READING & WRITING LEARNING

QUARTER 1- WEEK- 03

Well-written Texts using Cohesive Devices

Name:________________________________Grade & Section:________________Score:________________

Teacher:_______________________________________________________________Date:_________________

Learning Competency : Identify properties of a well-written text (Cohesive Devices)

Objectives: Write a well well-written text using cohesive devices

Brief Introduction -The adjective cohesive comes from the Latin word cohaerere, or “to cleave together.” Cohesive
things stick together, so they are unified. A cohesive neighborhood's members get together to plan things like block
parties, and they work together to solve problems. A cohesive fitness plan would include menus and exercise routines
designed to lose weight, build muscle, and so on.

Let’s Recall

When the parts of the whole work or fit together well, they are cohesive, like a cohesive family whose members
pitch in with everything from making dinner to painting the house. Cohesive consists of parts that fit together well and
form a united whole. Cohesion refers to the unity of ideas in a paragraph. Every detail in a paragraph should support the
main idea. Having cohesion in a paragraph or the entire text is important. Readers do not only understand sentences
individually, but they also take the meaning of the group of sentences as a whole into consideration. When a paragraph
or an entire text lacks cohesion, readers may find it challenging to determine how the ideas in it are related to one
another.

Let’s Understand

Cohesive devices are words used to show how the different parts of a text fit together. In other words, they create
cohesion. Some examples of cohesive devices are: determiners and pronouns, which can refer back to earlier words
conjunctions and adverbs, which can make relations between words clear. The 2014 primary curriculum states that
children in Years 5 and 6 need to 'use a wide range of devices to build cohesion within and across paragraphs'. Basically,
when a person's writing has cohesion, an attempt has been made to link clauses, sentences and paragraphs so that the
writing 'hangs together'. Unity is important in a lot of things. If we observe unity in the family, school, community and
other groups, we could accomplish a lot of things. If divided, even easy tasks will become difficult. This concept can also
be applied to writing. Just as there should be unity between people, there should also be unity in sentences and
paragraph. Cohesive devices, sometimes called linking words, linkers, connectors, discourse markers or transitional
words, are one of the most misunderstood and misused parts of IELTS Writing.

Note that transitional words have meaning and are not just used at beginnings of sentences. They can also be used to
show relationships between different parts of the same sentence. As mentioned above they cue readers to relationships
between sentences/clauses. If you use the wrong transitional word then you confuse your reader. It would be better if
you didn’t use any transitional word rather than the wrong one. Furthermore, you do not need a transitional word at the
beginning of each sentence. Good writers rarely use them as they achieve coherence by using other techniques. Many
students overuse transitional words. Your instructor will guide you as to what problems you may have with transitions.

Examples of Cohesive, Devices

ADDITION : again ,also, and ,and then, besides, equally, further(more) ,in addition (to...), indeed ,next, in fact, moreover,
too, what is more, finally.

COMPARISON: : compared with, in comparison with in, the same way/manner, similarly, likewise, again, also

CONTRAST: besides, but, however, in contrast, instead, conversely, it may be the case, that, certainly, also, likewise, naturally,
nevertheless, of course, on the contrary, on the other hand, regardless, granted, like, different from ,Alternatively, still,
whereas, while, yet ,although, despite, it is true that, notwithstanding.

ENUMERATION : first(ly),secondly, etc. finally, in the (first) place, last, to (begin) with, more important, on top of (that), next,
then

EXEMPLIFICATION: as (evidence of...) ,for example, for instance, thus, to illustrate, such as, to show, what (I mean),
specifically, let us (take the case of

INFERENCE: if not, ... in (that) case, otherwise, that implies, then

SUMMARY/CONCLUSION: in all, in brief, to summarise, in summary, in short, in conclusion, therefore, In a nutshell, on the
whole, to sum up, basically

TIME and SEQUENCE: after (a while), afterwards, at first ,at last ,at (the same time), while, first , second, third... thereafter,
concurrently, soon, as soon as, before (that time), finally, in the end, meanwhile, next, immediately, next firstly , secondly,
thirdly... in the future, subsequently, at that time, since (then), so far, then, (up to) (then), later, somewhat, earlier, shortly,
over ,the next (2 days) ,as long as

RESULT: accordingly, as a result, consequently, since, as a consequence of... caused, accordingly, for that reason, hence, thus,
if...then... ...result(s), in ... contribute to, In consequence, then, therefore, the ( consequence )of, that is... ...is due to...
,brought about by/because... lead to..
REPLACEMENT: again, alternatively, (better) still, on the other hand, the alternative is...

TRANSITION: as far as ... is concerned, as for ..., incidentally, now, to turn to... ,with ( reference) to, with regard to...
,Concerning

PLACE/POSITION: above, beyond, in the back, nearby, elsewhere, opposite to, behind, adjacent, here, near, there, far, to the
left, below, in front, there closer to, farther, on to the right

MISCELLANEOUS: - Adverbs may be used at the beginning of sentences to show how the sentence which follows relates to the
rest of the text. Many of them reveal the writer’s attitude to the idea they are expressing and so can be used as an important
tool in evaluative writing.

EXAMPLES: Admittedly, All things considered, As a general rule, As far as we know, Astonishingly, Broadly, By and large,
Characteristically, Clearly, Coincidentally, Conveniently, Curiously, Disappointingly, Equally ,Essentially ,Explicitly, Even so,
Fundamentally, Generally speaking, Interestingly ,Ironically ,In essence ,In general ,In particular , More interestingly ,More
seriously, Obviously, On reflection, Potentially, Predictably, Presumably Primarily, Probably, Remarkably.

Let’s Apply

Write T if the statement is true and write F if the statement is false. Write your answer before the number

. ________1. Transition words have no meaning and they are always used at the beginning of the sentence.
________ 2. A transition word should always be one word.
_________3. Determiners and pronouns could be some of the examples of cohesive devices.4
_________4. One of the major functions of cohesion is text formation.
_________5. Prepositional phrase can be also considered as cohesive devices.
_________6. The adjective cohesive comes from the American word cohaerere, or “to cleave together.” _________7.
Cohesive devices can be also called ‘linking words’.
_________8. The cohesive device ‘because’ can be used as ‘a result or a cause and effect.’
_________9. Cohesive devices can also be used at the beginning of the sentence.
_________10. Cohesive devices play a great rule in forming a good and sensible paragraph.

Let’s Analyze:

My Experience with Culture Shock Read the following text and fill in the blanks with the linking words
below. You may use the same connector more than once, but not all of them will be used. Furthermore,
because, because of, in spite of the fact that, but, in contrast, although, for, since, and, eventually, even
though, in order to, moreover, indeed, first, as a result of, as a result, also, actually, so that, in fact.
Every person who has lived in a new culture has had some experience with culture shock, (1) __________________ I am
no exception, (2) __________________ I, too, have had an experience with culture shock. (3) __________________ I
have lived in the United States for almost one year, I sometimes feel homesick, and. When I first came to the U.S., I was
very excited. (4) __________________ everything was new, everything was interesting. I (5) __________________
enjoyed experiencing new situations and making new friends. (6) __________________ everything was a little strange, I
enjoyed these new experiences. (7) __________________ I got used to many of the differences, and (8)
__________________ I was used to them, I still wasn’t comfortable. (9) __________________, little by little I grew tired
of the differences. (10) __________________ the things in America weren’t new to me anymore, the differences
weren’t interesting. (11) __________________, they had actually become boring. (12) __________________, I began to
miss things about Indonesia. I soon began depressed and homesick. I stayed in my room (13) __________________ I was
tired of speaking English all the time. (14) __________________ I studied hard, my grades weren’t good. I wanted to go
home. (15) __________________ these feelings, I decided to see my advisor (16) __________________ I could get some
advice about returning home without finishing my studies. He told me two important things about culture shock. (17)
__________________, I learned that any person in a new culture has a similar kind of experience, (18)
__________________ that culture shock can’t be avoided. (19) __________________, I learned that culture shock is not
only universal, but also temporary. (20) __________________ his advice, I realized that I should be patient, and that I
shouldn’t go home just yet. My advisor also suggested that I try to keep busy and talk about my culture shock with my
friends.

Let’s Try

Choose the best answer.

1. Kasturi is poor; ____________he does not resort to begging to survive.
a) despite c) however
b) because d) and

2. Many students complained that the test was difficult _____________

many students managed to score full marks.
a) yet c) so
b) because d) despite of
3. ___________________ our constant disagreement, we remained fast
friends.
a) although c) unless
b) despite d) because
4. Jessa was in pain; ______________ she did not tell anyone of her
predicament.
a) however c) in spite of
b) because d) so
5. I drove to the library instead ____________ I was too lazy to walk.
a) however c) because
b) despite d) so that
6. My brother is my best friend. He is always willing to go the extra mile
to help me___________, the other day he helped me to study until 1:00 AM.
a) for example c) additionally
b) as a result d) furthermore
7. __________thy tried hard, the students could not complete the project
on time.
a) Although c) Despite
b) First d) Because
8. I will not invite Jed to the study group discussion because he talks too
much____________, my friends do not like him.
a) furthermore c) although
b) in spite of d) in addition
9. You will not succeed ________________ you try harder.
a) although c) when
b) unless d) however
10.The students ran to the field____________ they heard that there was a
Nescafe truck giving away free ice cold coffee.
a) despite c) unless
b) when d) so

Let’s Create

Write a short paragraph using the given devices to form a sensible paragraph:

in my opinion to sum up
for example to demonstrate
I believe in this case
on the other hand as a result
for your information with my own way
to put it more besides
regardless because

A Drive to be A Successful Businessman/Businesswoman

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