Creating cohesion means ‘tying’ our words, phrases, sentences and paragraphs together, to create a text where the relationships between these elements is clear and logical to the reader, giving the text ‘flow’. We create cohesion at all these levels (word, phrase, sentence and paragraph), in order to direct our readers’ attention to the development of our argument. Following are some of the cohesive tools you can make use of:
Repetition: use a particular word or phrase across different sentences or paragraphs,
Example:
Of course, materials development or adaptation is not the only priority for the professions in South Africa. However, the focus on materials development is appealing because it provides a very tangible and practical focus for speech and language therapists (Pascoe et al., 2013).
Synonyms: use a word or phrase in a later sentence which has the same or similar meaning to a keyword in the first sentence.
Example:
The purpose of population genetics is to quantify and explain the processes generating variation in natural populations (Vargo & Husseneder, 2011). Sociogenetic studies of eusocial insects are generally based on the approach that the colony functions as a discrete entity within the population (Thorne et al., 1999).
Pronouns: use a pronoun to refer back to a phrase already used.
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.
Cohesive Words and Phrases:
1. Additive words
Also, and, as well as, at the same time as, besides, equally important, further, furthermore, in addition, likewise, moreover, too, not only... but also.
2. Amplification words
As, for example, for instance, in fact, specifically, such as, that is, to illustrate.
3. Repetitive words
Again, in other words, that is, to repeat.
4. Contrast words
But, conversely, despite, even though, however, in contrast, notwithstanding, on the one hand / on the other hand, still, although, though, whereas, yet, nevertheless, on the contrary, in spite of this.
5. Cause and effect words
Accordingly, as a result, because, consequently, for this reason, since, as, so, then, therefore, thus.
6. Qualifying words
Although, if, even, therefore, unless.
7. Example
For example, for instance.
8. Emphasizing words
Above all, more/most importantly.
9. Reason words
For this reason, owing to this, therefore.
10. Order words
Afterwards, at the same time, before, firstly/secondly, formerly, lastly, finally, later, meanwhile, next, now, presently, today/yesterday/last week/next year, subsequently, then, until, ultimately, while, historically, in the end, eventually.
11. Explanation
In other words, that is to say.
12. Attitude
Naturally, of course, certainly, strangely enough, surprisingly, fortunately, unfortunately, admittedly, undoubtedly.
13. Summary
Finally, in conclusion, in short, to summarize.
Remember: Cohesive writing refers to the connection of your ideas both at the sentence level and at the paragraph level. Cohesion is a very important aspect of academic writing, because it affects the tone of your writing. Here are some examples that illustrate the importance of connecting your ideas more effectively in writing:
The hotel is famous. It is one of the most well-known hotels in the country. The latest international dancing competition was held at the hotel. The hotel spent a lot of money to advertise the event. Because the hotel wanted to gain international reputation. But not many people attended the event.
(The connection of ideas is not very good.)
The hotel, which is one of the most well-known hotels in this region, wanted to promote its image around the world by hosting the latest international dancing competition. Although the event was widely advertised, not many people participated in the competition.
(The connection of ideas is better than in the first example.)
The latest international dancing competition was held at the hotel, which is one of the most well-known hotels in this region. The hotel spent a lot of money on advertising the event since it wanted to enhance its international reputation; however, it failed to attract many people.
(The connection of ideas is better than in the first example.)
COHERENCE
Coherence means establishing a relationship between the ideas presented in a paragraph. It brings about a rationale in the arrangement of the ideas which are introduced either in the chronological order or in the order of importance. Besides, transitions that compare, contrast, illustrate, add or show cause and effect build logical bridges. The ideas, thus expressed in the paragraph, flow smoothly from one to the other in a logical sequence. This helps the reader to understand the paragraph.
Coherence is achieved when sentences and ideas are connected and flow together smoothly. An essay without coherence can inhibit a reader’s ability to understand the ideas and main points of the essay. Coherence allows the reader to move easily throughout the essay from one idea to the next, from one sentence to the next, and from one paragraph to the next. Following are several methods that can be used to achieve coherence in writing:
Use Repetition to Link Ideas, Sentences, and Paragraphs
Repeating key words or phrases helps connect and focus idea(s) throughout the essay. Repetition also helps the reader remain focused and headed in the right direction.
Example:
Most students are intimidated by the works of William Shakespeare. They believe Shakespeare’s sonnets and plays are far to complicated to read and understand.
Use Transitional Expressions to Link Ideas, Sentences, and Paragraphs
Transitional expressions, such as however, because, therefore, and in addition, are used to establish relationships between ideas, sentences, and paragraphs. They serve as signals to let the reader know the previous idea, sentence, or paragraph is connected to what follows.
Example:
Many students believe they cannot write a good essay because they are not writers. However, as they practice writing and work on developing their writing skills, most students are able to gain the needed confidence to start thinking of themselves writers.
Use Pronouns to Link Sentences
Pronouns are used to link or connect sentences by referring to preceding nouns and
pronouns. Pronouns can also help create paragraphs that are easy to read by eliminating wordiness and unnecessary repetition.
Example:
Mr. Thompson agreed to meet with members of the worker’s union before he signed the contract. He was interested in hearing their concerns about the new insurance plan.
Use Synonyms to Link Ideas and Create Variety
Synonyms are words that have the same or nearly the same meaning as another word. They provide alternative word choices that can add variety to an essay and can help eliminate unnecessary repetition.
Example:
Teenagers face an enormous amount of peer pressure from friends and schoolmates. As a result, many young adults are exhibiting signs of severe stress or depression at an early age.
Use Parallel Structures to Link Ideas, Sentences, and Paragraphs
Parallelism is the use of matching words, phrases, clauses, or sentence structures to express similar ideas. Parallel structures allow the reader to flow smoothly from one idea, sentence, or paragraph to the next and to understand the relationships and connections between ideas.
Example:
Usually, the children spend the summer weekends playing ball in park, swimming in the neighbor’s pool, eating ice cream under the tree, or camping in the backyard.
At the museum, the class attended a lecture where the speaker demonstrated how the Native Americans made bows and arrows. They also attended a lecture where a sword smith demonstrated how the Vikings crafted swords.
UNITY
Unity in a paragraph means that the entire paragraph should focus on one single idea. The supporting details should explain the main idea. The concluding sentence should end the paragraph with the same idea. In a unified paragraph, a topic sentence contains the main idea and all supporting sentences serve to illustrate, clarify, and/or explain the main idea. The paragraph develops a single idea thoroughly and links it to the rest of the paper. Thus, a unified paragraph presents a thought, supports it with adequate details and completes it with a conclusion.
Paragraph unity:
- Develop a paragraph around a major idea. Express this idea in the topic sentence.
- Make the relationship between the main idea of the paragraph and the thesis of the paper clear. Don’t assume that the reader will “get it.” Spell it out for him/her.
- Support the main idea of the paragraph with details.
- Create separate paragraphs for those details that explore your topic from different perspectives.
- Eliminate sentences that do not support the main idea. Alternately, you may revise the main idea to include those sentences.
Look at the following examples from a paper that has the thesis: “Despite the amount of foreign aid pouring in, social conditions in Zeeland remain bleak because the aid is used for military purposes.”
Example 1 (without unity)
Robert Bee wrote, “The Zeeland massacre illustrates the need for greater control and vigilance.” This is related to the thesis. Some 20,000 people disappeared from the villages. Financial mishandling can lead to great misfortune. Corruption in the government was exposed repeatedly to no avail. A police force, under orders to eliminate suspected terrorists, grabbed political dissidents and their families.
Example 2 (unified)
In the first paragraph it is hard to tell what the topic sentence is, let alone how all the sentences belong together. The reader is not informed who Robert Bee is. The words “related to” in the second sentence don’t give the reader any sense of what the relationship is. The second paragraph provides a tight topic sentence that links the main idea of the paragraph to the central argument of the paper. It eliminates details that do American University, Academic Support Center, Writing Lab, updated 2009not fall under the topic and adds details that are relevant to the reader’s understanding of the events and their relation to foreign aid.
