Sentence examples for cohesive text from inspiring English sources

Witte and Faigley (1981: 200) argue that "a cohesive text may be only minimally coherent".

All the ideas presented in the following have been compiled and interpreted as a cohesive text.

In terms of textual meanings, the deployment of macro and hyper themes in writing can actually facilitate students' textual meaning-making, especially in organizing a coherent and cohesive text (Xuan 2015).

Mara's response reveals her focus on creating a cohesive text in which all the participating voices are in dialogue with one another rather than separate entities; she describes this when talking about "making connections" and "summarizing why the connections are important".

Further, Halliday and Matthiessen ([2004]) suggest that language is used to serve any or all of three metafunctions that are the ideational meaning – to construe human experience, interpersonal meaning – to establish relationships with people around us, and textual meaning – to organise these construals and relationships with people into a cohesive text.

But he questions whether this supports the development of other writing skills such as reviewing and redrafting cohesive texts.

Formative feedback can be regarded as a crucial scaffold for students' writing cohesive texts.

However, it is less clear, how computer-based feedback should be designed to help students writing cohesive texts.

We present a general system architecture which integrates requirements from the analysis of single sentences, as well as those of referentially linked sentences forming cohesive texts.

The knowledge gained by this study can increase awareness of these demonstrative structures in composition instructors and L2 writers, leading to clearer, more cohesive texts.

We investigated effects of the format (outline versus concept map) and the specificity (specific versus general) of the feedback on students' perceived difficulty and the generation of cohesive texts.