DISCOURSE

We need to read some theory to understand the type of analysis that we are going to put into practice.
1. Read TEXT 1 carefully and underline while you read the definitions of:
discourse – text – background knowledge – context – coherence and cohesion
2. Read the text again and answer the following questions in your own words, as far as
possible.1
a. What is the difference between discourse and text?
b. Why is context important when analysing a text?
c. Why is it necessary to share background knowledge with our reader when we write?
d. What are the characteristic of a written text that make it different from a spoken text?
e. What is interpersonal language? What is transactional language?
f. How can you give coherence to a text?
3. Read TEXT 2 and underline the definitions of:
text – discourse – coherence and cohesion
Are they the same as in the other text?

4. Put the information in the two texts together to write more complete definitions:
DISCOURSE:
TEXT:
COHERENCE:
COHESION:

To sum up
COHERENCE AND COHESION
There are several characteristics that make up a good piece of writing in a foreign language class. These
include language production (accurately using grammar, vocabulary and linking words: the linguistic
knowledge), and communicative skills such as the background knowledge of the intended audience, the
message you want to convey (your purpose) and the organization of a text (genre and text
format). Besides, two fundamental features of good writing are Cohesion and Coherence.

 Coherence

Coherence refers to the “rhetorical” aspects of your writing, which include developing and supporting
your argument, synthesizing and integrating readings, organizing and clarifying ideas.
The term coherence in written English means that a paragraph or group of sentences has a smoothly
developing train of thought - that is, one idea follows from the previous idea and naturally leads to the next
idea.

one idea next idea next idea

If writing does not have good coherence, the reader becomes confused. Your writing must make sense;
the sentences should fit together smoothly.

1
a. Discourse is communication. A text is a written record of communication
b. Context tells us when, where it happens so we can take into account other aspects, not only the linguistic ones.
c. To know what our reader will understand
d. The vocabulary (lexical density) the full expression of ideas and the non linguistic characteristics
e. Interpersonal language is language used to socialize and transactional L is for doing business or getting services
f. By using something already said and adding something new; by connecting ideas or making the relationships between ideas explicitly
clear (cohesive).
Why can we say there is no coherence in this paragraph ?

I prefer paper study material to

study. I think digital material is not
comfortable because I can’t make notes
or highlight on the text. However, digital
material has its advantages too.

From a communicative point of view however, we need to examine the overall communicative aspect of a
piece of writing. This involves other skills which relate to the overall organization and message of the text.

 A written text usually has some kind of logic or coherence which allows the reader to follow the
intended message. This may reflect the writer’s reason for writing or their line of thought. If a
written text lacks these features it may cause a strain on the reader.

 Writing also involves knowledge of the genre of texts (writing in such a way that is typical of the
style, construction and choice of language, for example: email writing). (Is it fiction, non fiction,
poetry?)

 When we understand the audience and purpose of the text we are writing we can use
the conventions of genre to make it easy to read.

 The final consideration for a writer is the register or the actual language we use with a particular
group of people according to the background knowledge we share. For example, when writing an
academic essay, we use formal language related to the topic and assume it is shared by the
intended recipients.

Your text has to be organized and you need to have clear in your mind what exactly you want to
communicate and to whom .

 Cohesion

Cohesion is the grammatical and lexical linking within a text or sentence that holds a text together and
gives it meaning. These are the text-forming devices.

From a language point of view a text uses certain conventions that help to make a text cohesive.
Cohesion can be seen on the surface of the text.

 The topic of the text enables the writer to select from a lexical set of related words at the
semantic level.
For example:
I love roses, these flowers are my favourites, in fact.
(flowers as a synonym for roses )

 We can also use grammatical features (at the syntactic level) to allow the reader to comprehend
what is being referred to throughout the text. Let’s look at this in more detail:

Let’s look for cohesive devices in this short text.

Last year , Susan went to England. She stayed there for two weeks.
She spent most of the time in London, but her favourite place was
Liverpool. She found it a fascinating city.
Green: shows that everything speaks about the same moment (grammar: verbs in the past)

Blue: shows that we are always speaking about Susan (syntactic level, different form of the pronouns
according to their position in the sentences)

Red: shows different ways of referring to England or its cities. (semantic level, synonyms or general
words to speak about the same place)

5. Which of these two texts is more coherent? Why?2

A. “I get up at 7 o'clock and have breakfast. My mother doesn't like coffee. I go to

school by car. He drives very fast”

B. “I get up at 7 o'clock and have coffee for breakfast with my family. Well, in fact. My
mother doesn't like coffee but she is with us. Then, I go to school by car. My father
takes me to school and he sometimes drives fast because we are late”.

6. Which of these two texts is more cohesive? Why?3

C. “I get up at 7 and have breakfast. After breakfast, I go to school. I like school

because I have many friends there and my teacher is nice. When I finish school, I
go home and have lunch. Lunch is usually at 12.30. In the afternoon, I watch TV”

D. “I get up at 7. I have breakfast at 7.15. I go to school at 7.30. I like school. I have

lunch at 12.30. In the afternoon, I watch TV.”

7. Is this conversation coherent? Why (not)?

- The telephone is ringing!

- I’m in the bathroom
- OK

8. If I told you that it is a conversation between a brother and sister. The brother is watching TV.
The telephone is in another room. Is it more coherent now? Why? What information was necessary
to find its coherence?4

9. Can you think of a context where the following idea would be coherent?5

He lives in a chocolate house.

10. Can you find an example of an idea that only Argentinian people will understand? Why is
that so?

5
B because it uses old idea and new ideas.
6
C because there are more connectors to indicate relationships
8
It is coherent now that we know the context
9
A story for children