Examples Of Lexical Cohesion

For example, paragraph twelve’s first sentence says, “about three to six gallons of a dyed and perfumed solution of formaldehyde, glycerin, borax, phenol, alcohol, and water is soon circulating through Mr. Jones, whose mouth has been sewed together…” The sentence recalls the last step of exchanging Mr. Jones’s blood for formaldehyde, but also hints at the topic of the current paragraph, the mouth. Another example is a transitional phrase, provided in paragraph thirteen. The author says, “the next step…” and goes on to explain the step of intestine

They consist of a longer sentence with a shorter one in preparation to a more detailed, longer paragraph. The purpose of this is to hook the reader and give a preview to what is going to be explained next. For example, McKibben states, “There are at least two grounds for demanding a full environmental review of this pipeline, instead of the fast-track approvals it has received so far” (McKibben). Although this sentence is very broad, it allows McKibben to lead into his next paragraph with the explanation of what this all means. He writes, “Originally the pipeline was supposed to cross the Missouri just north of Bismarck…

For example, in the first stanza, the speaker says, “There is no single particular noun…”, while the second stanza states, “No verb…”, and in the third stanza, the speaker says, “No particular phrase…” (Hoagland 1,5,9). This repetitive structure suggests

In this parallel structure the shorter words in the sentences are used to describe an action in the story; ‘‘I came upon,’’ ‘‘I swung onto.’’ On the other hand, Staples uses the longer, describing words, to define the situation; ‘‘relatively,’’ ‘‘uninflammatory.’’ Looking at the paragraph as a whole the first and second sentences together are used to describe the current situation – frozen – from the third sentence and onwards an ongoing storyline starts.

is made through his use of punctuation, word choice, figurative language, tone, and sentence structure.

“Clutter is the disease of American Writing. We are a society strangling in unnecessary words, circular constructions, pompous frills and meaningless jargon.” William Zinsser expresses his frustrations regarding the writers of America in the previous statement. I whole-heartedly agree with Zinsser. There have been dozens of times where I have had to reread and even deconstruct sentences to figure out what the main point was. Extra words make sentences confusing and misleading. Unnecessary words and phrases can cause the reader to lose focus and lose interest. I have found that when I don’t understand what I am reading, my mind starts to wonder and all of a sudden, I’ve read three pages and nothing stuck in my brain.

“If a Bag is purchased, a Blush is also purchased at that same transaction.” (“If Bag, then Blush.”) While Bag is antecedent, Blush represents consequent.

Cohesion allows multiple references to people, things, and events without reintroducing them throughout the text. A coherent passage focuses the reader’s attention on the main ideas and the particular people, things, and events.

Anuoluwa, your post was very informative; especially the information you provided about the difference between coherence and cohesion. Our ability to comprehend and interpret these two words correctly is essential to creating clear and concise writings. Furthermore, you can have cohesion in your writing and not have coherence or vice versa. We should make sure that we do not confuse the two words; however, that’s easy to do because of their similar pronunciation. When looking at coherence we should compare it to the whole pie; while on the other hand cohesion represents two pieces of the same pie. Knowing how the two pieces fit together will allow you to create the whole with clarity. Your explanation completely explains how to accomplish

Syntax and Diction: The short sentences show the turmoil that the narrator is currently in. The parenthesis are there to indicate an aside, therefore, indicating the inner dialogue that the narrator is having with himself. A series of rhetorical questions in those short sentences further proves the point of the confused narrator.

These are how the stories are related, and how choice and consequence go together with the story.

The heavy usage of this writing technique displays many things about the content in relationship to the form. The poem is written with the parataxis in order to display the author’s attempts to excuse her poor writing in the book. With the choppiness of the poem, it can almost be compared to dialogue between Bradstreet and her friends, with Bradstreet making frequent excuses about how and why her book was written so poorly. This would explain the lack of coordinating conjunctions in the poem, since when making excuses there are no need for them. One might compare the choppiness to a mother apologizing for her child. When a child makes a mistake or does something wrong, the mother will usually apologize in choppy sentences. For example: “He likes to mess around, he is very sorry, something like this will not happen again”. You can compare that to what the poem is suggesting here, it is simply a mother trying to excuse her

The narratives were evaluated on 3 main categories of cohesive ties: reference, or words that refer to a person or an object mentioned earlier, comparatives, or words that compare two or more people or objects, lexical cohesion, and conjunctions, or words that create a causal or sequential relation between two sentences or ideas (Langer &Smith-Burke, 1982). Only cohesive ties in which the referent of the tie is easily identified. Ambiguous or erroneous cohesive ties were not counted as a complete cohesive tie. The total number of cohesive ties was totaled for each narrative.

Some of the more frequent adverbial conjunctions which may take either the indicative or the subjunctive: cuando (when), hasta que (until), después de que (after), tan pronto como (as soon as), mientras (while).

The grammatical constructions in the story are well documented in terms of the content words or functional words which include; the nouns and the verbs. The lexical density of the words in the clause and sentence can also bear more witness to this. Some of the sentences or clauses have not less than twelve content words which imply that there also twelve content words in the sentences. This is in consistent with Halliday (1985b), that a single clause should be able to contain a lexical density of twelve words. The grammatical usage seems very easy and simple for the students to understand when reading the story. This is bound to improve the student’s grammatical knowledge and usage; students improve their grammatical knowledge in this respect, hence, the need for choosing this story.