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Cohesive Devices

The document discusses various cohesive devices that help link ideas in language, including reference, lexical cohesion through repetition or related words, conjunctions that express semantic relations, substitution to replace referents, and ellipsis where part of a statement is understood but not stated. Examples are provided of different types of reference like pronominal and demonstrative, lexical relations like synonyms and general words, conjunctions showing additive, causal and temporal relations, and instances of substitution and ellipsis. Direct instruction in the use of these cohesive devices can help students better comprehend and express the relationships between ideas.

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368 views2 pages

Cohesive Devices

The document discusses various cohesive devices that help link ideas in language, including reference, lexical cohesion through repetition or related words, conjunctions that express semantic relations, substitution to replace referents, and ellipsis where part of a statement is understood but not stated. Examples are provided of different types of reference like pronominal and demonstrative, lexical relations like synonyms and general words, conjunctions showing additive, causal and temporal relations, and instances of substitution and ellipsis. Direct instruction in the use of these cohesive devices can help students better comprehend and express the relationships between ideas.

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demon9999
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COHESIVE DEVICES Purpose Speakers and writers use a variety of cohesive devices to link or clarify the relationships among

ideas. Instruction in cohesion is aimed at helping a student grasp (when listening or reading) or express (when speaking or writing) the relatedness of meaning between words or clauses within a sentence and across sentences. Many students can benefit from direct instruction in how to use words that signify a variety of types of semantic relations. Examples of several types of cohesive devices follow: Reference Cohesion is formed by a word (or words) that refers to information, found elsewhere in the text, that is necessary for comprehension of the statement. The exact identity of the referent is stated elsewhere. Pronominal: Hansel took some breadcrumbs. He put them in his pocket. Demonstrative: Their parents took them to the forest and left them there. Lexical Textual cohesion between one word and another is created by repetition of the word or use of a synonym, a superordinate word, a more general word, or an associated word. Same word: The darkness of night came swiftly. The children were afraid of the darkness. Synonym: Hansel and Gretel huddled together to wait for daybreak. Oh, when would dawn come? Superordinate word: Mice and raccoons snuffled closer to investigate the intruders. The animals were curious. General word: Finally, the tired children snuggled down in the leaves and pine needles of the forest bed and went to sleep. Associated word: As the dawn broke, sunlight filled the forest. Conjunction A conjunction represents semantic relation that expresses how a clause or statement is related in meaning to a previous clause or statement; it is signaled by a specific connecting word or phrase. Following is a variety of types of semantic relations with examples of words that typically signal each. Additive: and, also, in addition Amplification: furthermore, moreover Adversative: but, however, in contrast, nevertheless Causal: if/then, because, due to, as a result

Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and Strategies. New York: John Wiley & Sons.

Cohesive Devices p. 2

Conclusion: therefore, accordingly, consequently Temporal: after, meanwhile, whenever, previously Sequence: first, second, then, lastly, finally Spatial: next to, between, in front of, adjacent to Continuative: after all, again, finally, another Likeness: likewise, similarly Example: for example, as an illustration Restatement: in other words, that is, in summary Exception: except, barring, beside, excluding Substitution A word is substituted for the referent that is not identical in meaning or carries some differentiation, but performs the same structural function. Nominal: The witch wanted a bigger pot. She ordered Gretel to go and get one. Clausal: Could Gretel save Hansel? She thought so. Ellipsis A word, phrase, or clause is left unsaid, but is understood. Verbal: "Are you coming?" called the witch. "I am (coming)," answered Gretel. Nominal: Gretel looked for a sharp tool, but she knew she would take whatever (tool) she could find. Clausal: I know I can kill the witch. I'm sure I can (kill the witch).

Adapted from: Wallach, G. P. & Miller, L. (1988). Language intervention and academic success. Boston: Little, Brown, and Company.

Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and Strategies. New York: John Wiley & Sons.

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