COHESIVE DEVICES, Apuntes de Idioma Inglés

¡Descarga COHESIVE DEVICES y más Apuntes en PDF de Idioma Inglés solo en Docsity! govesnment could focus on organisational structure, responsibilities and lozisiation, In explanations nominalisation námes causes, effects and consequences. In expositions and diseussions, nominalisation allows Us to name argurients, reasons, factors, issues eto. 6.2 Cohesion: making connections ammatical resources which writers and speakers use to link information connections across a text are collectively known as cokesion. sion refers to the way in which a text "hangs together”; to the resources in language that help reláte ideas and information and make links between terent parts of a text. There are five different cohesive resouTces—reference, ellipsis, substiturtion, lexical cohesion and text connectives, We will look at each of these in turn. Reference Referring words are those that 'point' to something in a text. They make links by refe.ring back to something previously mentioned in the text or by pointing forward to something further on. In written language, referring words can alsa nt to « section of co-text or to other locations outside the text such a5 ustrations, diagrams, tables and graphs. In spoken language, referring words point to something in the shared physical context. referring words are listed in Table 6.3. Tobía 5.3: Examples of referring words Peisanal prorouni 1/meJmine/my you/yours/your we/us/ours/our Hhey/Mher/iheirs/their she/herfners : the ihese, that, those Aaverbs: here, now, Here, then Same/difterent, oiher, bigger/est jetc.), more/less Damonshallves [ Comparatives e Text 6.9 is a segment of mother/child interaction. The referring words have been highlighted. : Text 6.9 M: Susie, here's your apple. $: Vuk! Taat piece has gor a brown spot on it. | want a diferent onel Ms Susie, the opple's fine... stop Fussing. $: ¡Es not fair. James hasn't got any brown pieces, His are nice. M; Well, put that piece there and eat the others. $: Don't want them either! Can | have a banana instead? The kind of reference found in Text 6.9 is typical of spoken language, where many of the referring words point outside the text ¡self—to objects and behaviours in the physical context, and to experiences and Understandings that are shared and 'understood' by the speakers. As a result, itis difficuli to retrieve the meaning of referring words like that, there and them unless you are actually part of the context. Exercise 6,14 Highlight the refering words in Text 4.10 (his extract accompanies a labelled alagram). Note the kind of reference "that is used. How does il differ from Text $102 Text 6.10 The vesophagus lies beneath the trachea insido the chest. ftruns benind the lungs and heart. This is the view down the inside ot the oesophagus, Beneath ¡ts MUcus-covered ng there are muscles that run down the lengih of the oesophagus aná in a circular pattern around it. These muscles take over From the throat muscles.aPter toud is swallowea, They work together to squegze the softened Hood down towarás he stomach. This is the next stop on our jolrney. Source: The Human Body [Harts 2000: As you can see, most'of the reference in this text points back to words in the text itself, Pronouns refer back to Roun groups ia the text and the definite article the is used to refer to things that are assumed to be part of our general knowledge of the topic. Reference of this kind ás common in written language and is often used to avoid repetition. However, too mueh reference can also sonnd repetitive gender or number can make a text difficult to follow, Ellipsis and substitution As a text unfolds, itis not always necessary to explicitly mention every v component again and again, To avoid repetition, we sometimes leave out components of a clause or replace them with a shorter, substitute word, Omitting a €omponent of a clause is called ellipsis. Replacing a component of a los  wiag exact includes several instances of both ellipsis (in brackets) and ion (in bold). si Sue... eh, things are sil cretiy bad here What zan you see tom Where you are no? Y S can sen 's of ash and The occasional eruption from the volegno. ias here been one recently? Y wo Tae tes” Cerupilor) was about an hour ago. But theyre expecting more (eruptions as ima night goes on. tas there been much talk o? evacuation? eS Us know when they do Agan, both ellipsis and substitution are common in spoken texts, where much of w «¿ts being said can be taken for granted and need not be repeated in every turn. ln written language however, they need to be used sparingly. It can be very tl: esome for the reader if they have to constantly “replace' ellipsis and Lstitution in a written text, Lexical cohesion Conesion can also be achieved through different kinds of word associations or semantic relationships between the vocabulary or lexical items in a text. This is tálled lexical cohesion. Different kinds of lexical cohesion are ¡MNustrated in The analysis bf Text 6.12 below (see Table 6.4). 18xi 6,12 % ¿Bombats are Asiralia's largest burrowing rnarsupi “«£ramon Wombat and the Hairy-Nosed Wombat, |. There are two types of wambat, the e Common Wombat has coarse tur and no hair on its nose, Their dody is 1.1 metres 9 and they have a short tail, In comparison, the Hairy-Noseá Wombat has soft, silly Her and whrte hair on ts nose. They have a slightly smaller body and a longer tail. All wombats have short legs and very sharp claws for Aigging. Wombrrts live onty in souih-east Australia. The Common Wombat lives in forests and weodianás, whereas the Hairy-Nosza Wombat lives in open scrub aná grasstanás, 'Nambats are nocturnal. They sleep in feed at nigl their burrows during the day and come out to . Wombats are also herbivores Which means that they are plant-eaters. 106 Grammar and Meaning Table 6.4 [type otiexical cohesion Examples from Text 6.12 The use of synonyms le. words that ere similar in meaning. Herbivores/plant-eaters The use of antonyms le, words that that have opposité or contrasiive meunings. Long/short; coarse fur/soft, sky Pur: woodtands/grasslonds; day/night; The use of repeiltión le, words that ars repeated across a text. Wombats; the Common Wombat; Ene Hairy-Nosed Wombol; The use of collecalion ie. words thot co-occur because thsy shore a common slement of meaning. Words thai form a elass/sub-class relationship. Slaepfdoy/fteeg/night * Burrowing manypiol/wombatl * Wombat—Common/Hairy-Mosed + Nocturnal/wombat : + Herbivore/wombai Words that torm a whole/part * Body—tur/nose/tail/legs/claws relationship, + South-east Australia— 4 forests/woodlanas/open scrub/grasslands The lexical items in a text form “sets” of words that are associated in different ways. Given that this text ls a report, Us not surprising that many words are associated by elass/sub-class and whole/part relationships. Thé comparison of the two types of wombats also usés antonyms, while repetition óf the themes helps maintain the focus on workbats. Exercise 5.15 ; Read Text 6.13 and using < highlighter, mark any examples of lexical cohesión. Then record Hem in the table that follows, Text 6,13 : l believe that Junk food should not bie sold in the school canteen for the following reosons. The main réason is hat Junk food is bad Hor your Neatit. Lanhealtty Poods like chocolate bars, ice—creams, coke and sweets are full of sugar fat and tooa colowing. Another reason i$ that t creates more tabbish in he playgrouna because of ali the packets ana wrappers. Also, if students buy Junk food their behaviour may be affected dy all the sugar and chemicais, However, $ they bought healthy toods Hey would have lots of energy and brainpower: Creatina well orcanised and cohasive textz