MODULE 2

LESSON 1: Coherence and Cohesion

 Coherence refers to the overall sense of unity in a text.
 Cohesion is the connection of ideas both at the sentence level and at the
paragraph level.
 Both should be present to make your text easier for your readers to follow and
understand.
 To achieve coherence and cohesion, one technique is to use signal devices
which hint readers on how the points in your paragraph are a progression.
Signal Devices:
A. Transitions refer to words that connect one idea to another, making the writer's
ideas flow.

Category Transition Words

causation thus, therefore, since, on account of, hence, for that reason,
consequently, because, and so, as a result, accordingly
time first, afterward, before, after, earlier, eventually, then, meanwhile, now,
next, also
sequence furthermore, moreover, next, also, finally, last, besides, additionally
contrast after all, otherwise, though, yet, notwithstanding, nonetheless, in
contrast, however, despite, conversely
comparison in like manner, in similar fashion, in the same way, likewise, still, in
comparison, too
example as an illustration, to demonstrate, to illustrate, for instance, for
example, specifically, that is
location above, adjacent to, wherever, there, peripherally, opposite to, nearby,
here, centrally, beyond
importance primarily, of less importance, foundationally, critically, chiefly, most
importantly
intensificatio in fact, without doubt, undoubtedly, surely, to repeat, of course,
n indeed, no, yes
concession granted, it is true, naturally, to be sure, of course
purpose to this end, so that, in order that, for this purpose
summary to sum up, to summarize, in summary, in short, in sum, in brief
conclusion to conclude, in the end, in conclusion, lastly, finally, thus, therefore

B. Repetitions include a word, a phrase, or a full sentence repeated to highlight its

importance in the entire text. The repetition of the main ideas keeps continuity
and helps the readers remain focused and headed in the right direction.
 Examples:
1. The president said, "Work, work, and work," are the keys to success.
2. If you think you can make it, you can make it.

C. Synonyms are words similar in meaning to important words or phrases. This

technique is used if direct repetition is too obvious.
Example:
Teenagers face an enormous amount of peer pressure from friends. Hence,
many young adults are showing signs of great stress or depression at an early age.
D. Pronouns are used to connect sentences by referring to preceding nouns and
pronouns. They can also help create paragraphs readable by removing wordiness
and unnecessary repetition.
Examples:
1. Rodrigo R. Duterte is the 16th President of the Republic of the Philippines.
Moreover, he also served as Davao City's Mayor for a long period of time. He is also
known by many as a strong leader.
2. Mrs. Gomez approved to have a meeting with the workers' union before she
signed the contract. She was willing to hear their concerns about the newly
proposed amendments in the company.

E. Parallel Structures include the use of matching words, phrases, clauses, or

sentence structures. to express similar ideas. It allows the reader to understand the
connections between ideas and to flow smoothly from one idea, sentence, or
paragraph to the next.
Example:
In the conference hall, the students attended a lecture where the speaker
demonstrated how to properly wear a PPE. They also attended a lecture where their
school nurse explained how to keep one's health protected from COVID-19.
Lesson 2: Properties of Well-Written Texts
1. Organization
 This is also known as an arrangement that refers to the structural framework
for writing.
  The logical progression and completeness of ideas in a text is an
organization.
 This property makes a text readable and its message clear.

Techniques of achieving organization:

A. Text structure
 refers to the framework of a text's beginning, middle, and end. Different
narrative and expository genres have different purposes and different
audiences, so they require different text structures. Beginnings and endings
help link the text into a coherent whole.
Three major parts of a text:
1. Beginning
Also called the lead or the hook. It introduces the readers to the purpose of the
writing by introducing characters or setting (for narrative) or the topic, thesis, or
argument (for expository writing).
2. Middle
The organization of the middle of a piece of writing depends on the genre.
Researchers have identified five basics organizational. structures: sequence,
description, cause, and effect, compare and contrast, and problem and solution.
3. End/Conclusion
It is the restatement of the thesis and major points, showing how the writer has
proven his/her position. Possible implications of what has been discussed and
the writer’s conclusion may also be included.

Example:
The great body parts of a snow leopard help it survive in the mountains. For
example, a snow leopard’s paws are like sandpaper and that helps them not slip
on the deadly rocks of the mountains. Amazingly, the ears help it hear an
animal’s footsteps from miles away from where the snow leopard is located. Did
you know that a snow leopard's tail helps keep it from falling? The long tail helps
it to balance. Finally, the fur on a snow leopard's body helps it stay warm in this
frigid habitat. So, all those body parts of a snow leopard help it survive in the
mountains.

 The statement in blue ink is the beginning part of the text which serves as
the topic sentence.
  Those in red cover the body/middle part of the paragraph which explains
in detail how snow leopard body parts help this animal survive in the
mountains.
 The statement in green ink restates the thesis/main idea of the text.

B. Use of Signal Words

 Are textual cues that readers use to follow a text. They can signal the transition
from one point to another, the ordering of events and concepts, or the writer's
chosen text type.

Example:
Comparing the British and American Education System
The British system of education is common not only in England but also in countries all
over the world that were once British colonies. It differs from the American system in
some ways. First, most American children have only one year of kindergarten,
beginning at age five. Under the British system, children begin kindergarten at age four
and then go on to another year or more advanced kindergarten called preparatory
which is comparable to American first grade. Starting in seventh grade, most American
students study basic subjects separately, devoting a semester to algebra. However,
under the British system, algebra, geometry, and trigonometry are taught together in a
single course that is then repeated at a higher level every term. Also, in American high
schools some classes, particularly elective may include sophomores, juniors, and
seniors. In schools run according to the British system, students at different levels, or-
forms, I are not mixed in classes; each form attends all its classes altogether. Finally,
American students generally graduate after their twelfth year of course work. British
students, on the other hand, finish everything they need to learn in secondary school
during the first term of the eleventh year of school.
Notice that the signal words (in red ink) are used to show the relationship from
one statement to another.

C. Use of Format

 It is observed in how the text physically appears like headings and subheadings,
bullet points, or font emphasis.

Example:
Marxist ideology has three main theories. Historical materialism purports that all the
features of society can be historically traced back to economic activity. Social class in
capitalist societies is what produces unjust structures of power that exist today.
Socialism would be the next rational step for the development of human society.

Lesson 3: Language Use

 It refers to the appropriateness of word/vocabulary usage.

 Language use is one of the strongest indicators of a well-written text because it
leads writers to effectively communicate without confusing the reader.

Six characteristics of effective language:

A. Concrete and Specific Language
 Concrete language involves tangible qualities/characteristics and things we know
through our senses.

Abstract: To excel in college, you’ll have to work hard.

Concrete: To excel in college, you’ll need to attend every class; do all your reading
before you write several drafts of each paper; and review your notes for each class
weekly.

Specific Language designates particular items or individual cases.

General: The student enjoyed the class.

Specific: Rhea enjoyed Mr. Gallardo’s 8:00 am EAPP Class.

B. Concise Language
 Means using a minimal number of effective terms to convey one’s argument. To
make the sentence more succinct, writers must avoid unnecessary words in their
sentences.
 Verbose/Wordy: Leah believed but could not verify that James had feelings of
affection for her.
Concise: Leah assumed that James adored her.

Verbose/Wordy: My professor demonstrated some of the ways and methods for

cutting words from my essay that I had written for the class.
Concise: My professor demonstrated methods for cutting words from my
essay.

Verbose/Wordy: Ludwig's castles are an astounding marriage of beauty and

madness.
By his death, he had commissioned three castles.
Concise: Ludwig's three castles are an astounding marriage of beauty and
madness.

C. Familiar Language
 It refers to words/ terms that the reader easily recognizes and understands
because they use them regularly. The message has a greater effect when
using vocabulary that is familiar to the reader.
Example:
Unfamiliar: After our perusal of pertinent data, the conclusion is that a lucrative market
exists for the subject property.
Familiar: The data we studied show that your property is profitable and in high demand.

The use of unfamiliar language or highfalutin words can eliminate the essence of
the message like in the example below:
An assignment given to a class of ABM students by their philosophy teacher:
The presently assigned paper necessitates an eloquently articulated analysis of the
Existentialist perspective as it pertains to contemporary living. You should adumbrate
the points, which represent the sine qua non of your analysis.
 D. Precise Language
 Through the use of precise language, vocabulary of specific nouns, and vivid
verbs, you can construct clear mental images and avoid wordiness. Moreover,
the use of concise language, using the fewest possible words without
sacrificing meaning, makes your writing more understandable.

Precise writing replaces vague terms for accurate nouns and active verbs.
Examples:
Imprecise: Entrepreneurs use professional writing skills to communicate with others.
Precise: Entrepreneurs use professional writing skills to communicate effectively with
clients and business partners.

Imprecise: Research is taught early in the academic world.

Precise: Research is taught to first-year university students.

E. Constructive Language
 The use of constructive language expresses a potentially negative in a
positive way, while destructive language leads the reader to blame and
criticism, causing defensiveness.
Destructive: The problem is...
Constructive: The challenge is...

Destructive: What you do not understand is...

Constructive: Let me explain in a different way.

Destructive: It is not my problem

Constructive: How can I help?

F. Formality of Language
  The formality of the language used should conform to the formality of the
situation and the relationship between the writer and the reader.
Examples:
Business/Technical – refers
to jargons of specific
disciplines like scientific
terms and special
expressions.
Standard/ Academic –
these are widely accepted
words and phrases found in
dictionaries, books, and etc.

Informal/Personal – refers
to slang, local expressions,
text messaging like hey, bes,
yow.

Levels of Language
Use