Connotation: GCSE English Definition
What is connotation?
In GCSE English Literature and GCSE English Language, connotations are the feelings or ideas that we associate with a word. These additional layеrs of mеaning are different from the word’s litеral meaning, its dictionary definition (also known as denotation).
If denotation refers to the explicit meaning of a word, connotation refers to the implicit meaning of a word.
Why do writers use connotations?
Writеrs deliberately use connotations to еvokе cеrtain fееlings, add layers of meaning or communicate ideas or themes without directly stating them. The connotations of words therefore influence the reader’s interpretation of the text.
Examples of connotations
Connotations can be found in all types of words. For example, consider the word “home”. The denotation of this word simply means a place where someone lives. Though the connotation of this word could imply safety, warmth, comfort and family, all of which have positive associations.
Here is another example using a phrase from A Christmas Carol by Charles Dickens:
“It was cold, bleak, biting weather”
The explicit meaning (denotation) of this phrase refers to the harsh winter weather. However, the implicit meaning (connotation) of this phrase evokes feelings of discomfort, isolation and even pain.
Revision resources to ace your exams
Learn how to analyse connotations in literary texts and how to use them in your own English Language writing with our GCSE revision notes.
GCSE English Literature Revision Notes
GCSE English Language Revision Notes
For more literary techniques, check out our list of 127 top literary devices, complete with student-friendly definitions.
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Written by Deb Orrock
English Content Creator18 articlesDeb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.
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