COHESIVE DEVICES

QUARTER 3, WEEK 5
WHAT IS COHESION?

- is how well parts of your texts

(words, sentences, paragraphs) fit
together.
- is important to be able to get
your point across clearly.
WHAT ARE COHESIVE DEVICES?

- are words or phrases used to

connect ideas between different parts of the
text
- proper use of it will help guide the
readers to put together information between
sentences in a text so that clearer
understanding will be achieved.
- Cohesive devices are sometimes
called linking words, discourse
markers or transitional words.
They are words or phrases that
show the relationship between
ideas, sentences, paragraphs or
sections of a text.
I am not able to go to the beach
with you thanks for asking me.

I am not able to go to the beach

with you. Nevertheless, thanks
for asking me.
 PRONOUNS
CONJUNCTIONS PREPOSITIONS

TYPES OF COHESIVE DEVICES

ADVERBS ELLIPSIS
 I.
CONJUNCTIONS
Are word or group of words that are
used to connect other words or phrases
in sentences.
A key to good cohesion
COORDINATIN SUBORDINATI
CORRELATIVE
G NG
CONJUNCTION
CONJUNCTION CONJUNCTION
S
S S
A.Coordinating Conjunctions
The most common type
Join words, phrases, and clauses
together, which are usually
grammatically equal
Is placed between the words or group of
words that link together, and not at the
beginning or the end.
Cohesive Devices Description Examples

For for explaining why He gains more weight, for he

eats too much sweets.
And the same, similar or equal; His favorite snacks are apples
without contrast and bananas.

Nor for two non contrasting He doesn’t like soft drinks, nor
grammatically, negative items hard liquors.

But for contrast I eat vegetables, but I never eat

junk foods.
Or an alternative Would you like bread or cookies
with your coffee?
Yet contrast, despite, something He is still young, yet he is
already very responsible.
So for showing the consequence of He was very hungry, so he ate
something the remaining fruits.
B. Subordinating Conjunctions
Used in linking two clauses together
They introduce a dependent clause
Also describe the relationship between the
dependent and independent clause in the
sentence
 INDEPENDENT CLAUSE
(Sugnay na nakapag-
iisa)

Let us talk about

the plan when I see
you.
DEPENDENT CLAUSE
(Sugnay na di nakapag-
iisa)
She told her teacher that she was in her house
the day that the government declared that it is
not safe to go out.

She told her teacher that she was in her house

since the day that the government declared that
it is not safe to go out.

The use of “since” expresses time describing

when she started to stay inside their house.
C. Correlative
Conjunctions
are pairs of conjunctions
that work together.
 The most common correlative conjunction
pairs include:
either/or  Either you’re with
neither/nor me or you’re against me.
such/that  They would rather go to the
whether/or movies than the mall.
 My parents went
not only/but also
to both Hawaii and Bali last
both/and
year.
as many/as  She would no sooner cheat
no sooner/than on an exam than falsify her
rather/than credentials.
Other correlative devices used in listings are shown
below.
Cohesive Devices Description Examples

first(ly) listings I love the

finally Philippines a lot.
in the first place Firstly, I love its
then museums.
to conclude Secondly, I love its
to begin people. Finally, I
next love its tourist
attractions.
 II. PRONOUNS
Are used to replace nouns in sentences
Are easy to use, just stick to the simple rule
– it should be very clear what tour pronouns
refer to
Avoid using too many pronouns in one
sentence – it can easily confuse your reader
or you listener
 A. PERSONAL PRONOUNS
• are pronouns that change form based on their
grammatical person—that is, based on whether they
refer to the person speaking or writing (the first
person), the person or thing being spoken to (the
second person), or the person or thing being spoken
about (the third person)
I/me they/them you
she/her It
he/him we/us
 B. RELATIVE PRONOUNS
• connect relative clauses to
independent clauses. Often, they introduce
additional information about something
mentioned in the sentence.
that  The woman who called earlier didn’t
what leave a message.
which  My car, which is nearly twenty years
who old, still runs well.
whom
 C. DEMONSTRATIVE
PRONOUNS
• That, this, these, and those are demonstrative
pronouns. They can point directly to an antecedent
or replace one that has already been mentioned or is
clear through context.
• This is used for singular items that are
nearby. These is used for multiple items that are
nearby. The distance can be physical or metaphorical.
 D. INDEFINITE PRONOUNS
• are used to refer generally to a person or thing
that doesn’t need to be specifically identified or
has already been mentioned.
one Everybody was late to work
other because of the traffic jam.
none It matters more to some than
some
anybody to others.
everybody Nobody knows the trouble
no one I’ve seen.
 E. REFLEXIVE PRONOUNS
•are forms of personal pronouns that
end in –self or –selves:
myself
himself ourselves
yourself yourselves
herself themselves
Itself
oneself
 F. POSSESSIVE PRONOUNS
• are sometimes called independent possessive
pronouns or absolute possessive pronouns. They
show possession of a noun by replacing it.
my mine
your yours
our ours
his his
her hers
their theirs
its its
 III. PREPOSITIONS
Indicate relationships between other words
in a sentence

Those relationships are:

Directions
Time
Location
Spatial Relationships
Abstract types of relationships
Direction: Look to the left and
you’ll see our destination.
Time: We’ve been
working since this morning.
Location: We saw a
movie at the theater.
 IV. ADVERBS
Are words that can be used to show
order, contrast, and such, When
used at the front of a sentence with
a comma, they call attention to what
is to follow
Adverbs as conjunctions are called
Adverbial Conjunctions
To signal the again, also, and, and then, besides, equally,
Addition of furthermore, in addition, too, moreover, not
ideas only, but, also,

To signal in comparison, compared with, in the same way,

Comparison likewise, similarly

To indicate although, even though, however, yet, in

Contrast contrast, instead, nevertheless, on the contrary,
on the other hand, whereas, while

To signal first, second, finally, hence, after, before, at

Order/ first, at last, at the same time, in the end, next,
Sequence since (then), so far, as soon as, up to (then),
until, gradually, to begin with,
To signal Time next, afterward, finally, later, last, lastly, at last,
now, then, when, soon, thereafter, after a short
time, next week (month, day, year), a minute
later, in the meantime, meanwhile, on the
following day, at length, ultimately, presently

To signal Because, so that, in order to, due to, in fact

Reason

To signal firstly, secondly, finally, in the first place, last,

Enumeration next, on top of (that), to begin (with), then

To show Result accordingly, as a result, consequently, for that

reason, hence, thus, therefore, the consequence
of, that is
 To signal a (evidence of), for example, for instance,
Example such as, thus, to show (what I mean)
To Summarize in short, in conclusion, to sum up, on the whole,
to summarize, to conclude, altogether, in
summary
To show If, even if, as long as, provided that, unless,
Condition whether, in case, in spite of, once

To signal above, behind, below, beyond, here, there, to the

Space and right (left), nearby, opposite, on the other side, in
Place the background, directly ahead, along the wall, as
you turn right, at the tip, across the hall, at this
point, adjacent to
To signal or, either, either or, neither nor,
Choice
 V. ELLIPSIS
Is also known as dot-dot-dot because it
consists of three periods/dots in a row In
writing
Is the deletion or omission of linguistics
that the reader or listener already
knows.
Can be interpreted as that form of
substitution in which an item is replaced
Example in writing:
“After school I went to her
house, which was a few blocks
away, and then came home”
After school I went to her
house, … and then came home”
Other ways of achieving cohesion are
through repetition of words and ideas,
use of synonyms, pronouns and
determiners. It is important to remember
that the goal is to make the ideas stick
together so that unity in meaning is
achieved