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Be cohesive
Good academic writing flows. Each phrase or sentence is linked to those that come before and after.
Write cohesively by using:
- organic structure
- cohesive devices
- repetition
- substitution
- linking words
These strategies help to build a ‘lexical chain’, which creates a natural flow.
Linking words draw attention to important relationships between ideas. These should be used sparingly, or else the writing will sound unnatural. If you find you have to fake or force cohesion, reorganise your sentences.
Organic structure is used as the basis for paragraph organisation.
Cohesive devices such as repetition, substitution and linking words are then used to further enhance the flow.
Step 1. Build an organic structure
An organic structure is used as the basis for paragraph organisation. Each new point relates either directly to the last part of the previous point, or back to the main idea.
Click ‘Next’ to build the paragraph structure.
Paragraph strcuture example
Point 1 (introduction Point)
Distinguish two types of learning strategy: language learning strategies + skills learning strategies
Point 2 (relates to "language learning strategies " in Point 1)
language learning strategy = attempts to master linguistic and sociolinguistic information
Point 3 (relates to "skills learning strategies" in Point 1)
skill learning strategy = attempts to become skilled listeners, speakers, readers, writers.
Point 4 (relates to "writer" Point 3)
e.g. writers employ variety of strategies for exploiting feedback
Point 5 (relates to "Distinguish two types of learning strategy" in Point 1)
However, not an easy distinction - literature doesn’t always distinguish between these 2 types
Point 6 (relates to "literature doesn’t always distinguish between these 2 types" in Point 5)
e.g. Cohen (1990): learning strategies directed at ‘language skill’ of ‘vocab learning’
Point 7 (relates to "vocab learning" in Point 6)
but vocab= linguistic knowledge
Complete paragraph
It is useful to distinguish two types of learning strategy: language learning strategies and skill learning strategies. The former, as defined by Tarone (1980), are concerned with the learners' attempts to master new linguistic and sociolinguistic information about the target language. The latter are concerned with the learners' attempts to become skilled listeners, speakers, readers, or writers. writers. Writers, for instance, employ a variety of strategies for exploiting teachers' feedback on their written compositions (Cohen 1987; 1991). However, the distinction is not an easy one and the literature on learning strategies does not always distinguish clearly between these two types. Cohen (1990:15), for instance, refers to learning strategies directed at the 'language skill' of 'vocabulary learning', although this is clearly an aspect of linguistic knowledge.
(Source: Adapted from Williams, J.M. and Bizup, J. (2014). Style: Lessons in clarity and grace. (11th ed.) Upper Saddle River, NJ: Pearson.)
Step 2. Use cohesive devices
Click the labels below to explore the use of cohesive devices in this paragraph.
It is useful to distinguish two types of learning strategy: language learning strategies and skill learning strategies. The former, as defined by Tarone (1980), are concerned with the learners' attempts to master new linguistic and sociolinguistic information about the target language. The latter are concerned with the learners' attempts to become skilled listeners, speakers, readers, or writers. Writers, for instance, employ a variety of strategies for exploiting teachers' feedback on their written compositions (see Cohen 1987; 1991). However, the distinction is not an easy one and the literature on learning strategies does not always distinguish clearly between these two types. Cohen (1990:15), for instance, refers to learning strategies directed at the 'language skill' of 'vocabulary learning', although this is clearly an aspect of linguistic knowledge.
(Source: Adapted from Ellis, R. (1994). The study of second language acquisition. Oxford: O.U.P. pp.530-1)
1. Consider the original text with the revised version
Example 1
Who did not attend the meeting? The manager or the staff member? The pronoun ‘he’ could refer to either.
Original
The manager organised a performance review meeting with the staff member but he did not attend.
Revised
The manager organised a performance review meeting with the staff member but the staff member did not attend.
Example 2
Who didn’t understand? The initial phrase - ‘Without understanding...’ - modifies the noun at the beginning of the second phrase, i.e. ‘the project’. But how can a project understand anything?
Original
Without understanding the objectives, the project was doomed to fail.
Revised
Without its objectives being clearly understood by the stakeholders, the project was doomed to fail.
2. Compare the two: notice the difference
In the first sentence, only some students - those who worked alone - failed to finish the assignment. In the second, all students failed to finish. The fact that they also all worked alone is extra information, so it is offset with commas (a bit like using brackets).
Original
The students who worked alone did not complete the assignment.
Revised
The students, who worked alone, did not complete the assignment.