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Definition
Definition
Cohesion is defined as “that 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.
Explicit teaching of cohesionTeacher guided - Notes and examples on cohesion with activities where students identify cohesive devices used in texts.
Restructure the text Texts that have been placed out of order where students re-organise the texts so that they are cohesive and coherent.
Cohesion find-a-word A text where students read and identify the use of cohesive devices that contribute to the cohesion and coherence of the text.
Graphic organiser Graphic organisers to encourage students to consider the use and purpose of cohesive devices in their texts prior to writing.
Writing task A writing task for students to complete focusing on the use of cohesive devices to create texts that cohesive and coherent.
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 writing test marking
Relevance to writing test marking
The feedback for a Level 3 performance in the HSC minimum standard online writing test states:
Individuals performing at this level typically “sequence writing to produce cohesive texts and vary language to suit the audience and purpose.”
The cohesion of students’ writing contributes to the structure and sequence of ideas as cohesive writing flows logically to aid the reader in understanding their text.
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how cohesion is 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.
Writing Indicator .05: Audience, purpose and meaning-making
Focus area: Structure and cohesion
Level 3 performance features:
Sequences writing to produce cohesive text
Interrelates ideas and information and some support material when writing about familiar topics
Uses layout consistent with text type
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 cohesion are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT) Grammar (GrA)
CrT7 — Text forms and features
CrT7 — Text forms and features
groups sentences on related ideas into simple paragraphs
uses cohesive vocabulary to indicate order, cause and effect (e.g. uses text connectives such as next, since)
CrT8 — Text forms and features
CrT8 — Text forms and features
Informative
Informative
uses cohesive devices to signpost sections of text (e.g. uses text connectives such as finally, as a result, in addition.
Persuasive
Persuasive
uses cohesive devices to link points in an argument (e.g. uses text connectives such as however, on the other hand)
Imaginative
Imaginative
uses cohesive devices to link ideas (e.g. uses word associations such as repetition, synonyms and antonyms)
CrT8 — Crafting ideas (informative, persuasive, imaginative)
CrT8 — Crafting ideas (informative, persuasive, imaginative)
Informative
Informative
organises information into ideas to support the reader
Persuasive
Persuasive
organises arguments into ideas to support the reader (persuasive)
Imaginative
Imaginative
organises events into a sequence with a predictable ending
GrA3 — Whole text level
GrA3 — Whole text level
uses common cohesive devices such as simple pronoun reference when the referent is close to the pronoun (e.g. I have a bird. It can talk.)
GrA4 — Whole text level
GrA4 — Whole text level
uses time connectives to sequence ideas and events (e.g. first, then, next, after
GrA5 — Whole text level
GrA5 — Whole text level
uses cohesive devices (word groups – repetition, synonyms and antonyms; signposting devices – headings and subheadings; text connectives – however, on the other hand, therefore)
uses well-structured paragraphs with topic sentences
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