Vertical coherence: Curriculum is vertically coherent when it is logically sequenced.For example, the learning outcomes for a 10th-grade algebra class at a public school in Tennessee are horizontally coherent when they match the learning outcomes of a 10th-grade algebra class at a public school in Maine. Horizontal coherence: Curriculum is horizontally coherent when it is comparable to the curriculum of an equal lesson, course, or grade level.Millions of trees are being cut down every week. police station -> building | car -> means of transport) We are losing rain forests at a great rate.
For example, it invested millions of dollars developing forests in the desert. addition, time relaters) The UAE is spending a lot of money to improve its environment. Repeat a sentence structure We need to make our buildings more energy efficient. The first is the weevil borer whose larvae eat their way through the maize plant. Use a sequence marker The maize plant faces two main pests. They help reduce pollution and provide shade. Trees are an essential part of a city's development. We are continually aware of our environment as we go about our business. The surroundings in which we carry out our daily lives are very important to us. Use a synonym (word with the same meaning) of a word from the first sentence in the second. Approximately 50% of the calories we consume are used in physical activity. Repeating a word or words from the first sentence in the second sentence. To some extent, these overlap with the four strategies proposed by Oshima & Hogue (2006) above in this subsection.ġ. Hamp Lyons & Heasley (2006) suggest seven ways in which writers can link sentences together to form texts.
The link below will take you to a list of different transitional and linking words. There is a multitude of words and phrases like these, and they can be grouped in different classes based on the function they serve. However, even when this is done in a satisfactory manner, there is often a need to strengthen the organisational pattern of a text passage by inserting logical markers. The last but one point - transition signals (sometimes called linking words or linking adverbials) - has to do with the use of specific words and phrases that evoke links and transition between ideas.Īs was emphasised above, there is no substitute for ordering the various ideas and parts of a text in a logical way. Thirdly, contrast has to do with ordering ideas by contrasting or comparing them. Secondly, importance means that ideas are discussed in a sequence which implies either a increasing or decreasing order of importance. Chronology, firstly, has to do with time, and in terms of logic, events are ordered in a sequence. There are several different kinds of logical order, but some of the more frequently used are chronology, importance, and contrast. Starting with the last point, for the reason that it is a paramount aspect, any academic text will be incomprehensible unless the ideas expressed in it are arranged in some sort of logical fashion. Oshima & Hogue (2006) suggest the following four: A writer must maximise understanding of a text by making it as clear and logical as possible.Ĭoherence can be achieved in a number of ways. Another way to describe coherence is to say that it has to do with good and smooth text flow. The term comes from the Latin verb co-haerere, which means 'to stick together' (OED). In a coherent text, there are logical links between the words, sentences, and paragraphs of the text. We use coherence to cover both the extent to which a text hangs together, as it were, and the various linguistic and structural means of achieving this coherence. Coherence is sometimes called cohesion, even though some would claim that the two terms denote phenomena that are obviously related, but clearly different.
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