In this guide, we’ll be discussing how to understand and interpret character complexity.
Characters in literature are often complex, with a wide range of emotions, motivations, and desires that drive their actions and decisions. Understanding these complexities is essential to understanding the characters themselves and the impact they have on the story as a whole. In this guide, we will explore how a character's own choices, actions, and speech reveal complexities in that character, as well as the function of those complexities.
Choices
You know the saying “actions speak louder than words?” This line also applies to characters. A character may claim to be one thing, but actually be another. When you want to analyze a character, look at their actions, and choices, first.
A character's choices reveal a great deal about their motivations, desires, and beliefs. These choices also highlight a character's priorities and values, as well as their level of moral complexity.
Ask yourself, why did this character make this choice? What did they have to gain or lose from it? What influences were they under when they made the choice?
Example: In the play Oedipus Rex, Oedipus decides to find the killer of the last king of Thebes himself in order to end a plague afflicting his people. As a king, he could have ordered one of his subjects to find this killer, but his determination to do it himself illustrates a sense of personal responsibility and his motive to help his people however he can.
Actions
A character's actions also reveal a great deal about their inner thoughts and feelings. A character's actions can reveal their level of ambition, their capacity for violence or aggression, or their willingness to compromise. Characters may act in a way different from their intentions if they’re placed in an unexpected situation, and how they handle that situation tells us a lot about them and their motives.
Example: In Wuthering Heights,we are introduced to a character called “Mrs. Heathcliff” who is introduced as hot-tempered, irritable, and selfish much like all the other characters we’ve met. However, when the narrator’s life appears to be at risk because he cannot find his way back to his lodgings, she insists that someone accompany him:
“A man’s life is of more consequence than one evening’s neglect of the horses: somebody must go,” murmured Mrs. Heathcliff, more kindly than I expected.
Through this action, we can see that Mrs. Heathcliff has hidden depths, and that she’s not simply a mean character.
**Guiding Question:nIgnoring what everyone's said about the character you're looking at, how would you describe them based on their actions? Is there difference between what people say and what they do?
Speech
Although actions speak louder than words, words also speak quite a bit. Speech can be a powerful tool for revealing a character's complexities.
A character's words can reveal their level of intelligence, their beliefs, or their level of honesty. For example, a character who speaks with wit and charm may be seen as clever, while a character who speaks in a straightforward manner may be seen as honest or straightforward. A character's speech style can reflect a character's background. Speech can also reveal the level of confidence a character has, or their capacity to be sincere or insincere.
Guiding Question: Why is the character you're looking at saying what they're saying? Do they have an ulterior motive? This may require a reread, as it can be hard to detect characters being manipulative or insincere the first time you're reading through a work.
Example: A famous example of this is the speeches that Brutus and Marc Antony give after the death of Caesar in Shakespeare’s Julius Caesar. Brutus speaks simply and in prose, while Antony speaks in a now famous poetic speech, filled with rhetorical flourishes. Brutus has been established up to this point as an honorable man, and his honest, simple speech reflects that; Antony’s speech establishes him as a powerful orator and formidable threat.
Why Bother Adding and Analyzing Complexity?
These complexities serve a number of functions in the story.
First, they help to create a more realistic and relatable character. Characters who are complex and multi-dimensional are often more interesting and engaging than those who are one-dimensional or simplistic. The most famous works of literature — Hamlet, Anna Karenina, The Odyssey, are famous because of their complex, lively characters.
Second, these complexities serve to create tension and conflict in the story. Characters who are torn between competing desires or motivations, for example, will often be at odds with one another and themselves, creating tension and conflict that drives the story forward. In Hamlet, Hamlet’s complex character makes him reluctant to act, and his efforts to confirm his father’s tale drive most of the play.
Third, the complexities in a character's own choices, actions, and speech often serve to highlight the themes and motifs of the story. For example, a character's struggle to reconcile their selfish desires with their sense of duty may reflect the theme of sacrifice in the story.
Finally, these complexities serve to help the audience understand the characters and their motivations more deeply. By understanding the complexities that drive a character's actions, the audience is better able to understand their actions, the reasons behind them and make the audience more empathetic towards the character. In Hamlet, Claudius’s monologue (in which he describes how guilty and tormented he is) turns him from an evil antagonist to a more complex, sympathetic character.
Analyzing these complexities for us AP English Literature students will not only help us earn points on the AP Test for complexity, but also gives us a richer understanding of the author's work. Complex characters make for more complicated, realistic and thought provoking stories. Being able to understand how and why those characters are complex is key to understanding those stories, and they're what can make English fun.
That’s all we have for 6.2! In 6.3, we’ll discuss ways the narrative structure itself can be complex.
Vocabulary
The following words are mentioned explicitly in the College Board Course and Exam Description for this topic.
| Term | Definition |
|---|---|
| archetypal | Representing a character or symbol that is so universally recognized and recurrent that it embodies a universal pattern or prototype. |
| symbol | A person, place, object, or action that represents something beyond its literal meaning, such as an abstract concept, emotion, or idea. |
| symbolic | Serving as a representation or standing for an idea or concept; having symbolic meaning. |
Frequently Asked Questions
What is a symbol in literature and how do I identify one?
A symbol is a material object, image, or even a character that stands for a bigger idea—so a literal thing gains figurative meaning (CED FIG-1.X, FIG-1.Y). To ID one: (1) Notice repetition or emphasis: if an object keeps showing up (motif/leitmotif), it’s a candidate. (2) Ask what abstract idea the object consistently connects to (theme, emotion, belief). (3) Check context: is it a conventional/public symbol (rose = love) or a contextual/private symbol whose meaning is created by the text (FIG-1.Z)? (4) Test by substitution: can you replace the object with an idea in your reading and still make sense? Finally, explain its function: does it reveal character, advance theme, create an objective correlative, or shape tone? Practice spotting and explaining symbols for the exam—CED-aligned tasks ask you to identify and explain a symbol’s function (FIG-1.C). For more targeted review, see the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and try practice questions (https://library.fiveable.me/practice/ap-english-literature).
How do I know if an object in a story is symbolic or just a regular object?
Start by asking: does the object repeat, attract attention, or connect to a bigger idea? If yes, it’s likely symbolic. The CED says a material object becomes a symbol when it “comes to represent” an idea (FIG-1.X / FIG-1.C). Look for three things: repetition or emphasis, consistent associations (semantic field), and effects on characters or theme (function). Decide whether it’s a conventional symbol (like a rose = love) or a contextual symbol that only gains meaning in this text (FIG-1.Z). Explain its function: what idea does it stand for and how does it shift meaning in scenes (objective correlative helps—an object that evokes emotion or idea). On the exam, you must identify the symbol and explain its function with textual evidence (FIG-1.C). For a quick refresher, check the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and practice questions (https://library.fiveable.me/practice/ap-english-literature).
What's the difference between a symbol and a metaphor?
A symbol is a material object, person, or place that stands for a bigger idea across a text (e.g., a storm representing chaos). The CED says symbols can be conventional (common prior associations) or contextual (meanings made in a text) and you might also see symbolic characters or motifs (FIG-1.X, FIG-1.Y, FIG-1.Z, FIG-1.AA). A metaphor is a direct comparison that says one thing is another to create meaning (e.g., “time is a thief”); it’s a figurative language device that shapes imagery and interpretation. Key difference: a symbol is an element that repeatedly represents an idea; a metaphor is a linguistic comparison that creates meaning in a moment. On the AP exam, you may be asked to identify and explain a symbol’s function (FIG-1.C) or analyze figurative comparison—so show how the object or metaphor contributes to theme, tone, or character. For a quick Topic 6 review see the Fiveable study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and try practice questions (https://library.fiveable.me/practice/ap-english-literature).
I'm confused about symbolic meaning - how do I figure out what something represents?
Start by remembering the CED rule: a symbol is a material object (or character) that stands for an idea (FIG-1.X, FIG-1.Y). Quick steps to figure out what something represents: 1. Notice repetition and emphasis—repeated objects or images often become motifs or leitmotifs. 2. Check context—how characters react to it, where it appears, and what verbs/adjectives surround it (conventional vs. contextual symbols; FIG-1.Z). 3. Link to action and theme—ask: what idea does this object consistently affect or comment on? That shows its function (FIG-1.C). 4. Consider multiple readings—a symbol can be public (common) or private (created by the text); justify your claim with specific lines. 5. Use the objective correlative—does the object reliably produce an emotional or thematic effect? If yes, explain how. On the exam, you’ll be asked to identify and explain a symbol’s function, so always tie the symbol back to the text’s meaning and support it with evidence (practice applying this with 1000+ practice problems at Fiveable (https://library.fiveable.me/practice/ap-english-literature) and review Topic 6.2 ideas in the Unit 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr)).
How do I write about symbols in my essay without sounding like I'm making stuff up?
Don’t sound like you’re making stuff up—treat symbols like evidence, not guesses. First, name the object and its literal role, then show how the text makes it mean more: note repetition, placement, sensory detail, character reactions, or changes over time (motif/objective correlative). Use cautious language: “suggests,” “functions to,” “evokes,” not “is.” Tie the symbol to a claim about theme—make that your thesis—and back it with specific quotations and close commentary explaining how the symbol advances character, tone, or theme (CED FIG-1.C, FIG-1.Y, FIG-1.Z). Distinguish conventional symbols (rose = love) from contextual ones the author builds in the text. On the exam, your essay needs a defensible thesis plus evidence and explanation—show how the symbol’s textual uses support your interpretation. For quick review and practice on symbols and argument writing, check the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr), unit overview (https://library.fiveable.me/ap-english-literature/unit-6), and 1,000+ practice questions (https://library.fiveable.me/practice/ap-english-literature).
What are some common symbols that appear in literature and what do they usually mean?
Common symbols you'll see and their usual meanings (remember: context can change them): - Light/dark—knowledge vs ignorance, hope vs despair (public symbol; ties into imagery and diction). - Water—life, rebirth, change, or danger (can be an objective correlative). - Seasons—spring = birth/renewal, winter = death/stasis. - Road/path—life choices, journey, moral direction (motif often tied to character development). - Door/window—opportunity vs limitation, interior vs exterior perspectives (synecdoche/metonymy possible). - Fire—passion, destruction, transformation (pathetic fallacy when tied to mood). - Clothing—social role, identity, concealment (metaphor when worn symbolically). - Objects (rings, clocks, mirrors)—commitment/time/self-reflection (conventional or contextual symbols). On the exam, identify a symbol (FIG-1.C), explain how it functions in the text, and link it to theme or character. For more examples and practice tied to Unit 6, see the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and 1,000+ practice items (https://library.fiveable.me/practice/ap-english-literature).
Can a character be a symbol too or is it just objects?
Short answer: yes—characters can be symbols, not just objects. The CED explicitly says when a character “comes to represent, or stand for, an idea or concept, that character becomes symbolic” (FIG-1.AA). A symbolic character can be contextual (only in that text) or so common they’re archetypal (FIG-1.Z). When you write about a symbolic character on the AP exam, treat them like any symbol: identify what idea they represent, show how the author builds that representation (actions, dialogue, recurring images/motifs), and explain the effect on theme or meaning. That ties to the exam skills: “explain the function of character” and “explain the function of word choice, imagery, and symbols.” For extra practice, check the Topic 6 study guide on Fiveable (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and try practice questions (https://library.fiveable.me/practice/ap-english-literature) to get comfortable analyzing characters-as-symbols.
How do I analyze symbolic meaning in a passage for the AP exam?
Start by naming the symbol and quoting or pointing to the specific image in the passage. Then do three quick moves every time: 1) identify: say whether it’s a conventional/public symbol (like a rose = love) or a contextual/private symbol that the text builds (FIG-1.Y, FIG-1.Z); 2) function: explain what idea the object/character represents and how it shifts meaning in context (FIG-1.C, FIG-1.AA)—does it show desire, loss, power, irony, etc.? Use CED terms like motif, objective correlative, or emblem if they fit; 3) connect to larger meaning: show how the symbol affects character, theme, or tone (tie to plot or narrator choices). Always support each claim with a short quoted detail and a sentence explaining how the language or placement makes the symbol work. On the exam, use that evidence to build a defensible thesis and link symbols to your line of reasoning (free-response rubric). For more practice and model examples, see the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and thousands of practice questions (https://library.fiveable.me/practice/ap-english-literature).
What does it mean when they say a symbol can represent different things to different readers?
It means a symbol isn’t fixed—its meaning depends on both the text’s context and the reader’s background. Some symbols are conventional/public (like roses = love, storms = turmoil) so many readers bring the same associations; others are contextual/private and only take on meaning through how the author uses them in a work. A reader’s experiences, culture, and even the passage’s tone or plot can change what a symbol suggests. For example, water might mean cleansing for one reader, danger for another, or renewal in a specific novel because of repeated imagery (a motif). On the AP exam you should identify the symbol and explain its function in the text (FIG-1.C)—show how the text builds that meaning (contextual clues, repetition, diction, objective correlative). For extra practice, see the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and plenty of practice questions (https://library.fiveable.me/practice/ap-english-literature).
I don't understand how context affects symbolic meaning - can someone explain?
Context shapes what a symbol means by changing the associations readers bring to it. Some symbols are conventional/public (like a rose = love) so readers start with shared associations; others are contextual/private and only gain meaning through how the author uses them in the text (FIG-1.Y, FIG-1.Z). Context includes the character who interacts with the object, the situation, cultural/historical setting, and surrounding imagery or semantic field. For example, water can mean life, danger, or purification depending on tone, plot events, and what other images cluster around it (objective correlative). On the AP exam you’ll be asked to identify a symbol and explain its function—always tie the symbol to its context and to the idea it represents (FIG-1.C). Need practice spotting how context shifts meaning? Check the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and browse 1,000+ practice questions (https://library.fiveable.me/practice/ap-english-literature).
What's the difference between universal symbols and symbols that are specific to one text?
Universal (conventional/public) symbols are images or objects that many readers bring with them before reading—like a dove for peace, a rose for love, or darkness for danger. They’re broadly shared cultural or archetypal associations and can speed your interpretation because the text taps an existing semantic field (CED: conventional/public symbol). Text-specific (contextual/private) symbols gain meaning only within that work. A broken clock in one story might mean lost time; in another it could signal denial or routine—its symbolic value depends on how the author uses it across the text (CED: contextual/private symbol, objective correlative). On the AP exam you may be asked to identify and explain a symbol’s function (FIG-1.C). Always tie a symbol to its textual context—show how repetition, imagery, or character interaction builds its meaning—rather than assuming universal meaning. For a quick refresher, check the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and try practice questions (https://library.fiveable.me/practice/ap-english-literature).
How do I identify archetypal characters and do I need to memorize them for the AP test?
Look for role + pattern, not a label. Archetypal characters show up as recurring, culturally deep patterns: hero (driven quest), mentor (guides protagonist), trickster (breaks rules), shadow/foil (reveals the protagonist’s traits). Identify them by what they do and what they represent—their actions, relationships, motivations, and how other characters respond. Ask: Who drives the plot? Who symbolically stands for an idea (innocence, corruption, wisdom)? Does the character’s pattern feel “universal” (e.g., sacrifice, initiation, temptation) or is it specific to this text? You don’t need to memorize a list of archetypes for the AP exam—the CED even notes the exam won’t require you to label archetypes. Instead, focus on explaining a character’s function and symbolic meaning (skill 1 and FIG-1.AA/Z in the CED). Practice identifying a character’s role and backing it with textual evidence. For help, see the Unit 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and try practice questions (https://library.fiveable.me/practice/ap-english-literature).
What's the author's purpose in using symbols instead of just stating their ideas directly?
Authors use symbols instead of stating ideas directly because symbols do more work: they compress complex themes into objects, images, or characters that invite interpretation (FIG-1.C). A symbol can be conventional (like a rose) or contextual—made meaningful by the text—and it creates an objective correlative that evokes emotion without explicit explanation. That economy both deepens theme and lets readers participate in meaning-making, uncovering layers (motif, semantic field, emblem) across a text. On the AP exam you’ll often be asked to identify a symbol and explain its function—show how it shapes character, setting, or theme, not just define it (CED FIG-1.X/Z/AA). For more examples and practice identifying symbols in longer works, check the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and try practice questions (https://library.fiveable.me/practice/ap-english-literature).
How do I avoid over-analyzing and seeing symbols that aren't really there?
Short answer: stick to evidence and function. The CED says a symbol is a material object that “stands for” an idea (FIG-1.X, FIG-1.Y). To avoid seeing things that aren’t there, ask three concrete questions for any possible symbol: 1. Is it repeated or highlighted (motif, semantic field)? Repetition makes a symbol more likely. 2. Does the text give it a clear associative function (contextual symbol) or is it a conventional/public symbol readers usually share? (FIG-1.Z, FIG-1.AA) 3. How does it affect character, theme, or plot—what does it do? Explain the function (FIG-1.C). If you can’t show how the object changes meaning or action, it’s probably not a strong symbol. On essays, always pair your claim with specific lines and explain the writer’s purpose (the exam expects textually substantiated argument). For more practice identifying symbols and using AP terminology, check the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and drill practice questions (https://library.fiveable.me/practice/ap-english-literature).
Can you give me examples of how the same symbol might mean different things in different stories?
Same object, different meaning depends on context (conventional vs. contextual symbol) and the author’s use. Quick examples: - Water: can mean rebirth or purification in one text (baptismal/renewal) but danger or loss in another (flood, drowning). - A door: openness and opportunity in one story; exclusion or secrecy in another if it’s locked or hidden. - A rose: conventional symbol of love, but in a different context could stand for secrecy (sub rosa), decay (wilted rose = betrayal), or class if tied to a household. - A mirror: truth and self-knowledge when characters confront themselves; in another text it might symbolize vanity or a fractured identity. When you analyze, identify whether the symbol is conventional (readers expect certain associations) or contextual (the text builds its meaning), and tie the symbol to character, motif, or objective correlative—showing how it advances theme. For more practice identifying symbols and writing AP-style prose analyses, check the Topic 6 study guide (https://library.fiveable.me/ap-english-literature/unit-6/character-motives/study-guide/MJlkjiitYpoN1A1RABCr) and try problems at (https://library.fiveable.me/practice/ap-english-literature).