcel. You can download each of the Pearson Edexcel A-Level English Literature past papers and marking schemes by clicking the links below.

June 2022 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

A-Level Paper 1: Drama ( 9ET0/01 ) Download Past Paper     -    Download Mark Scheme

A-Level Paper 2: Prose ( 9ET0/02 )  Download Past Paper     -    Download Mark Scheme

A-Level Paper 3: Poetry ( 9ET0/03 )  Download Past Paper     -    Download Mark Scheme

November 2021 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

November 2020 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

A-Level Paper 1: Drama ( 9ET0/01 ) Download Past Paper    -   Download Mark Scheme

A-Level Paper 2: Prose ( 9ET0/02 )  Download Past Paper    -   Download Mark Scheme

A-Level Paper 3: Poetry ( 9ET0/03 )  Download Past Paper    -   Download Mark Scheme  

AS-Level Paper 1: Poetry and Drama ( 8ET0/01 ) Download Past Paper    -   Download Mark Scheme

AS-Level Paper 2: Prose ( 8ET0/02 )  Download Past Paper    -   Download Mark Scheme

The above papers are labelled June 2020  

June 2019 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

June 2018 Pearson Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

June 2017 Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

A-Level Paper 1: Drama ( 9ET0/01 ) Download Past Paper  -  Download Mark Scheme

A-Level Paper 2: Prose ( 9ET0/02 )  Download Past Paper  -  Download Mark Scheme

A-Level Paper 3: Poetry ( 9ET0/03 )  Download Past Paper  -  Download Mark Scheme  

AS-Level Paper 1: Poetry and Drama ( 8ET0/01 ) Download Past Paper  -  Download Mark Scheme

AS-Level Paper 2: Prose ( 8ET0/02 )  Download Past Paper  -  Download Mark Scheme

June 2016 Edexcel A-Level English Literature Past Papers (Specification 8ET0 and 9ET0)

AS-Level Paper 1: Poetry and Drama (8ET0/01) Download Past Paper  -  Download Mark Scheme

AS-Level Paper 2: Prose (8ET0/02)  Download Past Paper  -  Download Mark Scheme  

June 2016 Edexcel A-Level English Literature Past Papers (Specification 6ET01)

Unit 1: Explorations in Prose and Poetry (6ET01) -  Download Past Paper  -  Download Mark Scheme

Unit 3: Interpretations of Prose and Poetry (6ET03)  -  Download Past Paper  -  Download Mark Scheme

Edexcel A-Level English Literature June 2015

Edexcel A-Level English Literature June 2014

A-Level Edexcel English Language and Literature past papers (8EL0 and 9EL0) can be found on the English Language section

For more A-Level English Literature past papers from other exam boards  click here .

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AS-Level Edexcel English Literature Paper 2

Below, you will find a comprehensive collection of A-Level Edexcel English Literature past papers and mark schemes.

Question Papers

June 2022 QP

June 2021 QP

June 2020 QP

Mark Scheme

June 2022 MS

June 2021 MS

June 2020 MS

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How to Write an A-Level English Literature Essay

Writing an A-level English Literature essay is like creating a masterpiece. It’s a skill that can make a big difference in your academic adventure. 

In this article, we will explore the world of literary analysis in an easy-to-follow way. We’ll show you how to organise your thoughts, analyse texts, and make strong arguments. 

The Basics of Crafting A-Level English Literature Essays

Understanding the Assignment: Decoding Essay Prompts

Writing begins with understanding. When faced with an essay prompt, dissect it carefully. Identify keywords and phrases to grasp what’s expected. Pay attention to verbs like “analyse,” “discuss,” or “evaluate.” These guide your approach. For instance, if asked to analyse, delve into the how and why of a literary element.

Essay Structure: Building a Solid Foundation

The structure is the backbone of a great essay. Start with a clear introduction that introduces your topic and thesis. The body paragraphs should each focus on a specific aspect, supporting your thesis. Don’t forget topic sentences—they guide readers. Finally, wrap it up with a concise conclusion that reinforces your main points.

Thesis Statements: Crafting Clear and Powerful Arguments

Your thesis is your essay’s compass. Craft a brief statement conveying your main argument. It should be specific, not vague. Use it as a roadmap for your essay, ensuring every paragraph aligns with and supports it. A strong thesis sets the tone for an impactful essay, giving your reader a clear sense of what to expect.

Exploring PEDAL for Better A-Level English Essays

Going beyond PEE to PEDAL ensures a holistic approach, hitting the additional elements crucial for A-Level success. This structure delves into close analysis, explains both the device and the quote, and concludes with a contextual link. 

Below are some examples to illustrate how PEDAL can enhance your essay:

Clearly state your main idea.

Example: “In this paragraph, we explore the central theme of love in Shakespeare’s ‘Romeo and Juliet.'”

Pull relevant quotes from the text.

Example: “Citing Juliet’s line, ‘My only love sprung from my only hate,’ highlights the conflict between love and family loyalty.”

Identify a literary technique in the evidence.

Example: “Analysing the metaphor of ‘love sprung from hate,’ we unveil Shakespeare’s use of contrast to emphasise the intensity of emotions.”

Break down the meaning of the evidence.

Example: “Zooming in on the words ‘love’ and ‘hate,’ we dissect their individual meanings, emphasising the emotional complexity of the characters.”

Link to Context:

Connect your point to broader contexts.

Example: “Linking this theme to the societal norms of the Elizabethan era adds depth, revealing how Shakespeare challenges prevailing beliefs about love and family.”

Navigating the World of Literary Analysis

Breaking Down Literary Elements: Characters, Plot, and Themes

Literary analysis is about dissecting a text’s components. Characters, plot, and themes are key players. Explore how characters develop, influence the narrative, and represent broader ideas. Map out the plot’s structure—introduction, rising action, climax, and resolution. Themes, the underlying messages, offer insight into the author’s intent. Pinpointing these elements enriches your analysis.

Effective Text Analysis: Uncovering Hidden Meanings

Go beyond the surface. Effective analysis uncovers hidden layers. Consider symbolism, metaphors, and imagery. Ask questions: What does a symbol represent? How does a metaphor enhance meaning? Why was a particular image chosen? Context is crucial. Connect these literary devices to the broader narrative, revealing the author’s nuanced intentions.

Incorporating Critical Perspectives: Adding Depth to Your Essays

Elevate your analysis by considering various perspectives. Literary criticism opens new doors. Explore historical, cultural, or feminist viewpoints. Delve into how different critics interpret the text. This depth showcases a nuanced understanding, demonstrating your engagement with broader conversations in the literary realm. Incorporating these perspectives enriches your analysis, setting your essay apart.

Secrets to Compelling Essays

Structuring your ideas: creating coherent and flowing essays.

Structure is the roadmap readers follow. Start with a captivating introduction that sets the stage. Each paragraph should have a clear focus, connected by smooth transitions. Use topic sentences to guide readers through your ideas. Aim for coherence—each sentence should logically follow the previous one. This ensures your essay flows seamlessly, making it engaging and easy to follow.

Presenting Compelling Arguments: Backing Up Your Points

Compelling arguments rest on solid evidence. Support your ideas with examples from the text. Quote relevant passages to reinforce your points. Be specific—show how the evidence directly relates to your argument. Avoid generalisations. Strong arguments convince the reader of your perspective, making your essay persuasive and impactful.

The Power of Language: Writing with Clarity and Precision

Clarity is key in essay writing. Choose words carefully to convey your ideas precisely. Avoid unnecessary complexity—simple language is often more effective. Proofread to eliminate ambiguity and ensure clarity. Precision in language enhances the reader’s understanding and allows your ideas to shine. Crafting your essay with care elevates the overall quality, leaving a lasting impression.

Mastering A-level English Literature essays unlocks academic success. Armed with a solid structure, nuanced literary analysis, and compelling arguments, your essays will stand out. Transform your writing from good to exceptional. 

For personalised guidance, join Study Mind’s A-Level English Literature tutors . Elevate your understanding and excel in your literary pursuits. Enrich your learning journey today!

How long should my A-level English Literature essay be, and does word count matter?

While word count can vary, aim for quality over quantity. Typically, essays range from 1,200 to 1,500 words. Focus on expressing your ideas coherently rather than meeting a specific word count. Ensure each word contributes meaningfully to your analysis for a concise and impactful essay.

Is it acceptable to include personal opinions in my literature essay?

While it’s essential to express your viewpoint, prioritise textual evidence over personal opinions. Support your arguments with examples from the text to maintain objectivity. Balance your insights with the author’s intent, ensuring a nuanced and well-supported analysis.

Can I use quotes from literary critics in my essay, and how do I integrate them effectively?

Yes, incorporating quotes from critics can add depth. Introduce the critic’s perspective and relate it to your argument. Analyse the quote’s relevance and discuss its impact on your interpretation. This demonstrates a broader engagement with literary conversations.

How do I avoid sounding repetitive in my essay?

Vary your language and sentence structure. Instead of repeating phrases, use synonyms and explore different ways to express the same idea. Ensure each paragraph introduces new insights, contributing to the overall development of your analysis. This keeps your essay engaging and avoids monotony.

Is it necessary to memorise quotes, or can I refer to the text during exams?

While memorising key quotes is beneficial for a closed text exam, you can refer to the text during open text exams. However, it’s crucial to be selective. Memorise quotes that align with common themes and characters, allowing you to recall them quickly and use them effectively in your essay under time constraints.

How can I improve my essay writing under time pressure during exams?

Practise timed writing regularly to enhance your speed and efficiency. Prioritise planning—allocate a few minutes to outline your essay before starting. Focus on concise yet impactful analysis. Develop a systematic approach to time management to ensure each section of your essay receives adequate attention within the given timeframe.

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Essay Structure – Edexcel A Level English Literature

14th June 2017

by Aimee Wright

The first thing you need to consider when writing an English essay is the structure, and how you can make sure it is one that you can remember and will give you a good grade.

• Generic Introduction :You will need to know the book , the author , the publication date and the literary period / monarchy era – g. Frankenstein , Mary Shelley, 1818, Romantic period. Then, you will need to state the genre of the book(s) – e.g. Frankenstein is a gothic novel. Lastly, you will need to briefly summarise the theme / character that the question asks of you. Below are some example generic introductions :
• (For the Prose exam): Frankenstein by Mary Shelley was published in 1818, during the Romantic Period, and The Handmaid’s Tale by Margaret Atwood was published in 1985, and is a postmodern text. Both of these texts are science fiction novels, but Frankenstein is a gothic novel, written in the first wave of gothic literature, while The Handmaid’s Tale is a dystopian novel. *The role of gender in the misuse of science* is seen in both texts in the way that the writers have used linguistic techniques and contextual factors, and this is what will be explored in this analysis.
• (For Othello ): Othello by William Shakespeare was published in 1604 during the Elizabethan era. The play is considered a tragedy, but many critics have picked up on the use of satire that Shakespeare has used, however it is not used so much that it could be seen as a comedy. In this analysis, it will be explored how Shakespeare has used his linguistic abilities and contextual factors to present the *theme of betrayal*, and subsequently how critics have viewed this.
• (For A Streetcar Named Desire ): A Streetcar Named Desire by Tennessee Williams was published in 1947, making it a modernist play. The play is a tragedy which aligns with the context of events such as World War Two, and the Great Depression, as these are very tragic. In this analysis, the *character of Blanche* will be explored, and it will be considered whether Williams uses linguistic, structural and contextual techniques to impact Blanche’s character.
• (For Post 2000 Poetry): Please Hold by Ciaran O’Driscoll is a poem that presents the themes of frustration, manipulation and irritation that the modern day society brings. As a postmodern poem, the twenty-first century challenges that the narrator undertakes align with each other. On first reading Somewhat Unravelled by Jo Shapcott, the reader can perceive that the narrator also represents strong emotions to represent how the narrator is feeling. By comparing these two poems, the analysis will explore how *strong emotions* are used in order to relay a story, such as through linguistic and structural crafting.
• (For Keats ): The Eve of St Agnes by John Keats was written in 1819, just two years before Keats’ death, in the Romantic period. The *theme of physical sensations* in this poem are represented through linguistic and structural methods, as well as contextual factors of the time. Physical sensations are not just seen in The Eve of St Agnes , however – Keats has also used this theme in La Belle Dame sans Merci , which was written in 1819 like The Eve of St Agnes . In this analysis, it will be seen whether La Belle Dame sans Merci shares a similar approach to physical sensations, and whether the time period had impact on this.

It is important to mention what you are going to be discussing in the essay. But, you do not need to use specific details in your introduction, otherwise the rest of your essay will seem sort of shallow. So, use phrases such as ‘In this analysis, the linguistic and structural crafting will be explored’, for instance.

If the question is particularly linked to a specific one contextual factor – maybe it is about monarchy or social hierarchy, or war? – you should give a brief overview of that contextual factor. E.g. “The social hierarchy in Shakespearean times was based on the chain of being , which will be discussed in this analysis.”

• In comparison essays – so the Prose and Poetry exams – it is important to highlight which text is your primary text . In the Prose exam, your primary text is Frankenstein , because it “comes first” in literary history. In Post 2000 poetry, the primary text is the poem from the anthology , accompanied by the unseen poem . In Keats, the primary text is the poem it gives you , and you “support” your points with another poem. But, it is important not to compare . So, when exploring your point further, you could say “To support this point, this is also seen in *insert other poem name* by using the same techniques.”
• In non-comparison essays – the Drama exam – you will need to write the same number of points that you would use for a comparison essay (the average is 2-3), but you may need more substance and expansive analysis. For example, if you wrote two paragraphs for one point in the Prose exam (which includes two texts ) you would still need to write two paragraphs for one point , even though you only have one text .
• So the structure of your essays need to be clear , concise and understandable . Especially for comparison essays, you will need to split up your points into more than one paragraph so that the examiner can understand your analysis more clearly.Having said this, in the Prose exam, it is important to note that you must state the points for both texts in the initial paragraph. This is so that the examiner can see where your point is going from the beginning.In the comparison essays in the Poetry exam, the first paragraph of the point should be about the primary text , which will then lead you to explore the secondary text . So, the advice for this would be: do not plan points for both poems – if you want to plan, just think of points for the primary text , and then think about how that same technique or concept is seen in your secondary text .
• Quoting / quotations: It is important to follow the succeeding points when considering the quotations that you use –
• Think about the context that you are talking about, and how you are putting the quotation in a sentence. Generally, it is better to put a quotation in a sentence like: “This is seen in the declarative sentence , ‘We are two-legged wombs.’ (p.146).” (this is a quote from The Handmaid’s Tale ). But if you are going to use the quotation like this: “The narrator said that ‘We are two legged-wombs’ to present the idea that the Handmaids are irrelevant.” you will need to think about the structure of the sentence. Instead of using the pronoun ‘We’ in the quotation, put ‘they’ in square brackets to show that you have modified the quotation . So, the sentence would look like this: “The narrator said that ‘[they] are two-legged wombs’ to present the idea that the Handmaids are irrelevant.”
• Think about the length of the quotation that you are using. If there is a long quotation – perhaps one that includes a stream of consciousness or syndetic listing , or just lengthy description – you may want to use snippets of the quotation to ensure that the examiner does not get bored. So instead of saying: “Walton (who is speaking) is seen to be a man who has power. Shelley presents this by saying, ‘One man’s life or death were but a small price to pay for the acquirement of the knowledge which I sought, for the dominion I should acquire and transmit over the elemental foes of our race.’” (This is a quotation from Frankenstein ). you could use specific words or phrases to portray the same point. For instance, if your point was: “Walton (who is speaking) is seen to be a man who has power. Shelley presents this is seen in his fourth letter with a semantic field of power and knowledge, with words such as ‘acquirement’; ‘knowledge’; ‘dominion’’ and ‘transmit’.”
• Terminology : I know that terminology is difficult to use, especially if you can’t think of the name for a technique. But, you are marked on your terminology use as it “proves” that you know what you’re talking about.
• Where to use terminology: when structuring your point, you should use terminology either before you mention the quotation – this is if you are making a point that the technique has a direct impact on the theme or character – or after you mention the quotation – this is just to show that you know what technique the author has used.Before the quotation: If you are making the point that the author uses declarative sentences to depict the theme or character, you could say: “Atwood uses declarative sentences to represent how straightforward prejudice is as a theme in society: ‘We are two-legged wombs.’ (p.146).” The idea that prejudice is ‘straightforward’ is your point .After the quotation: So, after the point made above, you could expand by saying: “Atwood uses this declarative sentence to represent that the Handmaids are discriminated against in a simple way, otherwise she may have used another sentence mood, such as exclamatory sentences . In addition, the metaphor of Handmaids being ‘two-legged wombs’ shows Atwood’s linguistic crafting to portray that Handmaids are only seen as women who give birth to children, and nothing else.” The use of further terminology in your essay – in this case ‘exclamatory sentences’ and ‘metaphor’ – will show more knowledge.
• Word Specific Analysis: Instead of using terminology for the analysis of a whole quotation , you can use Word Specific Analysis to really unpick the underlying ideas. For instance: “Atwood uses the pronoun ‘We’ to represent that the Handmaids are a collective. This shows that if one Handmaid is victimised or targeted, the whole group of Handmaids are discriminated against. In addition, the use of the noun ‘wombs’ indicates the part of the body that the Handmaids are seen as: they are just seen as being able to conceive a child, and nothing more.”

For instance: “ Bright star! would I were steadfast as thou art by John Keats uses the Petrarchan sonnet  form. Petrarch was famous for using themes such as unrequited love, and the sonnet will always use a Volta . The Volta is the beginning of the ninth line of the sonnet and, in Keats’ poetry, is often representative of his own personal change in mood or thought, so the Volta ‘No’ in Bright star! could be Keats changing his mind, or disagreeing, with his previous comments.”

In the Drama exam, it is important to know the names of speech and structure:

For instance: “ Othello by William Shakespeare uses a variety of structures to symbolise the theme of betrayal. For instance, Iago often speaks in prose when his plan is beginning to unravel. Prose, in comparison to the poetic speech that characters usually speaks in, is used to represent the unstoppable thoughts and ideas that a character may have.”

• Context: It is explicitly important to use contextual information to back up your ideas.
• The Prose Exam:The most important piece of context for this exam is about the science of the time and how it is used in your texts. This is because the section of the exam is ‘Science and Society’. This also means you have to have a substantial knowledge of the society at the time of the novels as well.
• Other exams:It is just as important to use author-personal context as well as societal This includes the author’s family, associates, events that happened to them etc.You should use a balance of societal and personal context to show your varied knowledge. In fact, you can often use a piece of context as your point e.g. “Keats wrote in the second generation of the Romantic poets, so he had influence from the work of Wordsworth and Samuel Taylor Coleridge, for instance. The Romantics have many different conventions, but to represent the theme of physical sensations in The Eve of St Agnes , Keats has employed the Romantic connection to nature.”
• Critics and Different Interpretations:The Drama exam is the only exam that you get marked on for critical analysis and using different interpretations, but it does not hurt to use them in each exam.

“In Othello , Shakespeare represents Desdemona as being associated with everyone, or having an impact on each character for a different reason.”

This can be supported by Anna Jameson , a critic of the play. You do not need to remember every detail of her critical evaluation, but you need to remember the general idea or snippets of quotes:

“To support this point, Anna Jameson said that Desdemona is the ‘source of the pathos’ of the play. This links to the idea that she is associated with everyone because she emits the ‘pathos’ and diffuses it to each character, and this is what creates the tragedy in the play.” What is important to mention , however, is that you should back up the critical reading with a quotation from the play, rather than just your “point”:

“This is seen just before Desdemona’s death when she says ‘I never did / Offend you in my life; never loved Cassio’, then Othello says ‘Honest Iago hath tane order for’t.’ This represents Desdemona’s impact on multiple characters through the possessive pronoun ‘you’ and the mention of ‘Cassio’ and ‘Iago’, and the bitter tone of these declarative sentences portrays pathos, therefore showing where Jameson got her idea from.”

To make another point, you could challenge the critic. Another point could be:

“Desdemona is seen as ‘fair’, and innocent, and Shakespeare represents this by repeatedly having Othello call her the epithet ‘gentle Desdemona’.”

Therefore, you could use Jameson’s idea to challenge this point:

“To challenge this point, Anna Jameson said that Desdemona is the ‘source pathos of the play’. If Desdemona is the ‘source pathos’, it can be analysed that she is not truly ‘gentle’, but is actually sorrowful.”

You could disagree with the critic as well, but do not use first person . Say it as though you are disagreeing on behalf of the audience:

I hope that this is all helpful for the exam, the exams start tomorrow so good luck!

Bibliography

Atwood, M. (1985). The Handmaid’s Tale. London: Vintage Random House.

Keats, J. (2007). Selected Poems. London: Penguin Classics.

Poems of the Decade: An Anthology of the Forward Books of Poetry. (2011). London: Forward Ltd.

Shakespeare, W. (1622). Othello. Cambridge: Cambridge University Press.

Shelley, M. (1818). Frankenstein (3 ed.). London: Penguin Group.

Williams, T. (1947). A Streetcar Named Desire. London: Penguin Group.

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Exemplar Essays Tess of the d'Urbervilles

Subject: English

Age range: 16+

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A* A level English Literature Essay Examples

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Insert (A-level): Paper 2B Texts in shared contexts: Modern times: literature from 1945 to the present day - June 2023 New

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What is an Oxymoron?

Find out what an oxymoron is, how writers use oxymorons and how you can analyse them in any English exam, whether you’re studying AQA GCSE English Literature Paper 1, or preparing for Edexcel A Level English Language. We also include some of literature’s finest examples of oxymorons, with our own expert analysis.

English Content Creator

13 August 2024

• 1 . What is an oxymoron?
• 2 . Etymology of the word oxymoron
• 3 . Why do writers use oxymorons?
• 4 . What is the difference between oxymoron and paradox?
• 5 . Examples of oxymorons and how to analyse them
• 6 . Further reading

What is an oxymoron?

An oxymoron is a figure of speech that juxtaposes two contradictory words or concepts, like "bittersweet", or “awfully good”. Oxymorons are often used to convey complex emotions, but can also create humour, a sense of irony or a dramatic effect. Some of the most recognisable oxymorons occur as adjective or adjective-noun pairs, such as in this example from Shakespeare’s Romeo and Juliet :

“Parting is such sweet sorrow” — Romeo and Juliet, Act 2, Scene 2

In this example, Shakespeare combines the contradicting terms “sweet” and “sorrow” to reflect Juliet’s rush of emotions. Although she finds Romeo’s departure painful, she also knows that the separation will make it all the sweeter when they reunite (especially because their next meeting will also be their secret wedding!).

However, oxymorons are also used over the course of longer clauses or sentences. In these oxymoronic phrases , the contradicting terms do not need to be next to one another. For example, Thomas Wyatt’s poem, ‘I Find no Peace’, consists almost entirely of oxymoronic phrases that describe the pain of unrequited love:

"I find no peace, and all my war is done. I fear and hope. I burn and freeze like ice. I fly above the wind, yet can I not arise"

 — Sir Thomas Wyatt, ‘I Find no Peace’

By placing contrasting ideas next to one another (burning, freezing, fearing, and hoping), Wyatt expresses how emotionally and physically confusing love can be. Love makes him feel as though he can “fly", but the despair caused by not being loved in return leaves him feeling weighed down, unable to "arise”. There is even another contrast to be found within the first oxymoron: Wyatt juxtaposes poetic, conventionally romantic imagery with a double entendre (a sexual double meaning) that hints at how, without his lover, Wyatt is unable to “arise”.

Etymology of the word oxymoron

The word oxymoron comes from the Greek words ὀξύς (oxús, “sharp, keen, pointed”) and μωρός (mōrós, “dull, stupid, foolish”). Literally, the word translates to something like "sharply-dull", meaning that the word "oxymoron" is itself an oxymoron.

Why do writers use oxymorons?

Oxymorons can very effectively help writers by intensifying the meaning of descriptions, revealing deeper meanings, or communicating complex sensations and feelings in a concise way. For example, the oxymoronic phrase, “deafening silence”, can be used to express the sensation of a silence so painfully noticeable that it has the same effect as a deafening sound. 

Oxymorons can sometimes be found in advertising and marketing, where the use of contrasting words, or contradictory terms, is used to create a sense of interest or excitement. They are most commonly used, however, in creative writing, where they allow writers to play with language and express their creativity in unconventional and memorable ways. Consider the following example, again from Romeo and Juliet, in which Romeo describes his feelings for his first love, Rosaline:

"Why then, O brawling love, O loving hate, O anything of nothing first created! O heavy lightness, serious vanity, Misshapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health, Still-waking sleep, that is not what it is!"

— Act 1, Scene 1, Romeo and Juliet by William Shakespeare

Here, Romeo uses an extended sequence of oxymorons to describe love, hate, and heartbreak. Romeo’s first oxymorons establish that love and hate can spring from one another — a comment both on the public brawl between the Montagues and the Capulets from earlier in the scene, and also on the pain and pleasure of love. These oxymorons also foreshadow the play’s doomed romance between Romeo (and Montague) and Juliet (a Capulet), and the tragic ending in which love leads to their deaths.   

What is the difference between oxymoron and paradox?

Oxymorons are often confused with paradoxes. Both are similar in the sense that they explore contradictions, but they are very different in terms of presentation and usage. While an oxymoron is a literary technique that juxtaposes two opposing words in a concise manner (such as “bittersweet”), a paradox focuses on the contrast between two complete ideas in the form of a statement or paragraph that technically contradicts itself. There is never a “correct” way to interpret a paradox; their purpose is to cultivate the reader’s critical thinking skills, or present a fresh new perspective on an idea. 

One of the most famous examples of a paradox is The Liar Paradox, which goes as follows:

“This sentence is false”

If we understand the sentence to be true, then we must accept it to be false. However, if the sentence is false then we cannot believe its meaning and it cannot therefore be true. But if the sentence is truly false, then by describing itself as false it is in fact telling the truth…

The statement, then, has no clear end or answer! It is a paradox that demonstrates the limits of language, and the way that the meaning of words can be manipulated.

Examples of oxymorons and how to analyse them

Like analysis of other language techniques, it is always important to comment on the effects of the oxymorons you find in your texts, not simply to spot them. Comment on the additional meaning a writer is trying to convey when they use oxymorons: can you interpret those deeper layers of meaning and their connotations?

Further reading

For study guides on how to analyse oxymorons in literary texts, and how best to include oxymorons in your own creative writing, check out our comprehensive revision notes below. All our notes are course-specific, so everything you’ll need to ace your exams is in one neat place!

GCSE English Literature revision notes 

GCSE English Language revision notes

IGCSE English Literature revision notes

IGCSE English Language revision notes

A Level English Literature revision notes 

For a comprehensive glossary covering all the best language devices and figurative language techniques you could ever need (including alliteration, assonance, euphemism, hyperbole, juxtaposition, onomatopoeia, pathetic fallacy, personification, simile and more than a hundred more), check out our list of Top literary devices , complete with student-friendly definitions and examples.

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Written by James Alsop

James is a researcher, writer and educator, who taught English to GCSE, A Level and IB students for ten years in schools around the UK, and loves nothing more than sharing his love of books and teaching! With a BA in English, an MA in Shakespeare Studies, and a PhD in early modern drama from the University of Exeter, he has a special interest in teaching Shakespeare.

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