What is Hyperbole?

Find out what hyperbole is, how writers use hyperbole, the difference between hyperbole and exaggeration and how you can analyse the use of hyperbole in any English exam, whether you’re studying AQA GCSE English Literature Paper 1, or preparing for Edexcel IGCSE English Language. We also include some of literature’s finest examples of hyperbole, with our own expert analysis.

Deb Orrock

English Content Creator

Published

12 July 2024

Read time

6 minutes

Contents

Definition of hyperbole

Hyperbole is the use of exaggerated statements or figures of speech which are not meant to be taken literally, often used to create a dramatic effect. This type of overstatement is often used in literature or poetry to create emphasis, humour, irony or to convey emotion. While hyperbole involves exaggeration, it is not used merely to make a point; the writer has made a deliberate choice in their use of hyperbole in order to achieve a desired effect. Consider the following example, taken from Old Times on the Mississippi by the American author Mark Twain:

“I was quaking from head to foot, and I could have hung my hat on my eyes, they stuck out so far.”

Here, the author does not mean that the narrator’s eyes were literally sticking out like a cartoon character, but that their eyes were wide with fear. The hyperbole is used to emphasise the narrator’s fear and shock.

Etymology of the word hyperbole

The word “hyperbole” comes from the Greek words ὑπέρ (hupér, “above”) + βάλλω (bállō, “I throw”), so it essentially means “throwing over”, as in going beyond the normal limits of expression. The etymology therefore accurately reflects its current meaning: to exaggerate extravagantly. The pronunciation, “hy-per-bo-lee” comes from the Greek pronunciation.

Why do writers use hyperbole?

Writers use hyperbole to emphasise a certain quality or to draw attention to an issue by making it seem bigger or more dramatic than it actually is. It is a way of a writer expressing their intended meaning in a way which is more engaging to the reader. Using hyperbole can also help to convey a writer’s meaning in a more succinct way than via the use of literal language. Consider the two ways of expressing the same thing in these example sentences:

She waited at the bus stop for a period of time that was far longer than she expected. In fact, she waited for so long that it felt unnatural.
She waited at the bus stop for an eternity.

Both sentences convey the same basic information, but the second example makes use of hyperbole (here, an extreme exaggeration) to make the sentence more interesting and succinct. Employing the judicious use of hyperbole as a type of figurative language is a way of giving your writing variety and interest without resorting to unnecessarily long and complex sentences.

What is the difference between hyperbole and exaggeration?

Hyperbole is a type of exaggeration, but a statement of exaggeration tends to be more plausible and believable. Hyperbole is a type of figurative exaggeration, which can be used as a substitution in a similar way to a metaphor. For example, the phrase “my room is a pigsty” is a metaphorical substitution for saying that the room is messy. In a similar way, the phrase “this bag weighs a ton” is a hyperbolic substitution for saying that the bag is heavy. Neither metaphor or hyperbole are meant to be taken literally, but one could easily exaggerate how heavy the bag is by saying that the bag is “loads heavier than the others”, which is more plausible, but a less interesting expression.

Examples of hyperbole and how to analyse it

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

Here are some hyperbole examples from literature with some analysis of how and why it is used:

Hyperbole

Analysis

“All the perfumes of Arabia will not sweeten this little hand” — Macbeth, Act 5, Scene 1

This quotation from Lady Macbeth comes when she has lost her mind, right before her suicide. The motif of hands symbolising guilt and responsibility is carried throughout the play (such as when Lady Macbeth sees blood on her hands, representing her guilt and responsibility for the murder of Duncan).

The hyperbolic statement that nothing, not even all the perfumes of Arabia, can cleanse her of the guilt she feels implies that her sense of responsibility has become overwhelming. Arabian perfumes were known as the most potent and highest quality, so Shakespeare’s use of hyperbole emphasises the extent of Lady Macbeth’s anguish, as even the best perfume in the world cannot mask the smell of foul play.

“Every idiot who goes about with ‘Merry Christmas’ on his lips, should be boiled with his own pudding, and buried with a stake of holly through his heart” — A Christmas Carol, Stave I

This quote from Scrooge is from the opening of Dickens’ novella, when he is discussing Christmas with his nephew, Fred. Dickens uses the familiar imagery of Christmas but subverts it into something grotesque, illustrating Scrooge’s extreme contempt and aversion towards Christmas as the start of the novella. Therefore, the hyperbole serves to express the magnitude of his hatefulness, and contrasts with the language Scrooge uses at the end of the novella when his perspective has changed.

For a comprehensive glossary covering all the best rhetorical devices you could ever need (including alliteration, assonance, hyperbole, juxtaposition, litotes, oxymoron, 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 Deb Orrock

English Content Creator18 articles

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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