COHESIVE

DEVICES
 Cohesive Devices
Cohesive devices sometimes called linking
words, linkers, connectors, discourse
markers or transitional words. These words
or phrases show the relationship between
paragraphs or sections of a text or speech.
How to achieve cohesion in
writing?

1. Repetition of words or ideas. This 2. Use of synonyms for key words and
helps to focus your ideas and to phrases. Synonyms are words that have
essentially the same meaning, and they
keep your reader on track.
provide some variety of word choices,
helping the reader to stay focused on
Example:
the idea being discussed.
Most people find contemporary art
difficult to understand.
Example:
Contemporary art is purposely
At the end of the run, he was suddenly
abstract, leaving the viewers
afraid. The height of the tree terrified
wondering what they are looking at.
him.
How to achieve cohesion in
writing?

3. Pronouns / Determiners. This, that, 4. Use transitional devices (linkers,

these, those, he, she, it, they, and we are
conjunctions or connectors).
useful pronouns for referring to
something previously mentioned. Be These are words which give cues
sure, however, that what you are to the readers on the
referring to is clear. relationships between sentences,
joining sentences together.
Example:
Mr. Noviel Fraga is the CEO of Fraga
Fisheries and Company. He became the
CEO in 2018.
 TYPES OF
COHESIVE DEVICES
 Pronouns are easy to use, just stick to
the simple rule – it should be very
clear what your pronoun refers to.
Avoid using too many pronouns in
PRONOUNS one sentence — it can easily confuse
your reader. If you have to refer to
several subjects within one sentence,
substitute the pronoun for something
else.
 Corrected

She said she doesn’t 1. Jane said she doesn’t know

him.
know him.
2. She denied knowing him.

Corrected

1. The politicians refused to

They refused to
cooperate with him.
cooperate with him. 2. They refused to cooperate
with the President.
 Conjunctions are parts of speech that
connect words, phrases, clauses, or
Conjunctions sentences.
Coordinating Correlative Subordinating
Conjunctions Conjunctions Conjunctions
 Coordinating conjunctions
allow you to join words,
phrases, and clauses of equal
grammatical rank in a
sentence.
Coordinating
Conjunctions Examples:
FANBOYS (For, And, Nor, But, Or,
Yet, So)
 Coordinating Conjunctions
EXAMPLES:

• The teachers were frustrated, for the school had cut

funding for all enrichment programs.

• In this course, I will write a literature review, a case study,

and a final paper.

• The students did not complete their homework, nor did

they pass the test.

• The study is several years old but still valuable to this study.
 Rules for using a coordinating conjunction

1. Put a comma before the coordinating conjunction

when it is used to connect two independent clauses.

2. When using a coordinating conjunction to connect two

items, do not use a comma.

3. When using a coordinating conjunction with a list of

items (three or more in number), the comma before
the coordinating conjunction is optional.
 Correlative conjunctions
are pairs of conjunctions
that work together.

Correlative Examples:
Conjunctions either/or, neither/nor, and
not only/but also.
 Correlative Conjunctions
Examples:
• Both the students and the teachers were satisfied with the
pilot program.
• Students who did not complete the assignment received not
only a poor grade but also a warning from the teacher.
• Either the students were unprepared or the assessment was
poorly written.
• The staff neither followed the new policy nor asked for
clarification.
A clause is a group of words that contains a subject and a verb that have a
relationship.

•Phrase: Meows so loudly

•Clause: That cat meows so loudly

Independent clauses Dependent clauses

An independent clause is a clause that In contrast, a dependent clause is not a
can stand on its own as a distinct complete sentence. Dependent clauses are
sentence. sometimes known as subordinate clauses.
As their name implies, these clauses
Examples: depend on independent clauses to clearly
I love eating cookies. express ideas.
•My dog barks a lot. Examples:
•The kids ate lunch. •Although he sings well
•The mouse that was hiding
 Subordinating conjunctions join
independent and dependent
clauses. A subordinating
conjunction can signal a cause-and-
effect relationship, a contrast, or
some other kind of relationship
Subordinating between the clauses.
Conjunctions
Examples:
because, since, as, although,
though, while, and whereas.
1. Use a comma if your subordinate clause begins a
sentence.
When the doorbell rang, my dog Skeeter barked loudly.

2. Do not use a comma if your subordinate conjunction

follows the main clause.
I won’t be going to dinner unless they apologize first.
 Subordinating Conjunctions
Examples:

• I can stay out until the clock strikes twelve.

• Before he leaves, make sure his room is clean.
• I drank a glass of water because I was thirsty.
• The teacher administered the test after giving
instructions.
• While John was at work, his friends snuck into his
apartment to set up a surprise party.
 These are words that join
independent clauses into one
sentence. A conjunctive adverb helps
Adverbial you create a shorter sentence. When
you use a conjunctive adverb, put a
Conjunctions semicolon (;) before it and a comma (,)
after it.
Examples:
• I washed my hands; therefore, my hands
are clean.

• We can prevent the spread of disease; for

instance, we can wash our hands after
using the restroom.
Cohesive devices may
slightly vary as they
appear in different text
types.

Text types may be

informative, persuasive,
narrative, and
demonstrative.
1. Informative Text – This text serves to provide interesting
and useful information to your audience.

Example:
Posting of health protocols is a must. It directs the people on
how to follow physical distancing in the workplace namely,
maintaining distance between employees and avoiding mass
gatherings. Moreover, posting it at the entrance of every
establishment is also advised. Furthermore, establishing daily
disinfection procedures like, placing hand washing stations and
checking of body temperature are strictly practiced. These are
simple precautionary measures for the prevention of virus
transmission.
2. Demonstrative Text –This type of text teaches you something.
They differ from other types mostly because the writer shows its
readers how to do things.
 How to Wash Your Hands Properly
According to the World Health Organization (WHO), you need to
wash your hands properly so that you can protect yourself against
infection. Wash your hands with soap and water, then, dry them
thoroughly. If not, use alcohol-based hand rub.
Washing your hands properly should be as long as singing the
"Happy Birthday" song twice. Here are the steps: first, you need to wet
hands with water; second, apply enough soap to cover up all hand
surfaces; third, rub hands palm to palm; fourth, palm to palm with
fingers interlaced; fifth, back to fingers to opposing palms with fingers
interlocked; sixth, rotational rubbing of left hand; seventh, rotational
rubbing of backwards and forwards with clasped fingers of right hand
and left hand and vice versa; then, rinse hands with water; and finally,
dry thoroughly with a single use of towel.
3. Persuasive – this text is used to convince the readers or listeners
to change the way they think, do, so they begin doing something
new.

Example:
Why go out when it is much safer at home? Why don’t you reflect
and ponder on lessons brought about by this pandemic rather than
blame others? Why do you always have to rant or complain on
social media about the government’s work when you can be of help
to it? My dear friends, this pandemic will never be gone if, we, the
people, will not help our government officials and front liners
prevent it. The only way we can be of help to them is to follow the
implemented policies and health protocols. Hence, let us help
altogether to heal our country as one!
4. Narrative — A narrative text is used to tell a story, often one that
is based on personal experience.

On Saving
As a young teen, Camella does not enjoy much of her teenage life unlike
the other teenagers do. Her weekends are spent on looking for work so, she
can earn her allowance. She spends two hundred pesos a week. One
hundred pesos for her lunch, eighty pesos for her fare and twenty pesos for
classroom dues. She earns more than what she needs for the week.
Moreover, on Saturdays, her routine would be to go to a distant relative and
wash clothes to earn one hundred pesos. In the afternoon, she volunteers
weeding at her neighbor’s garden for a small fee. Furthermore, on Sundays
after church services, she would iron out her teacher’s uniform for one
hundred pesos. Despite her weekend routine, she remains to be one of the
smartest in class.