Helping the students developing.pptdiapo

750 views

Published on

How to develep coherence and cohesion when expressing ourselves in writing

Published in: Education, Business
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
750
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Helping the students developing.pptdiapo

  1. 1. Helping Students DevelopCoherence and Cohesion in Writing Mr Baraka Abdellah University of Mascara Algeria dailynews02@yahoo.fr
  2. 2. Mr Baraka AbdellahUniversity of Mascara Algeria dailynews02@yahoo.fr
  3. 3. Introduction “ Coherence is traditionally described as therelationships that link the ideas in a text tocreate meaning for the readers. Althoughcoherence is crucial to effective writing, it isoften considered an abstract, elusive, andcontroversial concept that is difficult to teachand difficult to learn.” (Connor and Johns1990).
  4. 4. -Research has found that in their writing,ESL/EFL students focus almost exclusively on theword and sentence levels rather than the level of thewhole discourse, that is, textual coherence . -The majority of ESL/EFL students feel that theironly sense of security comes from what they havelearned about grammar and that grammar is theonly tool they can use in writing English essays.
  5. 5. -It is important that students become aware ofalternative strategies to improve their writing.-A pedagogical focus on coherence can shiftstudents’ attention from sentence-level grammar todiscourse features such as textual structuring andpropositional unity, which are crucial to creatingmeaning in texts.
  6. 6. Many composition texts and writing handbooksdescribe coherence in three ways:1) Connectedness between sentences. 2) Use of explicit cohesive devices at the paragraphlevel. 3) Use of connective devices such as pronouns,repetitive structures, and transitional markers.
  7. 7. Such conceptions of coherence , however, interpret coherence narrowly in terms of sentence-level connectedness and paragraphunity rather than discourse unity. They reflect the major emphasis in ESL/EFL writing handbooks and perpetuate a narrow interpretation of coherence.
  8. 8. -To help students create coherence in theirwriting, it is necessary to define and describecoherence in a broader sense.What is coherence in writing? -Based on a review of the literature, we canconclude that coherence includes the followingfive features:
  9. 9. 1. A macrostructure : Macrostructure is an outline of the maincategories or functions of the text. It helps writersand readers understand how sentences in a text arerelated to each other and how they contribute to theoverall coherence of a text. The communicativepurpose plays an important role in determining themacrostructure for writers.
  10. 10. For example, when the writer’s purpose is to tell astory, it is common to arrange the events using achronological pattern.
  11. 11. -When the purpose is to debate a controversialissue, the writer could arrange the ideas so that bothsides of the issue are examined, followed by aconclusion in which the writer weighs the pros andcons of each side.
  12. 12. -When the writer’s purpose is to propose asolution to a problem, a pattern of situation,problem, solution, and then evaluation may be used.
  13. 13. 2. An information structure that guides the readerin understanding how information is organizedand how the topic of text is developed . -Simply summarized, coherent texts often complywith the principle of giving old information beforenew information.
  14. 14. 3. Connectivity of the underlying content evidenced by relations between propositions: A proposition is an assertion. It is through the relationships between propositions that the coherence of a text is established.-For instance, a proposition that is not supported ordeveloped can easily become a mere generalization.-In order to develop coherence in writing, it is helpfulto justify a proposition or exemplify it with elaboration.For example the statement,
  15. 15. -‘Free transport would be a good thing for the university students’ is a proposition without any support.-The writer could add support, such as‘Free transport would be a good thing for theuniversity students, because buses’ fare is gettinghigher and higher.
  16. 16. 4. Connectivity of the surface text evidenced by thepresence of cohesive devices which are words orphrases that help to establish relationships betweendifferent sentences or between different parts of asentence.-Some examples are pronoun and possessivereferences (he, she, it, this, that), conjunctions andlinkers (but, also, therefore, however), tenseagreement , and content lexical ties such asrepetition, synonyms, antonyms, substitution…
  17. 17. 5. Appropriate metadiscourse features:Metadiscourse markers in texts help readersorganize, interpret, and evaluate information.-Some examples are logical connectives (therefore,but), sequencers (firstly, secondly, finally), certaintymarkers (certainly, no doubt), and hedges (can,may).
  18. 18. -Thus, coherence can be defined in terms ofmacrostructure, information structure,propositional development, cohesion, andmetadiscourse-When students understand how these elements ofcoherence work in texts, they are more likely to usethem appropriately to develop coherence in theirwriting.
  19. 19. -With knowledge of the concept of coherence,students can benefit from coherence checklist toimprove their writing. While revising theirwriting, they can ask themselves the followingquestions:
  20. 20. 1. Does the text show awareness of the purpose, audience, and context in which the writing takes place?2. Does the text have a clear macrostructure that suits the overall communicative intent of the writing? 3. Is the information appropriately arranged? Isthere any information that needs to be rearranged in order to improve the coherence?
  21. 21. 4. Is the propositional content clear? Are propositions adequately developed and logically linked? Are there any propositions that need to be modified or further developed?5. Are cohesive devices appropriately used? -Are there any cohesive devices that could have been used but are not used? -Are there any cohesive devices that are overused?
  22. 22. 6. Is there sufficient and appropriate use ofmetadiscourse to guide the reader in understandingthe writing?-Is there any metadiscourse that is overused? -Is there any metadiscourse that could have been used but is not used?
  23. 23. Conclusion - In the classroom, the teaching of coherence canreap some immediate benefits for both teachers andlearners. Teachers can share the metalanguage ofcoherence with students, replacing vague commentslike :“the essay lacks unity”or “the ideas do not fit together” with specific comments like : “unclear reference,” “inappropriate conjunction,” or “under-use of metadiscourse here.”
  24. 24. -Thus, teacher feedback can be made more effective.Students can use a coherence checklist to self-editand to review their peers’ writing.-Indeed, though coherence is difficult to learn, itneed not be an abstract theory that is remotefrom practice. -It can be a concrete concept that can bedescribed, taught, and learnt in the classroom.

×