Grammatical means of text cohesion

GRAMMATICAL MEANS OF TEXT COHESION
Contents


INTRODUCTION………………………………………………………………..3
Chapter I A GRAMMATICAL AND LEXICAL COHESION ANALYSIS ON INFORMATIVE TEXTS.
1.1The importance of the cohesive devices in the text……….…………………7
1.2 Findings and discussions on the topic ….…………………..10

CHAPTER II. WHAT IS THE IMPORTANCE OF THE COHESIVE DEVICES IN WRITING ESSAYS

2.1 The cohesion’s analysis on the informative texts…….…………………….18
2.2.Problem with the use age of cohesive devices…………….……………….21
CONCLUSION…….…………………………………………………………….26
REFERENCES …………………….……………………………………………29


INTRODUCTION
English is the dominant language in the world. There is no way to delay the influence of this language on other languages. However, its grammatical structure is considered relatively comprehensive for all who want to learn.
Writing, one of the four skills in English language learning, is more and more important nowadays. Becoming a proficient writer is one of the major objectives of many students, especially for those who want to become members of international business, administrative or academic communities . For scientists, writing is very essential. Scientists must not only „do‟ science but also „write‟ science. Similarly, for English Education Department students, developing an ability to write fluently and confidently
The actuality of the theme of the qualification workin English is a high priority due to the fact that they will write assignments, research reports, letters, educational papers, essay tests, college application letters, and advanced placement examinations that require writing proficiency.
The aim of the given research is to study, examine The grammar rules of English must be understood. A conscious principle creates a habit, and the use of rules gradually becomes automatic Unlike school grammar, theoretical grammar does not always produce a ready-made decision. In terms of EFL instruction, Sattayatham and Ratanapinyowong maintain that writing helps students learn. First, writing reinforces the grammatical structures, idioms, and vocabulary taught to students. Second, when students write, they also have a chance to be adventurous with the language, to go beyond what they have just learned, to say, to take risks. Third, when they write, they necessarily become involved with the new language.