The use of cohesive devices in english writing

THE NATIONAL UNIVERSITY, HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES GRADUATE STUDY PROGRAM THE USE OF COHESIVE DEVICES IN ENGLISH WRITING SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF TESOL Supervisor: NGUYEN HOANG TUAN (Ph.D) Stusent: Tran Thi Bich Hong HOCHIMINH CITY April 2006 CERTIFICATE OF ORIGINALITY I certify my authorship of thesis submitted today entitled: THE USE OF COHESIVE DEVICES IN ENGLISH WRITING In terms of the Statement of Requirements for Theses in Master’s Programmes issued by the Higher Degree Committee Tran Thi Bich Hong October,2006 i RETENTION AND USE OF THESIS I hereby state that I, Tran Thi Bich Hong, being a candidate for the degree of Master of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the original of my Study Report deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan and reproduction for theses Signature: Date: ii ACKNOWLEDGEMENTS I would like, first of all, to express a profound debt to my supervisor, Mr Nguyen Hoang Tuan, Lecturer of TESOL, Faculty of English, The National University Ho Chi Minh City, for his precious guidance, assistance, and encouragement throughout my M.A thesis My special thanks go to the teachers and students who help me in answering the questionnaires and interviews, without them, the thesis couldn’t have been possible Last, like many other acknowledgements, mine end with references to my family I am greatly indebted to my mother, who, as always, have been wholehearted support and encouragement for the past eight months so that her daughter could devote her time to the writing of the thesis iii TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1.1 BACKGROUND TO THE STUDY 1.2 RATIONALE 1.3 STATEMENT OF PURPOSE 1.4 RESEARCH QUESTIONS 1.5 SIGNIFICANCE OF THE STUDY 1.6 LIMITATIONS 1.7 DELIMINATION 1.8 ORGANIZATION OF THE STUDY CHAPTER TWO: LITERATURE REVIEW 2.1 REVIEW OF PREVIOUS STUDIES 2.2 THEORETICAL REVIEW 10 11 2.2.1 The feature of cohesion 11 2.2.2 Coherence and cohesion 12 2.2.3 Cohesive devices 17 2.2.3.1 Grammatical cohesion 17 2.2.3.2 Lexical cohesion 23 2.3 COHESIVE DEVICES AS DEFINED IN THIS STUDY 25 2.4 HOW TO MEASURE COHESION IN THIS STUDY 28 2.5 CRITERIA OF A WELL-WRITTEN ESSAY 28 2.5.1 How essays are scored 28 2.5.2 Independent writing scoring rubric 29 iv CHAPTER THREE: METHODOLOGY 3.1 SUBJECTS 31 3.1.1 Students’ profile 31 3.1.2 Teachers’ profile 32 3.2 DATA COLLECTION TOOLS 32 3.2.1 Questionnaires 32 3.2.2 Interviews 33 3.2.3 Pre-tests and post-tests 34 3.3 PILOT TEACHING 34 3.3.1 Description of the class 34 3.3.2 Objectives 35 3.3.3 Teaching time allocation 35 3.3.4 Contents 35 3.4 DATA COLLECTION PROCEDURES 41 CHAPTER FOUR: FINDINGS AND ANALYSIS 4.1 QUESTIONNAIRES 44 4.2 INTERVIEWS 50 4.3 PRE-TESTS 54 4.4 POST-TESTS 58 CHAPTER FIVE: CONCLUSION AND IMPLICATION 5.1 CONCLUSION 64 5.2 IMPLICATION 67 5.2.1 In theory 67 5.2.2 In practice 68 v 5.2.3 Instructional activities 5.3 LIMITATIONS 69 71 5.4 SUGGESTIONS FOR FURTHER RESEARCH 72 REFERENCE 73 vi LIST OF TABLES Table 1: Summary of Conjunctive Relations 26 Table 2: The students’ attitudes to English writing 44 Table 3: Focuses, difficulties and methods used in learning writing 45 Table 4: The use of cohesive devices in the students’ writing 47 Table 5: The information of teaching English writing … 50 Table 6: Length of the students’ compositions 54 Table 7: The scores of the students’ compositions (pre-tests) 55 Table 8: Data collection from the group A’s pre-tests 56 Table 9: Data collection from the group B’s pre-tests 57 Table 10: The scores of the students’ compositions (post tests) 59 Table 11: Data collection from the group A’s post-tests 60 Table 12: Data collection from the group B’s post-tests 61 Table 13: Density of conjunctions in the students’ compositions 62 vii CHAPTER ONE INTRODUCTION 1.1 Background to the study Since 1970, when language teaching methodology released itself from the shackles of 'oral approaches', some corners of foreign language process began to be noticed in the light of new trends 'Writing', neglected as a skill 'by-product' in the oral approaches is now considered as an ultimate goal by an enormous number of foreign language learners More and more people need to learn to write in English for occupational or academic purposes Therefore, in terms of student needs, writing occupies an equally important role with the other language skills Notwithstanding the fact that a sizable portion of the syllabus is allocated to writing courses, a desirable result has not often been obtained Many class hours are spent on teaching sentence structures and combinations Yet, when asked to write a short paragraph, the learners often find it terribly painstaking Most students' writing especially students’ in-service training program tends to lack clear structures and cohesion Thornbury (1997) has said "As readers, we assume that the organization of the text is not arbitrary, but that it serves to convey the writer's intention- that it makes the writer's intention coherent" (p.140) This brings us to the question of the target reader As many students need English for their work, it is important to recognize the target reader and what knowledge those readers share with the writer and how much of that knowledge is exclusive to only the writer Among the four skills, the writing skill is perceived as the most difficult language skill since it requires a higher level of productive language control than the other skills Additionally, writing requires careful plan and revision which worry students Donn Byrne (1988) indicated that “We not write just one sentence or even a number of unrelated sentences We produce a sequence of sentences arranged in a particular order and linked together in certain ways… They form a coherent whole text… Writing involves the encoding of a message of some kind: we translate our thoughts into language Reading involves the decoding or interpretation of this message.” (p.1) A good writing must be effective and coherent so that readers can move smoothly from sentence to sentence without becoming confused or losing the writer’s train of thought Coherence is achieved by arranging the writer’s ideas in a logical order and by providing signals that help the reader understand the relationships between the ideas in the paragraph If the points are taken up in a disordered sequence, the reader will find it difficult to follow the writer’s train of thought; if there are no guideposts along the way to indicate relationships between the ideas, the reader may become totally lost To achieve coherence is vital However, a paragraph may be unified and well developed but still not be coherent The appropriate parts may be there, but they may not fit together well enough for the paragraph’s overall message to be fully understandable to the reader The writers who order or organize their ideas logically and naturally, who use cohesive devices where necessary, and who combine closely related thoughts in clearly developed sentences, usually construct coherent paragraphs English learners’ problems with writing and discourse Fact-finding about English writing of the English-majored sophomore inservice training program in the University of Social Sciences and Humanities, it shows that most of the students often find it difficult to carry out writing This partly results from learners’ difficulties in making their writing cohesive and “SO” relation a cause Coordinators Subordinators Complex Preposition The reason is Because, since, as, Because of, (informal) Due to the fact that Due to (used only after a linking verb) b Effect Therefore, as a result, Because, Thus, So (adj.,adv.) ….tha,t, For this reason, Such (noun)… that consequently c Purpose For this reason (often So that (subordinate clause paired with verbs like want verb often occurs with a or need to show desire) modal to show possibility) In order to B Chronological relations “TIME” relation a Sequence Coordinators Before that Subordinators before previously Until then until Up to then After that until Afterwards then b Simultaneity Since then Since By then By the time that At this/that time When During this/that time While Meanwhile As In the meantime At the same time simultaneously C Coordinating conjunctions - Coordinating conjunctions sequentially fixed: and, but, or nor Ex.: Leslie went to Europe, but Marge sailed to the Far East 123 NOT But Marge sailed to the Far East, Leslie went to Europe NOT Nevertheless Marge sailed to the Far East, Leslie went to Europe And, But, Or, Nor could begin a sentence, especially in informal style, forming a link with a previous sentence This is to make the sentence more dramatic of forceful: Ex.: Do you think there is something wrong with her? Or you just not like her? Cars are very dangerous machines And they are expensive - Nor meaning and not may appear after a positive clause: They spend the day fasting Nor did they eat anything the next day - Conjunction preceding: And, or, but and for not allow another conjunction to precede them On the other hand, but, and, and or may be followed by another coordinating conjunction or conjunctive adverb In such a use, principal meaning is in the second word And yet And so But Nor But still And therefore And thus Or else Or otherwise And nor Ex.: She was having great difficult getting her car out, and so I had to move my car to let her out I could not afford to eat in restaurants and nor could anyone else I knew Institutions of learning are not taxed but nor are they much respected 124 Explaining the meaning and the way to use these conjunctions The meaning of AND, OR, BUT AND is used : • to express that something continues or increases over a period of time • to link two clauses when the second clause continues the point that has been made in the first • to add a fact that contrast with what has been said (She tried hard and (yet) she failed • to make a comment on the first clause (They disliked John – and that’s not surprising…) • to join two clauses when the first implies a condition (Search his pockets and you will find the watch) • to express a consequence or result of the event in the first clause • to refer to a time sequence (I got dressed and had my breakfast) • to denote a pure condition (He has long hair and (also) he often wears jeans) OR is used: • to mention two or more alternatives or possibilities • to introduce a comment which corrects or modifies what has just been said (Han Mac Tu was afflicted with Hansen’s disease, or, as it is more commonly known, leprosy.) • to include someone or something else in a negative statement (the child never smiles or laughs) • to imply a negative condition (if not) (get up or (else) you’ll be late for school) • to give a reason for one’s opinion (explanation or justification) 125 BUT is used: • to introduce a different idea • after an excuse or apology for what one is about to say(I’m sorry, but it’s nothing to with you) • to change the subject (mainly spoken) • as an alternative of “except that” (I would have gone to the party last night, but I had too much work to Note: Ex.: The wife was doing the cooking and the husband was reading newspapers (Nearly equal emphasis, no or implied contrast) The wife was doing the cooking but the husband was reading newspapers (Nearly equal emphasis, obvious contrast) While the wife was doing the cooking, the husband was cleaning the floor (Heavier emphasis on what the husband was doing) While the husband was cleaning the floor, the wife was doing the cooking (Heavier emphasis on what the wife was doing) - Correlative conjunctions linking clause: both … and, either … or, neither … Nor, not only … but also The most important correlatives are illustrated in the following examples: These headlines both mystified and infuriated him Either we raise money from outside or we face unpalatable options such as closing part of museum The thought neither distressed nor delighted her * Explaining tenses and punctuation especially that in subordinating clauses ACTIVITY 3: 126 Dear John, Do you remember I told you I was trying to get a part-time job as a waiter at a Japanese restaurant? Well, I finally managed to get one! Of course, I haven’t been working there long, (1) _ I can already tell it’s a wonderful place to work All the staff, even the maitre is very friendly (2) _, the pay is pretty good, (3) _ they let us eat whatever we want after work For instance, last night I had a big platter of sushi at 11:00! I work only as a dinner waiter (4) _I go to class during the day My main job is to take orders from customers, give the order to the cooks, (5) I take the food to the customers Sometimes, Japanese customers speak to me in Japanese, expecting me to know the language (6) _, I know only a few words of Japanese, (7) I get a little embarrassed You know, my grandparents immigrated from Japan, (8) my parents never taught me Japanese I’m pretty well over my embarrassment now I find the job very interesting (9) I get to meet so many different people That’s my news What about you? Drop me a line when you have time Regards to your family Yours sincerely, Mary (Answers: 1: but, 2:besides, 3: and, 4: because, 5: and, 6: however, 7: so, 8: but, 9:because) 127 APPENDIX D: LIST OF INTERVIEWEES INTERVIEWEES DATE OF TIME AND INTERVIEW PLACE EDUCATION AGE TIME OF TEACHING WRITING Interviewee December 16th , At P.M at 12 No (Female) 2006 Đinh Tiên Interviewee December 20th, At 10 A.M at No (Female) 2006 interviewee’s Interviewee December 24th, At 11A.M, at No (Male) 2006 12 Dinh Tien Interviewee December 24th, At 1P.M, at 12 2006 Dinh Tien No (Male) MA 25 – 34 more years BA 45 – 54 more 10 years Hoang, Dist.1 MA 45 – 54 - years BA 25 – 34 – years MA 45 – 54 more 10 Hoang, Dist.1 st At P.M at No (Male) 2007 2Bis Ng Binh Interviewee January 03rd , At P.M at No (Female) 2007 Bis Ng Binh Interviewee January 03rd , At 8:45 P.M at No (Female) 2007 Bis Ng Binh Interviewee January 04th , At P.M at 12 2007 Dinh Tien No (Male) more years house, Dist.7 January 01 , Interviewee 45 – 54 Hoang, Dist.1 Interviewee No (Female) MA Khiem, Dist.1 years Khiem, Dist.1 BA 25 – 34 - years MA 25 – 34 - years MA 35 – 44 - years Khiem, Dist.1 Hoang, Dist.1 th January 04 , At P.M at 12 2007 Dinh Tien Hoang, Dist.1 128 Interviewee No 10 (Male) Interviewee No 11 (Female) January 05th , At P.M 159 2007 Nam Ky Khoi MA 45 – 54 – years BA 35 – 44 – years BA 25 - 34 – years Nghia, Dist.1 th January 06 , At 8:30A.M at 2007 12 Dinh Tien Hoang, Dist.1 th Interviewee January 06 , At P.M at No 12 (Male) 2007 Thu Duc, Linh Trung 129 APPENDIX E: THE STUDENTS’ SCORES PRE-TESTS GROUP A No Students’ codes Date of birth Marks Number of words 05J002 11.07.78 198 05J003 07.11.86 143 05J004 28.04.86 182 05J005 25.05.80 190 05J007 05.02.82 180 05J008 01.09.87 101 05J009 27.10.79 120 05J010 20.11.87 185 05J013 13.06.83 197 10 05J017 12.01.82 177 11 05J020 15.12.69 135 12 05J021 20.10.82 95 13 05J023 25.07.87 120 14 05J024 25.04.67 140 15 05J025 30.07.86 80 16 05J026 18.07.83 83 17 05J027 15.10.84 96 18 05J028 31.10.82 168 19 05J030 23.10.85 122 20 05J032 16.06.86 130 21 05J033 18.03.85 193 22 05J034 23.01.83 196 130 23 05J036 03.03.87 170 24 05J037 21.11.83 110 25 05J038 12.02.86 115 26 05J039 10.01.84 170 27 05J041 24.04.81 176 28 05J042 02.12.82 120 29 05J044 28.03.80 187 30 05J045 26.08.85 141 31 05J046 12.05.84 123 32 05J047 06.10.82 146 33 05J048 30.12.80 120 34 05J050 28.12.87 115 131 GROUP B No Students’ codes Date of birth Marks Number of words 05J052 19.12.87 130 05J053 06.12.87 140 05J054 07.06.87 192 05J055 15.07.87 201 05J056 24.04.87 94 05J057 18.06.74 86 05J061 06.06.80 97 05J062 13.01.80 121 05J063 18.04.87 210 10 05J064 04.12.86 164 11 05J067 12.06.87 170 12 05J069 10.04.87 119 13 05J070 22.12.85 153 14 05J071 15.12.63 194 15 05J073 22.03.83 202 16 05J074 06.11.85 103 17 05J076 07.01.82 107 18 05J079 26.08.80 130 19 05J080 19.12.86 170 20 05J083 30.04.81 183 21 05J084 02.12.80 150 22 05J086 08.12.87 129 23 05J087 15.11.85 140 24 05J089 24.09.83 112 25 05J090 31.01.87 120 132 26 05J091 01.07.84 132 POST-TESTS GROUP A No Students’ codes Date of birth Marks 05J002 11.07.78 05J003 07.11.86 05J004 28.04.86 05J005 25.05.80 05J007 05.02.82 6 05J008 01.09.87 05J009 27.10.79 05J010 20.11.87 05J013 13.06.83 10 05J017 12.01.82 11 05J020 15.12.69 12 05J021 20.10.82 13 05J023 25.07.87 14 05J024 25.04.67 15 05J025 30.07.86 16 05J026 18.07.83 17 05J027 15.10.84 18 05J028 31.10.82 19 05J030 23.10.85 20 05J032 16.06.86 21 05J033 18.03.85 22 05J034 23.01.83 23 05J036 03.03.87 24 05J037 21.11.83 133 Remarks 25 05J038 12.02.86 26 05J039 10.01.84 27 05J041 24.04.81 28 05J042 02.12.82 29 05J044 28.03.80 30 05J045 26.08.85 31 05J046 12.05.84 32 05J047 06.10.82 33 05J048 30.12.80 34 05J050 28.12.87 134 GROUP B No Students’ codes Date of birth Marks 05J052 19.12.87 05J053 06.12.87 05J054 07.06.87 05J055 15.07.87 05J056 24.04.87 05J057 18.06.74 05J061 06.06.80 05J062 13.01.80 05J063 18.04.87 10 05J064 04.12.86 11 05J067 12.06.87 12 05J069 10.04.87 13 05J070 22.12.85 14 05J071 15.12.63 15 05J073 22.03.83 16 05J074 06.11.85 17 05J076 07.01.82 18 05J079 26.08.80 19 05J080 19.12.86 20 05J083 30.04.81 21 05J084 02.12.80 22 05J086 08.12.87 23 05J087 15.11.85 24 05J089 24.09.83 25 05J090 31.01.87 135 Remarks 26 05J091 01.07.84 APPENDIX F: CALCULATING STANDARD DEVIATION (For Scores of group B’s compositions) n x d d2 0.23 0.05 1.23 1.51 -1.77 3.13 2.23 4.98 5 -0.77 0.59 -1.77 3.13 0.23 0.05 0.23 0.05 2.23 4.98 10 -0.77 0.59 11 -1.77 3.13 12 1.23 1.51 13 1.23 1.51 14 0.23 0.05 15 -0.77 0.59 16 -0.77 0.59 17 -0.77 0.59 18 2.23 4.98 19 1.23 1.51 20 1.23 1.51 21 0.23 0.05 22 -0.77 0.59 23 -1.77 3.13 136 24 0.23 0.05 25 -0.77 0.59 26 -1.77 3.13 150 42.62 Xtb = x/n d = x – Xtb = 150/26 d2 = 42.62 sd2 = d2/n – = 42.62/25 sd2 = 1.7 sd2 = 1.3 137