READING AND

WRITING
WEEK 4.2
 Properties of MELCS

Well-Written
❑ Evaluate a written text based on its properties
(organization, coherence and cohesion, language
use and mechanics

Text LEARNING OBJECTIVES

❑ identify the different types of cohesive
❖ Organizing (Day 1-Wk 4) devices
❖ Coherence and ❑ discuss the importance of cohesive devices
❑ use cohesive devices in completing the
Cohesion (Day 2-Wk 4) given text
❑ Identify sentences in terms of methods of
❖ Language Use cohesion
(Day 1-Wk 5) ❑ Find coherence by explaining how a
sentence is identified as anaphoric,
❖ Mechanics (Day 2-Wk 5) cataphoric, or exophoric
 Bring Back the Memories
Review

■ Recall the important points about

organization; properties of well-written
text by identifying the kinds of order
(sequential, spatial, complexity, and
listing) that can be applied in these
topics.
■1. Article on how to do the proper hand
washing
■SEQUENTIAL ORDER
■2. Causes and effects of lockdown to the
economy
■COMPLEXITY ORDER
■3. authors, books, and articles listed in the
references
■LISTING ORDER
■ 4. Arrangement of things in the living room
in a descriptive essay
■ SPATIAL ORDER
■ 5. ways to use the time wisely and
productively from morning till night even at
home
■ SEQUENTIAL ORDER
 Activity

Arrange Me!
■Instruction:
■Arrange the following jumbled
letters to form the correct
cohesive device that will make
the sentence complete.
ALSYTL 1. When I entered the room, the teacher asked for
my notice of admission. Then, she instructed
me to introduce myself and ,LASTLY
she
told me where I need to sit.
LAINFLY 2. The doctor’s prescription was really effective.
FINALLY , the pain in my knee had dropped!
SOLA 3. The officers of the organization donated snacks
to the front liners. ALSO
, the members
provided surgical masks and sanitizers too.
LIKEWIS
ILEISWKE 4. I think guavas taste good. E ,
mangoes taste the same.
SINCE
ISNEC 5. She refunded the customers, the
item products have not arrived for weeks.
REOWHEV 6. Anna is an excellent student in
school. HOWEVER
, she doesn’t do
homework on time.
ESNNEHTSEOL 7. It was drizzling outside. NONETHELESS ,
he still pursued his evening run.
EROFEREHT 8. The accusation has no genuine evidence
THEREFORE
, the case was dismissed.
EROMVROE 9. His report was poorly written, MOREOVER
it had no substance.
RERTHUF 10. The teacher elucidated
FURTHER the lesson to the
class well. , he provided
examples to supplement the
discussion.
 Analysis
Think-Pair-Share: Based on the activity, answer the
guide questions.

❑ What are the cohesive devices used in each sentence?

❑ Why do we need to use cohesive devices in writing
sentences or paragraphs?
Abstraction

PROPERTIES OF A WRITTEN TEXT

UNDER COHERENCE AND
COHESION:
■Difference between Coherence and
Cohesion
■Types of cohesive devices
■Methods of cohesion
What are Cohesive Devices?

■ Cohesive devices are sometimes called linking

words, linkers, connectors, discourse markers, or
transitional words.
■ They are signal words that facilitate the smooth
interpretation of ideas of the readers in the manner
the writer wants them to be understood.
■ Cohesive Devices are words or phrases that show
the relationship between paragraphs or sections of
a text or speech.
What do they do?

■ Cohesive devices aid you to understand a thought

from one sentence to another, from one idea to
another and from one paragraph to another through
words or phrases.
■ Cohesive devices link the gaps within your
sentences and paragraphs to ensure that there are
no breaks and abrupt jumps of ideas.
Let’s look at these two examples below:

■ 1. Facebook is a global social networking

platform and it is used by many people across the
globe.
■ 2. Facebook gives us opportunity to connect with
others but it is also a haven of cyber bullying.

■ As we can see in the first sentence, and is used to add something to the previous
statement resulting to a clearer understanding that the latter is a sentence that
gives supplementary information. In the second sentence, but is used to show
how something positive and negative is said about Facebook. Therefore, but is
used to contrast ideas or to show difference between ideas.
What is Cohesion?

❑Cohesion is a property of a well-written text that

helps the ideas to become meaningful by sticking
the ideas together at the sentence level.
❑Cohesion is the grammatical and lexical linking
within a text or sentence that holds a text together
and gives it meaning.
❑This can be achieved by using transitional
devices, pronouns, subordinators and
coordinators, and lexical patterning.
Two Main Types Of Methods of Cohesion
Cohesion
❑Grammatical ❑Anaphoric
cohesion- is based on Reference
structural content. ❑Cataphoric
❑Lexical cohesion-is References
based on lexical ❑Exophoric
content and References
background knowledge ❑Tense Agreement
❑Linkers
Anaphoric Reference
❑means that a word in a text refers back to other
ideas in the text for its meaning.

❑For example: ‘I went out with Jo on Sunday. She

looked awful.’
❑´She` clearly refers to Jo, there is no need to repeat
her name.
Cataphoric Reference
❑means that a word in a text refers to another later
in the text and you need to look forward to
understanding

❑For example: When he arrived, John noticed that

the door was open.
❑´he` clearly refers to John.
Exophoric Reference
❑refers to an idea outside the text. This is a
reference to world knowledge shared by the reader.
❑For Example: “The President responded quickly to
the threat of the other country”.
❑Here we are expected to know who is the
President.
Tense Agreement
❑refers to the way that writers use tenses to make a
text hang together
❑For Example: “She knew then that he… “had
found her letter” is a logical ending to the sentence.
❑(We are not surprised to see past perfect after
simple past in a narrative sentence)
Linkers
❑refer to words or phrases that describe the
relationship between ideas in the text

❑For Example: “And, but, therefore, first of all”

Substitution
❑ Substitution or Ellipsis refers to replacing words, or
leaving them out– this is how writers reduce repetition
in a text

❑For Example: “Now we’re finishing our essays. I know

you want to go out, but before you can do that, please
finish.
❑‘do that’ avoids the repetition of ‘go out’. Instead of
repeating ‘finish our essays’ ‘our essays’ is dropped
from the sentence”
 Let’s check your understanding

■What is Coherence?
■What is Cohesion?
■What are the different types of cohesive
devices?
■What are the different methods of cohesion?
 Applicatio
n
■ A. Cohesive Devices
■Instructions: Below is an excerpt or
portion of a text which lacks
cohesive devices. Complete it by
choosing your answers from the
words inside the parenthesis.
■ (optional: there is provided soft copy worksheet for this activity or the subj. teacher may project the written text on the screen)
 I could not imagine how I become what I am today 1. (and,
for)_______it was really different before. I stand 2. (before,
after)________you now as a teacher. It was seven years ago,3. (so,
yet)________I could still imagine as if it were just yesterday. I used to carry
bags containing vegetables
4. (such as, for)________okra, eggplant and bamboo shoots. I would sell
them to the neighborhood where my playmates would 5. (not only,
either)__________ laugh at me, and tell stories of our poor family, 6. (but
also, nor)__________bully me. 7. (However, Moreover)________, I did not
mind them
8. ______(because, so that) I needed to surprise my mother. I am secretly
buying her medicines. Four years after, I did not climb the hills to get
vegetables anymore instead I climbed the stage where my healed mother
pinned more ribbons on me.
 Now, I still carry my bag no longer with vegetables to
sell but with the harvested fruits of hard work namely
wisdom, knowledge and values. I carry them free for you
as long as, you promise that you would put them in your
bags too. 9. (However, Hence)________ my dearest
students it really matters how you carry your bag. It can be
heavy at times and it does not hurt much to take a break.
Rest and carry on. Never forget that there are people
willing to help.
10. (Yet, So)________as your classmate, do you want me
to help you carry your bag too?
 Applicatio
n
■ B. Methods of Cohesion
■Instructions: Read each sentence and
identify whether it is anaphoric,
cataphoric or exophoric references
then explain why on the space
provided.
■ (optional: there is provided soft copy worksheet for this activity or the subj. teacher may project the written text on the screen)
■ 1. When he arrived home, John went to sleep.
■ 2. I went out with Joan on Sunday. She looked awful.
■ 3. A large grey cat was lying on the stairs, and I had to step over it.
■ 4. If you want some, here's some strawberry ice-cream.
■ 5. Look at that.
■ 6. He may be late. If so we shall miss the bus.
■ 7. Tom may arrive this morning. If so, I'll be very happy.
■ 8. I've got a pet goldfish, and my brother's got one too.
■ 9. Benjamin was much more anxious than Lewis, but in the end they
both enjoyed the flight.
■ 10. Did the gardener water those plants?
Reinforcement Activities:
(Optional)

Instructions: Choose one

among the pictures below
and write any type of text
about it in 7-10 sentences
using cohesive devices.
Image 1 Image 2
Relevance to
the picture-------------
10pts.
Correct usage of
cohesive devices----10 pts.
Methods of
Cohesion---------------- 10
pts.

Total-------------------------
30pts Image 3 Image 4