5.4 Identifying and interpreting extended metaphors

A metaphor compares two unlike things by transferring qualities from one (vehicle) to the other (tenor) so you read beyond the literal—e.g., “the pitcher cries for water” makes a person’s need for work like a pitcher needing water. On the AP exam you’re asked to identify metaphors and explain their function (CED FIG-1; Learning Objective 6.B) in both multiple-choice and the Poetry FRQ. How to find them in poems: 1. Spot surprising comparisons (no “like” or “as” = metaphor; with “like/as” = simile). 2. Ask: what traits are being transferred? (FIG-1.R, source/target domain) 3. Look for repetition or development of that comparison across stanzas—that’s an extended or sustaining/controlling metaphor (FIG-1.T, FIG-1.U). 4. Explain what the metaphor adds: perspective, theme, tone, or characterization. For a quick refresher, check the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R). For broader review and 1,000+ practice questions, see the unit page (https://library.fiveable.me/ap-english-literature/unit-5) and practice bank (https://library.fiveable.me/practice/ap-english-literature).

Similes use like or as to compare (e.g., “her eyes are like stars”); metaphors assert one thing is another (e.g., “her eyes are stars”) or imply that identity without using like/as. To tell them apart quickly: scan for like/as → simile; scan for direct substitution or implied likeness → metaphor. For AP analysis, name the tenor (what’s being described) and the vehicle (what it’s compared to), and explain the ground—the shared traits transferred (FIG-1.R). If the comparison repeats or is developed across lines or the whole poem with added images or details, it’s an extended/controlling metaphor (FIG-1.T, FIG-1.U). On the exam, don’t just ID the device—explain its function: what perspective or meaning shifts because of the metaphor (CED learning objective 6.B). For a quick refresher, see the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and practice questions (https://library.fiveable.me/practice/ap-english-literature).

A regular metaphor is a single, compact comparison: it links a tenor (the thing being described) to a vehicle (the image used) to highlight a specific quality—for example, “time is a thief” transfers the idea of stealing to time (FIG-1.R, FIG-1.S). An extended metaphor (or sustained/controlling metaphor) keeps that same comparison going across several lines, stanzas, or the whole poem, adding new details, images, or even similes that deepen the mapping between source and target (FIG-1.T, vehicle elaboration, metaphorical mapping). Extended metaphors ask you to track what traits transfer in context—what’s emphasized changes meaning (FIG-1.U). On the AP exam, you should be able to identify tenor/vehicle and explain how a metaphor’s function contributes to a poem’s meaning (learning objective 6.B). For a quick refresher, check the Topic 5.4 study guide on Fiveable (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and practice questions at (https://library.fiveable.me/practice/ap-english-literature).

Think of a metaphor as a transfer of qualities: identify the tenor (what’s being described) and the vehicle (what it’s compared to), then state the specific traits being transferred (the ground). Ask: which qualities move from vehicle to tenor, and why does the speaker want those qualities emphasized? For extended metaphors, track the controlling image across lines—note each new detail or simile that elaborates the mapping and how the comparisons accumulate or shift. Always tie your reading to context: what’s happening in the poem determines what gets transferred (FIG-1.U). On the AP exam, name the tenor/vehicle, cite precise language, explain the metaphorical mapping (FIG-1.R,S), and show how it changes meaning or reveals speaker perspective (Learning Objective 6.B). For a quick walkthrough and examples, check the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R). For more practice, use Fiveable’s AP Lit practice problems (https://library.fiveable.me/practice/ap-english-literature).

Start by identifying the metaphor: name the tenor (what’s being described) and the vehicle (what it’s compared to), and say the ground (which shared qualities transfer). For an extended metaphor note how it’s sustained—look for vehicle elaboration, repeated images, or shifts that develop meaning over lines or the whole poem (FIG-1.T, FIG-1.R, FIG-1.U). In your thesis state how the metaphor shapes the speaker’s perspective or theme (this helps meet the AP rubric’s thesis requirement). Use 2–3 tight quotes showing the metaphor’s start and its elaborations, then explain—don’t summarize—how each instance changes meaning, reveals speaker attitude, or aligns with context (controlling metaphor/controlling image). Tie every quote back to your argument so you earn evidence + commentary points on the exam. For more examples and practice, see Fiveable’s Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and the Unit 5 overview (https://library.fiveable.me/ap-english-literature/unit-5). For extra timed practice, check Fiveable’s question bank (https://library.fiveable.me/practice/ap-english-literature).

When the CED says metaphors “focus on traits and qualities,” it means the comparison transfers specific attributes from the vehicle (the image) to the tenor (the main idea), not the whole thing. So you don’t compare two objects wholesale—you map particular qualities. Example: “Time is a thief” doesn’t mean time is literally a person; it borrows the trait of stealthily taking things (loss, regret) and applies that to time. In extended metaphors the same trait(s) get developed across the poem with additional images or similes (FIG-1.R, FIG-1.T). On the AP exam you’ll need to ID the tenor/vehicle and explain what trait or perspective is being transferred (Learning Objective 6.B)—use evidence showing how the mapped traits shape meaning. For a quick review, check the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and practice questions (https://library.fiveable.me/practice/ap-english-literature).

An extended metaphor repeats and develops a single comparison (tenor = the thing being described; vehicle = the image used to describe it) across a poem or passage so the reader maps qualities from the vehicle onto the tenor. It’s “extended” when the comparison persists and is elaborated with new details, images, or similes (FIG-1.T, FIG-1.R). To read one: identify the controlling metaphor, track each image or detail that repeats the vehicle, and ask what trait(s) are being transferred each time (ground/ metaphorical mapping). Context matters—what’s happening in the text can change what’s transferred (FIG-1.U). On the AP exam you’ll need to name the metaphor, explain its function, and use specific evidence to show how the sustained images build meaning (Free-Response expectations). For a step-by-step walkthrough and examples, see the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and grab practice questions at (https://library.fiveable.me/practice/ap-english-literature).

Think of a metaphor as a transfer of qualities: the tenor is the thing being described, the vehicle is the image the author borrows, and the ground (or mapping) is which traits move from vehicle to tenor (CED FIG-1.R). To figure out what the author is saying, do this quickly in any passage or poem: - Identify tenor and vehicle (who/what’s compared). - List the specific traits the vehicle highlights (strength, decay, motion). Those traits usually point to the figurative meaning (FIG-1.S). - Check context: what's happening in the poem or speaker’s attitude? Context controls what gets transferred (FIG-1.U). - If it’s extended, follow how the vehicle is elaborated across lines—each image narrows or deepens the argument (FIG-1.T). - Turn this into one clear claim you can defend with textual evidence (this is what AP free-response wants). For a quick walkthrough and examples, see the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R). For extra practice, try the AP Lit question sets at Fiveable (https://library.fiveable.me/practice/ap-english-literature).

Metaphors shift meaning from the literal to the figurative by mapping traits from a familiar “vehicle” onto the “tenor” (what’s being described). Instead of just naming things, metaphors highlight particular qualities (FIG-1.R) and transmit a perspective or attitude (FIG-1.S). An extended or controlling metaphor sustains that comparison across lines or the whole poem, adding images and details (vehicle elaboration) so readers build a fuller, contextualized understanding (FIG-1.T, FIG-1.U). On the AP exam you may be asked to identify and explain a metaphor’s function (Learning Objective 6.B): show what characteristics are transferred, how that shapes tone or theme, and how context limits the comparison. For practice spotting tenor/vehicle pairs and extended-metaphor mapping, check the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and try problems at Fiveable’s practice page (https://library.fiveable.me/practice/ap-english-literature).

Context affects metaphor interpretation because the text decides which traits transfer from the vehicle (comparison subject) to the tenor (main subject). In the CED this is called “contextual transfer”—what’s happening in the poem (speaker, situation, tone, imagery, even structure) limits or changes which qualities of the vehicle map onto the tenor (FIG-1.R, FIG-1.U). So the same image—“ship,” “garden,” “armor”—can mean different things: in a grief poem a ship might map to loss and drifting; in a coming-of-age poem it might map to journey and agency. Extended metaphors are especially sensitive: when the comparison persists, later lines add details that expand or twist the original mapping (FIG-1.T). Check speaker perspective and surrounding diction: those tell you whether the metaphor is ironic, admiring, fearful, etc. On the exam, you’ll need to identify the metaphor and explain its function (Learning Objective 6.B). For more practice and examples, see the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and Unit 5 overview (https://library.fiveable.me/ap-english-literature/unit-5). For extra practice, try 1,000+ questions (https://library.fiveable.me/practice/ap-english-literature).

Start by naming the tenor (what’s being described) and the vehicle (what it’s compared to). Track the comparison through each paragraph: list repeated images, verbs, and sensory details the poem keeps returning to. Ask how each elaboration adds a new trait from the vehicle to the tenor (that’s metaphorical mapping—FIG-1.T). Note any shift in tone, perspective, or context that changes what’s being transferred (FIG-1.U): does the metaphor start hopeful and end weary, or vice versa? In your essay, build a clear thesis that claims what the extended metaphor controls (a “controlling metaphor”/conceit). Use specific quotes from different paragraphs as evidence and explain how each quote develops the comparison and advances the poem’s meaning—don’t just summarize. On the AP FRQ, you’ll need a defensible thesis, textual evidence, and commentary connecting images to theme (practice pacing: ~40 minutes; cite lines). For a quick refresher, see the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and more practice questions (https://library.fiveable.me/practice/ap-english-literature).

Literal meaning in a metaphor is what the words actually name (the vehicle)—for example, “time is a thief” literally names “thief.” Figurative meaning is what traits or qualities transfer from the vehicle to the tenor (the thing being described)—here, time “steals” moments, so you get a perspective about loss or stealth. AP terms: tenor = target, vehicle = source domain, and the ground or mapping is the shared trait(s) FIG-1.R highlights (what qualities are being compared). An extended metaphor keeps that mapping going across lines or the whole poem (FIG-1.T/FIG-1.U), so context decides what’s transferred. On the exam you’ll often need to identify a metaphor and explain its function (Learning Objective 6.B)—don’t just name it; show what qualities move from vehicle to tenor and how that shapes meaning. For a quick refresher, check the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and practice questions (https://library.fiveable.me/practice/ap-english-literature).

Metaphors convey an author’s perspective by transferring traits from the vehicle (the image used) to the tenor (the thing being described), so the reader sees the subject through that lens. Because metaphors focus on specific qualities (FIG-1.R), a speaker who compares life to a storm emphasizes danger and struggle; one who compares it to a garden highlights growth and care. Extended metaphors sustain that transfer across a poem, expanding the mapping with repeated images and details (FIG-1.T), which makes the writer’s attitude—admiration, anger, irony—more consistent and persuasive. On the AP exam you’ll need to identify the tenor and vehicle, explain the metaphorical mapping (what qualities move), and show how that mapping transmits perspective or theme (FIG-1.S, FIG-1.U). For a quick refresher and examples, see the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and the Unit 5 overview (https://library.fiveable.me/ap-english-literature/unit-5). For extra practice, try Fiveable’s practice questions (https://library.fiveable.me/practice/ap-english-literature).

You can catch up fast by focusing on what the CED calls tenor (what’s being described) and vehicle (what it’s compared to). First, label any metaphor: what’s the tenor, what’s the vehicle, and what shared traits (ground) get transferred? For extended metaphors, track vehicle elaboration—repeated images, added details, similes—and ask how context shifts what’s transferred (FIG-1.R, FIG-1.T, FIG-1.U). On the exam, comparison questions make up about 10–13% of MCs and poetry FR asks you to analyze techniques that include extended metaphor, so practice spotting function and speaker perspective (Learning Objective 6.B). Read the Fiveable topic study guide and work examples there to build speed and accuracy (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R). For more timed practice, use Fiveable’s practice problems (https://library.fiveable.me/practice/ap-english-literature).

Write a thesis that names the extended metaphor, its parts, and its effect. One strong template: “In [title], [author] develops a controlling extended metaphor comparing X (tenor) to Y (vehicle) to show that [interpretation/claim about theme or speaker perspective].” Then add how it’s sustained: “By repeatedly mapping qualities like A, B, and C across the poem—through imagery, diction, and specific images—the metaphor reframes the poem’s conflict/attitude.” Why this fits AP: it’s defensible, text-based, and explains function (CED FIG-1.T/U; Learning Objective 6.B). In your essay body, identify tenor/vehicle, give 2–3 quoted details where the metaphor persists or is elaborated, and explain what each mapping transfers and why it matters to the poem’s meaning. Practice turning that thesis into a 40-minute Poetry Analysis using the Topic 5.4 study guide (https://library.fiveable.me/ap-english-literature/unit-5/identifying-interpreting-extended-metaphors/study-guide/osflGu1cqkmlcSAT0H3R) and 1,000+ practice questions (https://library.fiveable.me/practice/ap-english-literature).