It’s important to recognize that you can’t talk about everything! If you notice four or five or six devices that seem significant, choose two or three that are most prevalent and, most important, that contribute clearly to the author’s purpose or meaning.

If, for instance, you believe that Jin wants us to see that the grandfather is narrow-minded and selfish, you might start with the diction that includes judgmental statements, even name-calling (such as “guttersnipe”). Or, if you think Jin wants us to see him more sympathetically—as a man steeped in his traditional culture and trying to care for his family in the only way he knows how, then you might cite the dialogue where he tries to engage his grandchildren in a discussion of their education.

Just remember: identifying, defining, and giving an example of a device (or a whole series of devices) is not the point. You must show the connection between what the writer is saying and how he is saying it. In other words, keep your eye on the meaning the author is using these devices to create.

Finally, while using literary terms in your analysis can be effective, because your audience (usually a teacher) speaks that language, it is not always necessary. If you know the literary term, such as connotation, by all means use it, but you also have the option of simply describing what’s happening. In the case of connotation, for instance, you might point out that by having the grandfather use highly emotional language (including verbs such as “shut up,” “glaring,” and “begged”), Jin shows the man’s frustration and disappointment turning to rage. That’s analysis even if you haven’t named a precise literary term.