Senior High School

Reading and Writing

Second Semester - Module 3
Cohesion and Coherence
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Development Team of the Module

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 Senior High School

Reading and Writing

Second Semester - Module 3
Cohesion and Coherence

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Introductory Message
For the facilitator:
Welcome to the Reading and Writing Self-Learning Module on Cohesion and
Coherence.
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help

you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Reading and Writing Self-Learning Module on Cohesion and

Coherence.
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

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CONTENT STANDARD
The learner realizes that information in a written text may be selected and
organized to achieve a particular purpose.

PERFORMANCE STANDARD
The learner critiques a chosen sample of each pattern of development
focusing on information selection, organization, and development.

LEARNING COMPETENCY
Identifies the property of a well-writtentext.

LEARNING OBJECTIVES:
The learner can identify and match proper terminologies to its definition. The
learner can organize sentences into its logical sequence following the idea of
coherence and cohesion. The learner can follow the structure of the
paragraph and the effort put into its production.

INTRODUCTION

Imagine your favorite burger. There are two buns, patty, sauce, and filling.
Now I ask, what makes a good burger? Is it the buns? The patty? The sauce? To
make a good food means good ingredients. Writing a good text is the same. You have
to be cautious of the phrases, sentences, and paragraphs to produce flavorful and
filling text.
Cohesion and coherence are tools to make sure you are producing flavorul texts. As
a text must have that structure to give way to the flow that the details offer, we get to
learn what cohesion and coherence is in this module.

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PRE-TEST

Name: ___________________ Grade Level & Sec: ________ Score: ______

Directions. Read the questions carefully. Encircle the letter of the correct answer.

1. What term refers to the micro level of the text that is observed with how the words
and sentences are joined together?
A. Cohesion C. Organization
B. Coherence D. Unity

2. What term pertains to the organization and connection of ideas and whether they
make logical sense?
A. Cohesion C. Organization
B. Coherence D. Unity

3. This term is more concerned with topic sentences, thesis statement,

the summary in the concluding paragraph.
A. Cohesion C. Organization
B. Coherence D. Unity

4. This is achieved through transition words, reference words and repeated words.
A. Cohesion C. Organization
B. Coherence D. Unity

5. This is another means of achieving coherence and cohesion by using he, she, her,
him, they to refer to the same subject.
A. Repeated Words C. Transition Words
B. Reference Words D. Substitution

6. This is another means of achieving coherence and cohesion by using the same
words in the next sentences or paragraph.
A. Repeated Words C. Transition Words
B. Reference Words D. Substitution

7. This is another way of following coherence and cohesion by using another word to
refer to the same subject.
A. Repeated Words C. Transition Words
B. Reference Words D. Substitution

8. Which of the following is not an example of transition words?

A. First B. Then C. Nevertheless D. Okay

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Michael and his brother are going camping. First, they put on their backpacks and
hike into the woods. They carried a lot of socks. Then, they set up a tent. Next, they
build a campfire. The moon was shining at that time. They roast hot dogs and
marshmallows over the campfire. Finally, they tell spooky ghost stories until it is time
for bed.

9. Which of the following sentences does not belong to the paragraph?

A. Michael and his brother are going camping.
B. They carried a lot of socks.
C. They roast hot dogs and marshmallows over the campfire.
D. Finally, they tell spooky ghost stories until it is time for bed.

10. What strategy does the paragraph use to refer to “Micheal and his brothers” in the
succeeding sentences?
A. The paragraph repeated the term “Micheal and his brother”.
B. The paragraph made use of pronouns.
C. The paragraph didn’t refer to Micheal and his brothers again.
D. The paragraph isn’t clear with it.

11. How did the paragraph lead one event to the next?
A. It used First, Then, Next, and Finally.
B. It used the terms woods, campfire, moon and ghost stories.
C. It compared their experiences.
D. It used descriptive words.

Refer the paragraph below to answer numbers 12-15.

A dance called The Money Dance is a very important dance. This is when the bride
dances with all family members that are men and the groom dances with all family
members that are women; right before they dance with the couple, the family
members must pin a 20 dollar bill or higher to the couples’ clothing. The family
members make a line waiting for their turn, usually taking 20 seconds to dance with
the bride or groom. The food served usually has beans, tortillas, rice and meat,
anything else added to the dish the couple wishes to serve.

12. What is the main subject of the paragraph?

A. Wedding Day C. the food for a wedding
B. Money Dance D. the bride and groom

13. What does the word “couple” refer to?

A. the parents C. the bride and groom
B. the grandparents D. any of the two people

14. Based on your answer in number 13, how did you connect the two terms?
A. They are synonyms.
B. They talk about the same topic.
C. They belong to the same paragraph.
D. They belong in the same sentence.

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15. What sentence should be removed to make the paragraph more understandable?
A. A dance called The Money Dance is a very important dance.
B. This is when the bride dances with all family members that are men and
the groom dances with all family members that are women.
C. The family members make a line waiting for their turn, usually taking 20
seconds to dance with the bride or groom.
D. The food served usually has beans, tortillas, rice and meat, anything
else added to the dish the couple wishes to serve.

REVIEW OF THE PREVIOUS MODULE

Directions. Answer the following questions briefly.

1. What do we call the manner of organizing the details in a paragraph?
___________________________________________________________________
________________________________________________________
2. What paragraph style uses more of descriptive words?
______________________________________________________________
______________________________________________________________
3. What do we call the words that signal the beginning, continuation and the end of an
idea in a paragraph?
______________________________________________________________
______________________________________________________________

PRESENTATION OF THE NEW MODULE

ACTIVITY

Directions. Arrange the following sentences to form an understandable paragraph.

Why I don’t Make my Own Bed

1Ever since I moved into my own apartment last fall, I have gotten out of the habit of
making my bed--except on Fridays, of course, when I change the sheets. 2.Although
some people may think that I am a slob, I have some sound reasons for breaking the
bed-making habit. 3. On the contrary, I enjoy poking out a cozy space for myself
before drifting off to sleep. 4. Finally, and most importantly, I think bed-making is an
awful way to waste time in the morning. corners or snapping the spread. 5. In addition,
I find nothing uncomfortable about crawling into a rumpled mass of sheets and
blankets 6. If there is ever a fire inspection or a surprise date, I suppose I can dash in
there to fluff up the pillow and slap on a spread. Otherwise, I am not bothered. 7. In
the first place, I am not concerned about maintaining a tidy bedroom because no one
except me ever ventures in there.
(http://grammar.about.com/od/developingparagraphs/a/cohsignals.htm)

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1. Arrange the sentences properly to form a paragraph.
___________________________________________________________________
_________________________________________________________
2. What clues did you use to connect one sentence to the next?
___________________________________________________________________
_________________________________________________________
3. Do the sentences talk about the same topic? How do you know?
___________________________________________________________________
_________________________________________________________

ANALYSIS

Fill out this form to assess your learning. First, fill out the two columns namely ‘What I
know ‘ With the summary of what you know from the last lesson. Then, fill out “What I
Want to Know” with the lesson and ideas you want to learn that relates to the pretest
and activity you’ve taken. Lastly, fill out “What I have Learned” with what you have
learned from this module after you finish the discussion.

WHAT I KNOW WHAT I WANT TO WHAT I HAVE

KNOW LEARNED

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ABSTRACTION

Cohesion vs. Coherence

The words 'cohesion' and 'coherence' refer to how the parts of an academic text
are joined together to make a unified whole. The two words are also used in describing
the nature and the quality of any text. They have similarities but they are not the
same.

Cohesion describes the micro level of the text. This refers to how the WORDS
and SENTENCES are joined together. In contrast, Coherence is associated to the
ORGANIZATION and CONNECTION OF IDEAS and if they are understandable by
the reader. This is the macro level of the text. This includes the topic sentences, thesis
statement and the concluding paragraph (dealt with in the essay structure section),
and other 'bigger' features including headings such as those used in reports.

To illustrate their differences, I want you to imagine a jigsaw puzzle. How each of
the jigsaw pieces fit together, how the small details are connected and how each of the
pieces contribute to the paragraph can be thought of as cohesion. The entirety of the
picture, the whole thought of the puzzle can be thought of as the coherence.

Remember! The type and quality of the words and sentences affect Cohesion,
while the topic sentence, thesis statement, and the whole point of the essay or text
refer to Coherence.

What is cohesion?

The manner in which the parts of a written text connected together is called cohesion.
This word originates from the word cohere, which translates to 'stick together'.
Therefore, cohesion is the quality of the texts that makes sure that the words and
sentences you use stick together.

Good cohesion is achieved through the following:

• repeated words/ideas
• reference words
• transition signals
• substitution
• ellipsis
Repeated words/ideas

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One can achieve cohesion by repeating words or repeating ideas using different
words (synonyms). Study the following example. Synonymous or words having the
same meaning are shown in bold.

Reference Words
Reference words are used to cite terms mentioned elsewhere in the text, usually in a
preceding sentence. One example of this is the pronouns, such as 'he' or 'them or
'those'. Study the previous example again. Observe that the reference words are
shown in bold.

The words it, which and these are reference words. The first two of these, it and which,
both relate to 'cohesion' used in the earlier sentence. The final example, these, refers
to 'important features', again used in the sentence that precedes it.

Cohesion is an important feature of academic writing. It can help ensure that your
writing coheres or 'sticks together', which will make it easier for the reader to follow the
main ideas in your essay or report. You can achieve good cohesion by paying
attention to five important features. The first of these is repeated words. The second
key feature is reference words. The third one is transition signals. The fourth is
substitution. The final important aspect is ellipsis.

Transition Signals
Transition words or signals, can also be referred to as cohesive devices or linking
words. As discussed in the previous module, it shows the relationship between ideas
and it connects one idea to the next. Some examples of transition signals are:
• for example - used to give examples
• in contrast - used to show a contrasting or opposite idea
• first - used to show the first item in a list
• as a result - used to show a result or effect
Study the previous example again. The transition signals are written in bold letters.

Cohesion is an important feature of academic writing. It can help ensure that your
writing coheres or 'sticks together', which will make it easier for the reader to follow the
main ideas in your essay or report. You can achieve good cohesion by paying
attention to five important features. The first of these is repeated words. The second
key feature is reference words. The third one is transition signals. The fourth is
substitution. The final important aspect is ellipsis.

Substitution
Substitution means using another word to replace or “substitute” one or more words
used in the earlier part of the text. It seems similar to the reference words, however,
substitution is usually limited to the clause which follows the word(s) being substituted,
contrary to the reference words that can go far back in the text. The usual words
utilized for substitution are one, so, and auxiliary verbs like as do, have and be.
Observe the following example.

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 • Drinking alcohol before driving is illegal in many countries, since doing
so can seriously impair one's ability to drive safely.

In this example, the phrase 'doing so' replaces the phrase 'drinking alcohol before
driving' which is seen at the beginning of the sentence.

Below is the example used throughout this section. The one example used for the
substitution is the word one. This substitutes the phrase 'important features'.

Cohesion is an important feature of academic writing. It can help ensure that your
writing coheres or 'sticks together', which will make it easier for the reader to follow the
main ideas in your essay or report. You can achieve good cohesion by paying
attention to five important features. The first of these is repeated words. The second
key feature is reference words. The third one is transition signals. The fourth is
substitution. The final important aspect is ellipsis.

Ellipsis
Ellipsis is defined as leaving out one or more words because the meaning is obvious
from the context. Ellipsis is can be called substitution by zero, since one or more
words are replaced with absence of words.

Below is the example passage. There is one example of ellipsis: the phrase 'The fourth
is', which means 'The fourth [important feature] is', so the words 'important feature'
have been omitted.

Cohesion is an important feature of academic writing. It can help ensure that your
writing coheres or 'sticks together', which will make it easier for the reader to follow the
main ideas in your essay or report. You can achieve good cohesion by paying
attention to five important features. The first of these is repeated words. The second
key feature is reference words. The third one is transition signals. The fourth is
substitution. The final important aspect is ellipsis.

Coherence

Coherence is achieved when sentences and ideas are connected and flow together
smoothly. A paragraph without coherence can be hard to understand. Coherence
helps the readers glide throughout the essay from one idea to the next, from one
sentence to the next, and from one paragraph to the next.

The following are some methods that can be used to achieve coherence in writing:

Use Repetition to Link Ideas, Sentences and Paragraphs

Repeating important words or phrases that help connect and concentrate idea(s)
throughout the essay. Repetition helps the reader focus on the main point of the
essay.

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Example: Most students are intimidated by the works of William Shakespeare. They
believe Shakespeare’s sonnets and plays are far complicated to read and understand.

Use Transitional Expressions to Link Ideas, Sentences, and Paragraphs

Transitional expressions, such as then, as, therefore, and in addition, are used to
establish relationships between and among ideas, sentences, and paragraphs. They
are used as a signal to let the reader know that the previous idea, sentence, or
paragraph has a connection to what follows it.

Example: Many students believe they cannot write a good essay because they are not
writers. However, as they practice writing and work on developing their writing skills,
most students are able to gain the needed confidence to start thinking of themselves
writers.

Use Pronouns to Link Sentences

Pronouns link or connect sentences by referring to the previous nouns and pronouns.
Pronouns help make paragraphs easy to read by being simple and avoid unnecessary
repetition.

Example: Mr. Thompson agreed to meet with members of the worker’s union before
he signed the contract. He was interested in hearing their concerns about the new
insurance plan.

Use Synonyms to Link Ideas and Create Variety

Synonyms are words that are similar or nearly the equal meaning as another word.
They are alternative word choices that add variety to a text and help eliminate
unimportant repetition.

Example: Teenagers face an enormous amount of peer pressure from friends and
schoolmates. As a result, many young adults are exhibiting signs of severe stress or
depression at an early age.

Use Parallel Structures to Link Ideas, Sentences and Paragraphs

Parallelism is the use of equivalent words, phrases, clauses or sentence structures to

express similar ideas. Parallel structures allow the reader to smoothly follow one idea,
sentence or paragraph to the next. It helps us understand the relationships and
connections between ideas.

Example: Usually, the children spend the summer weekends playing ball in park,
swimming in the neighbor’s pool, eating ice cream under the tree, or camping in the
backyard.

At the museum, the class attended a lecture where the speaker demonstrated how the
Native Americans made bows and arrows. They also attended a lecture where a
sword smith demonstrated how the Vikings crafted swords.

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Another Example:

Title: Consider whether human activity has made the world a better place.

History shows that human beings have come a long way from REPEATED WORDS/IDEAS
where they started. They have developed
new technologies which means that everybody can enjoy
luxuries they never previously imagined. However, REFERENCE WORDS
the technologies that are temporarily making this world a better
place to live could well prove to be an ultimate disaster due to,
among other things, the creation of nuclear weapons, increasingTRANSITION SIGNALS
pollution, and loss of animal species.

The biggest threat to the earth caused by modern human SUBSTITUTION

activity comes from the creation of nuclear weapons. Although it
cannot be denied that countries have to defend themselves, the
kind of weapons that some of them currently possess are far ELLIPSES
in
excess of what is needed for defence. If these [nuclear]
weapons were used, they could lead to the destruction of the
entire planet.

Another harm caused by human activity to this earth is pollution.

People have become reliant on modern technology, which can
have adverse effects on the environment. For example, reliance
on cars causes air and noise pollution. Even seemingly innocent
devices, such as computers and mobile phones, use electricity,
most of which is produced from coal-burning power
stations, which further adds to environmental pollution. If we do
not curb our direct and indirect use of fossil fuels, the harm to
the environment may be catastrophic.

Animals are an important feature of this earth and the past

decades have witnessed the extinction of a considerable number
of animal species. This is the consequence of human
encroachment on wildlife habitats, for example deforestation to
expand cities. Some may argue that such loss
of [animal]species is natural and has occurred
throughout earth's history. However, the current rate of [animal]
species loss far exceeds normal levels[of animal species loss],
and is threatening to become a mass extinction event.

In summary, there is no doubt that current human activities such

as the creation of nuclear weapons, pollution, and destruction of
wildlife, are harmful to the earth. It is important for us to see not
only the short-term effects of our actions
but their long-term ones as well. Otherwise, human activities will
be just another step towards destruction.

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ACTIVITY A. Complete the Venn diagram that compares the coherence and
cohesion. Use descriptive words.

COHESION COHERENCE

Activity B1.

Directions. Encircle the pronouns which are not consistent with the nouns they refer
to.

1.When a person is waiting to receive a package for something they bought online,
you begin to notice what time the delivery man arrives.
2. If the person does not receive the package within one week of buying the item, they
may not have followed the right process.
3. For instance, buyers who don't include a phone number on the purchase form will
have to wait longer for his or her package.
4 If they make errors on the form, you also have to wait, and they might even call you
asking questions and delaying the delivery for two or three weeks or longer.
5. Even if you followed the right process and gave all the correct information, the
company can still delay their purchase as long as he or she wants.

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ACTIVITY B2.

Directions. Arrange the sentences to have cohesion and coherence. Number the
sentences from 1-5 with 1 being the first and 4 being the last.

1.) __a. The set, sounds and actors in the movie captured the essence of
horror films.
__b. The sounds, too, were appropriate; especially terrifying was the hard,
hollow sound of footsteps echoing throughout the film.
__c. The set was ideal: looming shadows of large and unlighted houses,
deserted streets, trees dipping their branches over the sidewalks, and mist
hugging the ground.
__d. But the best feature of the movie was its actors, all of them, tall, pale,
and extremely thin.

3. ) __a. Reading also provides knowledge. Knowledge is power.

Therefore, reading can make you a more powerful person. You can learn to
do new things by reading. Reading can teach you all this and more.
__b. Did you know that some people don't do their reading assignments?
Some students don't even read short texts that they are assigned in class.
There are many reasons for this.
__c. So do yourself a favor: the next time you get a reading assignment, take
as much as you can from it. Squeeze it for every drop of knowledge that it
contains. Then move on to the next one.
__d.They may be distracted or bored. They may be unwilling to focus. They
may be developing readers. Whatever the reason, it has to stop today.
Here's why.
__e. Reading stimulates your mind. It is like a workout for your brain.
Reading strengthens your brain and prevents these declines. You can benefit
from reading in the near-term too.

APPLICATION

Find any of the following: a song, a paragraph from story that you like, a news clipping
that you find interesting and paste it below. Describe in 5-10 sentences what
strategies it uses to achieve coherence and cohesion.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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POST-TEST

Directions. Read the questions carefully. Write the letter on the space provided
before the item number that corresponds to your answer.

__1. What term pertains to the organization and connection of ideas and whether they
make logical sense?
A. Cohesion C. Organization
B. Coherence D. Unity

__2. What term refers to the micro level of the text that is observed with how the
words and sentences are joined together?
A. Cohesion C. Organization
B. Coherence D. Unity

__3. This is achieved through transition words, reference words and repeated words.
A. Cohesion C. Organization
B. Coherence D. Unity

__4. This term is more concerned with topic sentences, thesis statement,
the summary in the concluding paragraph.
A. Cohesion C. Organization
B. Coherence D. Unity

__5. This is another means of achieving coherence and cohesion by using the same
words in the next sentences or paragraph.
A. Repeated Words C. Transition Words
B. Reference Words D. Substitution

__6. This is another means of achieving coherence and cohesion by using he, she,
her, him, they to refer to the same subject.
A. Repeated Words C. Transition Words
B. Reference Words D. Substitution

__7. Which of the following is not an example of transition words?

A. First B. Then C. Nevertheless D. Okay

Michael and his brother are going camping. First, they put on their
backpacks and hike into the woods. They carried a lot of socks. Then, they
set up a tent. Next, they build a campfire. The moon was really shining at
that time. They roast hot dogs and marshmallows over the campfire. Finally,
they tell spooky ghost stories until it is time for bed.

__8. This is another way of following coherence and cohesion by using another word
to refer to the same subject.
A. Repeated Words C. Transition Words
B. Reference Words D. Substitution

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__9. What strategy does the paragraph use to refer to “Micheal and his brothers” in
the succeeding sentences?
A. The paragraph repeated the term “Micheal and his brother”.
B. The paragraph made use of pronouns.
C. The paragraph didn’t refer to Micheal and his brothers again.
D. The paragraph isn’t clear with it.

__10. Which of the following sentences does not belong to the paragraph?
A. Michael and his brother are going camping.
B. They carried a lot of socks.
C. They roast hot dogs and marshmallows over the campfire.
D. Finally, they tell spooky ghost stories until it is time for bed.

__11. How did the paragraph lead one event to the next?
A. It used First, Then, Next, and Finally.
B. It used the terms woods, campfire, moon and ghost stories.
C. It compared their experiences.
D. It used descriptive words.

Refer to the paragraph below to answer numbers 12-15.

A dance called The Money Dance is a very important dance. This is when
the bride dances with all family members that are men and the groom
dances with all family members that are women; right before they dance
with the couple, the family members must pin a 20 dollar bill or higher to the
couples’ clothing. The family members make a line waiting for their turn,
usually taking 20 seconds to dance with the bride or groom. The food
served usually has beans, tortillas, rice and meat, anything else added to
the dish the couple wishes to serve.

__12. What is the main subject of the paragraph?

A. Wedding Day C. the food for a wedding
B. Money Dance D. the bride and groom

__13. What does the word “couple” refer to?

A. The parents C. the bride and groom
B. The grandparents D. any of the two people

__14. Based on your answer for number 13, how did you connect the two terms?
A. They are synonyms.
B. They talk about the same topic.
C. They belong to the same paragraph.
D. They belong in the same sentence.

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__15. What sentence should be removed to make the paragraph more
understandable?
A. A dance called The Money Dance is a very important dance.
B. This is when the bride dances with all family members that are men and
the groom dances with all family members that are women.
C. The family members make a line waiting for their turn, usually taking 20
seconds to dance with the bride or groom.
D. The food served usually has beans, tortillas, rice and meat, anything
else added to the dish the couple wishes to serve.

15
REFERENCES

Chibani, S. (2020, April 21). Coherence and Cohesion. Retrieved July 20, 2020, from
http://www.cu-relizane.dz/ETD/images/Cours-TD/ANG/ANG.L1.Pr.Chibani.Safia.
Cours.Written.expression.lecteur4.S2.pdf

Nordquist, R. (2019, March 28). What are Transitional Words and Phrases?
Retrieved July, 2020, from
http://grammar.about.com/od/developingparagraphs/a/cohsignals.htm

Smith, S. (2020, April 28). Cohesion. Retrieved August 29, 2020, from
https://www.eapfoundation.com/writing/cohesion/

Topic: Coherence and Cohesion - March 2014. (n.d.). Retrieved July 20, 2020, from
https://vertiginoso.files.wordpress.com/2014/05/intermediate1.pdf

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Surigao del Norte

Peñaranda St., Surigao City
Surigao del Norte, Philippines 8400
Tel. No: (086) 826-8216
Email Address: [email protected]

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