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LITERARY AND RHETORICAL DEVICES USED IN SPEECHES
OF SELECTED WORLD LEADERS

____________________

A Dissertation
Presented to the
Faculty of the Graduate School
Batangas State University
Batangas City, Philippines

____________________

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in English

____________________
by
NGUYEN THI HONG MINH
BRIGHT

April 2015

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APPROVAL SHEET
This dissertation entitled LITERARY AND RHETORICAL

DEVICES USED IN SPEECHES OF SELECTED WORLD LEADERS
prepared and submitted by MA. NGUYEN THI HONG MINH in partial
fulfillment of the requirements for the degree doctor of Philosophy in
English has been examined and is recommended for oral Examination.

LUISA A. VALDEZ
Adviser

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of
_______


Accepted and approved in partial fulfillment of the requirements
for the degree doctor of Philosophy in English









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ABSTRACT
Title: Literary and Rhetorical Devices Used in Speeches of
Selected World Leaders
Author: MA. Nguyen Thi Hong Minh

Degree: Doctor of Philosophy
Major: English Language and Literature
Year: 2015
Adviser: Dr. Luisa A. Valdez
Summary
This study is an analysis of literary and rhetorical devices used in
speeches of selected world leaders and the implication of their
ideologies to the thinking of young people and their appreciation of
literature.
Specifically, the study sought answers to the following questions:
1. What are the ideologies reflected in the speeches of Ho Chi
Minh, Margaret Thatcher and Barack Obama?
2. How are the themes of existence, patriotism, humanism, inner
peace and moral principle manifested in the selected speeches?
3. What devices were used in the speeches of world leaders with
reference to rhetorical devices and literary techniques?
4. What are the implications of their ideologies to the thinking of
the young people and their appreciation of literature?

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This study employed the qualitative method of research in
analyzing Ho Chi Minh, Margaret Thatcher and Barack Obama‘s
ideologies in the representative speeches chosen. Likewise, this
analysis made use of the sociological and philosophical approaches as
the bases for analysis. This paper also involved content analysis, which
is a systematic technique in analyzing message content and message
handling.
The following representative literary works were analyzed: Ho Chi
Minh‘s Selected Articles and Speeches, Margaret Thatcher‘s Collected

Speeches and Barack Obama in his Own Words. These selected
speeches constituted the primary and twining sources of the study.
Findings
The results of analysis and interpretation revealed that:
1. Ho Chi Minh, Margaret Thatcher, Barack Obama have paid
special attention to the question of human beings; everything for human
beings and everything by human beings. This attitude is reflected in
their love, respect and confidence in human beings, and their efforts to
nurture and develop the skills and talents of all. They themselves have
set an excellent example of morality, and they have instructed to
different groups of people the practices of social ethics. The patriotism,
an important aspect of their ideologies, is deeply shown in their
ideologies.

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2. The common themes in the selected world leaders‘ speeches
are existence, patriotism, humanism, inner peace and moral principles.
These themes are fully utilized to demonstrate their ideologies. Through
the spoken words in front of the public, Ho Chi Minh, Margaret
Thatcher, and Barack Obama confirm the existence of their ideologies;
they show their deep patriotism; they highly appreciate humanism; they
rely on inner peace, and they urge their people to follow set moral
principles.
3. The selected world leaders have carefully selected different
literary devices to serve their purpose of writing appropriately. Among
the literary tools, the common techniques that Ho Chi Minh, Margaret
Thatcher and Barack Obama employed in their speeches are ethos,
logos, and pathos, and figurative language, symbolism and flashback.
These literary tools have shown their effect in emphasizing their

ideologies and the themes in their speeches.
4. Ho Chi Minh‘s ideology has proved its great values in the
education and training of Vietnamese young generations. His thoughts
has served as the lightning torch leading the youth towards the defense
of the country and the building of socialism in the present context of
Vietnam.
Reading Ho Chi Minh‘s works reflecting his thoughts on different
aspects of Vietnamese life, the youth have opportunity to develop their
appreciation of literature in general and Ho Chi Minh‘s writings in

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particular. They are also guided toward positive thinking, good virtues
and practical actions for the contribution to the building and defense of
the country.
Conclusions
1. The selected world leaders show their own ideologies in their
speeches. The selected world leaders all wish to build a peaceful and
prosperous country for their nation and expect to achieve happiness for
their people. As the country leader, they also establish norms and
principles so that their people will pursuit their desires.
2. The selected world leaders share some common themes in
their speeches. They confirm their existence, show their patriotism and
humanism towards their countrymen and human beings. The selected
speeches reveal the world leaders‘ inner peace and moral principles
which they have established to educate their people.
3. The thesis also shows that the selected world leaders have
employed all kinds of rhetorical devices including ethos, logos, and
pathos in order to persuade audience. They have also utilized a number
of literary techniques such as figurative language, symbolism and

flashback in their speeches in order to access the public.
Recommendations
1. The academic managers may use this research as a frame of
reference when they prepare developmental priorities, programs,
projects and policies in the educational institutions.

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2. The working professionals employ this study in the mainstream
of their disciplines, their lives and the world and when they apply Ho Chi
Minh‘s ideology into the workplace initiatives.
3. College instructors of literature may use this analysis as one of
their methodologies in teaching literature specifically the appropriate
materials, media, and literary theories and approaches in literary
analysis in their literature classes and to develop their students‘
appreciation and sense of value in order to guide and allow them to
crystallize and synthesize what philosophy of life is best to learn and to
live by.
5. Students of literature realize the significance of the literary
devices in literary works and may be inspired to treat literature as a
work of art distinguished from other texts through content and form, and
intensify their appreciation of literary works as well as inspire them to
engage in literary analysis as an academic activity.
6. The members of the community may realize, through this
paper, that the Ho Chi Minh‘s ideology is the basic foundation for the
struggle of national independence, the building of socialism and the
cultivation of revolutionary ethics in present Vietnam.
7. That future researchers conduct other literary works in the
veins of the recent research for academic enhancement to have a cross
dissections of views of life and to substantiate the present study.

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ACKNOWLEDGMENT
I would like to express my sincere thanks to the many individuals
who have provided me with supports in this study.
I wish to acknowledge first and foremost the instruction and hard
work of my dissertation adviser, Dean of Colleges, Head of the
Graduate School and Visiting Professor, Prof. Maluh A.Valdez. I feel
truly lucky to have had the opportunity to work with her closely. It was
she who first inspired and interested me in the field of literature and in
her gentle way she has acted as an excellent advisor from the very
beginning when I started working with her up to the present. She has
always provided a helpful direction, assistance and support for my
dissertation whenever I needed it. Without her guidance and support,
this dissertation would have been impossible.
I am also grateful to the other members of my doctoral committee
from the Batangas State University, Philippines, Prof. Matilda
H.Dimaano, Prof. Amada Banaag, Prof.Lavage B. Labura for their
valuable comments and suggestions.
I would like to thank to Dr. Prof. Dang Kim Vui, the President of
Thai Nguyen University, for the linkage between the Thai Nguyen
University and the Batangas State University and Dr. Hoang Thi Bich
Thao, Director for International Training Centre for her supports so that
the learners could complete this course.
My gratitude should also go to other related people for their
academic supports towards the end of this research, Ms. Le Quynh Anh

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in International Training Center, College of Agriculture and Forestry,
Thai Nguyen University.
I would like to express my heartfelt thanks to my parents and my
sister who are always there to cheer me up and stand by my side with
the unquestioned support.
Last, but not least, I am deeply indebted to my husband, for his
patience and for his unlimited support and love. Without him, I would not
have been able to complete this long journey.
The Researcher

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TABLE OF CONTENTS

Page
TITLE PAGE ………………………………………………………
i
Table of Contents ……………………………….…… ……
ii
CHAPTER I INTRODUCTION
Statement of the Problem ………………….….

1
Objectives of the study………………………….
8
Significance of the Study ………………… …
9
Scope and Limitation of the Study … ………
10

CHAPTER II REVIEW OF LITERATURE
Conceptual Literature ………………………….

12
Research Literature …………………………….
28
Synthesis ……………………………….……….
36
Conceptual Framework ………………………
39
Definition of Terms ……………………………
47
CHAPTER III RESEARCH METHODOLOGY
Research Method ………………………………

51
Treatment of Materials …………………………
52
CHAPTER IV ANALYSIS AND INTERPRETATION OF DATA
Analysis and Interpretation……………………
58

CHAPTER V SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS



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Summary…………………………………….…

166
Findings …………………………………………
187
Conclusions ……………………………………
196
Recommendations ……………………….…….
199

BIBLIOGRAPHY
CURRICULUM VITAE

















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Chapter 1

THE PROBLEM
Introduction
The history of many countries involves great men and women
whose life and careers, thinking and actions are closely associated with
vivid and eventful periods in the history of these countries and their
eras, which reflects the wills and aspirations of these countries and their
contributions to the development of the epoch. Ho Chi Minh, Margaret
Thatcher and Barack Obama are three of them. As the world‘s most
famous political leaders, they are heads of nation-states, by virtue of
their position, play a critical role in national development and
international politics. They often employ the spoken word to influence
and mobilize their followers and convince people of the benefits that can
arise from their leadership. Political speeches are motivated by the
desire to persuade and convince the nation or society and familiarize
the audience with their socio-economic policies, plans and actions.
In addition to helping us develop our understanding of the
institutional aspect of each country‘s politics, political speeches are a
good source for those wishing to understand the ideas and outlooks of
politicians: their beliefs and ideologies. As with the study of institutions
there is considerable debate concerning the study of political beliefs and
ideologies and the methodology most appropriate to their explanation or
interpretation. To a considerable degree this involves the study of the

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words of political actors, be it the texts of political thoughts. We suggest
that the more detailed and deeper study of political rhetoric is of great
relevance here. The political speech can provide a glimpse into the
process by which ideas and beliefs are manifested in argumentative
contexts. It can also help us to grasp what is distinctive about political

ideas and beliefs.
The wisdom embodied in the selected speeches of Ho Chi Minh,
Margaret Thatcher and Barack Obama could help the young people
reassess their lives and values when they become mindful of their
genuine philosophical bounds. Their writings could describe habits that
delineate the youth attitude towards life in general and towards specific
actions in particular. They may rightly be regarded as qualifiers of
human acts, influencing their deep driving forces. They are conjoined in
the raw materials of the social development of a person existing in a
community of people and support the efforts of nation building.
Ho Chi Minh‘s, Margaret Thatcher, and Barack Obama‘s
ideologies have showed their great values to the young people and
remains fundamental in the process of renovation and in the
contribution to the building and defense of the country in the present
context of Vietnam. However, as a teacher of English, the research
notices that there is limited research on the selected world leaders‘
ideologies in English as well as their use of rhetorical and literary
devices in their speeches. Therefore, the researcher was deeply

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motivated to explore and undertake an analysis of how the themes of
human liberation, national independence, creative Marxism-Leninism,
humanism, social ethics and patriotism are manifested in Ho Chi Minh‘s
selected writing as well as how literary devices are used in unveiling Ho
Chi Minh‘s Thoughts in the selected works and gain honest implications
on the influences noted and dominant in the Vietnamese values.

Statement of the Problem
This study is an investigation of the literary and rhetorical devices

used in speeches of selected world leaders.
Specifically, the study seeks answers to the following questions:
1. What are the ideologies reflected in the speeches of the following
selected world leaders?
1.1. Ho Chi Minh;
1.2. Margaret Thatcher;
1.3. Barack Obama
2. How are the following themes manifested in the selected speeches?
2.1. existence;
2.2. patriotism;
2.3. humanism;
2.4. inner peace; and
2.5. moral principles

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3. What devices were used in the speeches of the world leaders with
reference to:
3.1. rhetorical devices
3.1.1. ethos
3.1.2. logos
3.1.3. pathos
3.2. literary techniques
3.2.1. figurative language:
3.2.2. symbolism; and
3.2.3. flashback?
4. What are the implications of their ideologies to the thinking of the
young people and the appreciation of literature?
Scope, Delimitation and Limitations of the Study
This study analyzes the ideologies of selected world leaders as

embodied in the selected literary pieces pointing out the events and
situations which show the implications of the said ideologies to the
thinking of the young people and their appreciation of literature.
Likewise, this paper tries to present how the themes of existence,
patriotism; humanism, inner peace and moral principles; the literary
devices used in speeches of selected world leaders; and the
implications of their ideologies to the thinking of the young people and
their appreciation of literature.

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This study employed the qualitative method of research in analyzing
the ideologies of the selected world leaders in the representative literary
works chosen. Likewise, this analysis made use of the sociological and
philosophical approaches as the bases for analysis. Other approaches
in literary criticism that may be employed in the analysis like the
Formalist Criticism, Biographical Criticism, Historical Criticism, Gender
Criticism, Psychological Criticism, and Reader-Response Criticism are
not part of this study.
This paper also involved content analysis, which is a systematic
technique in analyzing message content and message handling. The
data analysis in this research centered on pattern seeking and the
extraction of meaning from Ho Chi Minh‘s, Margaret Thatcher‘s and
Barack Obama‘s selected speeches. Much effort was focused on the
task of recording data or making notes through concepts and
categories; altering or creating new codes or more subtle categories;
linking and combining abstract concepts; extracting the essence;
organizing meaning; creating theory from emerging themes; writing an
understanding; and drawing conclusions.
The essential features in the treatment of materials were

considered by the researcher in the conduct of this study. The general
rules cited by Stott (2014) as regards the seven standards a piece of
literature should abide to in order to be considered literary guided in the
selection of works under study.

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A number of representative speeches reflecting Ho Chi Minh‘s,
Margaret Thatcher‘s and Barack Obama‘s Ideologies are analyzed,
which are all found in their masterpieces entitled Ho Chi Minh‟s
Selected Articles and Speeches, Margaret Thatcher‟s Collected
Speeches, and President Barack Obama in His Own Words. The said
selections were chosen because of the correlation between the
aforecited themes and literary and rhetorical devices which helped in
unveiling the ideologies of Ho Chi Minh, Margaret Thatcher and Barack
Obama; and the implications of the said dogma to the thinking of the
young people and their appreciation of literature.
Significance of the Study
The relevance of literary analysis as an essential part of a
research study is highlighted in terms of its significance to a number of
individuals. Thus, it is vital to expand on how this study is beneficial to
academic managers, working professionals, college instructors of
literature, students of literature, members of the community, and other
researchers.
Academic Managers. This paper will help them include
developmental priorities, programs, projects and policies in the
educational institutions to ensure that the values espoused by Ho Chi
Minh, Margaret Thatcher and Barack Obama as an epitome of culture,
letters and peace in the highest order are perpetuated in the academe.
This will also inspire them to spawn activities related to the values he

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showcased in the curricula that will educate the academic community of
the constructive outcomes of his ideology and cause which greatly
encouraged and influenced oppressed nations in their struggle against
imperialism and colonialism, for national independence, peace,
democracy and social progress.
Working Professionals. This study will be beneficial for them in
the sense that the selected works have shown Ho Chi Minh‘s, Margaret
Thatcher‘s and Barack Obama‘s ideologies and morals which are very
essential components in the value system, the scale of values, the
measure of values, and the orientation of the Vietnamese people‘s and
society‘s values today. Likewise, they may be inspired to organize
workplace initiatives to nurture and challenge people of all ages working
in various sectors of society to a life inspired by the selected world
leaders‘ in their workplaces. These initiatives may help the working
people to embrace his values of tenacity and patience, clarify life goals,
and revitalize working relationships within their workplaces.
College Instructors of Literature. This dissertation will be
helpful in the instructor‘s methodology in teaching literature as an
inquiry into using the appropriate literary theories and approaches in
literary analysis. This will lead to treating literary criticism as a
worthwhile exercise that includes, among others, the identification of
meaningful themes and the investigation of literary devices to unveil
such themes. In addition, this will provide them with opportunities to

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touch Ho Chi Minh‘s, Margaret Thatcher‘s and Barack Obama ‗s

ideologies and cause in their literature classes and open their students‘
mind and hearts to the flavor of his human freedom, the essence of
Confucian ethics, and the moral sense of justice that permeates his
poetic lines.
Students of Literature. Not only will this study give them an
extensive and profound outlook in life as regards Ho Chi Minh‘s,
Margaret Thatcher‘s and Barack Obama‗s ideologies and cause through
their lives and experiences, it will also make them realize how he
imbibed the best of all traditions, and synthesized them to effect the
transformation of the lives and souls of his people and the thinking of
the young people. In addition, this paper will make them treat literature
as a work of art distinguished from other texts through content and form,
and eventually intensify their appreciation of articles and speeches and
inspire them to engage in literary analysis as an academic activity.
Members of the Community. This paper will make them more
aware of their social responsibility in mapping out directions as inspired
by Ho Chi Minh‘s, Margaret Thatcher‘s and Barack Obama for current
and future development of the Vietnam society. This will make them
understand how the selected world leaders made an outstanding
contribution with his early output of political works, together with his
series of articles extolling the dignity of labor and deriding harshly the
ills of colonialism and abuses. Likewise, this study may help them

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understand their indomitable and human spirit, courage, and ardent love
of his native land in the face of untold trials and adversities.
Other Researchers. Researchers will be benefitted by this study
through the analysis and treatment of materials, and through the careful
investigation of both theme and form in literary genres. Likewise, this

paper will enlighten them on the process of drawing out literary theories
and utilizing critical approaches in literary analysis.

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Chapter 2

REVIEW OF LITERATURE
The following review of literature is presented with the end view of
identifying the constructs of the study.

Conceptual Literature
The review of the conceptual literature yields four types of
constructs, which were used in the analysis and interpretation of the
speeches to be dissected. These constructs include: Speeches as a
Form of Literary Works, Literary and Rhetorical Devices, Significant
Works of the Selected World Leaders, and Historical, Sociological and
Philosophical Criticism.
Speeches as a Form of Literary Works
Literature is a body of written works. The name of literature has
traditionally been applied to imaginative works of poetry and prose
distinguished by the intentions of their authors and the perceived
aesthetic excellence of their execution. There are several ways to
classify literature according to a variety of systems, including language,
national origin, historical period, genre, and subject matter.
Considering genre, a literary work may fall under one of two
categories: fiction (nonfactual descriptions and events invented by the
author) and nonfiction (a communication in which descriptions and

events are understood to be factual). In this light, speeches can be

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classified under the category of non-fiction; therefore, can be referred
as a form of literary works.
According to Britannica Online Encyclopedia, speech is human
communication through spoken language. Sharing the same viewpoint,
Wienny Ardriyati (2012) defined speech as the pronounced form of
human communication. It is based upon the syntactic combination of
lexical and a class of words within a given context. According to
Webster‘s New World College Dictionary, speech is ―a talk or address
given to an audience‖ or ―the general word for a discourse delivered to
an audience whether prepared or impromptu‖. Similarly, Wikipedia
denotes that speech ―usually deals with interpersonal communication‖
and ―is given by an orator to an audience‖. Moreover, Đỗ Hữu Châu,
stresses that lectures, speeches are written discourse made to be
spoken.
According to Al-Faki (2014), making speeches is a vital part of the
politician‘s role in announcing policy and persuading people to agree
with it. Speeches are usually prepared in advance by people whose job
is to ―control how certain events are described to the public‖– spin
doctors (Merriam-Webster online). A political speech can be defined as
a ―coherent stream of spoken language that is usually prepared for
delivery by a speaker to an audience for a purpose on a political
occasion‖ (Charteris-Black 2014: xiii). The sole concern of political
speakers then is simply to deliver the speech appropriately and

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―achieve the maximum required effect on the audience‖ (Wilson 1990:
60). What the speaker actually does is perform the speech in accord
with the requirements of a specific situation. Although a spin doctor
prepares a speech, the public always identifies the speech with the one
who delivers it, which is actually the goal of such a prepared piece of
language. The purpose of a political speech is to ―satisfy emotional,
moral and social needs‖ Charteris-Black 2014: xii), and one of the
greatest social necessities is hope.
Charteris-Black (2005) argues that successful speakers,
especially in political contexts need to appeal to attitudes and emotions
that are already within the listeners. When the listeners perceive that
their beliefs are understood and supported, the speakers has created
connections to the policy that they wish to communicate. When putting
forward arguments a speaker has to communicate at an emotional level
and take standpoints that seem morally correct. Furthermore, the
listeners must perceive that the arguments are relevant for the issue.
This cannot be done solely by lexical means even though linguistic
performance is the most important factor (Charteris-Black, 2005:10).
According to Charteris-Black (2005), the effect of rhetorical
strategies in political speeches is often a result of them being combined.
Therefore, it is as interesting to look at the interaction of various
strategies as it is to look at each one separately (Charteris-Black,
2005:11). Jones and Wareing (1999) argue that the ability to convey the

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message that the speaker and the listener want the same thing plays a
decisive role in the process of establishing an ideology (Jones &
Wareing, 1999: 34). To achieve a sense of congruence between
audience and speaker, politicians often make use of symbols to foster

national unity (Ball & Peters, 2000:81).
Since political speeches largely demonstrate the close relation
with language power, word use and word play, it is interesting to treat
political speeches as a form of literature where audience can enjoy the
power and the beauty of language.
Literary and Rhetorical Devices
Literature has a unique capacity to touch the hearts and minds
and engage readers in a way that is distinctly different from other kinds
of texts. This power is created through the use of elegant, measured,
and harmonious words uttered or written words. Literary and rhetorical
devices are the two common effective tools used in literary works to
achieve this power.
Literary devices
In Braima‘s (2007) definition,, literary devices refers to specific
aspects of literature, in the sense of its universal function as an art form
which expresses ideas through language frequently employed by the
writers to give meanings and a logical framework to their works through
language. When such works are read by readers, they can recognize,
and ultimately identify, interpret and appreciate them. Because of their

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universality, they also allow the readers to compare a work of one writer
to that of the other to determine its worth. They not only beautify the
piece of literature but also give deeper meanings to it, testing the very
understanding of the readers along with providing them enjoyment of
reading. Besides, they help motivating readers‘ imagination to visualize
the characters and scenes more clearly. Moreover, literary devices
provide a conceptual framework for comparing individual literary works
to others both within and across genres.

Literary devices generally comprise literary elements and literary
techniques. Literary Elements have an inherent existence in literary
piece and are extensively employed by writers to develop a literary
piece e.g. plot, setting, narrative structure, characters, mood, theme,
moral etc. Writers simply cannot create his desired work without
including Literary elements in a thoroughly professional manner.
Literary techniques, on the contrary, are structures usually a word s or
phrases in literary texts that writers employ to achieve not merely artistic
ends but also readers a greater understanding and appreciation of their
literary works. Some examples of literary techniques are metaphor,
simile, alliteration, hyperbole, and allegory. In contrast to literary
elements, literary techniques are not unavoidable aspect of literary
works.