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.