Cohesion in English

English IV is the last english you have to take in high school, unless you want to

Definition: An anaphora utilizes the purposeful repetition of the first part of a sentence or phrase. Anaphora can be traced back to Biblical times for its usage. It became a more common rhetorical device during the Elizabethan era. (LiteraryDevices)

Different coherence types represented in this text : At the beginning of this article there is a clear reminder In response to...(Line 1) contributing to the logical coherence. Using of phrasal connectives,e.g., “at the same time” and single-word connective”but” “yet” “and” all help the text with logical coherence. But adversative coherence is not used much in this text, for the genre of this text is to giving support to argue for the subsydise. However ,semantic coherence stands out in this

Social cohesion refers to setting the correct mind-set of the people to bond together regardless of religion and race. Social cohesion plays an important role in a country as it brings peace and harmony to the people. When there is social cohesion in a country, it was said that the people often share the same beliefs and values. However, it is not necessary that their lifestyles and beliefs have to be exactly the same.

This course introduces students to the contextual and functional structures that allow students to communicate effectively in Spanish. The course seeks to develop basic speaking, listening, reading and writing skills as well as cultural competence. We have covered unit one and two. During the first unit, we learned the alphabet, nouns and articles, numbers, present tense of ser and vocabulary for greeting in Spanish. In the second unit, we covered present tense of –ar verbs, forming questions, verb estar and school vocabulary. We are now beginning our third unit about the family. We will study present tense of –er and ir verbs, verb tener, descriptive and possessive adjectives. Students have reacted positively to the cultural sections in our

The information included here demonstrated how I have carried out activities that work toward meeting my student learning goals. I have carried out daily reviews of the students vocabulary using a variety of strategies such as Cold Call review, Smartboard games ( dice, balloon pop, spinner and Jeopardy )No Opt Out flash card and board games . These strategies have provided reinforcement to the student learning the vocabulary words. I did have to supply visual aides and use shorter student friendly definitions when introducing new vocabulary. I found that I needed to use more Spanish cognates and be sure the simplified language I used, my ELL students would know. Many times it was necessary to reinforce the language and ensure that each student

words and ideas) in the body of your text (the in-text citation); and the identification of their

The proper use and manipulation of the English language, skills so difficult to learn, reap a great deal of power when mastered. As hyperbolic as it sounds, being able to use and manipulate the English language properly into our writing and speaking can be very influential in advocating ideas towards a community. “As a speaker, you have some influence on the extent to which others see you as having authority” (Fontaine and Smith 13). To gain authority over an audience, one must write and speak with confidence and be skilled enough to use proper English: that is, following the standard rules of grammar and incorporating complex sentences and a wide range of vocabulary. In addition, the manipulation of the English language in writing and speaking, with the use of figurative language and compositional techniques, makes the writing more persuasive. Speaking properly and effectively will change the way we talk and will change the way people will listen to us. By displaying knowledge and skill towards the widely accepted language, we make our speaking and writing more impactful, gaining authority over our audience.

In general terms, a group is said to be in a state of cohesion when its members possess bonds linking them to one another and to the group as a whole. Groups that possess strong unifying forces typically stick together over time whereas groups that lack such bonds between members usually disintegrate.

Groups that are more cohesive have positive interactions with one another. People are more friendly and there is an increased feeling of the group as a whole. As a result, the group acts as a whole not as individuals.

The English language has been influenced eminently by numerous worldwide associations. A few of the groups affiliated with these associations were the Saxons, Angles, Jutes, and the Celts. Due to the groups' influences, changes began to emerge within internal, external, and typological ways of communication. These alterations technically led to the public acknowledgment of dialects. Dialects are regional interpretations of vocabulary, grammar, and pronunciations from other regional varieties that assist in establishing one full language (English). However, dialects can be a bit of a hassle when communicating, especially if one is communicating with someone of a different region. Imagine a standard classroom of twenty-four students, many of whom are from different regions; do their dialects affect the way they learn and/or communicate in the classroom? Is it possible that their dialects could determine their rank in popularity? Today, schools require students to learns “standard” American English (StE) dialect, with the ideas that it is the only proper way to speak and write. However, in doing this, teachers overlook the language skills students have already contracted during their growth as humans.

Cohesion occurs where the interpretation of some element in the discourse is dependent on that of another. The one presupposes the other and it cannot be effectively decoded except by recourse to it. When this happens, a relation of cohesion is setup, and the presupposing and the presupposed, are at least integrated into a text. The potential for cohesion lies in the systematic resources of reference, ellipsis and so on that are built in language itself. The actualization of cohesion depends not only on these resources, but also on the presence of some other elements which resolves in the presupposition that this sets up. (Halliday and Hassan, 1976, p.4, 5) .there is two types of cohesion: lexical and grammatical

All the nations in the world are represented by the language that is spoken in their country. Each speaks a different language that sets them apart from the others. When the individuals were creating the barrier of which country is which. They defined each line by the language that was spoken in that area. Most individuals grow up speaking only one language, so if they brought to the United States at an older age, it would be more difficult for them to grasp the English language. Being forced to learn a whole new language is problematic for any individual because they will not feel accepted for who they are. They will most likely get frustrated with not learning it quickly, or feel ashamed for not understanding the people around them. All countries need to be able to “take ownership of their language” by defining their identities with whatever language they want to speak. They should not be forced to convert to a different language because they may be in another country. One can succeed by “taking this ownership” since it will give them their own identity that no one can take away from them.

Winston (2012) states in “Coherence - The Underlying Message,” “Coherence is the underlying, overall meaning of a message, reflected through a dynamic process of text building (p. 1). In contrast, “Cohesion is the way that sentences (utterances in discourse) are linked together [which] allow us to make sense [i.e., create coherence]” (Winston, 2012, “Cohesion in English, p. 1). When both coherence and cohesion exist within a particular discourse, the audience generally finds the discourse understandable. Across the educational experience, English Language Arts (ELA) teachers spend a great deal of time helping students comprehend the “underlying, overall meaning” (Winston, 2012), of a variety of written and verbal texts. However, it seems

Basically, the study and analysis of actual language in use is the goal of text and discourse analysis. CAarter (2006: 902) notes that; "ellipsis is regarded as universal property of natural language, but its scope and means of realization are not alike substantially from language to language." Ellipsis can be considered as having a double function: informative and stylistic. The informative function is related to effective means of communication where it is necessary to avoid redundancy. However, text linguists agree that stylistic function is concerned with cohesive style.