Symbolism: GCSE English Definition
Contents
What is symbolism?
In GCSE English Literature and GCSE English Language, symbolism is a literary device in which a writer uses one thing to represent something more abstract. Characters, events, settings and even colours can have a symbolic meaning.
Why do writers use symbolism?
Writers use symbolism to add depth and layers of meaning to their work. For example, a writer may use a rose to symbolise love or beauty. Symbols are often used to reinforce the central theme or ideas within the text, and this enables readers to see recurring patterns and deeper meanings.
Examples of symbolism
Symbolism can be found in all forms of writing. For example, in The Lord of the Flies by William Golding, the conch shell is used to symbolise democracy, free speech and civilisation on the island. As the novel develops, the conch shell is eventually destroyed, which symbolises the collapse of these concepts.
Another example of symbolism can be found in William Shakespeare’s Macbeth, where blood is used to symbolise Macbeth and Lady Macbeth’s guilt. Shakespeare repeatedly uses this symbol throughout the play to remind the audience of the characters’ guilt and the consequences of their actions.
Revision resources to ace your exams
Learn how to analyse symbolism in literary texts and how to use symbolism 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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