Embedded Files
Definition
Definition
Cohesion is defined as the “quality in a text determined by its parts being related and contributing to its overall unity. Cohesion is achieved through shaping the form, creating a structure that the responder can recognise and use to navigate the text, and using features of language that link the various parts of the text into a complete whole. These features can include connectives such as 'furthermore' and 'therefore', cross-references to different parts of the text, and reiteration of the title or terms of the topic or question being addressed in the text.” (NSW English K-10 Glossary)
Teaching and learning activities
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
Cohesion and connectivesTeacher guided - notes on cohesive connectives with an annotated text
Cohesion cloze passage Cloze passage where students fill in the missing cohesive devices
Using cohesive devices to understand connections Notes on referring words and word associations with activities to support student understanding of cohesive devices
Which word is not needed? Multiple choice questions on unnecessary and redundant words
Topic sentences Notes and activity on topic sentences and how they contribute to the cohesion of a text
Which cohesive device is appropriate? Activity where students select the most appropriate cohesive device to complete the text
Follow the instructions An activity where students are instructed to draw an object using instructions that contain no connectives and instructions that use connectives to see the importance of connectives in a text
Download all (ZIP)Download the resource pack containing all activities.
PLAN2 Areas of focus
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to reading test marking
Relevance to reading test marking
The feedback for a Level 3 performance in the HSC minimum standard online reading test states:
Individuals performing at this level typically “recognise the distinguishing features of common types of texts” and “locate, integrate and interpret information in detailed written material, charts, diagrams and tables”.
In the reading test, students apply their understanding of cohesive devices to identify how they are used to aid the reader in understanding and making connections throughout a text.
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how cohesive devices are assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Complexity
Level 3 performance features:
understands texts requiring integration of a number of ideas and pieces of information and some inference
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Critical reading and text analysis
Level 3 performance features:
recognises that words and grammatical choices may carry particular shades of meaning in different contexts
recognises that authors select structure, tone and language to achieve specific purposes
Reading Indicator .04: Reading strategies
Focus area: Syntax and language patterns
Level 3 performance features:
recognises introductory phrases which indicate that an opinion or a fact is being offered
identifies some signalling devices, including those that refer to words or phrases in previous clauses or sentences, e.g. although, when, if, while, the second point is
Connections with National Literacy Learning Progression
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to cohesive devices are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Reading and viewing
Sub-elements: Understanding texts (UnT)
UnT7 — Comprehension
UnT7 — Comprehension
monitors the development of ideas using language and visual features (topic sentences, key verbs, graphs)
distinguishes between fact and opinion in texts
UnT7 — Processes
UnT7 — Processes
integrates phonic knowledge, word recognition skills, grammatical and contextual knowledge to read predictable texts (see Phonic knowledge and word recognition and Fluency)
identifies language and text features that signal purpose in a predictable text (e.g. diagrams, dialogue)
navigates text using common signposting devices such as headings, subheadings, paragraphs, navigation bars and links
UnT7 — Vocabulary
UnT7 — Vocabulary
describes the language and visual features of texts using metalanguage (e.g. grammatical terms such as cohesion, tense, noun groups)
UnT8 — Comprehension
UnT8 — Comprehension
explains how authors use evidence and supporting detail to build and verify ideas
draws inferences and verifies using text evidence
UnT8 — Processes
UnT8 — Processes
uses knowledge of cohesive devices to track meaning throughout a text (e.g. connectives such as however, on the other hand) (see Grammar)
uses knowledge of the features and conventions of the type of text to build meaning (e.g. recognises that the beginning of a persuasive text may introduce the topic and the line of argument)
identifies language features used to present opinions or points of view
UnT9 — Processes
UnT9 — Processes
uses knowledge of a broader range of cohesive devices to track meaning (e.g. word associations) (see Grammar)
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