Coherence in Writing

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Coherence  

Coherence is traditionally described as the relationships that link the ideas in a text to create meaning for the readers. It is the unifying element in good writing. It refers to the unity created between the ideas, sentences, paragraphs and sections of a piece of writing. Coherence is what gives a piece of writing its flow. It also gives the reader a sense of what to expect and, therefore, makes the reading easier to follow as the ideas appear to be presented in a natural, almost automatic, way.

When writing lacks coherence, the reader is forced to stop and reread. Occasionally, the reader may just give up out of frustration.

It is best to start writing with coherence in mind; however, sometimes when you are writing a first draft you may forget to do so. Make sure you give yourself plenty of time to revise your drafts for coherence. 

We will describe the advantages and drawbacks of internet.

Starting Information

Internet, with its numerous characteristics, has become an integral part of our daily life. To start with, it has made our communication system faster and effective.

More cohesive device:

To start with
to begin with
first of all....

Transitions that signal a similarity

In addition, internet has generated newer ways of entertainment and earning opportunity for unemployed young folk.

More cohesive device:

Additionally
likewise
besides
moreover
further
similarly……

and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.),

Transitions which signal an example or additional information

In particular on this occasion, website development, data entry, graphics designing are the common source of online earning.

More cohesive device:

For instance
for example
take the case of
as an illustration
in fact
to exemplify
to demonstrate
such as……

in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate

Transitions that signal a cause/effect

As a result, young people now don’t waste time in idleness rather they make the best use of their valuable time with internet.

More cohesive device:

Consequently
as a consequence
 hence
therefore
thus………

Transitions that signal a contrast

On the contrary, internet can incur some certain drawbacks such cyber crime, causing back pain or poor sight.

More cohesive device:

In contrast
 in comparison
alternatively
compared with
even though
 rather
whereas
 yet
otherwise
but
although
 though
 in spite of
despite
however…..

nevertheless, on the other hand, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true

Transitions that signal expressing opinion:

Apparently, one has to be conscious if one uses internet for different purposes of life.

More cohesive device:

It is true that
undoubtedly
no doubt
of course
apparently
fortunately
 actually
unfortunately……

definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation

Transitions that signal summarizing

In brief, the problems faced by a person using internet should not be ignored.

More cohesive device:

In a word
 in brief
in a word
 in short……

Transitions that signal sequence

First of all, we have to find out the blessing of internet. Then we should sort out the problems and forecasted threats related to internet. Finally, we can select our activities that would be done with the help of internet.

More cohesive device:

At present
at this time
now
nowadays
firstly
then
after that
while
afterwards
formerly
previously
before that…………….

first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon

Transitions that signal conclusion

 To sum up, I would like to mention, internet has been one of the amazing gifts of modern science even if it has some downsides.

More cohesive device:

In conclusion
in summary
in sum
to recapitulate
to conclude…………

on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, accordingly, as a result, consequently, on the whole

Practical Steps for Coherence

Ask yourself the following questions when revising:

1. Are your organizational strategies appropriate for the kind of information you are presenting? If not, revise.
2. Are transition/conjunction words used appropriately? If not, revise.
3. Are verb, tense and time words used appropriately? If not, revise.
4. Can each sentence be link to the sentence that follows or one that follows shortly thereafter? In order to answer this question, do the following:

·         Begin from the second sentence in your writing;

·         Circle the word or phrase in the second sentence that links it to a word or phrase in the first sentence;

·         Draw a circle around the word or phrase in the first sentence that forms the connection;

·         Draw a line between the two circles;

·         Then show the connection between the second and third sentence in a similar manner; and

·         Continue on through the entire piece of writing noting the links between sentences, between paragraphs and between sections of the writing.

When the link is unclear or not there, it may be because there is a break in the coherent flow of your writing. If this happens, you will need to revise. This may involve:

1. Adding or changing a transition or conjunction;
2. Repeating a key term or phrase;
3. Making a referent clearer;
4. Creating parallel structures; and
5. Changing tenses and time words.

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Most common errors in Writing

To add s or es after the last letter of a verb:

a) It must be present indefinite tense

 b) It must be singular number      

 c) It must be third person.

What will happen if the last letter(s) of a verb are o,s,ss,sh,ch x,z?

             

 #      o, s, ss, sh, ch, x, z   =  es,           otherwise = s

Example:

o.     go            goes        do           does s.     focus  focuses

ss.        cross   crosses             pass     passes sh.      brush  brushes             flash     flashes

ch.       teach teaches             march marches x.         mix       mixes             fix         fixes

z.     buzz  buzzes

Grammar:

What will happen if the last letter of a verb is 'y'?

Ans:   Consonant + y =  ies,         Vowel + y =  s,

Example:

cry  cries

try  tries

pay  pays

play  plays

One should avoid abbreviation

In writing, use of abbreviation is not formal. On the contrary, one should use equivalent English.

Abbreviation	Equivalent English
e.g.  = exempli gratia	For example
i.e.   =id est	That is
etc.  =et cetera	And so on, and so forth

Writing Date

•      1. Use a comma to separate the date from the year, when written in American style.
December 30, 1975 [12.30.75 - US style]

2. Do not use a comma to separate any element of the date, when written in British style (also common around the world and in the U.S. army.)
30th of December 1975 [30.12.75 - UK style]

Note: As confusion may arise from having two styles of dates, you had better not write dates using numbers alone. Instead, write the month's name as a word and the date and year as numbers.

3. Use a comma to separate the day from the date.
Tuesday, December 30 [12.30.75 - US date]

•      (Preferred)

I, Me, and Myself

I: as a subject

Wrong: John and me share the computer.

Right: John and I share the computer.

Me: As an object

Wrong: It was a valuable experience for her friend and I.

Right: It was a valuable experience for her friend and me.

Myself: The person receiving the action is the same as the person doing the action.

Wrong: I cut me.

Right: I cut myself.

Words easily confused

"Effect" is most often a noun (the effect), and "affect" is almost always a verb.

Other pairs commonly confused: "lead"/"led" and "accept"/"except."

Check a glossary of usage to find the right choice.

Incorrect:

The recession had a negative affect on sales.

Correct:

The recession had a negative effect on sales.

(or) The recession affected sales negatively.

Incorrect:

The laboratory instructor chose not to offer detailed advise.

Correct:

The laboratory instructor chose not to offer detailed advice.

Advice versus Advise:

Advice is a noun, something that you give. It is a thing. Say, "Please give me some advice."

Advise is a verb, something that you do. It is some action. Say, "Please advise me."

Loose and Lose:

The two words, "loose" and "lose," look similar, especially to those who speak English as a second language. It is easy to mix them up.

The word, "loose," means something is not tight or securely fastened down. It might easily fall apart or fall off. The word "lose," in contrast, means to have something go away and become lost.

Incorrect: There were some lose wires hanging out of the wall.

Correct: There were some loose wires hanging out of the wall.

Incorrect:  He's always loosing his car keys.

Correct: He's always losing his car keys.

Apostrophe Errors

Apostrophes indicate possession for nouns ("Jim's hat," "several years' work") but not for personal pronouns (its, your, their, and whose).

Apostrophes also indicate omissions in contractions ("it's" = "it is").

In general, they are not used to indicate plurals.

Incorrect:

In the current conflict its uncertain who's borders their contesting.

Correct:

In the current conflict it is [it's] uncertain whose borders they are [they're] contesting.

Wrong:

The student's faculty advisor was very committed to their learning.

Right:

The students' faculty advisor was very committed to their learning. (if more than one student)

Right:

The student's faculty advisor was very committed to her learning. (if only one female student)
 

Do not use an apostrophe to indicate a plural form of a word. Only use it to indicate possession.

Wrong: The student's all have busy schedules.

Right: The students all have busy schedules

Reference:

Cambridge Dictionary

The Top 10 Spelling Mistakes

The list below shows you the ten words that advanced students most often spell wrongly in the Cambridge Learner Corpus. The bold letters in these words show you which parts of the words learners most often get wrong. To help you spell these words correctly, pay special attention to these letters in the correct spellings:

Correct spelling

1   accommodation

2   which

3   government

4   beginning

5   definitely

6   successful

7   environment

8   advertisement

9  believe

10  colleague

Spelling words in English can be difficult for learners because sometimes a word is very similar to a word in their own language but is not spelled the same. This is why French learners of English, for example, spell success with only one ‘s’, or colleague without an ‘a’. Another thing that makes spelling difficult is that some words in English do not sound exactly as they are spelled. In the word definitely, for example, the second ‘i’ sounds more like an ‘a’. It is important that students of English learn these differences

.. .. .. .. .. .. .. .. .. ..

Collocation Mistakes

If you use common collocations when you are writing and speaking, your English will sound more natural and be easier to understand. Remember that collocations exist in all languages, but different words go together in different languages. In some languages you ‘do a mistake’, but in English, you ‘make a mistake’. On the other hand, while in some languages you ‘make your homework’, in English you ‘do your homework’. Use the lists below to learn how to avoid the most common mistakes with collocations.

1  Verb + noun

This list shows you the ten mistakes that advanced students most often make when they choose a verb to go with a noun. In most cases it is clear what the student means, but the problem is that the combination of verb + noun that they have used is not a collocation, does not sound natural, and is considered to be incorrect. In each case, a more natural verb + noun combination with the same meaning is shown under the incorrect combination.

Noun 1  : experience

Example:

✗ I know several people who have made the same experience.

✓ I know several people who have had the same experience.

Noun: 2   friend

Example:

✗ I found it difficult to find friends and felt very lonely.

✓ I found it difficult to make friends and felt very lonely.

Noun: 3   research

Example:

✗ It is impossible to make any research

without the Internet.

✓ It is impossible to do any research without the Internet.

Noun: 4   work

Example:

✗ Francesca makes her work very efficiently.

✓ Francesca does her work very efficiently.

Noun: 5   mistake

Example:

✗ People often do the same mistakes.

✓ People often make the same mistakes.

Noun: 6   survey

Example:

✗ I made a survey of the level of job satisfaction in our department.

✓ I carried out/did a survey of the level of job satisfaction in our department.

Noun: 7   effort

Example:

✗ It is worth doing an effort to live a healthier life.

✓ It is worth making an effort to live a healthier life.

Noun: 8   child/children/baby

Example:

✗ They married young, got two children, and led an ordinary life.

✓ They married young, had two children, and led an ordinary life.

Noun: 9   business

Example:

✗ I spent two days in the office making business by phone.

✓ I spent two days in the office conducting/doing business by phone.

Noun: 10   change

Example:

✗ They suggested doing some changes to the schedule.

✓ They suggested making some changes

to the schedule.

2  Adjective + Noun

This list, from the Cambridge Learner Corpus, shows the ten mistakes that students make most often when they choose an adjective to go with a noun. In most cases it is clear what the student means, but the problem is that the combination of adjective + noun that they have used does not sound natural and is considered to be incorrect. In each case, a more natural adjective + noun combination with the same meaning is shown under the incorrect combination.

1  Noun: number/amount/quantity

Example:

✗ a big number of tourists/students/customers etc.

✓ a large number of tourists/students/customers etc.

✗ a big amount of money/food/information etc.

✓ a large amount of money/food/information etc.

✗In my country we eat a big quantity of pasta.

✓ In my country we eat a large quantity of pasta.

2  Noun: choice

Example:

✗ They offer only a little choice of cold snacks.

✓ They offer a limited/narrow choice of cold snacks.

3  Noun: range/variety/choice

Example:

✗ There is a big range of study materials available.

✓ There is a wide range of study materials available.

✗ They provide a big variety of hot meals every day.

✓ They provide a wide variety of hot meals every day.

✗They offer a bigger choice of meals.

✓ They offer a wider choiceof meals.

4  Noun: noise

Example:

✗ Suddenly there was a big noise.

✓ Suddenly there was a loud noise.

5  Noun: pressure

Example:

✗ I am already overworked and under high pressure.

✓ I am already overworked and under great/a lot of pressure.

6  Noun: importance

Example:

✗This fact is of very big importance to me.

✓ This fact is of very great importance to me.

7  Noun: amount

Example:

✗ They earn a high amount of money.

✓ They earn a large amount of money.

8  Noun: tree/building/person

Example:

✗ It is a high building.

✗ He is not very high.

✓ It is a tall building.

✓ He is not very tall.

9  Noun: progress

Example:

✗ I have made quite big progress in speaking English.

✓ I have made great/a lot of progress in speaking English.

10 Noun: decrease

Example:

✗ There was a little decrease in profits in the second year.

✓ There was a slight decrease in profits in the second year.

The Top 10 Verb + Verb Combination Mistakes

This list shows the ten mistakes that advanced students most often make when they put one verb after another verb. In each case the form of the second verb is incorrect.

1  Main Verb: suggest

✗ suggest (sb) to do sth

✗ I suggest to send our colleagues on a similar course.

✓ suggest (that) sb do sth

✓ I suggest (that) we send our colleagues on a similar course.

2  Main Verb: recommend

✗ recommend to do sth

✗ I recommend to employ a part-time assistant.

✓ recommend doing sth

✓ I recommend employing a part-time assistant.

3  Main Verb: look forward to

✗ look forward to do sth

✗ I look forward to hear from you.

✓ look forward to doing sth

✓ I look forward to hearing from you.

4  Main Verb: need

✗ need do sth; need doing sth

✗ We need resolve a lot of other important problems.

✓ need to do sth

✓ We need to resolve a lot of other important problems.

5  Main Verb: consider

✗ consider to do sth

✗ I would like you to consider to refund at least some of my money.

✓ consider doing sth

✓ I would like you to consider refunding at least some of my money.

6  Main Verb: want

✗ want do sth

✗ If you want have the body you have always dreamed of, you must join a gym.

✓ want to do sth

✓ If you want to have the body you have always dreamed of, you must join a gym.

7  Main Verb: be used to

✗ be used to do sth

✗ You should be used to work in teams and

be computer literate.

✓ be used to doing sth

✓ You should be used to working in teams and be computer literate.

8  Main Verb: (would) like

✗ would like do sth

✗ I would like thank the families for their help.

✓ would like to do sth

✓ I would like to thank the families for their help.

9  Main Verb: can

✗ can to do sth

✗ We need to find new markets where we can to sell our products.

✓ can do sth

✓ We need to find new markets where we can sell our products.

10 Main Verb: help

✗ help (sb) doing sth

✗ My job was to help operating the roller-coaster.

✓ help (sb) to do sth; help (sb) do sth

✓ My job was to help (them) to operate the roller-coaster.• My job was to help

(them) operate the roller-coaster.

 Subject and Verb Agreement

Ø  Subjects and verbs must agree in number. This is the cornerstone rule that forms the background of the concept.

For example:

The dog growls when he is angry. The dogs growl when they are angry.

Ø  Don’t get confused by the words that come between the subject and verb; they do not affect agreement.

For example:

The dog, who is chewing on my jeans, is usually very good.

Ø  Prepositional phrases between the subject and verb usually do not affect agreement.

For example:

The colors of the rainbow are beautiful.

Ø  When sentences start with “there” or “here,” the subject will always be placed after the verb, so care needs to be taken to identify it correctly.

For example:

There is a problem with the balance sheet.Here are the papers you requested.

Ø  Subjects don't always come before verbs in questions. Make sure you accurately identify the subject before deciding on the proper verb form to use.

For example:

Does Lefty usually eat grass? Where are the pieces of this puzzle.

Ø  If two subjects are joined by and, they typically require a plural verb form.

For example:

The cow and the pig are jumping over the moon.

Ø  The verb is singular if the two subjects separated by and refer to the same person or thing.

For example:

Red beans and rice is my mom's favorite dish.

Ø  If one of the words each, every, or no comes before the subject, the verb is singular.

For example:

No smoking or drinking is allowed.Every man and woman is required to check in.

Ø  If the subjects are both singular and are connected by the words or, nor, neither/nor, either/or, and not only/but also the verb is singular.

For example:

Jessica or Christian is to blame for the accident.

Ø  The only time when the object of the preposition factors into the decision of plural or singular verb forms is when noun and pronoun subjects like some, half, none, more, all, etc. are followed by a prepositional phrase. In these sentences, the object of the preposition determines the form of the verb.

For example:

All of the chicken is gone. All of the chickens are gone.

Ø  The singular verb form is usually used for units of measurement.

For example:

Four quarts of oil was required to get the car running.

Ø  If the subjects are both plural and are connected by the words or, nor, neither/nor, either/or, and not only/but also, the verb is plural.

For example:

Dogs and cats are both available at the pound.

Ø  If one subject is singular and one plural and the words are connected by the words or, nor, neither/nor, either/or, and not only/but also, you use the verb form of the subject that is nearest the verb.

For example:

Either the bears or the lion has escaped from the zoo. Neither the lion nor the bears have escaped from the zoo.

Ø  Indefinite pronouns typically take singular verbs.

For example:

Everybody wants to be loved.

Ø  . * Except for the pronouns (few, many, several, both, all, some) that always take the plural form.

For example:

Few were left alive after the flood.

Ø  . If two infinitives are separated by and they take the plural form of the verb.

For example:

To walk and to chew gum require great skill.

Ø  When gerunds are used as the subject of a sentence they take the singular verb form of the verb, but when they are linked by and they take the plural form.

For example:

Standing in the water was a bad idea. Swimming in the ocean and playing drums are my hobbies.

Ø  Collective nouns like herd, senate, class, crowd, etc. usually take a singular verb form.

For example:

The herd is stampeding.

Ø  Titles of books, movies, novels, etc. are treated as singular and take a singular verb.

For example:

The Burbs is a movie starring Tom Hanks.

Ø  Final Rule – Remember, only the subject affects the verb!

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