Cohesive Devices

•Coherence in writing means achieving a consistent

relationship among parts.
•Cohesive devices show the logical relationships between the
various parts of an essay as well as between sentences and
paragraphs.
 What are they?
• cohesive devices are like bridges
between parts of your paper.
• They are cues that help the reader to
interpret ideas in the way that you, as a
writer, want them to understand.
 What do they do?
• cohesive devices help you carry over a
thought from one sentence to another, from
one idea to another, or from one paragraph to
another with words or phrases.
• cohesive devices link your sentences and
paragraphs together smoothly so that there
are no abrupt jumps or breaks between
ideas.
 Why do you use them?
• cohesive words and phrases are used to link
sentences and paragraphs, to show which direction
your thought patterns are going, to help the reader
accurately follow your train of thought.
• They signal the relationships among the various
parts of your subject.
 Types of Cohesive Devices :
• REPETITION
• SYNONYMS
• PRONOUNS
• TRANSITIONAL DEVICES
• CONJUNCTIONS
• ADVERBS
 REPETITION
• This helps to focus your idea and to keep
your reader on track.
EXAMPLE:
Most people find contemporary art difficult to
understand. Contemporary art is purposely
abstract, leaving the viewers wondering
what they are looking at.
EXAMPLE:
• There are couples who dislike one another
furiously for several hours at a time; there
are couples who dislike one another
permanently; and there are couples who
never dislike one another; but these last are
people who are incapabable of disliking of
anybody.
EXAMPLE:
• There are couples who dislike one another
furiously for several hours at a time; there
are couples who dislike one another
permanently; and there are couples who
never dislike one another; but these last are
people who are incapabable of disliking of
anybody.
EXAMPLE
• Bullying is not good as it affects emotional
and psychological behavior of an
individual. Most victims of bullying
experience physical, emotional and mental
health issues.
EXAMPLE
• Bullying is not good as it affects emotional
and psychological behavior of an
individual. Most victims of bullying
experience physical, emotional and mental
health issues.
 SYNONYM
• Synonyms are words that have essentially
the same meaning, and they provide some
variety of word choices, helping the reader
to stay focused on the idea being discussed.
EXAMPLE
At the end of the run, he was suddenly
afraid. The height of the tree terrified him.
EXAMPLE
• Myth narrate sacred histories and explain
sacred origins. These traditional narratives
are, in short, a set of beliefs that are a very
real force in the lives of people who tell
them.
EXAMPLE
• Myth narrate sacred histories and explain
sacred origins. These traditional narratives
are, in short, a set of beliefs that are a very
real force in the lives of people who tell
them.
EXAMPLE
• Being overweight is a serious issue in
today’s society. Indeed, obesity is on the
rise around the globe, particularly in the
developing world. Having an excessive
amount of body fat increases the chance of
cardiovascular health issues and decreases
life expectancy.
EXAMPLE
• Being overweight is a serious issue in
today’s society. Indeed, obesity is on the
rise around the globe, particularly in the
developing world. Having an excessive
amount of body fat increases the chance of
cardiovascular health issues and decreases
life expectancy.
 PRONOUNS/DETERMINERS
• This, that, these, those, he, she, it, they, and
we are useful pronouns for referring to
something previously mentioned. Be sure,
however, that what you are referring to is
clear.
EXAMPLE:
Mr. Novel Fraga is the CEO of Fraga
Fisheries and Company. He became the
CEO in 2018.
EXAMPLE
• When scientific experiments do not work
out as expected, they are often considered
failures until some other scientist tries them
again. Those that work out better the second
time around are the ones that promise the
most rewards.
EXAMPLE
• When scientific experiments do not work
out as expected, they are often considered
failures until some other scientist tries them
again. Those that work out better the second
time around are the ones that promise the
most rewards.
EXAMPLE
• Althea said that she didn’t know Mr. Jose.
She denied knowing him.
EXAMPLE
• Althea said that she didn’t know Mr. Jose.
She denied knowing him.
 TRANSITIONAL DEVICES
• These are words which give cues to the
readers on the relationships between
sentences, joining sentences together.
EXAMPLE:
Would you like bread or cookies with your
coffee?
EXAMPLE
• I like autumn, and yet autumn is a sad time of
the year, too. The leaves turn bright shades of
red and the weather is mild, but I can’t help
thinking ahead to the winter and the ice storms
that will be surely blow through here. In
addition, that will be the season of chapped
faces, too many layers of clothes to put on, and
days when I’ll have to shovel heaps of snow
from my car’s windshield.
EXAMPLE
• I like autumn, and yet autumn is a sad time of
the year, too. The leaves turn bright shades of
red and the weather is mild, but I can’t help
thinking ahead to the winter and the ice storms
that will be surely blow through here. In
addition, that will be the season of chapped
faces, too many layers of clothes to put on, and
days when I’ll have to shovel heaps of snow
from my car’s windshield.
EXAMPLE
• He is still young, yet he is already very
responsible.
EXAMPLE
• He is still young, yet he is already very
responsible.
 CONJUNCTIONS
• are words or groups of words that are used
to connect other words or phrases in a
sentence.
• are key to good cohesion
• and, but, or, on the other hand are helpful
for connecting information that is similar,
yet with an important difference, so that
you can make a point about it.
EXAMPLE
• I’d like to eat out, but on the other hand, I
should be trying to save my allowance.
EXAMPLE
• I’d like to eat out, but on the other hand, I
should be trying to save my allowance.
 THREE TYPES OF
CONJUNCTIONS
• COORDINATING CONJUNCTIONS
• SUBORDINATING CONJUNCTIONS
• CORRELATIVE CONJUNCTION
 COORDINATING
CONJUNCTIONS
• These conjunctions connect words, phrases,
and clauses of equal value. Clauses or equal
value are called independent clauses and
can stand on their own as separate sentence.
EXAMPLE
• Would you like bread or cookies with your
coffee?
EXAMPLE
• Would you like bread or cookies with your
coffee?
OTHER EXAMPLES:
• F
• A
• N
• B
• O
• Y
• S
OTHER EXAMPLES:
• FOR
• AND
• NOR
• BUT
• OR
• YET
• SO
 SUBORDINATING
CONJUNCTIONS
• The clause beginning with the
subordinating conjunction is always the
subordinate clause, which depends on the
main clause and cannot exist without it.
EXAMPLE
• The baby cries whenever he feels hungry.
EXAMPLE
• The baby cries whenever he feels hungry.
OTHER EXAMPLES
before, after, unless, if even, although, even
until/till, when, if, in case, though, whereas
as soon as, providing
whenever while
 CORRELATIVE
CONJUNCTIONS
• pairs of conjunctions which are used to join
equal sentence elements together.
EXAMPLE
• She is both intelligent and beautiful.
EXAMPLE
• She is both intelligent and beautiful.
EXAMPLE
• I will either go for a hike or stay home and
watch TV.
EXAMPLE
• I will either go for a hike or stay home and
watch TV.
EXAMPLE
• Jerry is neither rich nor famous.
EXAMPLE
• Jerry is neither rich nor famous.
EXAMPLE
• He is not only intelligent, but also very
funny.
EXAMPLE
• He is not only intelligent, but also very
funny.
OTHER EXAMPLES
either...or
neither… nor
not only… but also
both… and
whether… or
so… as
 ADVERBS
• These are words that join independent
clauses into one sentence. A conjunctive
adverb helps you create a shorter sentence.
When you use a conjunctive adverb, put a
semicolon (;) before it and comma (,) after
it
Example
• It rained hard; moreover, lightning flashed
and thunder boomed.
Example
• It rained hard; moreover, lightning flashed
and thunder boomed.