Trope - GCSE English Language Definition

Reviewed by: Deb Orrock

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What is a trope?

In GCSE English Literature and GCSE English Language, a trope is a figurative or symbolic use of language that conveys meaning beyond its literal meaning. It often refers to common themes, motifs or rhetorical devices used in literature and speech. Examples include metaphors, similes, irony and hyperbole.

Why do writers use tropes?

Writers use tropes to make their writing more vivid and engaging. Tropes help to enhance storytelling and add layers of meaning beyond the literal words on the page. They can create vivid imagery and help connect with the reader's emotions by tapping into universal themes and experiences.

Example of a trope

In Macbeth, Shakespeare uses the trope of darkness as a symbol of evil. For example:

"Stars, hide your fires; Let not light see my black and deep desires." — Act 1, Scene 4

Here, Macbeth compares his ambition and murderous intent to darkness, reinforcing the themes of deceit and moral corruption.

Revision resources to ace your exams

Learn how to explore a writer's use of tropes, and how to use them in your own creative writing, by using our detailed 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.

Need help reaching your target grade? Explore our notes, questions by topic and worked solutions, tailor-made for GCSE English Language.

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Deb Orrock

Reviewer: Deb Orrock

Expertise: English Content Creator

Deb 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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