DISCOURSE MARKERS (SO, RIGHT, OKAY)

Discourse markers are words or phrases like anyway, right, okay, as I say, to begin with. We use them to connect,
organise and manage what we say or write or to express attitude:

[friends are talking]

A: So, I’ve decided I’m going to go to the bank and ask for a car loan.
B: That sounds like a good idea.
C: Well, you need a car.
B: Right.
A: Anyway, I was wondering if either of you would teach me how to drive.

The discourse markers in this extract have a number of uses:

so marks the beginning of a new part of the conversation.

well marks a change in the focus (from getting a car loan to needing a car).
right marks a response (B is agreeing with C).
anyway marks a shift in topic (from buying a new car to having driving lessons).

We use different discourse markers in speaking and writing. In speaking, the following discourse markers are very
common:

anyway like right you know

fine now so I mean

good oh well as I say

great okay mind you for a start

In writing, the following discourse markers are common:

firstly in addition moreover on the other hand

secondly in conclusion on the one hand to begin with

thirdly in sum

Discourse markers do not always have meanings that you will find in your dictionary. However, they do have certain
functions, and some discourse markers, such as well, can have a number of functions.

Discourse markers that organise what we say

Some discourse markers are used to start and to end conversations. Some are used to start new topics or to change topics.

STARTING A CONVERSATION OR TALK

A: Right, let’s get started. We need to get the suitcases into the car.
B: Okay. I’ll do that. Katie, will you help me?

[at the start of a radio interview]

Now, we have with us in the studio today someone you will all know from television. John Rice, welcome to the show.

ENDING A CONVERSATION
[A mother (A) and daughter (B) on the telephone]
A: So we’ll see you Sunday, Liz.
B: Right, okay Mum.
A: Okay, see you then, love.
B: Bye, Mum. Thanks for calling.
A: Bye, Liz.

[At the end of a meeting]

A: Anyway, is that it? Has anyone got any questions?
B: No. I think we’re done.
A: Right, fine, thanks everyone for coming. We’ll circulate the documents tomorrow and make some follow-up calls about
the project.

CHANGING OR MANAGING A TOPIC

A: We went to town to buy wallpaper to match the carpet.
B: Did you try Keanes? They have a sale.
A: We looked there, but Jim said he thought it was too expensive and he didn’t like any of their designs.
B: What does he like?
A: He likes geometric shapes. He hates flowers. Anyway, we eventually found some that we both liked and when we went
to pay for it, we realised that neither of us had brought any money. (Anyway marks a return to the main topic of buying
wallpaper.)

Ordering what we say

We also use discourse markers to order or sequence what we say. Some of the common words and phrases which we use
for this are:

and in general second to sum up

and then in the end *secondly what’s more

first (of all) last of all so well

*firstly next lastly a…b

for a start on top of that third(ly)

firstly and secondly are more formal than first and second.
A: I think Sheila might be having some financial problems at the moment.
B: I don’t think so, Caroline. For a start, she has all the money that her aunt gave her. What’s more, she has a good job
and she seems to have a good lifestyle.
Firstly, we are going to look at how to write an essay. Secondly we are going to look at what makes a good essay and
what makes a bad one. Lastly, we’re going to do some writing activities.
We can use the letters of the alphabet (a, b and c), to list reasons or arguments for something:
There are two reasons why I think it’s a bad idea, a because it’ll cost too much money, and b because it’ll take such a
long time.

Discourse markers that monitor what we say

As we talk, we monitor (or listen to) what we are saying and how our listener is responding to what they hear. We often
rephrase or change what we say depending on how our listener is responding. We use words and phrases such as well, I
mean, in other words, the thing is, you know, you know what I mean, you see, what I mean is.

Saying something in another way

Sometimes, as we talk, we add phrases to show our listener that we are going to rephrase, repeat or change what we are
saying. These discourse markers help to make what we say clearer for the listener:
I just had to leave early. What I mean is I hated the show. It just wasn’t funny.
You exercise regularly, you have a good diet and you don’t have too much stress. In other words, I think you have nothing
to worry about. Your health seems very good.
I think I’ve found a house I’d like to buy. Well it’s an apartment actually. It’s ideal for me.

Shared knowledge
When we talk, we think about how much knowledge we share with our listener. We often mark what we think is old,
shared or expected knowledge with you know and we mark new knowledge that we see as not shared with the listener with
phrases like see, you see, the thing is:

You know, hiring a car was a great idea. (The speaker and the listener know about hiring the car.)

A: Why don’t you come and stay with me when you’re in Lisbon?
B: It’d be difficult. I have to be back in Dublin by Friday. You see, my sister is getting married on Saturday so I won’t
have time to visit. (B assumes that A doesn’t know about her sister’s wedding. This is new information)

Discourse markers as responses

As we listen to someone speaking, we usually show our response to what we hear either by gesture (head nod) or by a
short response (Mm, yeah, really, that’s a shame). This shows that we are listening to and interested in what is being said.
We call these short responses ‘response tokens’.
Common response tokens include:

absolutely fine okay wow

(all) right good quite (more formal) yeah

certainly great really yes

definitely I see sure

exactly no wonderful

that’s great/interesting/amazing/awful, etc.

We use response tokens for a number of functions:

To show interest and to show that we want the speaker to continue
A: So he opened the door.
B: Yeah.
A: And he went in very quietly without waking her.
B: Right.
A: He opened her bag and…

To show surprise
A: We’ve decided to go to Africa for a month next year.
B: Oh really!

To show sympathy
A: He can’t play soccer for at least six months. He’s broken his leg.
B: That’s terrible.

Discourse markers showing attitude

Some expressions are used to mark attitude or point of view in speaking or writing.
Common expressions of attitude are:

actually frankly I think (I’m) sorry

admittedly hopefully literally surprisingly

amazingly honestly naturally thankfully

basically ideally no doubt to be honest

certainly if you ask me obviously to tell you the truth

clearly I’m afraid of course understandably

confidentially I must admit predictably undoubtedly

definitely I must say really unfortunately

essentially in fact sadly

fortunately indeed seriously

If you ask me, Neil is making a big mistake leaving his job to go travelling with his friends.
We will obviously have to pay for the damage done to the window.
The whole problem has been caused, I think, by having too many cars on the road at busy times.
Sadly, Hilda has decided not to come with us.

Discourse markers: sounding less direct

We are careful when we speak not to sound too direct or forceful. We use words and phrases such as like, maybe, sort
of to soften what we say (hedges).
We often use these words and expressions as hedges:

apparently kind of perhaps roughly

arguably like presumably sort of/ kind of*

I think maybe probably surely

just

* sort of is more common in British English; kind of is more common in American English.
Can I just ask you a question?
We can probably add some more water to the sauce.
Is this perhaps one of your first times driving a car?
Compare

There’s a new restaurant in town. We The statement is hedged or softened so as

should probably try it next weekend. not to sound too strong or forceful.

There’s a new restaurant in town. We should The statement is not hedged and it sounds
try it next weekend. more direct and forceful.

Discourse markers: um and erm

We can use um to introduce a new topic carefully:
Um, could I ask you a personal question?
Um, there’s something else we need to talk about.
We can use erm when we pause before saying something, especially when we are not sure about what to say:
He’s… erm he’s not very pleased with your work, I’m afraid.
Her last book was called… erm what was it? I can’t remember the name.

Discourse markers: interjections (Oh! Gosh!)

An interjection is a single-word exclamation such as hooray, oops, ouch which shows a positive or negative emotional
response:
A: The meeting’s been cancelled.
B: Yippee!
A: I’ve just dropped the box of eggs.
B: Oh no!
A: I don’t think this dessert looks very fresh.
B: Yuck!

https://dictionary.cambridge.org/us/grammar/british-grammar/discourse-markers/discourse-markers-so-right-okay

ASSERTION
 A statement investing strong belief, as if it is true, though it may not be, is an assertion. Assertion
is a stylistic approach or technique involving a strong declaration, a forceful or confident and positive statement
regarding a belief or a fact. Often, it is without proof or any support. Its purpose is to express ideas or feelings
directly, for instance, “I have put my every effort to complete this task today.”

Types of Assertion

Basic Assertion

It is a simple and straightforward statement for expressing feelings, opinions, and beliefs such as:

 “I wish I could have expressed this idea earlier, because now someone else has taken the credit.”
 “Excuse me, first I want to finish my work, then I shall go with you.”

Emphatic Assertion

It conveys sympathy to someone, and usually has two parts: the first encompasses recognition of the feelings
or situations of the other person, and the second is a statement that shows support for the other person’s
viewpoint, feelings, or rights such as:

 “I understand you are busy, and me too, but it is difficult for me to finish this project on my own. So, I
want you to help me complete this project.”
 “I know this is making you angry and frustrated because you have not gotten a response yet. But I can
help you by giving you an estimate of how long it might take.”

Escalating Assertion

It occurs when someone is not able to give a response to a person’s basic assertions, and therefore that
person becomes firm about him or her such as:

 “If you do not finish this work by 6:00 tonight, I will engage the services of another worker.”
 “I really want to finish this point before you start yours.”

Language Assertion

It involves the first person pronoun “I,” and is useful for expressing negative feelings. Nevertheless, it
constructively lays emphasis on a person’s feelings of anger such as:

 “When you speak harshly, I cannot work with you because I feel annoyed. Therefore, I want you to
speak nicely and then assign me a task.”
 “When I don’t get enough sleep, it affects my nerves and I feel irritated. Therefore, I try to go to bed
earlier.”

Function of Assertion

The function of assertion is to let readers to feel that they should not disagree or dispute what they read or
hear; rather, they should accept the idea or notion as an indisputable fact. It has proved to be one of the best
approaches for writers to express their personal feelings, beliefs, and ideas in a direct way. By using this
technique, writers can defend others’ feelings and rights if violated. This rhetorical style also expresses self-
affirmation and rational thinking of personal respect or worth. It is very common in various fields of life, like
literature, politics, advertisements, and legal affairs.

https://literarydevices.net/assertion/

Opinion
An opinion is a judgment, viewpoint, or statement that is not conclusive.
A given opinion may deal with subjective matters in which there is no conclusive finding, or it may deal with facts
which are sought to be disputed by the logical fallacy that one is entitled to their opinions.

Distinguishing fact from opinion is that facts are verifiable, i.e. can be agreed to by the consensus of experts. An
example is: "United States of America was involved in the Vietnam War," versus "United States of America was right
to get involved in the Vietnam War". An opinion may be supported by facts and principles, in which case it becomes
an argument.

In casual use, the term opinion may be the result of a person's perspective, understanding, particular feelings,
beliefs, and desires. The term may also refer to unsubstantiated information, in contrast to knowledge and fact.
Though not hard fact, collective opinions or professional opinions are defined as meeting a higher standard to
substantiate the opinion.
Public opinion
In contemporary usage, public opinion is the aggregate of individual attitudes or beliefs held by a population (e.g., a
city, state, or country), while consumer opinion is the similar aggregate collected as part of marketing research (e.g.,
opinions of users of a particular product or service). Typically, because the process of gathering opinions from all
individuals are difficult, expensive, or impossible to obtain, public opinion (or consumer opinion) is estimated
using survey sampling (e.g., with a representative sample of a population).

Group opinion
In some social sciences, especially political science and psychology, group opinion refers to the aggregation of
opinions collected from a group of subjects, such as members of a jury, legislature, committee, or other collective
decision-making body. In these situations, researchers are often interested in questions related to social
choice, conformity, and group polarization.

Scientific opinion
"Scientific opinion" may reflect opinions on scientific concerns as articulated by one or more scientists, published in
scholarly journals or respected textbooks, both of which entail peer-review and rigorous professional editing. It may
also refer to opinions published by professional, academic, or governmental organizations about scientific findings
and their possible implications.
A related—but not identical—term, scientific consensus, is the prevailing view on a scientific topic within the
scientific community, such as the scientific opinion on climate change.
Scientific opinion(s) can be "partial, temporally contingent, conflicting, and uncertain"[2] so that there may be no
accepted consensus for a particular situation. In other circumstances, a particular scientific opinion may be at odds
with consensus.[2]
Scientific literacy, also called public understanding of science, is an educational goal[3] concerned with providing the
public with the necessary tools to benefit from scientific opinion.

Legal opinion
A "legal opinion" or "closing opinion" is a type of professional opinion, usually contained in a formal legal-opinion
letter, given by an attorney to a client or a third party. Most legal opinions are given in connection
with business transactions. The opinion expresses the attorney's professional judgment regarding the legal aspect
of the transaction. The opinion can be "clean" or "reasoned".[4] A legal opinion is not a guarantee that a court will
reach any particular result.[5] However, a mistaken or incomplete legal opinion may be grounds for a professional
malpractice claim against the attorney, pursuant to which the attorney may be required to pay the claimant damages
incurred as a result of relying on the faulty opinion.

Judicial opinion
A "judicial opinion" or "opinion of the court" is an opinion of a judge or group of judges that accompanies and
explains an order or ruling in a controversy before the court. A judicial option generally lays out the facts that the
court recognized as being established, the legal principles the court is bound by, and the application of the relevant
principles to the recognized facts. The goal is to demonstrate the rationale the court used in reaching its
decision.[6] Judges in the United States are usually required to provide a well-reasoned basis for their decisions and
the contents of their judicial opinions may contain the grounds for appealing and reversing of their decision by a
higher court. Judicial opinions are discussed further in the articles on common law and precedent.

Editorial opinion
An "editorial opinion" is the evaluation of a topic by a newspaper as conveyed on its editorial page.
https://en.wikipedia.org/wiki/Opinion

Text aids, also called text features, are visual elements on a page that stand out from the main text. The
reader uses text features to help understand the content. Some examples of text aids are titles, bold or italic print,
diagrams, maps, tables, charts and maps.
 Text aids are predominately used in nonfiction text. Text features focus the reader's attention on specific parts of
the text, and help the reader identify important ideas in the reading. Aids in the form of pictures or graphs give the reader
additional information to support that found in the text. Text aids are also useful for previewing text.

https://www.reference.com/technology/text-aid-a47d40fefa2ee50

Textual aids meaning and examples:

Textual aids are educational instruments, could be written texts, or printed texts and other ways of emphasizing the
essential phrases, thoughts, graphs, and /or images.

Textual aids are tools or materials that provide support and facilitate understanding of texts. These aids are, most of the
time, graphical outlines or images that gives a general idea of a certain topic.

Simple examples of textual aids are those words being highlighted, bolded, italicized, and adding charts, graphs,
diagrams, maps, tables, etc.

Examples of Textual Aids:

• Cause & Effect Diagram - emphasizes the connection between the different concepts. This is called the most
beneficial organizer. Since it can be applied to all subject areas.

• Flow Diagram - sequence chart that shows series of events in order. If you have a concept that has steps or has
certain order or sequence then it can be showed this kind of textual aid organizer.

• Venn Diagram – this is used to identify, classify, categorize and recognize similarities and differences of two or
more subjects, ideas, thoughts, and / or concepts. This is actually the most commonly used textual aid. This is an
instructional tool that can be found in hand-outs, textbooks, and even on standardized examinations. This can be found to
in some teacher resource materials.

• Graphic Organizers - these are visual displays that have key content information. These textual aids actually
provide learners with structure for abstract concepts. This kind of textual aids are usually created and designed for those
who have trouble organizing information and thoughts. These are meant to help those students to visualize ideas that are
organized.

• Concept Maps – these are general organizer or textual aids that can show the central thought with its matching
characteristics. These are actually helpful and excellent for brainstorming, refreshing stock knowledge, and / or generating
alternative expressions. This kind of maps can also be used to show or rank the hierarchical relationships as the most
significant concept or concepts should be placed at the top.

What is the purpose of textual aids?

It helps students understand and comprehend any story, subject, or topic. They give emphasis on what should be focused
on.

What is the importance of textual aids or what is the importance of using textual aids?

Important words are sometimes written in bold to catch the attention of the reader. Italicized word are used to meanings,
synonyms, footnotes and many others depending on the style of the writer which he believes would make the words more
visible and easy to remember. This will make it easy for students to memorize, remember, and learn important words
more quickly and easily. (This may also the answer for questions: what are the effects of textual aids and how do these
textual aids help you in understanding the text?)

https://brainly.ph/question/372226

CONJUNCTIONS
DEFINITION: A conjunction is a part of speech that is used to connect words, phrases, clauses, or sentences.
Conjunctions are considered to be invariable grammar particle, and they may or may not stand between items they
conjoin.
TYPES:

 SUBORDINATING CONJUNCTIONS – (subordinators) these join dependent clauses to independent clauses.

 COORDINATING CONJUNCTIONS – (coordinators) these coordinate or join two or more sentences, main
clauses, words, or other parts of speech which are of the same syntactic importance.
 CORRELATIVE CONJUNCTIONS – These correlate, working in pairs to join phrases or words that carry
equal importance within a sentence.
 CONJUNCTIVE ADVERBS –These adverbs always connect one clause to another, and are used to show
sequence, contrast, cause and effect, and other relationships.

Conjunctions connect short sentences like this: “I am a boy named Ted, and I like dogs.”

Rules:
 Conjunctions are for connecting thoughts, actions, and ideas as well as nouns, clauses, and other parts of speech.
For example: Mary went to the supermarket and (she) bought oranges.
 Conjunctions are useful for making lists. For example: We made pancakes, eggs, and coffee for breakfast.
 When using conjunctions, make sure that all the parts of your sentences agree.

For example:

“I work busily yet am careful” does not agree.

“I work busily yet carefully” shows agreement.

Conjunctions commonly used in American English: Examples (usage):

1. And a. I tried to hit the nail but hit my thumb instead.

2. As b. I have two goldfish and a cat.
3. Because c. I’d like a bike for commuting to work.
4. But d. You can have peach ice cream or a brownie
5. For sundae.
6. Just as e. Neither the black dress nor the gray one looks
7. Or right on me.
8. Neither f. My dad always worked hard so we could afford
9. Nor the things we wanted.
10. Not only g. I try very hard in school yet I am not receiving
11. So good grades.
12. Whether
13. Yet

ADVERBS

An adverb is a word that modifies a verb, an adjective or another adverb.

1. Adverbs modifying verbs

a. Julia beats the eggs briskly (Briskly modifies the verb beat)
b. The leaves rustled softly with the wind. (Softly modifies the verb rustled)

 An adverb modifying a verb answers the questions “Where, When, In what manner, or To what
extent?”
Example:

a. The children move aside as the vehicle came in view. (Aside answers the question “where?”)
b. The family went home early. (Early answers the question “when?”)
c. My younger sibling ran happily when we arrived. (Happily answers the question “in what manner?”)
d. We need to wash these clothes completely. (Completely answers the question “to what extent?”)

2. Adverbs modifying adjectives

a. I am very glad to meet you. (Very modifies the adjective glad.)

b. Lisa looked extremely pale. (Extremely modifies the adjective pale.)
  An adverb modifying an adjective answers only one question: TO WHAT EXTENT? It usually comes
directly BEFORE the adjective.

a. The parish council was entirely grateful for the donation for the church.

(Entirely answers the question “To what extent are they grateful?”.)

3. Adverbs modify another adverb

a. The boy moved very quickly. (Very modifies the adverb quickly)

b. The boy jumped almost over the fence. (Almost modifies the adverb over.)

 An adverb modifying another adverb answers the question “TO WHAT EXTENT?”

a. The movie ended too quickly? (Too answers the question “to what extent is the quickness?”)

DEGREES OF COMPARISON OF ADVERBS

Adverbs have three forms; positive, comparative, and superlative.

a. The positive form describes a verb, an adjective, or another adverb without comparing it to anyone or
anything else.
Example: Superman runs fast.

b. The comparative form (-er or more) compares two persons, places, things or ideas
Example: Tarzan runs faster than Superman.

c. The superlative form (-est or most) compares three or more persons, places, things or ideas.
Example: Big Bird runs fastest among them all.

ADVERBS CHANGE

Adverbs Change in special ways for comparing the actions of two or more person, places, things or ideas
Adverbs Comparing two Comparing three or more

well better best

badly worse worst

Types of Adverbs

I. Adverb of Time: An adverb of time is a word that describes when, for how long, or how often a certain
action happened.

 Adverbs of time often work best when placed at the end of sentences.
Ex: Robin Hood swindled the Sheriff of Nottingham yesterday.
 You can change the position of an adverb of time to lend emphasis to a certain aspect of a sentence.
Ex: Later Robin Hood stole the king’s crown. (The time is the most important element here.)
 Adverbs of time describing for how long an action occurred usually work best at the end of a sentence.
Ex: She stayed at her grandmother’s house all day.
 Adverbs of time that express an exact number of times the action happens usually work best at the end of a
sentence.
Ex: The newspaper arrives daily.

NOTE: When using more than one adverb of time in a sentence, use them in the following order:

1. How long 2. How often 3. When

For example:

She volunteered at the hospital (1) for three days (2) every month (3) last year.

II. Adverb of Place: An adverb of place always talks about the location where the action of the verb is being
carried out; they are normally placed after a sentence’s object or main verb.

Characteristics:

A. Can be directional.
Ex: Up, down, around, away, north, southeast
B. Can refer to distances.
Ex: Nearby, far away, miles apart
C. Can indicate an object’s position in relation to another object.
Ex: Below, between, above, behind, through, around and so forth.
D. Many indicate movement in a particular direction and end in the letters “-ward or -wards”.
Ex: Toward, forward, backward, homeward, westward, eastwards onwards

Examples:

1. Put the cake there. 3. Please bring that book here.

2. After a long day at work, we headed 4. My grandfather’s house is nearby.
homewards.

III. Adverb of Manner: Adverbs of manner describe how something happens.

Rules of Usage:

 When using these adverbs, be careful not to place them between the object and the verb. They often fit best after
the sentence’s object or main verb.
 If there is a preposition before the object, the adverb of manner may be placed either before the preposition or
after the sentence’s object.
 Add emphasis by placing an adverb of manner before both the verb and object, and when these adverbs are placed
at the beginning of a sentence, they catch the reader’s attention.

Examples:

1. He quickly agreed to go to the store for milk. (His agreement was quick)
2. He agreed to go to the store for milk quickly. (He would go to the store quickly)

3. She quietly asked me to leave the room. (Her request was quiet)
4. She asked me to leave the room quietly. (I am not going to make noise when I leave)

5. The doctor woke the gently sleeping patient. (The patient was sleeping gently)
6. The doctor gently woke the sleeping patient. (The doctor was gentle while waking the patient)

IV. Adverb of Degree: An adverb of degree is used to discuss the degree or intensity of an adjective, an action,
or another adverb.
\
Examples:

1. They were almost finished. 3. The temperature was barely above freezing.
2. This cake is absolutely wonderful. 4. Our driveway is completely frozen.

V. Adverb of Frequency: Adverbs that change or qualify the meaning of a sentence by telling us how often or
how frequently something happens.

Rules of Usage:

 Always use adverbs of frequency to discuss how often something happens.

 Adverbs of frequency are often used to indicate routine or repeated activities, so they are often used with the
present simple tense.
 If a sentence has only one verb, place the adverb of frequency in the middle of the sentence so that it is positioned
after the subject but before the verb.
Ex: Tom never flies. He always takes the bus.
 When a sentence contains more than one verb, place the adverb of frequency before the main verb.
Ex: They have often visited Europe.
  When using an adverb of frequency in the negative or in forming a question, place it before the main verb.
Ex: Do you usually get up so late?

Examples:

1. We take a vacation at least once annually. 3. He is often late for work.

2. I usually shop for groceries on Saturday 4. We seldom see John.
mornings.

GAMBITS
Communication GAMBITS are used to make conversation sound natural and fluid.
A communication GAMBIT is basically a word or phrase which helps us express what we are trying to say, comprehend or
clearly understand what someone else is trying to say. There are various types of GAMBITS in many different settings. For
example, you can use GAMBITS to.......

 Introduce a topic of conversation

 Link what we should say in response to someone
 Clarify someone's opinion or comment
 Ask for repetition when something is not clear
 Check and see if your communication is being understood and so on

In addition to the above situations, GAMBITS can also be used in various business settings such as in meetings, negotiations, or
presentations. For example when opening a meeting, when starting a presentation, when changing topics, when keeping people
on topic, when pushing for a mutual agreement, when closing a meeting or conversation and / or inviting questions, GAMBITS
are very useful.
For example, you could walk into a store and ask, "How much is this?" Yet, it is more natural and polite in some settings to ask
"Excuse me, could you tell me how much this is please?" You most likely will make a better connection with the clerk and in
effect get better service and maybe a better deal.
When acting as a chairperson in a meeting, and when trying to control a heated discussion which may be off topic, you could
say, "Everyone, can we stick to agenda please?" or "Can we stay on topic?" or "Let's get back on track." or "Could we please
focus on the objective at hand?"
https://www.gdicommunications.com/en/training/gambits.php

IMAGERY

Imagery means to use figurative language to represent objects, actions, and ideas in such a way that it appeals to our
physical senses.

Usually it is thought that imagery makes use of particular words that create visual representation of ideas in our minds.
The word “imagery” is associated with mental pictures. However, this idea is but partially correct. Imagery, to be realistic,
turns out to be more complex than just a picture. Read the following examples of imagery carefully:

 It was dark and dim in the forest.

The words “dark” and “dim” are visual images.
 The children were screaming and shouting in the fields.
“Screaming” and “shouting” appeal to our sense of hearing, or auditory sense.
 He whiffed the aroma of brewed coffee.
“Whiff” and “aroma” evoke our sense of smell, or olfactory sense.
 The girl ran her hands on a soft satin fabric.
The idea of “soft” in this example appeals to our sense of touch, or tactile sense.
 The fresh and juicy orange is very cold and sweet.
“Juicy” and “sweet” – when associated with oranges – have an effect on our sense of taste, or gustatory sense.

Imagery needs the aid of figures of speech like simile, metaphor, personification, and onomatopoeia, in order to appeal to
the bodily senses. Let us analyze how famous poets and writers use imagery in literature.

Function of Imagery

The function of imagery in literature is to generate a vibrant and graphic presentation of a scene that appeals to as many of
the reader’s senses as possible. It aids the reader’s imagination to envision the characters and scenes in the literary piece
clearly. Apart from the above-mentioned function, images drawn by using figures of speech like metaphor, simile,
personification, and onomatopoeia, serve the function of beautifying a piece of literature.

https://literarydevices.net/imagery/