Use of cohesive devices to produce coherent writing for SS 1

Class: SS 1
Term: First Term
Week: 10
Age: 15 years
Duration: 60 minutes
Subject: English Language
Curriculum Theme: Writing
Focal competence: Using coherence and cohesive devices in writing
Key competencies/values: Communication; ICT and Digital Competencies; Digital Competencies; Collaboration
Skills:

• Using cohesion and cohesive devices in writing

Previous Lesson: Mood, Comprehension Practice on Mood, Tone and Purpose
Topic: Cohesion And Coherence In Writing: Use Of Cohesive Devices To Produce Coherent Writing
Subject Matter: Use of cohesive devices to produce coherent writing

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Define cohesion and coherence.
• Differentiate between cohesion and coherence.
• Identify various cohesive devices in given passages.
• Explain how cohesive devices contribute to coherent writing.

Affective Domain

• Appreciate the importance of cohesive devices for clear and effective communication.
• Value collaborative learning in understanding complex writing concepts.

Psychomotor Domain

• Apply different cohesive devices correctly in their own sentences and short paragraphs.
• Analyze short texts to identify instances of cohesive devices.

Social Domain

• Collaborate effectively in pair discussions to distinguish between cohesion and coherence.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for SS 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Flash cards
• Sample passages with cohesion and coherence
• Newspaper cuttings and magazines
• Whiteboard and markers
• Textbooks

Rationale for the Lesson

This lesson is important because it equips students with the skills to produce well-structured and easily understandable written work. Understanding and applying cohesive devices helps students connect their ideas logically, ensuring their writing flows smoothly and communicates effectively. This skill is fundamental for academic success and clear communication in everyday life.

Prerequisite/Previous Knowledge

Students should have a basic understanding of sentence structure, paragraph development, and the concept of linking words or phrases in writing.

Lesson Content/Board Summary

Cohesion And Coherence In Writing: Use Of Cohesive Devices To Produce Coherent Writing

Meaning of Cohesion

Cohesion refers to the grammatical and lexical links that connect different parts of a text, creating a sense of unity. It is about how words, phrases, and sentences are linked together physically within a text. Cohesion is achieved through the use of specific linguistic devices such as pronouns, conjunctions, and lexical repetition.

Meaning of Coherence

Coherence refers to the logical connection of ideas in a text, making it easy to understand. It is about the overall sense and meaning of a text, ensuring that all parts logically relate to each other and to the main topic. A coherent text makes sense to the reader because the ideas are presented in an orderly and logical fashion.

Difference Between Cohesion and Coherence

While often used together, cohesion and coherence are distinct:

1. Cohesion is about the surface-level connections and linguistic ties within a text (e.g., using “he” to refer to a previously mentioned person).
2. Coherence is about the deeper, logical connections and overall meaning that make a text understandable (e.g., ensuring all sentences in a paragraph discuss the same main idea).
3. A text can be cohesive (have many linking words) but still lack coherence if the ideas do not make logical sense together. Conversely, a text can be coherent without being explicitly cohesive if the logical connections are very strong.

Types of Cohesive Devices

Cohesive devices are words or phrases that link different parts of a text. They help to create a smooth flow of ideas and improve the overall readability of a text. The main types include:

Reference

Reference devices link back to something previously mentioned in the text (anaphoric reference) or forward to something that will be mentioned (cataphoric reference). This avoids repetition.

1. Pronouns: Words like he, she, it, they, them, this, that, these, those.

   Example: “John went to the market. He bought some fruits.”

2. Demonstratives: Words like this, that, these, those when used to refer to a concept or idea.

   Example: “The new policy was unpopular. This led to widespread protests.”

3. Articles: The definite article the often refers back to something already introduced.

   Example: “I saw a dog. The dog was barking loudly.”

Substitution

Substitution involves replacing a word or phrase with a shorter, less specific word or phrase to avoid repetition.

1. Nominal Substitution: Using one, ones, the same.

   Example: “I need a new pen. Do you have one?”

2. Verbal Substitution: Using do, be, have.

   Example: “Did you finish your homework? Yes, I did.”

3. Clausal Substitution: Using so, not.

   Example: “Is she coming? I think so.”

Ellipsis

Ellipsis is the omission of words or phrases that are understood from the context, avoiding unnecessary repetition.

1. Nominal Ellipsis: Omitting a noun.

   Example: “Did you take the first bus or the second (bus)?”

2. Verbal Ellipsis: Omitting a verb or verb phrase.

   Example: “Who wants to go to the park? I (want to go to the park).”

3. Clausal Ellipsis: Omitting a clause.

   Example: “Are you coming? Perhaps (I am coming).”

Conjunctions

Conjunctions are words or phrases that link clauses, sentences, or paragraphs, showing the relationship between them. They signal logical connections.

1. Additive: and, also, moreover, furthermore, in addition, besides.

   Example: “She is intelligent, and she is hardworking.”

2. Adversative: but, however, nevertheless, on the other hand, yet, in contrast.

   Example: “It was raining, but we still went out.”

3. Causal: so, therefore, consequently, as a result, because, since.

   Example: “He studied hard, therefore he passed the exam.”

4. Temporal: then, next, finally, meanwhile, afterwards, before, while.

   Example: “First, mix the ingredients. Then, bake for 30 minutes.”

Lexical Cohesion

Lexical cohesion refers to the connections between words based on their meaning, creating a semantic link throughout the text.

1. Repetition: Repeating key words or phrases.

   Example: “The student was diligent. This student always completed assignments on time.”

2. Synonyms/Antonyms: Using words with similar or opposite meanings.

   Example: “The journey was difficult; it was a truly arduous trip.”

3. Hyponyms/Hypernyms: Using general terms (hypernyms) or specific terms (hyponyms).

   Example: “She loves flowers, especially roses and lilies.” (Flowers is the hypernym for roses and lilies).

4. Collocation: Words that frequently occur together (e.g., “heavy rain,” “make a decision”).

   Example: “The strong wind caused heavy rain.”

How Cohesive Devices Produce Coherent Writing

Cohesive devices are essential for achieving coherence in writing by:

1. Creating Logical Flow: Conjunctions and temporal devices guide the reader through the sequence of ideas, showing cause-and-effect, contrast, or addition.
2. Avoiding Repetition: Reference, substitution, and ellipsis prevent monotonous repetition of words and phrases, making the text more engaging and concise.
3. Maintaining Focus: Lexical cohesion, through repetition of key terms or use of synonyms, helps to keep the reader focused on the main topic and sub-topics.
4. Signaling Relationships: They explicitly show the relationships between sentences and paragraphs, making the underlying logical structure of the argument clear to the reader.
5. Enhancing Readability: By smoothly linking ideas, cohesive devices reduce cognitive load for the reader, making the text easier to process and understand.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Pair Work, Guided Practice, Group Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge/Engagement

Teacher’s Activity: The teacher greets the students and asks them to recall what they know about linking words or phrases in sentences from previous lessons. The teacher then introduces the topic: “Cohesion and Coherence in Writing: Use of Cohesive Devices to Produce Coherent Writing.”

Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction of the new topic.

Learning Point: Introduction to cohesion

Step 2: Meaning of Cohesion

Time: 10 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher explains the meaning of cohesion with simple examples, emphasizing how words and sentences are physically linked. The teacher writes key points on the board.

Pupils’ Activity: Pupils listen, ask questions for clarification, and note down the definition of cohesion.

Learning Point: Definition of cohesion

Step 3: Meaning of Coherence and Differentiation

Time: 10 minutes

Teaching Skill: Explanation/Discussion/Collaboration

Teacher’s Activity: The teacher explains the meaning of coherence, focusing on the logical flow of ideas. The teacher then guides students to discuss in pairs the difference between cohesion and coherence, providing a short, simple passage that is cohesive but not coherent, and vice versa, for analysis. The teacher facilitates a brief class discussion on their findings.

Pupils’ Activity: Pupils listen to the explanation, discuss in pairs the difference between cohesion and coherence using the provided passages, and share their conclusions with the class.

Learning Point: Coherence and its distinction

Step 4: Types of Cohesive Devices (Reference, Substitution, Ellipsis)

Time: 10 minutes

Teaching Skill: Explanation/Examples

Teacher’s Activity: The teacher introduces and explains the first three types of cohesive devices: Reference (pronouns, demonstratives, articles), Substitution, and Ellipsis. The teacher provides clear examples for each and uses flashcards with sentences demonstrating these devices.

Pupils’ Activity: Pupils listen to the explanations, observe the examples on flashcards, and ask questions for better understanding.

Learning Point: Reference, substitution, ellipsis

Step 5: Types of Cohesive Devices (Conjunctions, Lexical Cohesion)

Time: 10 minutes

Teaching Skill: Explanation/Examples

Teacher’s Activity: The teacher continues by explaining Conjunctions (additive, adversative, causal, temporal) and Lexical Cohesion (repetition, synonyms, hyponyms, collocation). The teacher provides examples from newspaper cuttings or magazines to illustrate these devices in real-world texts.

Pupils’ Activity: Pupils pay attention to the explanations, identify examples from the provided texts, and participate in discussions.

Learning Point: Conjunctions and lexical cohesion

Step 6: How Cohesive Devices Produce Coherent Writing

Time: 5 minutes

Teaching Skill: Synthesis/Application

Teacher’s Activity: The teacher guides students to understand how the various cohesive devices they have learned contribute to making writing coherent. The teacher uses a short passage and asks students to identify how the devices used help the passage make sense and flow well.

Pupils’ Activity: Pupils identify cohesive devices in the given passage and explain their role in achieving coherence.

Learning Point: Cohesive devices and coherence

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is the difference between cohesion and coherence?
2. Mention three types of cohesive devices and give an example for each.
3. How do conjunctions help in achieving coherent writing?
4. Identify the cohesive device used in this sentence: “I saw a beautiful bird. It flew away quickly.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding cohesive devices

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes, including definitions of cohesion and coherence, types of cohesive devices with examples, and how they produce coherent writing, into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, reiterating the importance of using cohesive devices for clear and coherent writing. The teacher encourages students to practice using these devices in their daily writing.

Pupils’ Activity: Pupils listen to the summary and prepare for the next lesson.

Learning Point: Reinforcing key concepts

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the passage below and answer the questions that follow.

1. Identify five different cohesive devices used in the passage.
2. For each identified device, state its type (e.g., reference, conjunction, lexical) and explain how it connects ideas in the passage.
3. Rewrite a short paragraph (5-7 sentences) about your favourite hobby, ensuring you use at least three different types of cohesive devices to make it coherent.

Lesson Keywords

• Cohesion – Grammatical and lexical links within a text.
• Coherence – Logical flow and overall meaning of a text.
• Cohesive devices – Words or phrases that link parts of a text.
• Reference – Linking to something previously mentioned (e.g., pronouns).
• Conjunctions – Words that connect clauses or sentences (e.g., and, but, so).
• Lexical cohesion – Links based on word meaning (e.g., repetition, synonyms).
• Substitution – Replacing a word/phrase with a shorter one to avoid repetition.
• Ellipsis – Omitting words understood from context.

Differentiation

For students who grasp concepts quickly, provide more complex passages from literature or academic texts for analysis and identification of cohesive devices. Encourage them to write longer, more detailed paragraphs using a wider range of devices. For students who need more support, provide simpler sentences and passages, focusing on one or two types of cohesive devices at a time. Offer sentence starters or templates to help them practice applying the devices.

Suggested Lesson Videos

For further understanding and visual examples, students can search on YouTube for: cohesion and coherence in writing SS1 English