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Grammar Bytes! Grammar Instruction with Attitude
make sense, it is often the case that some form of linking, e.g. with cohesive devices such as and, but, so, can make it easier for the reader (or listener) to process and to make sense of what they read (or hear). Nevertheless, a text which is basically poorly organised is not going to be made more coherent simply by peppering it with moreover, however and notwithstanding. The following text (devised by the writer on writing, Ann Raimes) is an example of a text that is "over-egged" with cohesive markers, and which is typical of the kind of texts that many students produce as a result of an over-emphasis on linking devices at the expense of other ways of making texts cohesive (of which probably the most important is lexis):
Each sentence is notionally linked to the one that precedes it, using both lexical and grammatical means, but the text is ultimately senseless - to me anyway (and I wrote it!). coherent to most people, even though there are no obvious links between its parts:It is coherent because we can easily imagine a context in which it would make sense. Just as (albeit with more ingenuity perhaps) we can imagine a context in which the following would make sense: while coherence is "in the eye of the beholder" - that is to say, it is the extent to which the reader (or listener) is able to infer the writer's (or speaker's) communicative intentions. Thus, cohesion is objectively verifiable, while coherence is more subjective. A text may be coherent to you, but incoherent to me. make sense, it is often the case that some form of linking, e.g. with cohesive devices such as and, but, so, can make it easier for the reader (or listener) to process and to make sense of what they read (or hear). Nevertheless, a text which is basically poorly organised is not going to be made more coherent simply by peppering it with moreover, however and notwithstanding. The following text (devised by the writer on writing, Ann Raimes) is an example of a text that is "over-egged" with cohesive markers, and which is typical of the kind of texts that many students produce as a result of an over-emphasis on linking devices at the expense of other ways of making texts cohesive (of which probably the most important is lexis): some practical ways to teach cohesion and coherence? are just one. (For a comprehensive list, see the entry under cohesion in An A-Z of ELT, Macmillan, 2006). Cutting (short) texts up and asking learners to order them is a good way of drawing attention to the way that they are linked. I am fond of using short articles from children's encyclopedias. Identifying lexical chains in texts - that is, repetitions, the use of synonyms and hyponyms, and words from the same lexical field - is also a useful way of alerting learners to the key role that lexis has in binding a text together. Macmillan, 2005).
English Composition with Essay CLEP Study Guide - …
Every writer wishes to make their points clearly to their readers, with pieces of writing that are are easy to read and have logical links between the various points made. This coherence, this clarity of expression, is created by grammar and vocabulary (lexis) through cohesion. This is the "glue" that joins your ideas together to form a cohesive whole.
In this Learning Object we are going to focus on how this is done, in order to assist you when you come to write your next assignments and in your reading. In reading, if you understand how the author makes connections within the text, you gain a better understanding of his or her message. As regards your writing, after analysing the texts in this Learning Object, you should analyse your own writing in the same way. This will help you to realise which techniques you could use more to benefit your reader.
Before starting the activities, you can obtain an overview of how best to use this Learning Object, using a Screencast (with audio), by following this link
Coherence | Definition of Coherence by Merriam-Webster
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