cohesion_and_coherence for teaching!.ppt

TU-CHEMNITZ
ENGLISH FOR ACADEMIC PURPOSES
COHERENCE & COHESION
Presenter: Raşide Dağ

 What makes a text cohere?
 What differentiates a cohesive grammatical
unit from a random collection of sentences?
Introduction:

Introduction:
 Cohension and coherence are terms used in
discourse analysis and text linguistics to
describe the properties of written texts.
 Advertising language tends not to use clear
markers of cohesion, but is interpreted as
being coherent.

Definitions:
 Coherence:
The ways a text makes sense to readers & writer through
the relevance and accessibility of its configuration of
concepts, ideas and theories.
 Cohesion:
The grammatical and lexical relationship between different
elements of a text which hold it together.

 Coherence :
 a semantic property of discourse formed through
the interpretation of each individual sentence
relative to the interpretation of other sentences,
with "interpretation" implying interaction between
the text, the reader and the writer.
 a property that a reader will discern in the text
 allows the reader to make sense of the text
 refers to the semantic unity created between the
ideas, sentences, paragraphs and sections of a
piece of writing.

Coherence vs. Cohesion
Coherence:
 very general principle of
interpretation of language
in context
 fewer formal linguistic
features
e.g vocabulary choice
 relationships deal with
text as a whole
 based on primarily
semantic relationships
 errors much more
obvious
Cohesion:
 formal linguistic features
e.g repetition,reference
 semantic relationships
between sentences and
within sentences
 determined by lexically
and grammatically overt
intersentential
relationships
 more recognizable

Is it coherent or not?
 The ancient Egyptians were masters of preserving dead
people's bodies by making mummies of them. Mummies
several thousand years old have been discovered nearly
intact. The skin, hair, teeth, fingernails and toenails, and
facial features of the mummies were evident. It is possible
to diagnose the disease they suffered in life, such as
smallpox, arthritis, and nutritional deficiencies. The
process was remarkably effective. Sometimes apparent
were the fatal afflictions of the dead people: a middle-aged
king died from a blow on the head, and polio killed a child
king. Mummification consisted of removing the internal
organs, applying natural preservatives inside and out, and
then wrapping the body in layers of bandages.

Below is the same paragraph revised for coherence. Italics
indicates pronouns and repeated key words, bold indicates
transitional tag-words, and underlining indicates parallel
structures.
 The ancient Egyptians were masters of preserving dead
people's bodies by making mummies of them. In short,
mummification consisted of removing the internal organs,
applying natural preservatives inside and out, and then
wrapping the body in layers of bandages. And the process
was remarkably effective. Indeed, mummies several
thousand years old have been discovered nearly intact.
Their skin, hair, teeth, fingernails and toenails, and facial
features are still evident. Their diseases in life, such as
smallpox, arthritis, and nutritional deficiencies, are still
diagnosable. Even their fatal afflictions are still apparent:
a middle-aged king died from a blow on the head; a child
king died from polio.

According to Halliday & Hasan,
A text is a semantic unit whose parts are linked together by
explicit cohesive ties.
Cohesive tie: a semantic and /or lexico-grammatic relation
between an element in text and some other element that is
crucial to interpretetion of it.
 Eventhough within-sentence ties occur the cohesive ties
across ‘sentence boundaries’are those which allow sequences
of sentences to be understood as text.
Cohesion therefore defines a text as text.

 Reference
 Ellipsis
 Substitution
 Conjunction
 Lexical Cohesion (Reiteration /Collocation)

Halliday & Hasan identify general categories of
cohesive devices that signal coherence in texts:
Grammatical
Cohesion

Halliday & Hasan's Taxonomy of
Cohesive Devices :
 Reference :
Replacement of words and expressions with pro-forms.
e.g pronouns,pro-modifiers.
Three types of reference:

Personal

Demonstrative

Comparative

Personal (communication goal of referent)
Demonstrative (proximity of referent)
Comparative ( similarity to preceding referent)
REFERENCE
Cohesion consists in continuity of referential
meaning (relatedness of reference) ;

Types of reference:
Personal Reference
 a reference by means of person,
 includes;
Personal pronouns (e.g., I, he, she)
Possesive pronouns (e.g., mine, hers, his)
Possesive determiners (e.g., my, your, her)
e.g. English is considered an international language.
It is a spoken by more than 260 million people all
over the world.
They told me you had gone by her car

Demonstrative Reference
 essentially a form of verbal pointing
 the speaker identifies the referent by locating it
on a scale of proximity.
 In general,
 this, these and here imply proximity to the
speaker;
 that, those and there imply distance from the
speaker.

Demonstrative Reference
 Like personals, the demonstratives regularly refer
exophorically to something within the context of
situaiton.
e.g. How do you like a cruise in that yacht?
Pick these up!

Comparative Reference
 contributes to textual cohesion by setting up a
relation of contrast
 expressed by such adjactives as same, identical,
equal, adjectives in a comparative degree such as
bigger,faster and adverbs such as identically,
likewise, so, such etc.
e.g. She has a similarly furnished room to mine.
The little dog barked as noisily as the big one.
They asked me three equally difficult questions.

REFERENCE
(Situational)
{EXO}{PHORA}
(Textual)
{ ENDO}{PHORA}
{ANA}{PHORA} {CATA}{PHORA }
Halliday and Hasan call within text
cohesive ties endophoric, and references,
items outside the text exophoric :
OUT(SIDE)
IN(SIDE)

Halliday and Hasan call within text cohesive
ties endophoric,
e.g. Wash and core six cooking apples. Put them
into a fireproof dish.
 an example of an endophoric reference when
them referred back to apples.
 Reference signals to the reader what kind of
information is to be retrieved.
Them, therefore, signals to the reader that he or
she needs to look back in the text to find its
meaning.

Endophora
e.g. We went to Devon for a holiday. The people we
stayed with had four children.The eldest girl was
about nine.
 The first the is cataphoric since there is no lexical
relation between people and anything in the
preceding sentence.
 The second the is both cataphoric and anaphoric
 Cataphoric: eldest defines girl,
 Anaphoric: girl is related to children
Anaphora (to preceding text)
Cataphora (to following text)

Halliday and Hasan call references, items
outside the text exophoric :
e.g. For he's a jolly good fellow
And so say all of us.
 As readers outside of this environment, we are
unfamiliar with who the he is that is being referred
to,
 But, most likely, the people involved are aware of
the he.
 When the meaning is not explicit from the text
itself, but is obvious to those in a particular
situation. This is called exophoric reference.

Cohesive Devices :
 Substitution :
Replacement of one item by another.
A relation in the wording rather than in the meaning.
 somewhat different from reference in that another word takes the
place of the thing that is being discussed.
 Types of Substitution:

Nominal

Verbal

Clausal

Types of Cohesive Relation Linguistic Level
Reference Semantic
Substitution (including Ellipsis) Grammatical
 Whereas reference is a relation between
meanings, substitution is a grammatical
relationship :

Types of Substitution
 Nominal Substitution:
 Nominal substitutes ;
 for noun head : one/ ones
for nominal complement : the same
for attribute : so
e.g. John seems to be intelligent.
–Is he really so?

 Nominal Substitution:
 The pronoun one is often used in nominal references.
e.g. Let's go and see the bears. The polar ones are over on
that rock.
 In this sentence, ones is taking the place of bears in the
previous sentence.
e.g. Winter is often so damp. The same is true for the
summer.

 The verbal substitute in English is do.
 Verbal substitutes ;
 for verb : do, be , have
 for process : do the same /likewise
 for proposition : do so, be so
e.g. The words did not come to the same as they
used to do.
e.g. I finally called on him. I have wanted to do (so)
for a long time.
 Verbal Substitution:

 Clausal Substitution:
 The clausal substitutes ;
 for positive : so
 for negative : not
 In clausal substitution the entire clause is
presupposed, and the contrasting element is
outside the clause.

 Clausal Substitution:
e.g. Is there going to be an earthquake?
It says so.
 so presupposes the whole of the clause there’s
going to be an earthquake and contrastive
environment is provided by the says which is
outside it.
e.g. Has everyone gone home?
I hope not.

Cohesive Devices :
 Ellipsis :
Deletion of words, expressions or phrases,
Simply ‘substitution by zero’.
 Types of Ellipsis:
 Nominal
 Verbal
 Clausal

Types of Ellipsis
Nominal Ellipsis :
 ellipsis within the nominal group.
e.g. Here are thirteen cards.
Take any (-).Now give me any three (-).
e.g. Some say one thing, others say another (-).
e.g. Which hat will you wear ?
This is the best (-).
e.g. Have another chocolate.
No thanks; that was my third (-).
e.g. Smith was the first person to leave. I was the
second (-).

Verbal Ellipsis :
 ellipsis within the verbal group.
e.g. Have you been swimming? Yes, I have.
e.g. What have you been doing? Swimming.
e.g. Is he complaining? He may be; I don’t care.
e.g. I haven’t finished it yet. I hope you’re going to have by
tomorrow.
e.g. Some were laughing and others cyring.
e.g. Were you laughing? No I wasn’t.
e.g. John came, did not he? NO, but he will.

Clausal Ellipsis :
 ellipsis in which an entire clause is elided from a sentence.
e.g. Smith was going to take part but somebody
telephoned and asked to see him urgently so he
had to withdraw.- Who ?
e.g. I kept quiet because Mary gets embarrassed if
anyone mentions about John’s name. I don’t know
why.
e.g. Who could have broken those tiles?- I can’t
think who.

Cohesive Devices :
 Conjunctions :
a word or group of words used to connect words,
phrases, or clauses.
• mark certain relationsips between clauses and sentences
Four categories:
 Additive
 Adversative
 Causal
 Temporal

Categories of Conjunction
 Examples :
 For the whole day he climbed up the steep mountainnside,
almost without stopping.
And in all this time he met no one. ►Additive
Yet he was hardly aware of being tired. ►Adversative
So by the night time the valley was far below him.► Causal
Then, as dusk fell, he sat down to rest. ►Temporal

Types of Conjunction
Additive type
 The additive is a kind of conjunctive relation
which is closer to coordination.
 Additive words are such as and, also, nor, or else,
moreover, in addition, besides, by the way, that is,
likewise, similarly, conversely, thus, for instance.
e.g. My client says he does not know his witness.
Further, he denies ever having seen her.
e.g. Perhaps she missed her train. Or else she’s
changed her mind and isn’t coming.

Adversative type
 The basic meaning of the adversative relation is
‘contrary to expectation’.
 Adversative words are such as yet, but, however,
despite this, on the other hand, in fact, instead,
either way, anyhow, nevertheless, rather etc.
e.g. All the figures were correct; they’d been
checked. Yet the total came out wrong.
e.g. We maybe back tonight; I’m not sure. Either
way, just make yourself at home.

Causal type
 Causal relation involves primarily reason, result
and purpose relations between the sentences.
 Causal words are such as so, thus, hence,
therefore, arising out of this, in that case,
otherwise, because, as a result (of this), on this
basis, accordingly.
e.g. You are not leaving, are you? Because I’ve got
something to say to you.
e.g. I was not informed. Otherwise I should have
taken some action.

Temporal type
 The relation between two successive sentences.
 Conjunctions of this type are such as then, next,
afterward, previously, finally, at last, meanwhile,
next day, first, from now on, to sum up, in short,
henceforward, hitherto, up to now, this time etc.
e.g. The weather cleared just as the party
approached the summit. Until then they had been
nothing of the panaroma around them.
e.g. At last, he finished the rehersal for his role.

CONJUNCTIONS
 Coordinating conjunctions
connect words, phrases, or
clauses of equal grammatical
rank.
 For, and, nor, but, or, yet, so
e.g. I used phonics in learning to
read, and so did you.
e.g. Though he seemed to be
tired, he did not refused to go
out.
 Subordinating conjunctions
connect clauses that are of
subordinate importance to the
independent clause or to
some element in the main
clause.
 although, except, though,
while, if, whether as, as if,
where, wherever, in order
that, so that, after, as long as,
as soon as, before, since,
when etc.
Coordination
Subordination

Cohesive Devices :
 Lexical Cohesion :
achieved by the selection of vocabulary.
 Types of Lexical Cohesion :
 Reiteration
 Collocation

Types of Lexical Cohesion
 Reiteration :
 a form of lexical cohesion which involves
repetition, synonym or near synonym,superordinate
and a general noun.
e.g. Pollution of our environment has occurred for
centuries, but it has become a significant health
problem only within the last century. Atmospheric
pollution contributes to respiratory disease, and to
lung cancer in particular. Other health problems
directly related to air pollutants include heart
disease, eye irritation and so on. Repetition

 Reiteration :
e.g. Henry’s has bought a new jaguar. He
practically lives in the car.  Superordinate
e.g. I turned to the ascent of the peak.The climb is
perfectly is easy.  Synonym
e.g. I turned to the ascent of the peak. The thing is
perfectly is easy.  General noun
e.g. There is a boy climbing that tree. The lad is
going to fall if he doesn’t take care.  Near -
Synonym

 Collocation :
 Cohesion that is achieved through the association of lexical
items that regularly co-occur.
 These lexical items or words tend to occur in similar
environments.
 For instance; hair/comb, reader/writer, door/window,
chair/table, north/south, peace/war, bee/honey etc.
e.g. Why does this little boy wriggle all the time? Girl don’t
wriggle.

Analysis of Coherence
 Hello, James Gleick," said Amazon.com the other day
(click here if you’re someone else). "Take a peek at your
brand new music recommendations."
I peeked. Amazon’s computers predicted that I would
like the Beastie Boys, Adiemus, Frank Sinatra, Harvey
Danger, and the Dave Matthews Band. What an impressive
list! All right, I don’t actually care for any of these, but
still. It was quite a shot in the dark, considering I’d never
been to Amazon’s music department before. This is the
way it’s going on the Internet: if marketers want your
money and your time and your "eyeballs," they feel they
should figure out who you are and what you like.

Analysis of Coherence:
 Repetition of : peek
 Repetition of pronoun: I
 Pronoun reference: these
 Transitional tag: but still
 Pronoun reference: it , this
 Repetition and parallel form : your money and your time
and your eyeballs
 Pronoun reference : they and you
 Parallel form: who you are and what you like

 Late in the early morning hours, in a Spanish cafe,
an old man drinks brandy. A young waiter is angry;
he wishes that the old man would leave so that he
and an older waiter could close the cafe and go
home. He insults the deaf old man and is painfully
indifferent to the older waiter’s feelings when he
states that “an old man is a nasty thing.” The older
waiter, however, realizes that the old man drinking
brandy after brandy is not nasty; he is only lonely.
No doubt, that’s the reason why the old man tried to
hang himself last week. When the old man leaves,
the waiters close the cafe.
Analysis of Coherence

References:
 Halliday & Hasan (1976). Cohesion in English. Longman. London &
Newyork.
 Hyland, K. (2006). English for Academic Purposes. Routledge, Great Britain.
 Reid, J.M. The Process of Composition. Second Edition. Prentice Hall
Regents.
 http://www.hku.hk/linguist/cou/adv. Retrieved 9th May, 2007.
 http://grammar.ccc.commnet.edu/grammar/transitions.htm. Retrieved 9th
May, 2007.
 http://home.eserver.org/danzico/Discourse/hallidaysummary.html. Retrieved
11th May, 2007.
 http://www.jstor.org. Retrieved 9th May, 2007.
 www.gpc.edu/~lawowl/handouts/conjunctions.pdf. Retrieved 9th May, 2007.
 http://www.cliffsnotes.com. Retrieved 11th May, 2007.

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