Home task: Write a short text comparing further education with getting a job, or using public transportation with using a car.
In the last chapter we looked at the way a text hangs together - how is it is 'made cohesive'. But a text needs to do more than simply hang together. It also needs to make sense. In this chapter we will look at ways that this is achieved and the relation between this sense-making quality (a text's coherence) and its internal cohesion. To do this it may help to unravel a text in order to demonstrate that its coherence is more than simply a function of its cohesive ties.
Activity1. Individual work. Read short text from a children's encyclopedia. The sentences have been re-arranged and lettered. Can you sort them into their correct order?
Two years later his father took him to play at concerts in the great cities of Europe.
Mozart wrote church music, opera and nearly 50 symphonies.
The Austrian composer Mozart was a musical genius.
He worked hard but earned little money and died very poor at the age of 35.
He began writing music at the age of five.
What linguistic (and non-linguistic) clues did you use to help you do the task? Justify why you think this is correct order. E.g. chronological info
Activity 2 Group work. The following text is a notice in a London underground station. Find the function of the text. What the writer seems to be saying i?
Going to Covent Garden?
Covent Garden station gets very busy at weekends and in the evening, but you can avoid the crowds by walking there from Holborn or Leicester Square. The short walk is clearly signposted above ground and maps are on display at both stations.
Read the following definition of COHERENCE. Find the differences between COHERENCE and COHESION.
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