Connotation

Connotation is when a part of a text, or even a single word, implies (makes something understood without expressing it directly) a value or meaning beyond the literal. Take for example these three simple sentences:

• The building was very tall.
• The building was monstrous.
• The building was towering.

All three sentences mean the same thing literally. The word 'monstrous', however, has connotations of the building being scary and imposing. The word 'towering' may connote that the building was impressive in its height.

In most texts, connotations are very important. Look for words that connote particular things as they change the emphasis of the text.

Look at the following three examples.

Example 1 The boy got on to his bike and rode cautiously to the shops. Example 2 The young lad mounted his bicycle and swiftly pedalled to the shops. Example 3 The scallywag got on his skateboard and tore aggressively towards the shops. Example 4 The cool dude ripped it up as he skated towards the shops.

Text One

Does each of these examples give you a different impression of the boy? Why is this? Compare the words 'cautiously', 'swiftly' and 'aggressively'. Clearly, the words 'cautiously' and 'swiftly' connote a different impression of the boy. By changing this one word we might be able to infer that in Example 1, the boy is not sure of himself or is not good at riding his bike. In Example 2, the same boy rides elegantly and is very good at riding his bike. We may infer from this that he is more confident or feels more secure than the boy in Example 1.

How does the use of the words 'tore aggressively'change our perception of the boy in Example 3? We might inferfrom this phrase that the boy has a disregard for manners and rules.

Further, it is very important to remember that it is ultimately your decision as to what words, images or sounds connote. This comes down to personal context (refer to Chapter 1 for more detail).

For example, the use of the skateboard in Example 3 compared with the bicycle and bike in Examples 1 and 2. What you infer about the boy from his chosen mode of transportation will depend on your context or your experience with bikes and skateboards.

For example, if you are a skateboarder, you may already have an image of this boy in your head. You are likely to empathise with the boy. On the other hand, if you are an old person who has been knocked over recently by a boy on a skateboard, you might feel that skateboarders are a menace or anti-social. Either way, there is a stereotype associated with the use of a skateboard that will define your reaction to the character. Your reaction is dependent on your personal context.

Finally, connotation can help us inferthings about the composer of a text. What are the attitudes implied about the boy in Examples 3 and 4, from the composer's point of view? Compare 'scallywag' (troublemaker) and 'tore aggressively' to 'cool dude' and 'ripped it up'. In Example 3, we can infer that the composer of the text sees skateboarders as a menace and in Example 4 we can infer that the composer sees the skateboarder as a stylish and modern person.

So, in any simple sentence, such as the examples in Text One, there can be many connotations.

• These connotations indirectly give us impressions about characters or objects.
• Connotations allow the reader to come up with their own impressions through personal context.
• Connotations can reveal aspects of the composer and the composer's context.

Refer to the 'Connotation Activity' for more practice with connotation.