Cohesive Devices used in Students’ Argumentative Essay; A Discourse Analysis
- Ifoni Ludji Universitas Kristen Artha Wacana
- Erny S.N. Hambandima Universitas Kristen Artha Wacana
- Yuningsih Nita Christiani Universitas Kristen Artha Wacana
The cohesive devices are one of the important aspects of academic writing that has been recognized as a fundamental characteristic of good writing. The aims of this study are to find out the types of cohesive devices used by students and to identify the error of using cohesive devices when composing an argumentative text. This study recruited ten students from the fifth semester of the English language program in the 2021/2022 academic year. The research approach used in this study was descriptive qualitative. This entire data were analyzed by identifying the kind of cohesive devices used and also errors of using the cohesive devices. Based on the documentary results of the student's argumentative essay, it indicated that the students used only three types of cohesive devices as a reference, conjunctions, and substitutions. While there are two types of errors revealed in student essays of using cohesive devices, namely; references and conjunctions. The types of references included personal references, such as; they, them, and it, as well as demonstrative references, such as; that, those, and these. Furthermore, there are errors with additive conjunctions such as the using of and or. The Errors in causal conjunctions, such as; using the conjunctions so and because. The students often used the cohesive devices inefficiently, incorrectly, or excessively. In other words, the sentences are not linked correctly and properly. It seems that students cannot use cohesive devices in writing because they do not understand how to use them properly.
Author Biography
Ifoni ludji, universitas kristen artha wacana.
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How to Use Cohesive Devices Correctly [for IELTS Writing]
Posted by David S. Wills | Dec 7, 2020 | IELTS Tips , Writing | 0
If you look at IELTS websites and YouTube videos, you might learn that cohesive devices are very important and that you should use as many of them as possible. However, this is incorrect. You should use them when necessary, but you should not overuse them.
Cohesive devices certainly are important for IELTS writing but you should aim to use them sparingly and accurately. This article will tell you everything you need to know about them.
What are Cohesive Devices?
A cohesive device is a word that helps join parts of your essay together. They are also known as linkers, linking devices, transitions, transitional phrases, or signposting language. However, as the IELTS marking rubric refers to them as “cohesive devices,” then I shall also use that term today.
There are different types of cohesive devices because technically any word that joins ideas or clauses is cohesive by nature. However, in most cases we mean conjunctive adverbs. These are words that link two independent clauses in a compound sentence or else introduce an independent clause at the start of a new sentence.
Conjunctive adverbs include:
- Consequently
- For example
- As a result
- In conclusion
- On the one hand
How to Use Cohesive Devices
As I mentioned above, there are different types of cohesive devices. For this reason, you should use them according to the grammatical rules required. For example, a conjunctive adverb would be used differently from a subordinating conjunction, and these would each be different from a coordinating conjunction.
You can see the difference between those three types of cohesive device here:
Today, we will mostly focus on conjunctive adverbs. These begin an independent clause and that will come after a full stop or a semi-colon. For example:
- She’d had a bad morning; however, she stayed positive and hoped the afternoon would be better.
- She’d had a bad morning. However, she stayed positive and hoped the afternoon would be better.
The meaning is basically the same. We use a semi-colon when the connection between the two clauses is close and obvious. Sometimes they are interchangeable.
For IELTS essays, conjunctive adverbs most commonly are used as signposting language to guide the reader logically from one point to the next. It is very common to see these cohesive devices in task 2 essays:
- To begin with
- On the other hand
- In other words
You always need to keep in mind that these must be both logical and grammatical . That is really important if you want a good score for Coherence and Cohesion.
Problems with Cohesive Devices in IELTS Essays
Let’s now look at some problems people face with cohesive devices in IELTS essays.
Overusing Cohesive Devices
There are various problems that IELTS candidates face when using cohesive devices. The most common problem is overusing them. This is due to a misunderstanding of how English works and the fact that most IELTS tutors say, “Use as many cohesive devices as possible!”
In fact, you should use device devices sometimes in order to logically link parts of your writing, but you should definitely avoid using them too much or your work will sound mechanical and dull. Look at an essay by a native speaker of English. How many cohesive devices do they use? Not many.
The IELTS marking rubric specifically states that you will not score more than band 7 for Coherence and Cohesion if you overuse cohesive devices:
uses a range of cohesive devices appropriately although there may be some under-/over-use British Council
You can see how strange it sounds to overuse them in this example:
I have a full lesson on the overuse of cohesive devices here .
Picking the Wrong Cohesive Device
Another problem is that people often pick the wrong cohesive device. This is a bit less common than overusing them, but I still see it pretty frequently when marking essays for my IELTS writing correction service .
Here is an example:
Many people believe that governments should increase taxes on electrical devices in order to fund disposal programmes to ensure that they are recycled. For example, many devices are just thrown away with other trash, contributing to the destruction of the environment.
The problem here is that the cohesive device “for example” is not really appropriate. The second sentence is not actually an example of the first. It is related to the first but it further explains the ideas of the first sentence rather than providing any sort of example. To fix this, we might say:
Many people believe that governments should increase taxes on electrical devices in order to fund disposal programmes to ensure that they are recycled. For example, a small tax levied on all electrical goods could be used to establish drop-off points in easily accessible locations, where electrical goods are collected and sent to specialist sites to be re-used or broken into component parts that can be safely disposed.
Now, the second sentence gives a full example of the idea expressed in the first sentence.
Another commonly misused cohesive device is “meanwhile.” People seem to confuse this with “however” or “therefore.” It really means “at the same time as.” You can see that here:
To solve the trash crisis, we need to take various approaches. Perhaps the most important one is educating people of the damage that they are doing to our planet. Meanwhile, we also need to punish people who drop litter or dump chemicals because we cannot just wait for education to have an impact. That could take years.
In this case, “meanwhile” shows that punishment needs to happen at the same time as education .
Altering the Form of Cohesive Devices
One really common problem is people changing cohesive devices. Perhaps they just misremember them, but sometimes people try to be creative. Unfortunately, these parts of speech should be changed or else they become incorrect.
As you can see from the above picture, it is quite common for people to make an error with “On the one hand… On the other hand…” When you change either of these, the result is an incorrect phrase. There is no way to change them correctly, so don’t bother.
I also see people trying to be creative with other cohesive devices, like “in conclusion” or “for example.” They say things like “to be conclusion” or “for examples.” However, both of these are totally incorrect. Another strange one that I have seen is “first and most of all.”
Informal or Outdated Devices
It is also common to see people misusing cohesive devices by picking really informal ones or really old and unusual ones.
One of the most common mistakes is saying “to recapitulate.” This is a term that almost no native speaker would use nowadays. You can see here on Google that it is no longer a commonly used term:
Unfortunately, many IELTS candidates use this because lots of uninformed teachers tell them that it is a special word to dazzle the examiner.
Similarly, people use phrases like “last but not least.” This is a way of introducing people in spoken English. We might use it to introduce a speaker who has come last in a list of people. It is a comical and friendly way of saying “He’s last but that is just a random order.” It is totally inappropriate for an IELTS essay because it is so informal .
Confusing Types of Cohesive Devices
Another quite common problem is mixing up the different types of cohesive device. I stated earlier that we would focus on conjunctive adverbs in this lesson, but cohesive devices can technically include subordinative conjunctions or coordinating conjunctions. These are different parts of speech with different grammatical rules to govern them.
We use conjunctive adverbs after a period or semi-colon and follow them with a comma, but subordinating conjunctions do not have a comma after them. Conjunctive adverbs link two independent clauses but subordinating ones begin a dependent clause:
- INCORRECT: Although, the Earth is warming at an alarming temperature, some people refuse to admit that climate change is real.
- CORRECT: Although the Earth is warming at an alarming temperature, some people refuse to admit that climate change is real.
- CORRECT: Some people refuse to admit that climate change is real although the Earth is warming at an alarming temperature.
- ALSO CORRECT: Some people refuse to admit that climate change is real; however, the Earth is warming at an alarming temperature.
I have a full lesson on the difference between conjunctive adverbs and subordinating conjunctions here .
Most Common Cohesive Devices
It is honestly better to stick with standard language. The people who regularly are disappointed by their IELTS results are the ones who try to use fancy language as a means of taking a shortcut. Instead, stick with the most frequently used cohesive devices and make sure that you use them correctly:
- Additionally
These words and phrases are really useful and can help you to link your ideas logically. Don’t worry about them being “basic” or “boring.” They are important words and as long as you don’t overuse them in your essay then there is no problem.
Cohesive Device Examples
Finally, let’s look at a list of cohesive devices, divided by type. This is not an exhaustive list, of course. It is just a small sample of the vast array of cohesive devices that exist. However, maybe you will find it useful.
About The Author
David S. Wills
David S. Wills is the author of Scientologist! William S. Burroughs and the 'Weird Cult' and the founder/editor of Beatdom literary journal. He lives and works in rural Cambodia and loves to travel. He has worked as an IELTS tutor since 2010, has completed both TEFL and CELTA courses, and has a certificate from Cambridge for Teaching Writing. David has worked in many different countries, and for several years designed a writing course for the University of Worcester. In 2018, he wrote the popular IELTS handbook, Grammar for IELTS Writing and he has since written two other books about IELTS. His other IELTS website is called IELTS Teaching.
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MISUSE OF COHESIVE DEVICES IN STUDENTS' ARGUMENTATIVE ESSAY WRITING
This research is intended to analyze the misuse of grammatical cohesion found on argumentative essay composed by the fourth semester students of English department of IAIN Tulungagung. This study deals more about discourse analysis. This research uses quantitative research with survey design. The data source was the fourth semester students' argumentative essay writing composition. The data were any misuse of grammatical cohesive devices found in the students' argumentative essay writing. The technique of data collection was document analysis. This study found that there were 474 misuses of cohesive devices identified in 36 students' argumentative essay. In the misuse of cohesion in students' argumentative essay writing, the main problems used by the students are the confusion in using of the appropriate reference and conjunction. In many case, students tended to misuse singular pronoun while referencing plural objects or vice versa. The dominant frequency of misuse grammatical cohesive devices was reference, exactly personal reference. The result shows that 474 misuses of cohesive devices made by the students. The students are misuse of reference 336 (70, 89%). Misuse of substitution is 2 times (0, 42%). The results misuse of conjunctions is 136 (28, 69%).
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Cohesion in writing is a problem among second language learners when required to submit texts for academic requirements and how to solve this problem is still a challenge to teachers and researchers (Liu, 2000, p. 28). Moreover, Liu (2000, p. 30) reasons that students' lack of cohesion result from a want of lexical ties. Teachers may not have addressed cohesion problem maybe because the teaching of writing courses have been focused on the discussion of functional connectives, which is also a problem of students, instead of providing help in expanding students' vocabulary and facilitating understanding of acquired lexical items, “overlooking an important element for text cohesion which is content lexical ties” (Liu,2000, p.28).
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The local and type-token cohesive devices were both negative predictors of the total score, whereas the frequency of connective devices was a positive predictor of the total score. 4.2. Argumentative essays. The results of multiple regression analyses of the TAACO variables onto total scores are presented in Table 3.
Based on the analysis, three types of cohesive devices are analyzed and found in this. study they are reference, substitution, an d conjunction. The frequency of the types and the. errors of using ...
This study analyzed quantitatively and qualitatively the cohesive devices used by undergraduate students in their argumentative essay. One-hundred and four essays were collected and assessed by two interraters, but only 64 essays statistically qualified as the corpus of the study. Halliday and Hasan (1976) concept of grammatical cohesion was used as framework for the analysis of the essays ...
This study examined the use of cohesive features in 270 narrative and argumentative essays produced by 45 s language (L2) students over a semester-long writing course. Multiple regression analyses were conducted to determine the ability of the computational indices of cohesion (TAACO) variables to predict human ratings of essay quality, recognize any differences in the use of cohesive devices ...
cohesive devices when composing an argumentative text to be coherent. METHOD The data for this study were taken from the results of 10 (ten) written documents
Table 2. The percentage of the Accurate Cohesive Devices in Students' Argumentative Essay No. Cohesive Frequency Devices 1. Reference 803 2. Substitution 19 3. Ellipsis 14 4. Conjunction 246 5. Lexical Cohesion 703 Total 1785 From table 2, it can be seen that ellipsis is the most accurate cohesive devices that the students' used.
This research aims at describing the use of cohesive devices in argumentative essay made by college students. The objectives of this research were to identify the most cohesion type the students used and to find out the percentage of all types and accuracy of cohesive devices. The design of this research was a descriptive quantitative research.
This study analyzes qualitatively cohesive devices to investigate EFL learners. It aims at examining how EFL learners apply cohesive devices in argumentative essays, the frequencies of cohesive ...
ABSTRACTThis study analyzed qualitatively the cohesive devices used in argumentative essays of undergraduate EFL students in South Sumatera, Indonesia. Eighty essays were collected from eight universities in which ten essays were obtained from each. Halliday and Hasan (1976) concept of grammatical cohesion was used as the framework for the ...
Rahmawati, D. (2015). Grammatical Cohesive Devices Found in Argumentative Essays Written By the Fourth Semester Students of English Education Department At Iain Tulungagung. IAIN Tulungagung Institutional Repository. Riau, U. (n.d.). A study on reference as cohesive device in essays written by the fourth semester students of the. 6, 1-9.
Following Halliday and Hasan's (1976) theory of cohesion, the text will be put to test by analysing the cohesive devices previously mentioned. 3.2 Data Analysis 3.2.1 Grammatical Cohesive Devices 3.2.1.1 Reference The essay analysis shows that the test taker used a variety of references. Table 1 displays the number of each
Reference had the highest frequency which is 90.67% of the total cohesive devices with mean score 53.37. Conjunction occurred 326 times in the essays, which is 9.08% with mean score 5.34 while substitution was the least used type of cohesive device which is only 0.25%. The cohesive devices are
The IELTS marking rubric specifically states that you will not score more than band 7 for Coherence and Cohesion if you overuse cohesive devices: uses a range of cohesive devices appropriately although there may be some under-/over-use. British Council. You can see how strange it sounds to overuse them in this example:
The current research is, therefore, performed to comparatively investigate cohesive devices and cohesion errors in argumentative essays generated by second-year and fourth-year undergraduate Chinese EFL learners, and to inspect the correlation between their (correct) deployment of cohesive items and the writing quality.
ABSTRACTThis study analyzed qualitatively the cohesive devices used in argumentative essays of undergraduate EFL students in South Sumatera, Indonesia. Eighty essays were collected from eight universities in which ten essays were obtained from each. Halliday and Hasan (1976) concept of grammatical cohesion was used as the framework for the ...
Abstract and Figures. This study aims to investigate types of cohesive devices frequently used in writing argumentative essays by high-achieving college students in Indonesia and to analyse their ...
This descriptive qualitative study aimed to investigate Indonesian EFL learners' ability to use cohesive devices in their writings. Twenty EFL learners of a state university in Malang, East Java, Indonesia were required to write and send one piece of argumentative essay consisting of five paragraphs to be…. Expand.
ABSTRACTThis study analyzed qualitatively the cohesive devices used in argumentative essays of undergraduate EFL students in South Sumatera, Indonesia. Eighty essays were collected from eight universities in which ten essays were obtained from each. Halliday and Hasan (1976) concept of grammatical cohesion was used as the framework for the ...
Abstract. This study analyzed qualitatively the cohesive devices used in argumentative essays of undergraduate EFL students in South Sumatera, Indonesia. Eighty essays were collected from eight ...
This paper aims to find the cohesive devices of conjunctions used by the learners. Through analyzing eight learners' essays, the writer found 37 forms and 12 types of conjunctions in the learners' essays. The most significant form of conjunctions was'and', whereas the most significant types of conjunction as 'addition'.
Cohesive device s in argumentative essa ys by Indonesian EFL learners Meyga Agustia Nindya 1 , Utami Wid iati * 2 1, 2 English Department, Faculty of Letters, Universitas Negeri Malang, Jaw a ...
An analysis of forty argumentative essays written by forty Iranian graduate non-English majors showed that the students were familiar with various cohesive devices and used them in their writings, and there was no significant relationship between the number of cohesive devices used and quality of writing. The ability to compose a piece of argumentative text is important for EFL and ESL learners.