Delphi module

7.6.2.2
Coherence markers

Coherence markers indicate to the reader that:

an example is about to be given ('thus', 'for the purposes of illustration', 'to illustrate this', 'for example', 'by way of example', 'to show what is meant by this');

a sequence is being established ('subsequently', 'then', 'after that');

something is being expressed in a different way ('in other words', 'that is to say');

the argument is being more tightly focused ('We shall first consider…', 'Turning to….', 'As far as ….. is concerned');

things are being compared ('similarly', 'just as', 'in the same way');

more information is about to be provided ('furthermore', 'besides', 'moreover');

a cause is being suggested ('therefore', 'hence', 'with the consequence that');

the argument is being summarized ('in short', 'all in all', to sum up').

At a simple level this could be practised by giving students pairs of sentences and alternative connectors to choose from. For example:

Link the following pairs of sentences using one of the words in brackets:

The car's broken, I've got flu and now my CD-player's been stolen. Everything is going wrong. (in short, furthermore)

I thought Alan was responsible for the broken window. I discovered it was his brother. (subsequently, to start with)

We had too much work to do. We didn't have time to visit the theatre. (consequently, nevertheless)

At an intermediate level, the teacher could provide a text with the coherence markers missing and get students to choose an appropriate one from a selection. For example, consider the following extract adapted from Text 11 ('Diet'):

In the following text decide which of the three alternative connectors best fits the context:

These men and women are the victims of their own ignorance and lack of discipline. The story is usually the same. _____ (therefore, thus, however) in their youth they were active and fond of sport; their appetites were good; they ate anything and everything and their stomachs digested whatever they consumed. _____ (however, nevertheless, consequently) with increasing age and prosperity, physical activity diminished and they gave up sport; _____ (moreover, all the same, as a result) they drove instead of walking. Meanwhile the eating went on, bigger and better than ever. The once slim youngsters cooked for their children, tasted as they cooked, cleaned up their children's left-over puddings and cakes. _____ (in other words, furthermore, in the first place) they ate at the cinema and while watching television, and they drank more alcohol. _____ (all the same, besides, consequently) they put on weight, at first with resentment, then with resignation. _____ (on the other hand, to sum up, nevertheless) it is clear that less exercise + more eating = excess weight, with all its attendant maladies.

At a more advanced level, the teacher could place a randomized list of missing coherence markers at the end of the text for students to choose from.

Reflective task 11

Find two discursive texts in your target language, each of about 1,000 words, one suitable for intermediate learners, the other for first-year post-'A' level students. Re-read section 7.6.1 and for ONE of these texts devise three exercises to help students understand:
(a) how the text is structured;
(b) how the author develops his/her arguments;
(c) how the paragraphs are organized.

Reflective task 12

Now take the text you did not choose in the previous task and:
(a) underline all the cohesive devices used by the author;
(b) box all the coherence markers;
(c) devise an exercise similar to those presented in 7.6.2.2 to promote students' awareness of textual coherence.