cohesion in essay

Writing Resources: Developing Cohesion

Cohesion  is a characteristic of a successful essay  when it flows as a united whole ; meaning, there is unity and connectedness between all of the parts. Cohesion is a writing issue at a macro and micro level. At a macro-level, cohesion is the way a paper uses a thesis sentence, topic sentences, and transitions across paragraphs to help unify and focus a paper. On a micro-level, cohesion happens within the paragraph unit between sentences; when each sentence links back to the previous sentence and looks ahead to the next, there is cohesion across sentences. Cohesion is an important aspect of writing because it helps readers to follow the writer’s thinking. 

Misconceptions & Stumbling Blocks

Many writers believe that you should avoid repetition at all costs. It’s true that strong writing tends to not feel repetitive in terms of style and word choice; however, some repetition is necessary in order to build an essay and even paragraphs that build on each other and develop logically. A pro tip when you’re drafting an essay would be to build in a lot of repetition and then as you revise, go through your essay and look for ways you can better develop your ideas by paraphrasing your argument and using appropriate synonyms.

Building Cohesion

Essay focus: macro cohesion.

Locate & read your thesis sentence and the first and last sentence of each paragraph. You might even highlight them and/or use a separate piece of paper to make note of the key ideas and subjects in each (that is, making a reverse outline while you’re reading).

• How do these sentences relate?
• How can you use the language of the thesis statement again in topic sentences to reconnect to the main argument?
• Does each paragraph clearly link back to the thesis? Is it clear how each paragraph adds to, extends, or complicates the thesis?
• Repetition of key terms and ideas (especially those that are key to the argument)
• Repetition of central arguments; ideally, more than repeating your argument, it evolves and develops as it encounters new supporting or conflicting evidence.
• Appropriate synonyms. Synonyms as well as restating (paraphrasing) main ideas and arguments both helps you to explain and develop the argument and to build cohesion in your essay.

Paragraph Focus: Micro Cohesion

For one paragraph, underline the subject and verb of each sentence.

• Does the paragraph have a consistent & narrow focus?
• Will readers see the connection between the sentences?
• Imagine that the there is a title for this paragraph: what would it be and how would it relate to the underlined words?
• Repetition of the central topic and a clear understanding of how the evidence in this paragraph pushes forward or complicates that idea.
• Variations on the topic
• Avoid unclear pronouns (e.g., it, this, these, etc.). Rather than using pronouns, try to state a clear and specific subject for each sentence. This is an opportunity to develop your meaning through naming your topic in different ways.
• Synonyms for key terms and ideas that help you to say your point in slightly new ways that also push forward your ideas.

Sentence to Sentence: Micro Cohesion  

Looking at one paragraph, try to name what each sentence is doing to the previous: is it adding further explanation? Is it complicating the topic? Is it providing an example? Is it offering a counter-perspective? Sentences that build off of each other have movement that is intentional and purposeful; that is, the writer knows the purpose of each sentence and the work that each sentence accomplishes for the paragraph.

• Transition words (look up a chart) to link sentence and to more clearly name what you’re doing in each sentence (e.g., again, likewise, indeed, therefore, however, additionally, etc.) 
• Precise verbs to help emphasize what the writer is doing and saying (if you’re working with a source/text) or what you’re doing and saying.
• Again, clear and precise subjects that continue to name your focus in each sentence.

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Flow and Cohesion

• Reverse Outline
• Paper Skeleton
• Creating a Research Space
• Personal Statements
• Literature Reviews

Our Writing Center gets a lot of students who are concerned about the  flow  of their writing, but this can mean a lot of different things. When we talk about "flow" we mean  cohesion  or how ideas and relationships are communicated to readers. Flow can involve the  big-picture  (how parts of the essay fit together and the way the sequence of these parts affect how readers understand it) and the  sentence-level  (how the structure of a sentence affects the ways meanings and relationships come across to readers). This page has an overview of ways to think about revising the  flow  of an essay on both of these levels.

Big-Picture Revision Strategies

Reading out-loud.

Oftentimes, you can identify places that need some extra attention sharing your writing with a friend, or reading it out loud to yourself. For example, if it's hard to actually say a sentence at a normal conversational pace, this might indicate that there's something you can change about the structure that will make it easier to say (and probably, easier to understand). A few more tips:

• When you read out-loud, make sure to  slow down . If you are talking too fast, you might fill-in gaps or otherwise not notice things you want to change. You also want to give yourself time to process what you're saying  as you say it.
• If there's nobody around, there are also many computer programs that can convert text to speech and read to you, including  Microsoft Word .
• Take notes while you read. While you might want to fix things as you read, if you're worried about flow, it's also good to read your essay all the way through so that you can hear how parts fit together. If you don't want to interrupt your reading, you can take notes by doing things like putting a checkmark in the margins, using a highlighter, or making a list on a separate sheet of paper.

Structure and Sequence

Sometimes issues of flow and cohesion might actually be structural. It's good to reflect on the structure of an essay, the order of the different parts, and how they all fit together. If you want to revise the structure of your essay, consider trying one of the following activities.

Sign-Posting and Transitions

A great way to help readers comprehend the flow of ideas is include things like sign-posts and transitions. A sign-post is basically just language to point out different parts of the essay for readers in order to help them navigate your ideas. For example,  strong topic sentences  are a good as sign-posts because they tell readers what upcoming paragraphs are going to be about.  Transition sentences  can help readers understand how the ideas you were just discussing in a previous paragraph relate to what's coming up with the next paragraph. Here are a couple questions that can help you brainstorm sign-posting statements. After you brainstorm, you can then revise these sign-posting sentences so they fit better with your writing.

• Try starting a sentence by writing "In this paragraph, I will discuss..." After you complete this sentence, you can then revise it to make it fit better with your writing.
• "In the previous paragraph I discuss [purpose of paragraph 1] and this helps better understand [purpose of paragraph 2] because..."
• This paragraph supports my argument because..."
• While I discuss [previous idea or concept] above, I will now talk about [new idea or concept] because..."

Revision on the Sentence-Level

Verbs, or stuff we do.

A sentence seems clear when its important actions are in verbs. Compare these sentences where the actions are in bold and the verbs are UPPERCASE:

Because we  LACKED  data, we could not  EVALUATE  whether the UN  HAD TARGETED  funds to areas that most needed assistance. Our  lack  of data PREVENTED  evaluation  of UN  actions  in  targeting  funds to areas most in  need  of  assistance .

Nominalization

Turning a verb or adjective into a noun is called a “nominalization.” No element of style more characterizes turgid writing, writing that feels abstract, indirect, and difficult, than lots of nominalizations, especially as the subjects of verbs.  

Our request IS that you DO a review of the data.     vs. We REQUEST that you REVIEW the data.    

Try this:  when editing, underline the actions in your sentences.  Are those actions in the form of verbs?  If not, you might try rewriting your sentences to turn those actions into the main verbs in the sentence.

Active and Passive Verbs

Some critics of style tell us to avoid the passive everywhere because it adds a couple of words and often deletes the agent, the “doer” of the action.  But in fact, the passive is sometimes the better choice.  To choose between the active and passive, you have to answer two questions:

• The president  was rumored  to have considered resigning.
• Those who  are found  guilty can  be fined .
• Valuable records should always  be kept  in a safe.
• Because the test  was not done , the flaw  was not corrected .
• The weight given to industrial competitiveness as opposed to the value we attach to liberal arts   will determine  our decision.  
• Our decision  will be determined   by the weight we give to industrial competitiveness as opposed to the value we attach to the liberal arts .

Try this:   We need to find our passive verbs before we can evaluate whether or not to change them.  While you’re editing, try underlining all the “to be” verbs, since these are often paired with other verbs to make passive constructions.  The verbs you’re looking for are: am, are, is, was, were, be, become, became.  Once you’ve identified these verbs, check to see if they are necessary, or if the sentence would be clearer or stronger without them.  Example:  “There is one explanation in the story…” vs “The story explains…”

Writing is more coherent when readers are able to make connections across sentences and paragraphs. On the sentence level, this can include when the last few words of one set up information that appears in the first few words of the next.  That’s what gives us our experience of flow.

• Begin sentences with information familiar to your readers.  Readers get that information from two sources:  first, they remember words from the sentence they just read.  Second, readers bring to a sentence a general knowledge of its subject.  In a paper on black holes, for example, readers would find references to “astronomers”  familiar, even without prior mention.
• End sentences with information that readers cannot anticipate.  Readers prefer to read what’s easy before what’s hard, and what’s familiar and simple is easier to understand that what’ new and complex.  

Compare these two passages:

Try this:  While editing, check for these words: this, these, that, those, another, such, second, or more. Writers often refer to something in a previous sentence with these kinds of words. When you use any of those signals, try to put them at or close to the beginning of the sentence that you use them in.

Here are some tips to help your writing become more precise and cut out extra words.

• Delete what readers can infer.  This can include redundant categories like “period of time,” “pink in color,” or “shiny in appearance.
• Can you make sense of the negatives in this sentence?

Except when you have failed to submit applications without documentation, benefits will not be denied.

This handout contains excerpts from Joseph M. Williams'  Style: Ten Lessons in Clarity and Grace ( New York: Longman, 2000).

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What is cohesion?

• Cohesion vs coherence

Transition signals

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Cohesion How to make texts stick together

Cohesion and coherence are important features of academic writing. They are one of the features tested in exams of academic English, including the IELTS test and the TOEFL test . This page gives information on what cohesion is and how to achieve good cohesion. It also explains the difference between cohesion and coherence , and how to achieve good coherence. There is also an example essay to highlight the main features of cohesion mentioned in this section, as well as some exercises to help you practise.

For another look at the same content, check out YouTube or Youku , or the infographic .

It is important for the parts of a written text to be connected together. Another word for this is cohesion . This word comes from the verb cohere , which means 'to stick together'. Cohesion is therefore related to ensuring that the words and sentences you use stick together.

Good cohesion is achieved through the following five main methods, each of which is described in more detail below:

• repeated words/ideas
• reference words
• transition signals
• substitution

Two other ways in which cohesion is achieved in a text, which are covered less frequently in academic English courses, are shell nouns and thematic development . These are also considered below.

Repeated words/ideas

Check out the cohesion infographic »

One way to achieve cohesion is to repeat words, or to repeat ideas using different words (synonyms). Study the following example. Repeated words (or synonyms) are shown in bold.

Cohesion is an important feature of academic writing . It can help ensure that your writing coheres or 'sticks together', which will make it easier for the reader to follow the main ideas in your essay or report . You can achieve good cohesion by paying attention to five important features . The first of these is repeated words. The second key feature is reference words. The third one is transition signals. The fourth is substitution. The final important aspect is ellipsis.

In this example, the word cohesion is used several times, including as a verb ( coheres ). It is important, in academic writing, to avoid too much repetition, so using different word forms or synonyms is common. The word writing is also used several times, including the phrase essay or report , which is a synonym for writing . The words important features are also repeated, again using synonyms: key feature , important aspect .

Reference words

Reference words are words which are used to refer to something which is mentioned elsewhere in the text, usually in a preceding sentence. The most common type is pronouns, such as 'it' or 'this' or 'these'. Study the previous example again. This time, the reference words are shown in bold.

Cohesion is an important feature of academic writing. It can help ensure that your writing coheres or 'sticks together', which will make it easier for the reader to follow the main ideas in your essay or report. You can achieve good cohesion by paying attention to five important features. The first of these is repeated words. The second key feature is reference words. The third one is transition signals. The fourth is substitution. The final important aspect is ellipsis.

The words it , which and these are reference words. The first two of these, it and which , both refer to 'cohesion' used in the preceding sentence. The final example, these , refers to 'important features', again used in the sentence that precedes it.

Transition signals, also called cohesive devices or linking words, are words or phrases which show the relationship between ideas. There are many different types, the most common of which are explained in the next section on transition signals . Some examples of transition signals are:

• for example - used to give examples
• in contrast - used to show a contrasting or opposite idea
• first - used to show the first item in a list
• as a result - used to show a result or effect

Study the previous example again. This time, the transition signals are shown in bold. Here the transition signals simply give a list, relating to the five important features: first , second , third , fourth , and final .

Substitution

Substitution means using one or more words to replace (substitute) for one or more words used earlier in the text. Grammatically, it is similar to reference words, the main difference being that substitution is usually limited to the clause which follows the word(s) being substituted, whereas reference words can refer to something far back in the text. The most common words used for substitution are one , so , and auxiliary verbs such as do, have and be . The following is an example.

• Drinking alcohol before driving is illegal in many countries, since doing so can seriously impair one's ability to drive safely.

In this sentence, the phrase 'doing so' substitutes for the phrase 'drinking alcohol before driving' which appears at the beginning of the sentence.

Below is the example used throughout this section. There is just one example of substitution: the word one , which substitutes for the phrase 'important features'.

Ellipsis means leaving out one or more words, because the meaning is clear from the context. Ellipsis is sometimes called substitution by zero , since essentially one or more words are substituted with no word taking their place.

Below is the example passage again. There is one example of ellipsis: the phrase 'The fourth is', which means 'The fourth [important feature] is', so the words 'important feature' have been omitted.

Shell nouns

Shell nouns are abstract nouns which summarise the meaning of preceding or succeeding information. This summarising helps to generate cohesion. Shell nouns may also be called carrier nouns , signalling nouns , or anaphoric nouns . Examples are: approach, aspect, category, challenge, change, characteristics, class, difficulty, effect, event, fact, factor, feature, form, issue, manner, method, problem, process, purpose, reason, result, stage, subject, system, task, tendency, trend, and type . They are often used with pronouns 'this', 'these', 'that' or 'those', or with the definite article 'the'. For example:

• Virus transmission can be reduced via frequent washing of hands, use of face masks, and isolation of infected individuals. These methods , however, are not completely effective and transmission may still occur, especially among health workers who have close contact with infected individuals.
• An increasing number of overseas students are attending university in the UK. This trend has led to increased support networks for overseas students.

In the example passage used throughout this section, the word features serves as a shell noun, summarising the information later in the passage.

Cohesion is an important feature of academic writing. It can help ensure that your writing coheres or 'sticks together', which will make it easier for the reader to follow the main ideas in your essay or report. You can achieve good cohesion by paying attention to five important features . The first of these is repeated words. The second key feature is reference words. The third one is transition signals. The fourth is substitution. The final important aspect is ellipsis.

Thematic development

Cohesion can also be achieved by thematic development. The term theme refers to the first element of a sentence or clause. The development of the theme in the rest of the sentence is called the rheme . It is common for the rheme of one sentence to form the theme of the next sentence; this type of organisation is often referred to as given-to-new structure, and helps to make writing cohere.

Consider the following short passage, which is an extension of the first example above.

• Virus transmission can be reduced via frequent washing of hands, use of face masks, and isolation of infected individuals. These methods, however, are not completely effective and transmission may still occur, especially among health workers who have close contact with infected individuals. It is important for such health workers to pay particular attention to transmission methods and undergo regular screening.

Here we have the following pattern:

• Virus transmission [ theme ]
• can be reduced via frequent washing of hands, use of face masks, and isolation of infected individuals [ rheme ]
• These methods [ theme = rheme of preceding sentence ]
• are not completely effective and transmission may still occur, especially among health workers who have close contact with infected individuals [ rheme ]
• health workers [ theme, contained in rheme of preceding sentence ]
• [need to] to pay particular attention to transmission methods and undergo regular screening [ rheme ]

Cohesion vs. coherence

The words 'cohesion' and 'coherence' are often used together with a similar meaning, which relates to how a text joins together to make a unified whole. Although they are similar, they are not the same. Cohesion relates to the micro level of the text, i.e. the words and sentences and how they join together. Coherence , in contrast, relates to the organisation and connection of ideas and whether they can be understood by the reader, and as such is concerned with the macro level features of a text, such as topic sentences , thesis statement , the summary in the concluding paragraph (dealt with in the essay structure section), and other 'bigger' features including headings such as those used in reports .

Coherence can be improved by using an outline before writing (or a reverse outline , which is an outline written after the writing is finished), to check that the ideas are logical and well organised. Asking a peer to check the writing to see if it makes sense, i.e. peer feedback , is another way to help improve coherence in your writing.

Example essay

Below is an example essay. It is the one used in the persuasion essay section. Click on the different areas (in the shaded boxes to the right) to highlight the different cohesive aspects in this essay, i.e. repeated words/ideas, reference words, transition signals, substitution and ellipsis.

Title: Consider whether human activity has made the world a better place.

History shows that human beings have come a long way from where they started. They have developed new technologies which means that everybody can enjoy luxuries they never previously imagined. However , the technologies that are temporarily making this world a better place to live could well prove to be an ultimate disaster due to , among other things, the creation of nuclear weapons , increasing pollution , and loss of animal species . The biggest threat to the earth caused by modern human activity comes from the creation of nuclear weapons . Although it cannot be denied that countries have to defend themselves, the kind of weapons that some of them currently possess are far in excess of what is needed for defence . If these [nuclear] weapons were used, they could lead to the destruction of the entire planet . Another harm caused by human activity to this earth is pollution . People have become reliant on modern technology, which can have adverse effects on the environment . For example , reliance on cars causes air and noise pollution . Even seemingly innocent devices, such as computers and mobile phones, use electricity, most of which is produced from coal-burning power stations, which further adds to environmental pollution . If we do not curb our direct and indirect use of fossil fuels, the harm to the environment may be catastrophic. Animals are an important feature of this earth and the past decades have witnessed the extinction of a considerable number of animal species . This is the consequence of human encroachment on wildlife habitats, for example deforestation to expand cities. Some may argue that such loss of [animal]   species is natural and has occurred throughout earth's history. However , the current rate of [animal]   species loss far exceeds normal levels   [of animal species loss] , and is threatening to become a mass extinction event. In summary , there is no doubt that current human activities such as the creation of nuclear weapons , pollution , and destruction of wildlife , are harmful to the earth . It is important for us to see not only the short-term effects of our actions, but their long-term ones as well. Otherwise , human activities will be just another step towards destruction .

Aktas, R.N. and Cortes, V. (2008), 'Shell nouns as cohesive devices in published and ESL student writing', Journal of English for Academic Purposes , 7 (2008) 3-14.

Alexander, O., Argent, S. and Spencer, J. (2008) EAP Essentials: A teacher's guide to principles and practice . Reading: Garnet Publishing Ltd.

Gray, B. (2010) 'On the use of demonstrative pronouns and determiners as cohesive devices: A focus on sentence-initial this/these in academic prose', Journal of English for Academic Purposes , 9 (2010) 167-183.

Halliday, M. A. K., and Hasan, R. (1976). Cohesion in English . London: Longman.

Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar . Mahwah: Lawrence Erlbaum Associates Inc Publishers.

Hyland, K. (2006) English for Academic Purposes: An advanced resource book . Abingdon: Routledge.

Thornbury, S. (2005) Beyond the Sentence: Introducing discourse analysis . Oxford: Macmillan Education.

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Below is a checklist for essay cohesion and coherence. Use it to check your own writing, or get a peer (another student) to help you.

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Author: Sheldon Smith    ‖    Last modified: 03 February 2022.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

Cohesion And Coherence In Essay Writing

Table of contents, introduction.

Coherent essays are identified by relevance to the central topic. They communicate a meaningful message to a specific audience and maintain pertinence to the main focus. In a coherent essay, the sentences and ideas flow smoothly and, as a result, the reader can follow the ideas developed without any issues.

To achieve coherence in an essay, writers use lexical and grammatical cohesive devices. Examples of these cohesive devices are repetition, synonymy, antonymy, meronymy, substitutions , and anaphoric or cataphoric relations between sentences. We will discuss these devices in more detail below.

This article will discuss how to write a coherent essay. We will be focusing on the five major points.

• We will start with definitions of coherence and cohesion.
• Then, we will give examples of how a text can achieve cohesion.
• We will see how a text can be cohesive but not coherent.
• The structure of a coherent essay will also be discussed.
• Finally, we will look in detail at ways to improve cohesion and write a coherent essay.

Before illustrating how to write coherent essays, let us start with the definitions of coherence and cohesion and list the ways we can achieve cohesion in a coherent text.

Definitions Cohesion and Coherence

In general, coherence and cohesion refer to how a text is structured so that the elements it is constituted of can stick together and contribute to a meaningful whole. In coherent essays, writers use grammatical and lexical cohesive techniques so that ideas can flow meaningfully and logically.

What is coherence?

Coherence refers to the quality of forming a unified consistent whole. We can describe a text as being coherent if it is semantically meaningful, that is if the ideas flow logically to produce an understandable entity.

If a text is coherent it is logically ordered and connected. It is clear, consistent, and understandable.

Coherence is related to the macro-level features of a text which enable it to have a sense as a whole.

What is cohesion?

Cohesion is commonly defined as the grammatical and lexical connections that tie a text together, contributing to its meaning (i.e. coherence.)

While coherence is related to the macro-level features of a text, cohesion is concerned with its micro-level – the words, the phrases, and the sentences and how they are connected to form a whole.

If the elements of a text are cohesive, they are united and work together or fit well together.

To summarize, coherence refers to how the ideas of the text flow logically and make a text semantically meaningful as a whole. Cohesion is what makes the elements (e.g. the words, phrases, clauses, and sentences) of a text stick together to form a whole.

How to Achieve Cohesion And Coherence In Essay Writing

There are two types of cohesion: lexical and grammatical. Writers connect sentences and ideas in their essays using both lexical and grammatical cohesive devices.

Lexical cohesion

We can achieve cohesion through lexical cohesion by using these techniques:

• Repetition.

Now let’s look at these in more detail.

Repeating words may contribute to cohesion. Repetition creates cohesive ties within the text.

• Birds are beautiful. I like birds.

You can use a word or phrase that means exactly or nearly the same as another word to achieve cohesion.

• Paul saw a snake under the mattress. The serpent was probably hiding there for a long time.

Antonymy refers to the use of a word of opposite meaning. This is often used to create links between the elements of a text.

• Old movies are boring, the new ones are much better.

This refers to the use of a word that denotes a subcategory of a more general class.

• I saw a cat . The animal was very hungry and looked ill.

Relating a superordinate term (i.e. animal) to a corresponding subordinate term (i.e. cat) may create more cohesiveness between sentences and clauses.

Meronymy is another way to achieve cohesion. It refers to the use of a word that denotes part of something but which is used to refer to the whole of it for instance faces can be used to refer to people as in “I see many faces here”. In the following example, hands refer to workers.

• More workers are needed. We need more hands to finish the work.

Grammatical cohesion

Grammatical cohesion refers to the grammatical relations between text elements. This includes the use of:

• Cataphora .
• Substitutions.
• Conjunctions and transition words.

Let us illustrate the above devices with some examples.

Anaphora is when you use a word referring back to another word used earlier in a text or conversation.

• Jane was brilliant. She got the best score.

The pronoun “she” refers back to the proper noun “Jane”.

Cataphora is the opposite of anaphora. Cataphora refers to the use of a word or phrase that refers to or stands for a following word or phrase.

• Here he comes our hero. Please, welcome John .

The pronoun “he” refers back to the proper noun “John”.

Ellipsis refers to the omission from speech or writing of a word or words that are superfluous or able to be understood from contextual clues.

• Liz had some chocolate bars, and Nancy an ice cream.

In the above example, “had” in “Nancy an ice cream” is left because it can be understood (or presupposed) as it was already mentioned previously in the sentence.

Elliptic elements can be also understood from the context as in:

• A: Where are you going?

Substitutions

Substitutions refer to the use of a word to replace another word.

• A: Which T-shirt would you like?
• B: I would like the pink one .

Conjunctions transition words

Conjunctions and transition words are parts of speech that connect words, phrases, clauses, or sentences.

• Examples of conjunctions: but, or, and, although, in spite of, because,
• Examples of transition words: however, similarly, likewise, specifically, consequently, for this reason, in contrast to, accordingly, in essence, chiefly, finally.

Here are some examples:

• I called Tracy and John.
• He was tired but happy.
• She likes neither chocolates nor cookies.
• You can either finish the work or ask someone to do it for you.
• He went to bed after he had done his homework.
• Although she is very rich, she isn’t happy.
• I was brought up to be responsible. Similarly , I will try to teach my kids how to take responsibility for their actions.

Cohesive but not coherent texts

Sometimes, a text may be cohesively connected, yet may still be incoherent.

Learners may wrongly think that simply linking sentences together will lead to a coherent text.

Here is an example of a text in which sentences are cohesively connected, yet the overall coherence is lacking:

The player threw the ball toward the goalkeeper. Balls are used in many sports. Most balls are spheres, but American football is an ellipsoid. Fortunately, the goalkeeper jumped to catch the ball. The crossbar in the soccer game is made of iron. The goalkeeper was standing there.

The sentences and phrases in the above text are decidedly cohesive but not coherent.

There is a use of:

• Repetition of: the ball, goalkeeper, the crossbar.
• Conjunctions and transition words: but, fortunately.

The use of the above cohesive devices does not result in a meaningful and unified whole. This is because the writer presents material that is unrelated to the topic. Why should a writer talk about what the crossbar is made of? And is talking about the form balls in sports relevant in this context? What is the central focus of the text?

A coherent essay has to be cohesively connected and logically expressive of the central topic.

How to write a coherent essay?

1. start with an outline.

An outline is the general plan of your essays. It contains the ideas you will include in each paragraph and the sequence in which these ideas will be mentioned.

It is important to have an outline before starting to write. Spending a few minutes on the outline can be rewarding. An outline will organize your ideas and the end product can be much more coherent.

Here is how you can outline your writing so that you can produce a coherent essay:

• Start with the thesis statement – the sentence that summarizes the topic of your writing.
• Brainstorm the topic for a few minutes. Write down all the ideas related to the topic.
• Sift the ideas brainstormed in the previous step to identify only the ideas worth including in your essay.
• Organize ideas in a logical order so that your essay reflects the unified content that you want to communicate.
• Each idea has to be treated in a separate paragraph.
• Think of appropriate transitions between the different ideas.
• Under each idea/paragraph, write down enough details to support your idea.

After identifying and organizing your ideas into different paragraphs, they have to fit within the conventional structure of essays.

2. Structure your essay

It is also important to structure your essay so that you the reader can identify the organization of the different parts of your essay and how each paragraph leads to the next one.

Here is a structure of an essay

3. Structure your paragraphs

Paragraphs have to be well-organized. The structure of each paragraph should have:

• A topic sentence that is usually placed at the beginning,
• Supporting details that give further explanation of the topic sentence,
• And a concluding sentence that wraps up the content of the paragraph.

The supporting sentences in each paragraph must flow smoothly and logically to support the purpose of the topic sentence. Similarly, each paragraph has to serve the thesis statement, the main topic of the essay.

4. Relevance to the main topic

No matter how long the essay is, we should make sure that we stick to the topic we want to talk about. Coherence is about making everything flow smoothly to create unity. So, sentences and ideas must be relevant to the central thesis statement.

The writer has to maintain the flow of ideas to serve the main focus of the essay.

5. Stick to the purpose of the type of essay you’re-writing

Essays must be clear and serve a purpose and direction. This means that the writer’s thoughts must not go astray in developing the purpose of the essay.

Essays are of different types and have different purposes. Accordingly, students have to stick to the main purpose of each genre of writing.

• An expository essay aims to inform, describe, or explain a topic, using essential facts to teach the reader about a topic.
• A descriptive essay intends to transmit a detailed description of a person, event, experience, or object. The aim is to make the reader perceive what is being described.
• A narrative essay attempts to tell a story that has a purpose. Writers use storytelling techniques to communicate an experience or an event.
• In argumentative essays, writers present an objective analysis of the different arguments about a topic and provide an opinion or a conclusion of positive or negative implications. The aim is to persuade the reader of your point.

6. Use cohesive devices and signposting phrases

Sentences should be connected using appropriate cohesive devices as discussed above:

Cohesive devices such as conjunctions and transition words are essential in providing clarity to your essay. But we can add another layer of clarity to guide the reader throughout the essay by using signpost signals.

What is signposting in writing?

Signposting refers to the use of phrases or words that guide readers to understand the direction of your essay. An essay should take the reader on a journey throughout the argumentation or discussion. In that journey, the paragraphs are milestones. Using signpost signals assists the reader in identifying where you want to guide them. Signposts serve to predict what will happen, remind readers of where they are at important stages along the process, and show the direction of your essay.

Essay signposting phrases

The following are some phrases you can use to signpost your writing:

It should be noted though that using cohesive devices or signposting language may not automatically lead to a coherent text. Some texts can be highly cohesive but remain incoherent. Appropriate cohesion and signposting are essential to coherence but they are not enough. To be coherent, an essay has to follow, in addition to using appropriate cohesive devices, all the tips presented in this article.

7. Draft, revise, and edit

After preparing the ground for the essay, students produce their first draft. This is the first version of the essay. Other subsequent steps are required.

The next step is to revise the first draft to rearrange, add, or remove paragraphs, ideas, sentences, or words.

The questions that must be addressed are the following:

• Is the essay clear? Is it meaningful? Does it serve the thesis statement (the main topic)?
• Are there sufficient details to convey ideas?
• Are there any off-topic ideas that you have to do without?
• Have you included too much information? Does your writing stray off-topic?
• Do the ideas flow in a logical order?
• Have you used appropriate cohesive devices and transition words when needed?

Once the revision is done, it is high time for the editing stage. Editing involves proofreading and correcting mistakes in grammar and mechanics. Pay attention to:

• Verb tense.
• Subject-verb agreement.
• Sentence structure. Have you included a subject a verb and an object (if the verb is transitive.)
• Punctuation.
• Capitalization.

Coherent essays are identified by relevance to the thesis statement. The ideas and sentences of coherent essays flow smoothly. One can follow the ideas discussed without any problems. Lexical and grammatical cohesive devices are used to achieve coherence. However, these devices are not sufficient. To maintain relevance to the main focus of the text, there is a need for a whole process of collecting ideas, outlining, reviewing, and editing to create a coherent whole.

More writing lessons are here .

Related Pages:

• Figures of speech
• Articles about writing

Cohesion and Coherence

Introduction

Every writer wishes to make their points clearly to their readers, with pieces of writing that are are easy to read and have logical links between the various points made. This coherence , this clarity of expression , is created by grammar and vocabulary (lexis) through cohesion . This is the “glue” that joins your ideas together to form a cohesive whole.

In this Learning Object we are going to focus on how this is done, in order to assist you when you come to write your next assignments and in your reading. In reading, if you understand how the author makes connections within the text, you gain a better understanding of his or her message. As regards your writing, after analysing the texts in this Learning Object, you should analyse your own writing in the same way. This will help you to realise which techniques you could use more to benefit your reader.

Before starting the activities, you can obtain an overview of how best to use this Learning Object, using a Screencast (with audio), by following this link Overview

• To raise awareness of how cohesion contributes to coherence in text
• To raise awareness of how cohesion is created through: reference, conjunction, ellipsis, substitution and lexis , including cohesive nouns .
• To raise your awareness of cohesion at paragraph level and how punctuation plays a crucial role in this

Activity 1: Ways of creating cohesion in text

According to the writers Halliday and Hasan (1976), there are six main ways that cohesion is created in a text. These they called: Reference , Substitution , Ellipsis , Lexical Chains , Cohesive Nouns and Conjunction .

Open this Cohesion Presentation PDF document that shows you examples of each of them.

For the following six ways of creating cohesion, select each one to read detailed explanations and examples:

This way of creating cohesion uses:

• determiners (e.g. "this" , "that" , "these" and "those" );
• pronouns (e.g. "him" , "them" , "me" );
• possessive pronouns (e.g. "your" , "their" , "hers" );
• relative pronouns (e.g. "which" , "who" , "whose" ).
• This type of cohesion can also be achieved comparatively with expressions like: "similarly" , "likewise" , "less" .

In this way of creating cohesion you can use:

• synonyms (e.g. "beautiful" for "lovely" );
• hyponyms and superordinates (e.g. "daffodil" , "rose" and "daisy" , are all hyponyms of the superordinate "flower" ).
• Lexical chains are created in a text by using words in the same lexical set (e.g. "army" , "soldiers" , "barracks" , "weapons" ).

These techniques allow for the central themes to be reiterated in a way that avoids monotony for the reader.

These words are a kind of lexical reference.

• They can summarise many words in one (e.g. "attitude" , "solution" , "difficulty" ), and have been called 'umbrella' nouns for this reason (Bailey 2006:150).
• They are used to signal what is to come (e.g. "the problem to be discussed..." ), or can refer back (e.g. "The issue mentioned above..." ).

This method of creating cohesion uses one word/phrase to replace a word/phrase used earlier. For example,

• "the one(s)" and "the same" can be used to replace nouns (e.g. "I'll have the same." ).
• Verbs can be replaced by "do" (e.g. "The authorities said they had acted , but nobody believed they had done .").
• In speaking, whole clauses can be replaced by, "so" or "not" (e.g. "I hope so/not." ).

In this way of creating cohesion, words are omitted because they are understood from the context. e.g.

• " John can type and I can [type] too! ";
• " I don't want to go out, do you? [want to go out] ."

This type of cohesion includes:

• listing words (e.g. "firstly" , "next" , "lastly" );
• linkers for addition (e.g. " moreover" , "and" , "also" );
• concession (e.g. "but" , "however" , "despite" ); and
• cause and effect (e.g. "so" , "because" , "as a result" ).

Then try this Cohesion quiz to test your memory of the terms.

Activity 2: Highlighting cohesion in a text

For this activity you are going to read the short narrative text below, which is a piece of creative writing about a student, and then complete an exercise in highlighting the cohesive words, using colour codes. First, read the text quickly and try to think of a title for it.

The student sighed as she handed in the assignment, at last it was finished. This was the most difficult piece of writing which she had been set, but she had completed it. The ‘magnum opus’ was 10,000 words long. This project, though not quite a dissertation, was still the longest piece of academic writing she had ever written. She had thought she would never complete it and it had taken all her strength to do so.

Her achievement made her elated, but had left her exhausted. When she had read the title of the task, she knew it was not going to be just another essay, not an easy one at all. Finally, the completed work lay on the counter of the reception [and was] beautifully bound. She would sleep easy at night, [and she would be] no longer troubled by thoughts of its accusing blank pages – the nightmare was over!

Instruction

Now try this colour coding exercise to highlight the 6 different ways of creating cohesion.

--> Show feedback Hide feedback

The original title of the piece of writing was “The Assignment” .

Now try this interactive exercise to colour-code the words and phrases that create cohesion in the 6 different ways using the six colours.

You can download this Feedback 1 PDF for a summary of the answers to the task.

Activity 3: Cohesion in a discursive text

In this exercise you are going to see how the 6 ways of creating cohesion are used in a short text arguing in favour of working in groups as a way to learn better in class. Before you read the text, you might like to predict what the arguments might be in favour of and against classes being organised to work together in this way.

To do a series of exercises to raise awareness of different forms of cohesion used in academic writing, try these interactive cloze exercises .

Activity 4: Colour coding the cohesion in the discursive text

Now, we are going to use the same text to see how your awareness of cohesion is improving.

Read this longer discursive text about working in groups. As you read, notice the different forms of cohesion that are used in the text. After you’ve read it, move on to the colour-coding exercise that follows.

“Working in groups is a bad idea because it encourages weak students to let the others do the work.” Discuss

The idea that working in groups is a bad thing is fundamentally mistaken because, overall, the advantages of this way of configuring the class outweigh the potential disadvantages [of this way of configuring the class]. In groups there is the opportunity for peer teaching, which can often be invaluable. In addition, lessons organised in this way become less teacher-centred. Moreover, in life today, team-working is a feature of every workplace and one of the roles of university education is to provide a preparation for students’ future careers.

Firstly, peer teaching can contribute to effective learning in most classroom situations. Many students (especially in large classes) can benefit from this approach. Weaker students are often less afraid of making mistakes and taking risks in front of their peers, than in close contact with their teacher or in front of the whole class. Also, with regard to the stronger students, a perfect way to consolidate their learning is to transmit that knowledge to others. Furthermore, most pedagogic approaches today concur that a lesson that is focused on the teacher at all times, is one from which the students are unlikely to benefit. Certainly, some classroom activities, like project work for example, are best conducted in small groups. The teacher as the source of all wisdom standing at the front of the class, the ‘jug and mug’ model of education, is not only antiquated, but also ineffective.

A further benefit of group-teaching is the preparation it provides for working in teams. In a great variety of careers today, the employees are asked to, and are judged on their ability to work in teams. Group working in class represents basically the same concept. The same skills are being tested and developed – interpersonal skills and emotional intelligence, to mention just two. In business today, the ability to lead effectively and to support one’s peers is prized almost above all other skills.

In conclusion then, while it may sometimes be true that the weak students may ‘take it easy’ sometimes in groups, allowing others to work hard to compensate for their laziness, if the lesson materials are interesting and the teacher motivating, this is a rare occurrence. As outlined above, there are so many ‘pros’ to this method of classroom configuration that these easily outweigh this somewhat questionable ‘con’.

Now try these Cohesion colour-coding exercies , using the 6 different colours.

Show feedback Hide feedback

You can download this Feedback 2 PDF document for a summary of the answers to the task.

Activity 5: Cohesive nouns, reference and substitution

For more exercises to practise cohesive nouns, reference and substitution try this Reference and Substitution cloze exercise .

Activity 6: Cohesion and coherence at paragraph level

Cohesion has a strong connection to coherence (logic and meaning). In fact, cohesion is the grammatical and lexical realisation of coherence at a profound level within the text. It is what makes a text more than just a jumbled mixture of sentences.

In this exercise, you will use your understanding of cohesion and punctuation, and your understanding of the underlying meaning of paragraphs, to put them into the most logical order. Now try these Paragraph Cohesion Activities .

Would you like to review the main points?

Show review Hide review

To review the way we create cohesion in texts follow this link The 6 Ways of Creating Cohesion

For websites with more information and exercises to raise your awareness of cohesion and the way we organise information following a ‘given-to-new’ pattern, we recommend the following websites:

• The Grammar of English Ideas
• Academic Writing in English

References:

Batstone, R. (1994). Grammar. Oxford: Oxford University Press

Cook, G. (1996). Discourse. Oxford: Oxford University Press

Halliday, M. A. K. and R. Hasan (1976). Cohesion in English. London: Longman UK Group Limited.

Lubelska, D. (1991). “An approach to teaching cohesion to improve in reading” in Reading in a Foreign Language, 7 (2)

© William Tweddle, Queen Mary, University of London, 2010, visual created by the author using a Smartboard and Jing

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How to write a cohesive essay

When it comes to writing, people usually emphasise the importance of good grammar and proper spelling. However, there is a third element that actually helps authors get their thoughts across to readers, that is cohesiveness in writing. 

In writing, cohesiveness is the quality that makes it easier for people to read and understand an essay’s content. A cohesive essay has all its parts (beginning, middle, and end) united, supporting each other to inform or convince the reader. 

Unfortunately, this is an element that even intermediate or advanced writers stumble on. While the writer’s thoughts are in their compositions, all too often readers find it difficult to understand what is being said because of the poor organisation of ideas. This article provides tips on how you can make your essay cohesive. 

1. Identify the thesis statement of your essay

A thesis statement states what your position is regarding the topic you are discussing. To make an essay worth reading, you will need to make sure that you have a compelling stance.

However, identifying the thesis statement is only the first step. Each element that you put in your essay should be included in a way that supports your argument, which should be the focus of your writing. If you feel that some of the thoughts you initially included do not contribute to strengthening your position, it might be better to take them out when you revise your essay to have a more powerful piece. 

2. Create an outline 

One of the common mistakes made by writers is that they tend to add a lot of details to their essay which, while interesting, may not really be relevant to the topic at hand. Another problem is jumping from one thought to another, which can confuse a reader if they are not familiar with the subject.

Preparing an outline can help you avoid these difficulties. List the ideas you have in mind for your essay, and then see if you can arrange these thoughts in a way that would make it easy for your readers to understand what you are saying. 

While discursive essays do not usually contain stories, the same principle still applies. Your writing should have an introduction, a discussion portion and a conclusion. Again, make sure that each segment supports and strengthens your thesis statement.

As a side note, a good way to write the conclusion of your essay is to mention the points that you raised in your introduction. At the same time, you should use this section to summarise main ideas and restate your position to drive the message home to your readers. 

3. Make sure everything is connected

In connection to the previous point, make sure that each section of your essay is linked to the one after it. Think of your essay as a story: it should have a beginning, middle, and end, and the way that you write your piece should logically tie these elements together in a linear manner. 

4. Proofread before submitting your essay

Make sure to review your composition prior to submission. In most cases, the first draft may be a bit disorganised because this is the first time that your thoughts have been laid out on paper. By reviewing what you have written, you will be able to see which parts need editing, and which ones can be rearranged to make your essay more easily understood by your readers. Try to look at what you wrote from the point of view of your audience. Will they be able to understand your train of thought, or do you need to reorganise some parts to make it easier for them to appreciate what you are saying? Taking another look at your essay and editing it can do wonders for how your composition flows.

Writing a cohesive essay could be a lot easier than you think – especially when you follow these steps. Don’t forget that reading complements writing: try reading essays on various topics and see if each of their parts supports their identified goal or argument.

What this handout is about

This handout will explain what flow is, discuss how it works, and offer strategies to improve the flow of your writing.

What is flow?

Writing that “flows” is easy to read smoothly from beginning to end. Readers don’t have to stop, double back, reread, or work hard to find connections between ideas. Writers have structured the text so that it’s clear and easy to follow. But how do you make your writing flow? Pay attention to coherence and cohesion.

Coherence—global flow

Coherence, or global flow, means that ideas are sequenced logically at the higher levels: paragraphs, sections, and chapters. Readers can move easily from one major idea to the next without confusing jumps in the writer’s train of thought. There’s no single way to organize ideas, but there are common organizational patterns, including (but not limited to):

• Chronological (e.g., a history or a step-by-step process)
• Grouping similar ideas (e.g., advantages / disadvantages; causes / effects)
• Moving from large to small (e.g., national to local) or vice versa (local to national)
• Assertion, evidence, reasoning (e.g., an argument essay)
• Introduction, Methods, Results, Discussion (e.g., lab reports)

More than a single organizational strategy can be present in a single draft, with one pattern for the draft as a whole and another pattern within sections or paragraphs of that draft. Take a look at some examples:

Assignment: Describe how domestic and international travel has changed over the last two centuries.

Primary pattern: chronological Additional pattern: grouping

Travel in the 19th century: Domestic travel. International travel. Travel in the 20th century: Domestic travel. International travel.

Assignment: “Analyze the contribution of support services to student success.”

Primary pattern: Assertion, evidence Additional patterns: various

(Assertion) Students who actively use support services have a better college experience (Chronological) Story of first-year student’s difficult experience in college (Grouping) Social and psychological reasons students may avoid using resources (Evidence) Research on academic resources and academic performance (Evidence) Research on self-care resources and student well-being (Chronological) Story of student’s much-improved second-year experience in college

Even though there are various patterns, there’s also a certain logic and consistency. If your readers can follow your organization and understand how you’re connecting your ideas, they will likely feel as though the essay “flows.”

You can also preview your organization through signposting. This strategy involves giving your readers a roadmap before they delve into the body of your paper, and it’s typically found near the beginning of a shorter essay or at the end of the first section of a longer work, such as a thesis. It may look something like this:

“This paper examines the value of using resources in university settings. The first section describes the experience of a first-year student at a top-tier university who did not use resources. The following section describes possible reasons for not using them. It then describes the types of resources available and surveys the research on the benefits of using these resources. The essay concludes with an analysis of how the student’s experience changed after taking advantage of the available support.”

Analyzing coherence

Try these two strategies to analyze the flow of your draft at the global level.

Reverse outlining

A reverse outline allows you to see how you have organized your topics based on what you actually wrote, rather than what you planned to write. After making the reverse outline, you can analyze the order of your ideas. To learn more about reverse outlining, you can watch our demo of this strategy , or read our Reorganizing Drafts handout for a more in-depth explanation. Some questions to consider:

• How am I ordering ideas? Can I describe the pattern?
• Why are the ideas presented in this order? Would they make more sense if I reorder them?
• What effect does the order of ideas have on my readers?
• How would reordering the information affect my paper?

Color coding

You can use color coding to group similar ideas or ideas that are connected in various ways. After sorting your ideas into differently colored groups, figure out how these ideas relate to one another, both within color groups and between color groups. For example, how do blue ideas relate to one another? How does this blue idea connect to this yellow idea? We have a short color coding demo that illustrates using the strategy before you draft. The reverse outlining demo above illustrates this strategy applied to an existing draft.

Cohesion—local flow

Cohesion, or local flow, means that the ideas are connected clearly at the sentence level. With clear connections between sentences, readers can move smoothly from one sentence to the next without stopping, doubling back, or trying to make sense of the text. Fortunately, writers can enhance cohesion with the following sentence-level strategies.

Known-to-new sequencing

Readers can process familiar (“known”) information more quickly than unfamiliar (“new”) information. When familiar information appears at the beginning of sentences, readers can concentrate their attention on new information in later parts of the sentence. In other words, sequencing information from “known to new” can help enhance the flow.

The paragraphs below illustrate this sequencing. They both contain the same information, but notice where the known and new information is located in each version.

1. The compact fluorescent bulb has become the standard bulb for household lamps. Until recently, most people used incandescent bulbs in their lamps. Heating a tungsten filament until it glows, throwing off light, is how this type of bulb operates. Unfortunately, approximately 90% of the energy used to produce the light is wasted by heating the filament.

2. The compact fluorescent bulb has become the standard bulb for household lamps. Until recently, most lamps used incandescent bulbs. This type of bulb operates by heating a tungsten filament until it glows, throwing off light. Unfortunately, heating the filament wastes approximately 90% of the energy used to produce the light.

The second version flows better because it follows the known-to-new strategy. In the second paragraph, notice how “household lamps” appears in the “new” position (the end of the sentence), and in the next sentence, “most lamps” appears in the “known” position (or beginning of the sentence). Similarly, “incandescent bulbs” appears for the first time in the “new” position, and then “this type of bulb” appears in the “known” position of the next sentence, and so on.

In this example, the new information in one sentence appeared in the known position of the very next sentence, but that isn’t always the case. Once the new information has been introduced in the later part of a sentence, it becomes known and can occupy the beginning part of any subsequent sentence.

Transitional expressions

Transitions indicate the logical relationships between ideas—relationships like similarity, contrast, addition, cause and effect, or exemplification. For an in-depth look at how to use transitions effectively, take a look at our transitions handout . For an explanation of the subtle differences between transitional expressions, see our transitions (ESL) handout .

Clear pronoun reference

Flow can be interrupted when pronoun reference is unclear. Pronouns are words like he, she, it, they, which, and this. We use these words to substitute for nouns that have been mentioned earlier. We call these nouns “antecedents.” For example,

Clear reference: Active listening strategies help you learn. They focus your attention on important lecture content.

It’s clear that “strategies” is the antecedent for “they” because it’s the only noun that comes before the pronoun. When there’s more than one possible antecedent, the choice may be less clear, and the cohesion won’t be as strong. Take a look at the example below.

Unclear reference: I went by the bookstore earlier and bought some textbooks and notebooks for my classes, but I’m going to have to return them because I bought the wrong ones.

Here, “them” could refer to two antecedents: the textbooks or the notebooks. It’s unclear which of these purchases needs to be returned, so your reader may have to pause to try to figure it out, thus interrupting the flow of the reading experience. Generally, this problem can be fixed by either adding another noun, or rephrasing the sentence. Let’s try both strategies by adding a noun and breaking the sentence in two.

Clear reference: I went by the bookstore earlier and bought some textbooks and notebooks for my classes. I’m going to have to return the textbooks because I bought the wrong ones.

Now, it is clear what needs to be returned.

A common cause of confusion in a text is the use of “which.” Look at this example:

Unclear reference: I’ve begun spending more time in the library and have been getting more sleep , which has resulted in an improvement in my test scores.

Does “which” here refer to spending more time in the library, getting more sleep, or both? Again, let’s solve this by splitting it into two sentences and changing our wording:

Clear reference: I’ve begun spending more of my free time in the library and have been getting more sleep. These habits have resulted in an improvement in my test scores.

Here’s another example of “which” being used in a sentence. In this sentence, “which” only has one antecedent, the roommate’s habit of staying up late, so it is clear why the writer is having difficulties sleeping.

Clear reference: My new roommate tends to stay up late, which has made it hard for me to get enough sleep.

This/these + summary noun

Another way to clarify the reference of pronouns like “this” or “these” is to add a summary noun. Look at this example:

The school board put forth a motion to remove the school vending machines and a motion to move detention to the weekend instead of after school. This created backlash from students and parents.

In the sentence above, “this” is vague, and could be referring to a number of things. It could refer to:

• The removal of vending machines
• The moving of detention
• Both motions

We can make this sentence more clear by adding something called a “summary noun,” like so:

The school board put forth a motion to remove the school vending machines, and a motion to move detention to the weekend instead of after school. These motions created backlash from students and parents.

By adding “motions,” the sentence can now only refer to both motions, rather than either individually.

Parallel structure

Parallel structure means using the same grammatical structure for things that come in sets. The similarity creates a rhythm that helps the writing flow.

Not parallel: walking, talked, and chewing gum

Parallel: walking, talking, and chewing gum

Not parallel: teenagers…people in their thirties…octogenarians

Parallel: people in their teens…people in their thirties…people in their eighties

Not parallel: To perform at your peak, you will need to get enough sleep each night, read the material and prepare questions before class every day, and be eating nutritious, well-balanced meals.

Parallel: To perform at your peak, you will need to get enough sleep each night, read the material and prepare questions before class every day, and eat nutritious, well-balanced meals.

Getting to the verb

Academic writers often disguise actions as things, making those things the subject of the sentence.

This change is called “nominalization” (“changing a verb to a noun”). It can be a useful strategy, but it can lead to excessively long subjects, pushing the verb far away from the beginning of the sentence. When there are too many words before the verb, the connection between the verb and the subject may not be clear. Readers may have to look backward in the sentence to find the subject, interrupting the flow of their reading.

Look at this example:

Student government’s recent decision to increase the rental fee on spaces that student groups reserve in the Union for regular meetings or special events, especially during high demand periods of the semester like homecoming week or the Week of Welcome but not during low-demand periods like midterm or finals week, elicited a response from several groups that were concerned about the potential impact of the change on their budgets.

“Student government’s decision…elicited a response.” There are 50 words before the verb “elicited” in this sentence! Compare this revision:

Student government recently decided to increase the rental fee on spaces that student groups reserve in the Union for regular meetings or special events, especially during high demand periods of the semester like homecoming week or the Week of Welcome but not during low-demand periods like midterm or finals week. This decision elicited a response from several groups that were concerned about the potential impact of the change on their budgets.

By changing the thing “decision” into the action “decided,” we’ve created a sentence with just two words before the verb, so it’s very clear who did what. We’ve also split the longer sentence into two, keeping the verb “elicited” and adding “this decision.”

Look for nouns that have underlying actions and try turning them into verbs near the beginning of your sentence: decision–>decide; emergence–>emerge; notification–>notify; description–>describe; etc.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

Towson University. n.d. “Pronoun Reference.” Online Writing Support. https://webapps.towson.edu/ows/proref.htm .

Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Cohesion concerns the flow of sentences and paragraphs from one to another. It involves the tying together of old information and new. When we write academic essays, particularly in the humanities, we work hard to foster cohesion structurally, which enhances a reader's understanding of our ideas.

Essay organization

The first paragraph should include a thesis statement, which announces the main idea or argument of the paper.The rest of the sentences should lead up to or anticipate the thesis, either directly or indirectly.

The body paragraphs should support the thesis statement and should be arranged in a clear hierarchy.

Readers should be able to understand how each paragraph relates to what has come before it. This can be accomplished by the use of transition sentences.

Repetition helps to enhance a reader's understanding of what the author has written. Pointers are used as a tool in sentences to use repetition for better understanding.

Pointers are words, phrases, or ideas that appear in a sentence, and are repeated in the next.

Example : Epilepsy is a brain or neurological disorder where excess electrical energy causes seizures. Seizures result when the brain's nerve cells, or neurons, produce an excessive or abnormal amount of electrical activity. Depending on this activity …

Example : Depending on this activity, three results may occur. First, the seizure may start and stop in one location. Next, it may spread a bit and stop. Finally, it may go through the body's nervous system before stopping.

To prevent repetitions from becoming dull, an author may use:

• Variations of the word (golf, golfer, golfing)
• Pronouns (doctors…they)
• Synonyms (jump, hop, bounce)

Transitions

Transitional words and phrases, also known as “tags,” are used to hold a paper together.They can be simple conjunctions, like and and but, or they can be more complex. Here is a chart of transitional devices accompanied by a simplified definition of their function:

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Academic writing: a practical guide

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• Academic writing
• The writing process
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Structure & cohesion

General advice for structuring all types of academic writing.

For advice on structuring specific types of writing, visit the relevant page under 'Types of academic writing'.

Structure in academic writing

Academic writing has a clear, logical structure to communicate your points and show the connections between them; a well-structured assignment is easy for the reader to follow and understand.

These general principles apply to structuring most types of academic writing:

• Use a linear structure where points build on each other - don't jump backward and forwards.
• Start with more general and then move to the more specific ideas and points.
• Put more relevant/important information first.
• Everything is relevant to the main argument or point of the paragraph.
• Use cohesion to join ideas and points clearly - don't make the reader do the work.
• Follow any structural requirements for your assignment or type of writing.

It has a beginning, a middle and an end: a guide to structuring academic writing [Google Slides]

Planning structure

The best way to write a well-structured assignment is to have a good plan before you start writing. What's your argument? What are the main points you want to include? What's a logical way to order these points? Don't just launch into writing with no idea of where you're going!

To make a general plan:

• Make a list of the information and points to include.
• Organise similar points into groups.
• Put the groups in a logical order.
• Within each group, organise the points logically.
• Check the plan to make sure it meets task requirements.

Here's a step-by-step demonstration of planning assignment structure:

Planning: general structure [YouTube]  | Planning: general structure [Google Doc]

Paragraph structure

A well-structured paragraph contains one main point or idea - all the information included is relevant to this point. If it's not related to the main point, it probably shouldn't be there!

There are many ways to structure a paragraph, but they generally all include:

• a topic sentence showing the main point
• development of the point: more detail, examples etc.
• evidence to support the point
• critical analysis showing how evidence relates to the main point
• a final wrap-up linking to the overall argument or next paragraph

However, this is only a guide - there are many ways to structure a paragraph. Reading sources from your field will help you to get a feel of ways to organise paragraphs.

Paragraph structure [Google Slides]

If the structure is the order of your points, cohesion is what ties them together and guides the reader through your argument. 

Create cohesion using words and phrases that show the relationships between points. For example:

• basic connectives: and, or, but, so
• giving more detail: for example, to illustrate, an example of this is
• showing contrast: however, although, while, conversely, alternatively
• showing similarity: another, also, similarly, collectively, taken together
• cause/effect: leading to, the effect of this is, therefore, this may stem from
• referencing words: this/that, who, which/that, the groups, these findings
• showing implications: this suggests that, these findings may mean that, based on this

Cohesive words and phrases are shown in bold in this example paragraph about how language background affects maths skills development :

The time taken to pronounce number words is another linguistic factor that  could affect children’s arithmetical development. If number words take longer to pronounce, fewer items can be held in working memory, which could affect the strategies used to solve arithmetic problems (Geary et al., 1993; Geary et al., 1996). In East Asian languages, number words are generally short, one-syllable words, while in English and other languages they can be much longer. The effect of this on working memory is seen in Chinese children’s longer digit span memory compared to their American peers (Geary et al., 1993). It also  seems to influence the choice of strategies used by the two groups to solve arithmetic problems, with Chinese children using faster processes than American children (Geary et al., 1996). This limitation of working memory may mean speakers of less transparent languages rely more on slow procedural strategies than speakers of a transparent language, extending even to adulthood (Campbell & Xue, 2001).

More detailed advice and examples:

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Connecting ideas

How to connect ideas at the sentence and paragraph level in academic writing.

What is cohesion?

Cohesion refers to the way we use vocabulary and grammatical structures to make connections between the ideas within a text. It provides flow and sequence to your work and helps make your paragraphs clear for the reader.

Cohesive devices are words and expressions that show relationships between parts of text and ideas, such as cause and effect, time, addition, or comparison and contrast.

Watch the video to learn how to make your ideas link together and your narrative flow.

How can I create cohesion?

Let’s look at types of cohesive devices.

Linking words

Academic writing usually deals with complex ideas. To enable the reader to follow your thoughts, they need to be clearly and smoothly linked. To join ideas and sentences, we use a number of connecting words and phrases. For example:

Additionally, and, also, apart from this, as well (as), in addition, moreover, further, furthermore.

If, in that case, provided that, unless.

Correspondingly, equally, for the same reason, in a similar manner, in comparison, in the same way, on the one hand, similarly.

Alternatively, although, but, conversely, despite, even so, even though, however, in contrast, in spite of, instead, on the contrary, contrary to, nevertheless, nonetheless, notwithstanding, on the other hand, rather, still, though, yet, whereas, while.

Again, in fact, interestingly, indeed, it should be noted (that), more important(ly), most importantly, to repeat, (un)fortunately, unquestionably.

A further instance of this is..., an example of this is…, for example, for instance, such as, thus, as follows.

In other words, more simply, namely, simply put, to put it differently / another way, such as, that is.

A / the consequence of, because, due to, for, the effect of …, since, the result of …

Accordingly, as a result/consequence, consequently, for this reason, hence, so, therefore, thus.

Admittedly, although, clearly though, even though, however, indeed, obviously.

As a rule, for the most part, generally, in general, in most cases, normally, on the whole, usually.

First, second, third (etc), next, before, earlier, finally, following, given the above, later, meanwhile, subsequently, then, to conclude, while.

A note about presentation and style

Check a usage guide for exact rules for punctuation. Many introductory phrases have a comma after them. For example, 'therefore,' and 'in addition,'.

Referring backwards

To avoid repeating words and phrases many times, we use cohesive devices to make references to other parts of a text, such as:

• Pronouns: it, he, she, his, her, they, their
• Demonstratives: this, that, these, those
• Articles: a, the
• Adverbs: previously, subsequently

The Australian prime minister has called an early election. The date was selected to coincide with the start of the Olympic Games. This decision was based on the views of his ministerial advisors, who predicted that voter confidence in the government’s policies would be strong at this time . As previously mentioned , decisions on the timing of elections are based on predictions of voter confidence in the existing government.

In the example above:

• The date - refers back to the election date
• This decision - refers to the prime minister calling an early election
• His - refers to the Australian prime minister
• this time - refers to the start of the Olympic Games
• As previously mentioned - refers to all of the earlier information about the selection of election dates

Looking forward

We often use words and phrases to highlight new information for the reader. This helps make a smooth transition from one point to another. Such phrases include: the following, as follows, below, next, subsequently .

The following dates have been proposed for the forthcoming election: September 8, September 15 and 3 October.

The next issue to be discussed is the influence of the media on voter confidence in the government.

Connecting paragraphs

Apart from using the linking words / phrases above, showing the link between paragraphs could involve writing ‘hand-holding’ sentences. These are sentences that link back to the ideas of the previous paragraph. For instance, when outlining the positive and negative issues about a topic you could use the following:

Example (from beginning of previous paragraph):

• One of the main advantages of X is…

When you are ready to move your discussion to the negative issues, you could write one of the following as a paragraph opener:

• Having considered the positive effects of X, negative issues may now need to be taken into account…
• Despite the positive effects outlined above, negative issues also need to be considered...

It is always important to make paragraphs part of a coherent whole text; they must not remain isolated units.

Checking for paragraph links in your own work

When you are editing your next written assignment, ask yourself the following questions as you read through your work (Gillett, Hammond, & Martala, 2009):

• Does the start of my paragraph give my reader enough information about what the paragraph will be about?
• Does my paragraph add to or elaborate on a point made previously and, if so, have I made this explicit with an appropriate linking word / phrase?
• Does my paragraph introduce a completely new point or a different viewpoint to before and, if so, have I explicitly shown this with a suitable connective?
• Have I used similar connectives repeatedly? If yes, try to vary them using the above list.

Strategies to improve cohesion

• Select a piece of writing, preferably from a textbook or journal article, from your area of study.
• Choose a paragraph and underline or highlight all the different forms of cohesion used, such as using linking words, referring backwards, looking forwards or adding synonyms.
• Which forms are the most common?
• Choose a couple that you think are effective and practice using them in your own writing.
• Try to use a variety of ways to show the relationship between your ideas.

Looking for one-on-one advice?

Get tailored advice from an Academic Skills Adviser by booking an Individual appointment, or get quick feedback from one of our Academic Writing Mentors via email through our Writing advice service.

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Achieving coherence

“A piece of writing is coherent when it elicits the response: ‘I follow you. I see what you mean.’ It is incoherent when it elicits the response: ‘I see what you're saying here, but what has it got to do with the topic at hand or with what you just told me above?’ ” - Johns, A.M

Transitions

Parallelism, challenge task, what is coherence.

Coherence in a piece of writing means that the reader can easily understand it. Coherence is about making everything flow smoothly. The reader can see that everything is logically arranged and connected, and relevance to the central focus of the essay is maintained throughout.

Repetition in a piece of writing does not always demonstrate cohesion.   Study these sentences:

So, how does repetition as a cohesive device work?

When a pronoun is used, sometimes what the pronoun refers to (ie, the referent) is not always clear. Clarity is achieved by  repeating a key noun or synonym . Repetition is a cohesive device used deliberately to improve coherence in a text.

In the following text, decide ifthe referent for the pronoun  it   is clear. Otherwise, replace it  with the key noun English  where clarity is needed.

Click here to view the revised text.

Suggested improvement

English has almost become an international language. Except for Chinese, more people speak it (clear reference; retain)  than any other language. Spanish is the official language of more countries in the world, but more countries have English ( it is replaced with a key noun) as their official or unofficial second language. More than 70% of the world's mail is written in English ( it is replaced with a key noun).  It (clear reference; retain) is the primary language on the Internet.

Sometimes, repetition of a key noun is preferred even when the reference is clear. In the following text, it is clear that it  refers to the key noun gold , but when used throughout the text, the style becomes monotonous.

Improved text: Note where the key noun gold is repeated. The deliberate repetition creates interest and adds maturity to the writing style.

Gold , a precious metal, is prized for two important characteristics. First of all, gold has a lustrous beauty that is resistant to corrosion. Therefore, it is suitable for jewellery, coins and ornamental purposes. Gold never needs to be polished and will remain beautiful forever. For example, a Macedonian coin remains as untarnished today as the day it was made 23 centuries ago. Another important characteristic of gold is its usefulness to industry and science. For many years, it has been used in hundreds of industrial applications. The most recent use of gold is in astronauts’ suits. Astronauts wear gold -plated shields when they go outside spaceships in space. In conclusion, gold is treasured not only for its beauty but also its utility.

Pronoun + Repetition of key noun

Sometimes, greater cohesion can be achieved by using a pronoun followed by an appropriate key noun or synonym (a word with a similar meaning).

Transitions are like traffic signals. They guide the reader from one idea to the next. They signal a range of relationships between sentences, such as comparison, contrast, example and result. Click here for a more comprehensive list of Transitions (Logical Organisers) .

Test yourself: How well do you understand transitions?

Which of the three alternatives should follow the transition or logical organiser in capital letters to complete the second sentence?

Using transitions/logical organisers

Improve the coherence of the following paragraph by adding transitions in the blank spaces. Use the italicised hint in brackets to help you choose an apporpriate transition for each blank. If you need to, review the list of Transitions (Logical Organisers)   before you start.

Using transitions

Choose the most appropriate transition from the options given to complete the article:

Overusing transitions

While the use of appropriate transitions can improve coherence (as the previous practice activity shows), it can also be counterproductive if transitions are overused. Use transitions carefully to enhance and clarify the logical connection between ideas in extended texts. Write a range of sentences and vary sentence openings. 

Study the following examples:

Identifying cohesive devices

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12.4: Referring Back to Make the Connection (Cohesion)

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In the popular handbook They Say I Say: The Moves that Matter in Academic Writing , Gerald Graff and Cathy Birkenstein suggest that as readers move from one idea to the next, they need to know not just what is new, but how it connects to what came before. Graff and Birkenstein visualize this as two hands, one pointing back in the text and one pointing forward. We remind the reader of the old and put it into relationship with the new. But how do we reference ideas we’ve already covered without repeating ad nauseum?

Repetition sounds like something boring we are supposed to avoid, but is actually essential to cohesion. Repeating a short key phrase can link two sentences or paragraphs by showing what topic they have in common.  If we find we are using a particular phrase too much, we can vary the wording without changing the concept. As an example, imagine we want to prove the following thesis:

Economic inequality in America will only increase unless the government takes the excess possessions of the ultra-rich.

We can be pretty sure we’ll need to repeat the key phrase “economic inequality” in ensuing paragraphs or substitute variations like “inequality,” “economic stratification” or “the disparity between rich and poor,” to remind readers of our central idea.  That will allow us to suggest the causes of inequality, define the extent of inequality, and make predictions about future inequality without seeming like we are jumping from one random point to another.

If we think the reader may not remember what we are referring to, or if its complexity makes it worth summing up, we might need to briefly restate an idea . We can paraphrase and condense a point made in a previous paragraph into just a few words.  Often looking at a previous topic sentence can help us focus on the key idea and describe the heart of it.

Pointing words

In order to remind the reader that we have already discussed an idea, we can use what Graff and Birkenstein call pointing words  like “this” or “that.” These combine with the repeated phrase or concept to work like an arrow pointing back to a section of a previous paragraph.  For example, we might use the phrase “this growing inequity” or “that very economic inequality.”  The words "this" and "that" reassure readers they can go back and look up the earlier idea if needed.  

Abstract nouns

To make the reference to the prior idea clear, we can couple "this” or “that" with an abstract noun, or a word that represents the kind of idea we are talking about. You may also see these referred to as anaphoric nouns or shell nouns.

Below are a few common abstract nouns that can refer back to an established idea.  There are many others. As you'll notice, the first few refer to elements of an argument.

• reason / evidence
• findings / conclusion
• cause / factor
• effect / result / consequence
• idea / concept
• subject / issue / topic
• problem / challenge / difficulty
• feature / characteristic / aspect 
• method / technique / strategy / approach / way / manner
• tendency / trend / pattern

Examples of these connection techniques

Here is an example template that combines repetition, a pointing word, "this," and an abstract noun, "idea":

As we have seen, _____________.  This idea has implications for _____________.

Let's look at a more extended example. Say that we want to write about inequality in the early 21st century.  The topic stays the same, and the time period changes.  First we give some history about the late 1800s.  Then we describe how inequality changed over time, and we want to start a paragraph about the Occupy Wall Street movement that started in 2011.   What is the connection between an old idea and a new idea?  We might decide that Occupy Wall Street was a direct result of inequality and start the paragraph thus:

The increased inequality that became obvious after the 2007 financial crisis eventually led to a backlash.  In September 2011, the Occupy Wall Street protest trumpeted the cause of the “99%” of Americans who were left out while the top 1% enjoyed most of the profits of American capitalism.

The new paragraph thus points back to the cause and ahead to the effect, signaling this causal relationship with the word “led.” Note that the phrase “increased inequality” refers to a core topic of the overall argument, and the phrase “that became obvious after the 2007 financial crisis” reminds us of the concept developed in the previous paragraph.

Practice Exercise \(\PageIndex{1}\)

Choose one of the sample annotated essays contained in this textbook.  Go through it and circle any repetition, pointing words, or abstract nouns that refer back to an idea. Draw an arrow from each referring word back to the earlier part of the essay it refers to. How do these words help make the essay more cohesive and easier to follow for you as a reader? Discuss with classmates or write a few sentences of reflection.

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Revising for Cohesion

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Writing a cohesive paper takes time and revision. This resource will focus primarily on topic sentences that begin each paragraph and on topics, or main points, within a paragraph. This resource will also enable students to look closely at their sentences and see how each sentence relates to another within a paragraph. This material is adapted from Style: Ten Lessons in Clarity and Grace , by Joseph Williams.

For a video guide to cutting unnecessary essay content, visit the Purdue OWL's vidcast on cutting.

• Begin sentences with short, simple words and phrases.
• These phrases should communicate information that appeared in previous sentences, or build on knowledge that you share with your reader.
• Within a paragraph, keep your topics, or main points, direct and reasonably consistent.

Tip: Create a list of words to draw from that intuitively tells the reader what to focus on. If your words progress from “investigate, remedy, resolve” or “negate, discover, re-invent” the reader should be able to follow the line of action and they will feel like your ideas cohere.

Exercise: Diagnosis, Analysis, Revision

• Underline the first few words of every sentence in a paragraph, ignoring short introductory phrases such as "In the beginning," or "For the most part."
• If you can, underline the first few words of every clause. (Remember that a clause has a subject and verb)
• Read your underlined words. Is there a consistent set of related topics?
• Will your reader see these connections among the topics?
• Imagine that the passage has a title. The words in the title should identify what should be the topics of most of the sentences.
• Decide what you will focus on in each paragraph.
• In most sentences, make your topics subjects that do the action in the sentences.
• Move your topics to the beginning of your sentences. Avoid hiding your topic behind long introductory phrases or clauses.

Sample Passage

Topics are crucial for readers because readers depend on topics to focus their attention on particular ideas toward the beginning of sentences . Topics tell readers what a whole passage is "about." If readers feel that a sequence of topics is coherent, then they will feel they are moving through a paragraph from a cumulatively coherent point of view. But if throughout the paragraph readers feel that its topics shift randomly, then they have to begin each sentence out of context, from no coherent point of view. When that happens, readers feel dislocated , disoriented, and out of focus.

Analysis of the Sample Passage:

1. Read your underlined words. Is there a consistent set of related topics?

Here are some significant words from the clauses that are underlined in the above example: topics , readers, topics, readers, they, readers, they, readers. Do these words help guide your reader along?

2. Will your reader see these connections among the topics?

Utilize repetition and patterns of progression. What this sample passage does really well is that it works with repetition. It also has a pattern of progression: in the first sentence, the phrase, “topics are crucial” is used and then the writer explains how topics are crucial in the rest of this sentence and the next. In terms of repetition, the phrase “readers feel that” is used twice. The third time it is used, there’s a variation to the pattern. This variation is direct, concise, and surprising: “Readers feel dislocated,” begins this clause.

3. Imagine that the passage has a title. The words in the title should identify what should be the topics of most of the sentences.

Sample Title: “How Topics Coherently Guide the Reader” Do the themes in the above passage match with this title?

4. Decide what you will focus on in each paragraph.

Think about the importance of your topics and what happens to the paragraph if these topics are not utilized. In the sample passage, the highlighted phrase seems out of place. Consider this revision:

Topics are crucial for readers. Topics tell readers what a whole passage is "about." Readers depend on topics to focus their attention on particular ideas toward the beginning of sentences . If readers feel that a sequence of topics is coherent, then they will feel they are moving through a paragraph from a cumulatively coherent point of view.

In this revision, the phrase “what a passage is ‘about,’” comes before “Readers depend…” This coheres better than the initial draft because the writer sets the reader up for a definition, or in-depth explanation of what the word “about”’ means.

Questions to ask yourself as you revise

On a sentence level:

1. Do your sentences "hang together"? Readers must feel that sentences in a paragraph are not just individually clear, but are unified with each other. Readers should be able to move easily from one sentence to the next, feeling that each sentence "coheres" with the one before and after it.

One way of thinking about this is as if you are giving your readers sign posts or clues they can follow throughout your passage. These will act as signals that guide the reader into your argument.

2. Does the sentence begin with information that’s familiar to the reader? Readers will be familiar with your information if it has already been touched upon in the previous sentence.

It’s important to address how readers feel about unfamiliar information. As a writer, we sometimes forget that readers have different assumptions, values and beliefs than we do. Their bodies of knowledge are not the same as ours. Thus, it’s important to clearly build your progression of thought or argument in a cohesive paper. In the sample passage, the writer clearly defines why readers depend on topics: “Topics tell the reader what a passage is ‘about.’”

3. Does the sentence end with interesting information the reader would not anticipate?

In the case of the sample passage, the last sentence has a sharp and unexpected ending. The last few words, “out of focus” are an unexpected way to end the paragraph because the entire paragraph has been about how topics are cohesive tools. Ending on this note leaves the reader feeling uneasy about leaving topics out of context, which is the aim of the sample passage.

On a paragraph level:

Will your reader be able to identify quickly the "topic" of each paragraph?

Note: it is easier to see coherence and clarity in other people's writing because by the time we reach a final draft, everything we write seems old or familiar to us. Improving on this takes practice. Try giving yourself a few days between writing and revising to get a fresh look.

Table of Contents

Ai, ethics & human agency, collaboration, information literacy, writing process, coherence – how to achieve coherence in writing.

• © 2023 by Joseph M. Moxley - University of South Florida

Coherence refers to a style of writing where ideas, themes, and language connect logically, consistently, and clearly to guide the reader's understanding. By mastering coherence , alongside flow , inclusiveness , simplicity,  and unity , you'll be well-equipped to craft professional or academic pieces that engage and inform effectively. Acquire the skills to instill coherence in your work and discern it in the writings of others.

What is Coherence?

Coherence in writing refers to the logical connections and consistency that hold a text together, making it understandable and meaningful to the reader. Writers create coherence in three ways:

• logical consistency
• conceptual consistency
• linguistic consistency.

What is Logical Consistency?

• For instance, if they argue, “If it rains, the ground gets wet,” and later state, “It’s raining but the ground isn’t wet,” without additional explanation, this represents a logical inconsistency.

What is Conceptual Consistency?

• For example, if you are writing an essay arguing that regular exercise has multiple benefits for mental health, each paragraph should introduce and discuss a different benefit of exercise, all contributing to your main argument. Including a paragraph discussing the nutritional value of various foods, while interesting, would break the conceptual consistency, as it doesn’t directly relate to the benefits of exercise for mental health.

What is Linguistic Consistency?

• For example, if a writer jumps erratically between different tenses or switches point of view without clear demarcation, the reader might find it hard to follow the narrative, leading to a lack of linguistic coherence.

Related Concepts: Flow ; Given to New Contract ; Grammar ; Organization ; Organizational Structures ; Organizational Patterns ; Sentence Errors

Why Does Coherence Matter?

Coherence is crucial in writing as it ensures that the text is understandable and that the ideas flow logically from one to the next. When writing is coherent, readers can easily follow the progression of ideas, making the content more engaging and easier to comprehend. Coherence connects the dots for the reader, linking concepts, arguments, and details in a clear, logical manner.

Without coherence, even the most interesting or groundbreaking ideas can become muddled and lose their impact. A coherent piece of writing keeps the reader’s attention, demonstrates the writer’s control over their subject matter, and can effectively persuade, inform, or entertain. Thus, coherence contributes significantly to the effectiveness of writing in achieving its intended purpose.

How Do Writers Create Coherence in Writing?

• Your thesis statement serves as the guiding star of your paper. It sets the direction and focus, ensuring all subsequent points relate back to this central idea.
• Acknowledge and address potential counterarguments to strengthen your position and add depth to your writing.
• Use the genres and organizational patterns appropriate for your rhetorical situation . A deductive structure (general to specific) is often effective, guiding the reader logically through your argument. Yet different disciplines may privilege more inductive approaches , such as law and philosophy.
• When following a given-to-new order, writers move from what the reader already knows to new information. In formal or persuasive contexts, writers are careful to vet new information for the reader following information literacy laws and conventions .
• Strategic repetition of crucial terms and your thesis helps your readers follow your main ideas and evidence for claims 
• While repetition is useful, varying language with synonyms can prevent redundancy and keep the reader engaged.
• Parallelism in sentences can provide rhythm and clarity, making complex ideas easier to follow.
• Consistent use of pronouns avoids confusion and helps in maintaining a clear line of thought.
• Arrange your ideas in a sequence that naturally builds from one point to the next, ensuring each paragraph flows smoothly into the next .
• Signposting , or using phrases that indicate what’s coming next or what just happened, can help orient the reader within your argument.
• Don’t bother repeating your argument in your conclusion. Prioritize conciseness. Yet end with a call to action or appeal to kairos and ethos .

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• Unity and Coherence in Essays
• The Writing Process
• Paragraphs and Essays
• Proving the Thesis/Critical Thinking
• Appropriate Language

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Related Pages

• Proving the Thesis

Unity is the idea that all parts of the writing work to achieve the same goal: proving the thesis. Just as the content of a paragraph should focus on a topic sentence, the content of an essay must focus on the thesis.  The introduction paragraph introduces the thesis, the body paragraphs each have a proof point (topic sentence) with content that proves the thesis, and the concluding paragraph sums up the proof and restates the thesis. Extraneous information in any part of the essay which is not related to the thesis is distracting and takes away from the strength of proving the thesis.

An essay must have coherence. The sentences must flow smoothly and logically from one to the next as they support the purpose of  each paragraph in proving the thesis. .

Just as the last sentence in a paragraph must connect back to the topic sentence of the paragraph, the last paragraph of the essay should connect back to the thesis by reviewing the proof and restating the thesis.

Example of Essay with Problems of Unity and Coherence

Here is an example of a brief essay that includes a paragraph that  does not  support the thesis “Many people are changing their diets to be healthier.”

     People are concerned about pesticides, steroids, and antibiotics in the food they eat.  Many now shop for organic foods since they don’t have the pesticides used in conventionally grown food.  Meat from chicken and cows that are not given steroids or antibiotics are gaining in popularity even though they are much more expensive. More and more, people are eliminating pesticides, steroids, and antibiotics from their diets.

    Eating healthier also is beneficial to the environment since there are less pesticides poisoning the earth. Pesticides getting into the waterways is creating a problem with drinking water.  Historically, safe drinking water has been a problem. It is believed the Ancient Egyptians drank beer since the water was not safe to drink.  Brewing beer killed the harmful organisms and bacteria in the water from the Nile.

     There is a growing concern about eating genetically modified foods, and people are opting for non-GMO diets.  Some people say there are more allergic reactions and other health problems resulting from these foods.  Others are concerned because there are no long-term studies which clearly show no adverse health effects such as cancers or other illnesses. Avoiding GMO food is another way people are eating healthier food.

See how just one paragraph  can take away from the effectiveness of the essay in showing how people are changing to healthier food since the unity and coherence are affected.  There is no longer unity among all the paragraphs.  The thought pattern is disjointed and the essay loses its coherence.

Transitions and Logical Flow of Ideas

Transitions are words, groups of words, or sentences that connect one sentence to another or one paragraph to another.

They promote a logical flow from one idea to the next and overall unity and coherence.

While transitions are not needed in every sentence or at the end of every paragraph, they are missed when they are omitted since the flow of thoughts becomes disjointed or even confusing.

There are different types of transitions:

Time – before, after, during, in the meantime, nowadays

Space – over, around, under

Examples – for instance, one example is

Comparison – on the other hand, the opposing view

Consequence – as a result, subsequently

These are just a few examples.  The idea is to paint a clear, logical connection between sentences and between paragraphs.

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28 Cohesion Examples

Cohesion refers to the unity of multiple things. If those things are cohesive, they fit and work well together, making sense as a unified whole.

We can use this term to refer to the unity of people within a group, the unity of ideas in a text, or even the unity of elements in chemistry:

• Linguistic Cohesion: If we look at it through the lens of linguistics, a cohesive text is one that makes sense as a whole. This occurs through the artful organization of ideas so they’re all relevant and interconnected.
• Group Cohesion: On the other hand, in the context of group work , cohesion relates to the integration, unity, and the strong bond among members that helps in achieving a common objective. To put it succinctly, irrespective of the context, cohesion is about connecting elements together to form a cooperative, rational, and harmonious unit.
• Cohesion in Chemistry: In chemistry, cohesion refers to the intermolecular forces that hold particles of the same substance together.

Below, we’ll explore examples from multiple categories. Use the table of contents to scan for examples relevant to you!

Cohesion Examples

1. linguistic cohesion.

Linguistic cohesion refers to the process whereby words, ideas, and concepts are woven together to generate a cohesive idea through words and text. For example, transition words help to cohere paragraphs together, showing how they relate and interact.

• Conjunctions Conjunctions connect clauses or sentences, introducing a relationship between them. Essential conjunctions like ‘and’, ‘or’, ‘but’ and ‘so’ weave together distinct ideas, crafting articulate and cohesive narratives. Conjunctions help use to understand how the first and second half of the sentence go together, demonstrating whether they agree with each other, disagree, and so on.
• Transitional phrases Terms like ‘however’, ‘therefore’, and ‘on the other hand’ also add cohesion to a text. These phrases assist in navigating from one idea to another, signaling changes or connections. They guide the reader through the logical structure of the text, ensuring cohesive movement. They act as conduits, connecting disparate sections of text into a single unified whole.
• Pronouns Pronouns act as handy replacements for specific nouns or noun phrases, playing a vital role in achieving linguistic cohesion. They maintain the coherence in discourse by ensuring that we don’t need to repeat nouns unnecessarily. For instance, instead of repeating ‘John’ in a sentence, we can replace ‘John’ with ‘he’ in the succeeding sections of the text. This not only prevents repetition but is pivotal in creating a smooth flow of information.
• Demonstratives Demonstratives, such as ‘this’ and ‘that’, bring people or objects already mentioned back into focus. They spotlight previously mentioned entities for the listener or reader, making the discourse cohesive. For example, instead of repeating a person’s name or a thing, ‘this’ or ‘that’ can effectively substitute. Such a strategy creates a logical continuity within the text, making it well-connected.
• Synonyms Synonyms are different words with identical or similar meanings. They ensure diversity in expression while maintaining the thematic unity of the text. Functioning as alternatives for repeated words or phrases, they foster linguistic cohesion. For instance, using ‘joyful’ instead of repeatedly using ‘happy’ in a text helps maintain coherence .
• Repetition of a word Word repetition in a text is an important cohesive device. It reinforces the key concepts or ideas being communicated. Repetition bolsters cohesion by creating a consistent thread connecting various parts of a discourse. However, the balance is key as excessive repetition can undermine clarity and interest.
• Ellipsis Employing ellipsis refers to the omission of certain words, relying on the context for completion of meaning. This technique contributes to linguistic cohesion by allowing a smoother, more concise exchange. It reduces redundancy while maintaining a logical and consistent narrative. This works because the reader fills in the missing information from the previous text, linking the parts together.
• Substitution Substitution is a linguistic device where one word or phrase is replaced by another to avoid repetition. This method aids in maintaining relevancy and continuity in a text. The substituted word leads reader’s comprehension, relying on previously provided context. For instance, using ‘one’ instead of repeating a noun fosters linguistic cohesion.

The Cohesive Essay

One key example of linguistic cohesion is in essay writing. A cohesive essay will contain a set of concepts that make sense to one another, are all relevant to the essay question, and build a story that successfully prosecutes your argument. An incohesive essay jumps from idea to idea without a clear connection between them, making it difficult for readers to follow what you’re saying.

2. Social Cohesion

Social cohesion is a sociological concept explaining how societies and groups come together and stay together peacefully. In the most simple term, it demonstrates how societies continue to function, rather than breaking down.

• Shared cultural practices Cultural practices unite individuals belonging to the same society, binding them in a web of shared symbols, rituals, and norms. They create a sense of community, promoting mutual understanding and empathy among its members. A commonly shared custom or ritual, for example, Halloween or Thanksgiving, contributes to social harmony. These shared practices create an environment conducive for cohesion, enhancing societal integration.
• Common language Language is a fundamental tool for communication within a society, playing an essential role in social cohesion. It offers a medium through which thoughts and feelings can be shared, fostering social bonds . Furthermore, a common language can reinforce societal identity, further solidifying cohesion. Societies with a common language tend to be more cohesive than linguistically diverse societies, as the language barrier can often hamper mutual understanding.
• Shared religious beliefs Religion can act as a strong unifying force in a society, often promoting cohesion through shared values and belief systems . These shared beliefs offer common ground upon which connections can be formed, fostering a shared sense of identity among believers. Additionally, religious practices often encourage certain behaviors and moral systems shared by its practitioners, enhancing societal cohesion. The predictable and familiar routines of religious practices can provide stability and structure, reinforcing social cohesion.
• National holidays National holidays serve to commemorate historical events or cultural traditions significant to a society. These shared celebrations engage all members of the society, fostering unity and appreciation for shared history. For instance, Independence Day in the United States or Bastille Day in France encourages national solidarity and societal cohesion. They serve as societal rituals that strengthen the collective identity of a nation, thereby promoting cohesion.
• Common educational systems Tightly woven into the fabric of a society are its educational systems. Uniform educational experiences can share societal values, histories, and systems of thought, therefore promoting social unity. By fostering similar skills and attitudes, education helps equip individuals to participate effectively and harmoniously in society. In this way, the education system provides foundational knowledge and shared experiences, promoting societal cohesion.
• Shared historical experiences The collective memory of historical events and experiences can serve as a strong binding force for any society. Whether these shared experiences are of triumph or tragedy, they shape a society’s collective consciousness and identity. These historical narratives can stimulate feelings of shared heritage and destiny, strengthening societal bonds. Shared history not only forms part of a society’s collective identity but also fosters cohesion by uniting individuals through their shared past.
• Legal systems and laws The rule of law is a cornerstone of social cohesion. It ensures a harmonious coexistence by regulating social behavior and enforcing societal norms. Fair laws, applied universally, promote mutual respect and cooperation. In essence, a fair and efficient legal system safeguards societal interests, depicting the interdependence inherent in a cohesive society.
• National symbols National symbols, such as flags and anthems, play a pivotal role in reinforcing cohesion through shared identity. They serve as a joint representation of a nation’s history, values, and dreams. Logan (1986) posits these symbols often provoke emotional responses that transcend individual differences, fostering a sense of commonality. Thus, national symbols contribute massively to societal cohesion by instilling a shared sense of national identity and pride.

Durkheim and the Cohesive Society

Sociologist Emile Durkheim came up with two ways to describe how societies stick together. These are mechanical and organic solidarity.

• Organic solidarity refers to the process by which small societies cohere by being homogenous (sharing norms and belief systems).
• Mechanical solidarity refers to the process by which large societies cohere not by cultural homogeneity , but common self-interest: we rely on each other for goods and services, so we tolerate one another and respect shared rules.

3. Group Cohesion Examples

When talking about group cohesion, we are referring to the multitudes of ways we ensure the personalities in a group work together. By bringing out the best in all team members, giving them clear roles, and having them all work toward the same goal, we can achieve more than the sum of our parts.

• Clear group goals Clearly defined objectives are the mainstay of any successful collaborative endeavor. They provide a shared understanding of what the collective is aiming to achieve. Thus, team goals play a critical role in fostering cohesion, serving as a guiding light that aligns the efforts of all members. This unified focus on a common objective promotes cooperation and collaborative effort among group members.
• Effective communication Communication is an essential ingredient for cohesion in group work. Open, honest, and effective communication fosters understanding and mitigates misunderstandings. It creates a conducive environment where members can express their ideas freely, ensuring effective collaboration. With all members clearly understanding their tasks and the overall objectives, effective communication leads to harmonious group dynamics .
• Defined roles and responsibilities Clear delineation of roles and responsibilities is pivotal for successful group work. It ensures that every member knows what is expected of them, reducing chances of confusion or conflict. Furthermore, it fosters accountability and facilitates efficient completion of tasks. This clear hierarchy and distribution of work among members lead to a cohesive, functional, and efficient group.
• Trust among members Trust is the bedrock of a cohesive group, facilitating open communication, mutual respect, and interdependence among members. Here, each person trusts others to fulfill their responsibilities and believes in the group’s collective competence. This trust creates a sense of security and promotes the sharing of ideas, thereby strengthening cohesion. Essentially, trust catalyzes connections and cooperation within the group, thereby fostering group cohesion.
• Collaborative problem-solving In cohesive groups, problems are viewed as challenges to be overcome collectively. Solutions are conjured as a joint effort, relying on the group’s diverse skills and perspectives. When members work together to solve problems, they unify their efforts towards a common goal. This not only enhances the group’s problem-solving capacity but also fosters cohesion by promoting shared victories and learnings.
• Regular feedback sessions Constructive feedback , when delivered and received correctly, aids in maintaining group cohesion. These sessions allow members to express their views and offer improvements, ensuring each member feels heard and valued. Equally, it provides a platform for performance enhancement and course correction. Regular feedback thus strengthens group cohesion by promoting transparency, mutual respect, and open dialogue.
• Team-building activities Activities specifically designed to strengthen relationships among group members naturally cultivate group cohesion. Such activities enhance members’ understanding of each other’s strengths and weaknesses, fostering tolerance and empathy. They also create opportunities for collaboration outside the task-oriented dynamics, infusing elements of fun and relaxation. Consequently, team-building activities can greatly enhance group cohesion by fostering camaraderie and mutual appreciation.
• Shared rewards and recognitions Celebrating achievements together and acknowledging individual contributions to shared success preserve group cohesion. This practice validates members’ efforts, promoting a sense of shared satisfaction and belonging. It also motivates continued cooperative engagement and investment in group success. Hence, shared rewards and recognitions underline the idea of ‘all for one and one for all’, strengthening the cohesiveness of the group.

4. Cohesion in Science

In science, cohesion refers to the attraction between particles of the same substance, causing them to stick together. This phenomenon is often observed in liquids, such as the tendency of water molecules to cling to one another due to hydrogen bonding.

• Water molecules sticking together This phenomenon, known as cohesion, is attributed to hydrogen bonding among neighboring water molecules. When water molecules bond, they create a network of strong, cohesive forces. It’s this bonding and consequent cohesion that cause phenomena like water’s surface tension and capillary action. These connected water molecules illustrate scientific cohesion, with components working closely for collective behavior .
• Gravitational pull between celestial bodies In a cosmic context, gravity is the cohesive force that holds celestial bodies together. The gravitational attraction ensures that planets, stars, and satellites maintain their orbits and do not drift aimlessly in space. Therefore, gravity embodies cohesion at a cosmic scale, driven by the mutual attraction of celestial bodies, thus exemplifying cohesion in the realm of astrophysics.
• Surface tension on liquids Surface tension is a direct result of cohesive forces in liquids. Surface molecules experience an inward pull from neighboring molecules, minimizing surface area and creating a “film-like” surface. This phenomenon, attributable to cohesive forces, enables certain lightweight objects to float on a liquid surface without sinking. Hence, surface tension on liquids highlights the role of cohesion in everyday science.
• Intermolecular forces in solids In a solid substance, intermolecular forces bind the particles together, constraining their movement and keeping them tightly packed. It’s these forces that give a solid its definite shape and volume. The continuous interaction of these forces ensures the solidity of an object. Thus, intermolecular forces in solids also demonstrate scientific cohesion.

Cohesion fosters interconnectedness, harmony, and mutual cooperation within a system, be it cells in a body, members of a team, or words in a sentence. Grasping the idea of cohesion enables us to understand the complex interplay of elements in these systems, reflecting the essence of unity in diversity.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Positive Psychology Examples
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What Is a Capstone Project vs. Thesis

As students near the end of their academic journey, they encounter a crucial project called the capstone – a culmination of all they've learned. But what exactly is a capstone project? 

This article aims to demystify capstone projects, explaining what they are, why they matter, and what you can expect when you embark on this final academic endeavor.

Capstone Project Meaning

A capstone project is a comprehensive, culminating academic endeavor undertaken by students typically in their final year of study. 

It synthesizes their learning experiences, requiring students to apply the knowledge, skills, and competencies gained throughout their academic journey. A capstone project aims to address a real-world problem or explore a topic of interest in depth. 

As interdisciplinary papers, capstone projects encourage critical thinking, problem-solving, and creativity. They allow students to showcase their mastery of their field of study and demonstrate their readiness for future academic or professional pursuits.

Now that we’ve defined what is a capstone project, let’s discuss its importance in the academic landscape. In case you have short-form compositions to handle, simply say, ‘ do my essay for me ,’ and our writers will take care of your workload.

Why Is a Capstone Project Important

A capstone project is crucial because it allows students to combine everything they've learned in school and apply it to real-life situations or big problems. 

It's like the ultimate test of what they know and can do. By working on these projects, students get hands-on experience, learn to think critically and figure out how to solve tough problems. 

Plus, it's a chance to show off their skills and prove they're ready for whatever comes next, whether that's starting a career or going on to more schooling.

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What Is the Purpose of a Capstone Project

Here are three key purposes of a capstone project:

Integration of Knowledge and Skills

Capstones often require students to draw upon the knowledge and skills they have acquired throughout their academic program. The importance of capstone project lies in helping students synthesize what they have learned and apply it to a real-world problem or project. 

This integration helps students demonstrate their proficiency and readiness for graduation or entry into their chosen profession.

Culmination of Learning

Capstone projects culminate a student's academic journey, allowing them to apply theoretical knowledge to real-world scenarios. 

tackling a significant project or problem, students demonstrate their understanding of concepts and their ability to translate them into practical solutions, reinforcing their learning journey.

Professional Development

Capstone projects allow students to develop skills relevant to their future careers. These projects can also be tangible examples of their capabilities to potential employers or graduate programs.

Whether it's conducting research, presenting findings, or collaborating with peers, students gain valuable experience that enhances their professional readiness. 

Types of Capstone Projects

Capstones vary widely depending on the academic discipline, institution, and specific program requirements. Here are some common types:

What Is the Difference Between a Thesis and a Capstone Project

Here's a breakdown of the key differences between a thesis and a capstone project:

How to Write a Capstone Project

Let's dive into the specifics with actionable and meaningful steps for writing a capstone project:

1. Select a Pertinent Topic

Identify a topic that aligns with your academic interests, program requirements, and real-world relevance. Consider issues or challenges within your field that merit further exploration or solution. 

Conduct thorough research to ensure the topic is both feasible and significant. Here are some brilliant capstone ideas for your inspiration.

2. Define Clear Objectives

Clearly articulate the objectives of your capstone project. What specific outcomes do you aim to achieve? 

Whether it's solving a problem, answering a research question, or developing a product, ensure your objectives are specific, measurable, achievable, relevant, and time-bound (SMART).

3. Conduct Comprehensive Research

Dive deep into existing literature, theories, and empirical evidence related to your chosen topic. Identify gaps, controversies, or areas for further investigation. 

Synthesize relevant findings and insights to inform the development of your project and provide a solid foundation for your analysis or implementation.

4. Develop a Structured Plan

What is a capstone project in college without a rigid structure? Outline a comprehensive plan for your capstone project, including key milestones, tasks, and deadlines. 

Break down the project into manageable phases, such as literature review, data collection, analysis, and presentation. Establish clear criteria for success and regularly monitor progress to stay on track.

5. Implement Methodological Rigor

If your project involves research, ensure methodological rigor by selecting appropriate research methods, tools, and techniques. 

Develop a detailed research design or project plan that addresses key methodological considerations, such as sampling, data collection, analysis, and validity. Adhere to ethical guidelines and best practices throughout the research process.

6. Analyze and Interpret Findings

Analyze your data or findings using appropriate analytical techniques and tools. Interpret the results in relation to your research questions or objectives, highlighting key patterns, trends, or insights. 

Critically evaluate the significance and implications of your findings within the broader context of your field or industry.

7. Communicate Effectively

Present your capstone project clearly, concisely, and compellingly. Whether it's a written report, presentation, or multimedia deliverable, tailor your communication style to your target audience. Clearly articulate your research questions, methodology, findings, and conclusions. 

Use visuals, examples, and real-world applications to enhance understanding and engagement. Be prepared to defend your project and answer questions from peers, faculty, or stakeholders.

In wrapping up, what is a capstone project? It’s like the grand finale of your academic journey, where all the knowledge and skills you've acquired come together in one big project. 

It's not just about passing a test or getting a grade – it's about proving you've got what it takes to make a real difference in the world. So, if you ever need capstone project help , our writers will gladly lend you a hand in no time.

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What Is a Capstone Project in College?

How to do a capstone project, how long does a capstone project take to complete.

Annie Lambert

specializes in creating authoritative content on marketing, business, and finance, with a versatile ability to handle any essay type and dissertations. With a Master’s degree in Business Administration and a passion for social issues, her writing not only educates but also inspires action. On EssayPro blog, Annie delivers detailed guides and thought-provoking discussions on pressing economic and social topics. When not writing, she’s a guest speaker at various business seminars.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

• T. (2023, June 16). What Is a Capstone Project? National University. https://www.nu.edu/blog/what-is-a-capstone-project/
• Lukins, S. (2024, May 12). What is a capstone project? And why is it important? Top Universities. https://www.topuniversities.com/student-info/careers-advice-articles/what-capstone-project-why-it-important
• Capstone Project vs. Thesis: What’s the Difference? (2021, December 9). UAGC. https://www.uagc.edu/blog/capstone-project-vs-thesis-whats-difference

Related Articles

• 1.1 Alternative forms
• 1.2 Etymology
• 1.3 Pronunciation
• 1.4.1 Antonyms
• 1.4.2 Derived terms
• 1.4.3 Related terms
• 1.4.4 Translations
• 1.5 References

English [ edit ]

Alternative forms [ edit ].

• cohæsion ( archaic )

Etymology [ edit ]

Attested from the late 17th century, borrowed from French cohésion , from Latin cohaesiō , cohaesiōnem . [1]

Pronunciation [ edit ]

• ( General American ) IPA ( key ) : /koʊˈhiː.ʒən/
• ( General Australian ) IPA ( key ) : /kəʉˈhiː.ʒən/ , [kəʉˈhɪi.ʒən]
• Rhymes: -iːʒən

Noun [ edit ]

cohesion ( usually uncountable , plural cohesions )

• 1905 April, Jack London , “ (please specify the page) ”, in War of the Classes , New York, N.Y.: The Macmillan Company ; London: Macmillan & Co., Ltd. , →OCLC : For divers reasons, the capitalist class lacks this cohesion or solidarity, chief among which is the optimism bred of past success. And, again, the capitalist class is divided; it has within itself a class struggle of no mean proportions, which tends to irritate and harass it and to confuse the situation.
• ( physics , chemistry ) Various intermolecular forces that hold solids and liquids together.
• ( biology ) Growing together of normally distinct parts of a plant .
• 2009 , Robert C. Martin , chapter 10, in Clean Code , Prentice Hall, →ISBN , page 140 : In general, it is neither advisable nor possible to create such maximally cohesive classes; on the other hand, we would like cohesion to be high. When cohesion is high, it means that the methods and variables of the class are co-dependent and hang together as a logical whole.
• ( linguistics ) Grammatical or lexical relationship between different parts of the same text . Coordinate term: coherence

Antonyms [ edit ]

Derived terms [ edit ].

• sister chromatid cohesion
• social cohesion

Related terms [ edit ]

Translations [ edit ], references [ edit ].

• ^ Douglas Harper ( 2001–2024 ) “ cohesion ”, in Online Etymology Dictionary .

• English terms borrowed from French
• English terms derived from French
• English terms derived from Latin
• English 3-syllable words
• English terms with IPA pronunciation
• English terms with audio links
• Rhymes:English/iːʒən
• Rhymes:English/iːʒən/3 syllables
• English lemmas
• English nouns
• English uncountable nouns
• English countable nouns
• English terms with usage examples
• English terms with quotations
• en:Chemistry
• en:Software engineering
• en:Linguistics
• Mandarin terms with redundant transliterations
• Greek terms with redundant script codes
• Japanese terms with redundant script codes
• Requests for review of Serbo-Croatian translations

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Clausewitz in Middle-Earth

Although the setting feels medieval, the War of the Ring is recognizably a modern war.

J. R. R. Tolkien’s The Lord of the Rings is a story about war. In the foreword to the second edition, Tolkien explains, “It was during 1944 that, leaving the loose ends and perplexities of a war which it was my task to conduct, or at least report, I forced myself to tackle the journey of Frodo to Mordor.” Although it was largely written during the most terrible of modern wars, Tolkien feels medieval to us: it is all swords and horses, mythical creatures, and magical talismans.

A long time ago, Plato warned that appearance and reality are not always the same. Tolkien had extensive personal experience with modern warfare as a veteran of the Somme, and I think in important and defining ways that LotR is truly a story of modern war. To explain, I will show how it dovetails with On War , by Carl von Clausewitz (1780–1831). Clausewitz, a Prussian veteran of many Napoleonic battles — including, amazingly, both Borodino and Waterloo—penned the classic Western reflection on war.

Many of Clausewitz’s concepts operate in LotR . For example, Tolkien is very attentive to the role of geography in generating friction, and also to that other source of friction, the problem of knowledge. I will only explore the place of Clausewitz’s ideas about absolute war, the center of gravity, and the theatre of war. Together they reveal something surprising about what kind of war story is LotR .

Absolute War

On War is a classic of Enlightenment thinking. It belongs in the same genre as Adam Smith’s On the Nature and Causes of the Wealth of Nations . Like Smith, inspired by the science of the period, Clausewitz enquires into the causality of combat power. One of his theses is that different political orders cause wars to vary in character. By profession, Tolkien was a professor of medieval literature, and early critics spoke magnificently of LotR as the last great medieval romance. Can an Enlightenment classic illuminate a tale of knights, ladies, and wizards?

About the Middle Ages, Clausewitz says, “cohesion in the state was never weaker or the individual so independent. It was the combination of these factors that gave medieval wars their special character.” In consequence, wars in the Middle Ages “were waged relatively quickly; not much time was wasted in the field; but their aim was usually to punish the enemy, not subdue him. When his cattle had been driven off and his castles burned, one could go home.”

Not the thieving of cattle, but the annihilation of the enemy figures in LotR . Universal slavery and destruction hang in the balance. Tolkien’s Huorns—a breed of quasi-sentient trees—hunt down and annihilate Saruman’s army while the Ents bring ruination to Orthanc, his fortress. Defeated, both Sauron and Saruman are vapourized by the gods, and the particles are scattered to the winds. Tolkien: “If the One Ring was actually unmade , annihilated, then its power would be dissolved, Sauron’s own being would be diminished to vanishing point, and he would be reduced to a shadow, a mere memory of malicious will.” Great forces are at work in LotR ; it is not a medieval epic, but modern.

Clausewitz argues that on account of the timidity of human nature, most war devolves into “observation war.” “Generally it is not a case in which two mutually destructive elements collide, but one of tension between two elements, separate for the time being, which discharge energy in discontinuous, minor shocks.” On the surface, the parley between Gandalf and the Mouth of Sauron puts the War of the Ring in the conventional military and political register of “minor shocks.”

After the victory of the allies at the Battle of the Pelennor Fields, heralds of the West demand to speak to Sauron. Before Sauron’s fastness at Mordor, they shout: “Justice shall be done upon him. For wrongfully he has made war upon Gondor and wrested its lands. Therefore the King of Gondor demands that he should atone for his evils.” This is a bluff, for though Sauron has lost a battle, he still has a vast army and eager allies. Full of bravado, his emissary, the Mouth of Sauron—an unknown man of great stature in the service of the Dark Lord—proffers terms: the forces of the West are to withdraw behind the River Anduin forsaking all lands to the east of the river. Communities to the west of the river must demilitarize and pay tribute to Sauron, but otherwise, they will be free to manage their own affairs.

This is conventional diplomacy after conflict, settling the fate of lands, which is always an issue in war. Clausewitz explains: “The object of the attack is the possession of the enemy’s territory.” Yet, not for a moment is Gandalf persuaded of the sincerity of the terms. He knows the outcome of losing the war is that Sauron “would be their tyrant and they his slaves.” LotR is about allies loving liberty and parrying an extractive war of conquest. Gandalf warns Frodo of the stakes: “Hobbits as miserable slaves would please him far more than hobbits happy and free.”

Gandalf knows there is no truck and barter with Sauron, a spirit of malice, who is wagering his all in the war. In the history of warfare, Sauron’s staking it all is rare. Clausewitz: “Even a royal commander had to use his army with a minimum of risk. If the army was pulverized, he could not raise another, and behind the army there was nothing.”

Clausewitz argues that it was Napoleon who inaugurated total resource war. He gives “the pure concept of war” a chilling moniker. Contrasting the way of war in the Seven Years’ War with the Napoleonic Wars, Clausewitz writes, “The generals opposing Frederick the Great were acting on instructions—which implied that caution was one of their distinguishing characteristics. But now the opponent of the Austrians and Prussians was—to put it bluntly—the God of War himself.” Sauron is not an allegory for Bonaparte, but their way of “absolute war” is the same. LotR is a depiction of the modern “pure concept of war.” This is why the war drains all from Frodo, the Ring-bearer. 

A Single Center of Gravity

Clausewitz recommends war planners identify “the ultimate substance of enemy strength,” to find the “single center of gravity” of the enemy’s combat power. For Sauron, this is the One Ring and its place of origin, the fires of Mount Doom. Gandalf and Lord Elrond are clear-eyed: the West’s only hope is to get the Ring to Mount Doom and have it thrown into its fires. Clausewitz approves: “In war, the subjugation of the enemy is the end, and the destruction of his fighting forces the means.” About this concept, Clausewitz writes, “A center of gravity is always found where the mass is concentrated most densely. It presents the most effective target for a blow; furthermore, the heaviest blow is that struck by the center of gravity. The same holds true in war.” The Ring is the center of gravity of Sauron’s army, and, for the allies, Frodo is most able to deliver the “heaviest blow.”

Sauron is not an allegory for Bonaparte, but their way of “absolute war” is the same.

The rootedness of Hobbits, twinned with Frodo’s patience and open, compassionate spirit, is “where the mass [of the West] is concentrated most densely.” Rootedness secures cohesion—a property under constant threat in war—and the moral forces so basic to combat power, according to Clausewitz. This is what leads Elves to dub Frodo “Elf-friend.” Frodo sets out on his quest for love of the Shire, but it is his gentleness towards Gollum, and his ability to grasp the higher things hinted at in Gandalf’s words about Sméagol, that gain final victory. It is a strategic advantage to the West that they know Sauron’s center of gravity, but he is ignorant of theirs. He only learns of the existence of the Shire late, once the die of the war is already cast, and he takes no time to learn its character, preoccupied as he is with finding the Ring’s whereabouts. The same ignorance undermines Saruman. He mocks Gandalf for his interest in the ways of the Shirelings, but it is Hobbits that trigger the Last March of the Ents.

In a letter, Tolkien says of Frodo:

Frodo undertook his quest out of love. … His real contract was only to do what he could, to try to find a way, and to go as far on the road as his strength of mind and body allowed. He did that. I do not myself see that the breaking of his mind and will under demonic pressure after torment was any more a moral failure than the breaking of his body would have been—say, by being strangled by Gollum, or crushed by a falling rock.

Clausewitz says all war is a series of duels and it is striking that Tolkien depicts the duel between Sauron and Frodo in terms of gravity. Long time bearer of the Ring, Gollum goes about on all fours—“Look at him! Like a nasty crawling spider on a wall. … Like some large prowling thing of insect-kind”—and Frodo is drawn to the ground, increasingly hunched over by the weight of the Ring about his neck. “In fact with every step towards the gates of Mordor Frodo felt the Ring on its chain about his neck grow more burdensome. He was now beginning to feel it as an actual weight dragging him earthwards.” Ultimately, Frodo will be prostrate on the ground, unable any longer to contend with the Dark Lord. This is when Sam, the gardener—expert in raising things from the soil—lifts Frodo up and carries him to Mount Doom.

Theatre of War

“In the days before Louis XIV, the movements of an army were not yet connected with the concept of a theatre of war.” Another modern military concept explains how Sauron has fortified Mordor. Clausewitz explains, “But the theater of war considered as a fighting force itself, with all its fortresses, its natural obstacles, and its sheer expanse of surface, is immobile. It may thus either be activated in stages. … In that case, every influence that an army’s theatre of war can exert to weaken the enemy will become effective.”

Mordor is a creeping hellscape of malignancy. Relaying the history of the Dead Marshes to Sam and Frodo, Gollum says, “But the Marshes have grown since then, swallowed up the graves; always creeping, creeping.” Sam almost gets snared: “He fell and came heavily on his hands, which sank deep into sticky ooze, so that his face was brought close to the surface of the dark mere. … Wrenching his hands out of the bog, he sprang back with a cry.” Closer to Mount Doom still, the party leaves behind them “the arid moors of the Noman-lands,” where “the air, as it seemed to them, grew harsh, and filled a bitter reek that caught their breath and parched their mouths.” Overwhelmed by disgust—“’I feel sick,’ said Sam. Frodo did not speak” as “the gasping pits and poisonous mounds grew hideously clear”—they stumble through Sauron’s vertigo-inducing “circumvallations:”

Frodo looked around in horror. … Even to the Mere of Dead Faces some haggard phantom of green spring would come; but here neither spring nor summer would ever come again. Here nothing lived, not even the leprous growths that feed on rottenness. The gasping pools were choked with ash and crawling muds, sickly white and grey, as if mountains had vomited the filth of their entrails upon the land. 

Sauron’s malignity has rendered the land disgusting, its “crawling muds” breaking up and disorienting the march of any who would enter the defenses of his theatre.

In Flanders Field s

Tolkien’s is a modern tale of war. It is an example of Clausewitz’s absolute war, where Sauron and Saruman wager all their resources. In consequence, defeat is total. Slain, Saruman’s spirit leaves his body and shapes into a mist: “For a moment it wavered, looking to the West; but out of the West came a cold wind, and it bent away, and with a sigh dissolved into nothing.” Frodo is emptied, also. “I have been too deeply hurt, Sam. I tried to save the Shire, and it has been saved, but not for me.”

In “the War of the Ring,” Frodo and the Shire were the West’s single center of gravity. As Frodo departs Middle-earth to find solace in the Blessed Realm, two tasks fall to Sam, the new Mayor of the Shire. In Frodo’s parting speech, Sam is told to be a reminder to others of the “Great Danger” of universal slavery that nearly came to pass. This will help Hobbits to “love their beloved land all the more.” Sam is also dubbed “the most famous gardener in history.” In a counter-image to Sauron’s theatre of war, Sam reseeds lands laid waste by war. The “bulwark of the West” is to be good, rich farmlands, a new Flanders. Perhaps from experience, in Tolkien’s vision, we hear an echo of Clausewitz’s idea that an active theatre of war makes an army’s retention of cohesion “more complicated.” The phenomenon of an active theatre of war, says Clausewitz is, “strongest in Flanders, Holstein, and other areas, where the land is cut up by numerous ditches, fences, hedges, and walls, and dotted with great numbers of single houses and clumps of tress.”

LotR is a compelling war story because it tracks Clausewitzian causality, making high-minded compassion the center of gravity and the greening of land the theatre of war. In Frodo and Sam, the spiritual and material forces basic to modern combat power combine.

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Why Do People Make Music?

In a new study, researchers found universal features of songs across many cultures, suggesting that music evolved in our distant ancestors.

A research team that comprised musicologists, psychologists, linguists, evolutionary biologists and professional musicians recorded songs in 55 languages to find that songs share certain features not found in speech. Credit... Album/Alamy

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By Carl Zimmer

• May 15, 2024

Music baffled Charles Darwin. Mankind’s ability to produce and enjoy melodies, he wrote in 1874, “must be ranked amongst the most mysterious with which he is endowed.”

All human societies made music, and yet, for Darwin, it seemed to offer no advantage to our survival. He speculated that music evolved as a way to win over potential mates. Our “half-human ancestors,” as he called them, “aroused each other’s ardent passions during their courtship and rivalry.”

Other Victorian scientists were skeptical. William James brushed off Darwin’s idea, arguing that music is simply a byproduct of how our minds work — a “mere incidental peculiarity of the nervous system.”

That debate continues to this day. Some researchers are developing new evolutionary explanations for music. Others maintain that music is a cultural invention, like writing, that did not need natural selection to come into existence.

In recent years, scientists have investigated these ideas with big data. They have analyzed the acoustic properties of thousands of songs recorded in dozens of cultures. On Wednesday, a team of 75 researchers published a more personal investigation of music . For the study, all of the researchers sang songs from their own cultures.

The team, which comprised musicologists, psychologists, linguists, evolutionary biologists and professional musicians, recorded songs in 55 languages, including Arabic, Balinese, Basque, Cherokee, Maori, Ukrainian and Yoruba. Across cultures, the researchers found, songs share certain features not found in speech, suggesting that Darwin might have been right: Despite its diversity today, music might have evolved in our distant ancestors.

“It shows us that there may be really something that is universal to all humans that cannot simply be explained by culture,” said Daniela Sammler, a neuroscientist at the Max Planck Institute for Empirical Aesthetics in Frankfurt who was not involved in the study.

Databases of songs collected by ethnomusicologists sometimes lack important details. It can also be hard for researchers to make sense of the structure and lyrics of songs from other cultures. Computers, likewise, are not very good at recognizing many features of music.

“We thought we should involve the insiders,” said Yuto Ozaki, who earned his doctorate at Keio University in Japan by helping to lead the project.

Dr. Ozaki’s colleague, Patrick Savage, took on the job of recruiting the singers. “It was a combination of the network I’d already built up through the first decade of my career along with going to conferences and making small talk and meeting people,” said Dr. Savage, now a musicologist at the University of Auckland.

All of the team members picked traditional songs from their cultures to record.

Asabanabushi Song (Amami Island, Japan)

Petara Song (Brazil)

Éiníní Song (Ireland)

In addition to singing, they recited the lyrics of the songs without a melody so that the team could later compare the music and speech. And for a further point of comparison, the researchers played their songs on a wide range of instruments, including sitars and melodicas.

Petara on Bamboo Flute (Brazil)

In each recording, the researchers measured six features, such as pitch and tempo. Despite their variety, all of the songs shared a number of features that set them apart from speech. The pitch was higher and more stable, for example, and the tempo was slower.

Dr. Sammler cautioned that the singers in the new study were mostly academics, and that the songs they chose might have introduced some bias into the research. “It’s essentially academics singing material that may not be representative,” she said.

But she also noted that another study , not yet published in a scientific journal, came to a similar conclusion. In that study, researchers analyzed songs from 18 languages and pinpointed many of the same features.

It’s possible that songs have distinct features because they have a special role in human communication separate from speech, said Aniruddh Patel, a psychologist at Tufts University who was not involved in the study. What’s more, our brains appear to be sensitive to those features. In 2022, Dr. Patel pointed out, researchers discovered human neurons that only responded to singing — not speech or music played on instruments.

“There is something distinctive about song all around the world as an acoustic signal that perhaps our brains have become attuned to over evolutionary time,” Dr. Patel said.

What sort of evolutionary benefit would come from that signal is still a matter of debate.

“Maybe music was needed to improve group cohesion,” Dr. Ozaki said. Singing in choruses, sharing rhythms and melodies, could have brought people together whether as a community or in preparation for a battle.

But Dr. Sammler didn’t think that the new study ruled out other roles for music, such as helping parents bond with their children . “It could support a lot of theories,” she said.

Audio courtesy of Patrick Savage. Songs by Marin Naruse, Tutushamum Puri Teyxokawa and Tadhg Ó Meachair. Instrumental by Tutushamum Puri Teyxokawa.

Carl Zimmer covers news about science for The Times and writes the Origins column . More about Carl Zimmer

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Spain: EIB and Aena sign €160 million loan to upgrade Palma de Mallorca Airport’s passenger terminal

• 14 May 2024
• Investment to cover building upgrades and improvements to baggage management and fire prevention systems, terminal equipment and security and IT systems.
• Operation comes under EIB Transport Lending Policy, which prioritises investments in resilient, safe and sustainable critical transport infrastructure.

The European Investment Bank (EIB) and Aena have signed a €160 million loan to finance upgrades to the passenger terminal at Palma de Mallorca International Airport. Coming under the EIB’s Transport Lending Policy , the project is considered to be a strategic element of the DORA II plan for airport regulation in Spain.

Passenger terminal upgrades under the financed project will include optimised commercial and passenger management areas, improvements to terminal facilities such as electricity, air conditioning and technical services, investments in security and upgrades to the baggage management system and to fire and rescue detection and response systems and equipment.

The operation is considered important for its contribution to cohesion in the European Union, as the funds will be fully invested in the Balearic Islands cohesion region. It also involves an airport that is part of the trans-European transport network ( TEN-T ), making it a project of common interest for the EU. Cohesion regions have a per capita income that is below the EU average. Promoting social and economic cohesion, helping to reduce regional inequalities, and encouraging investment in less developed areas are among the EIB’s cross-cutting objectives, for which more than €5 billion were allocated to Spain in 2023 alone.

The EIB and sustainable transport

The EIB finances projects that drive greener, safer and more accessible transport, in line with its Transport Lending Policy , updated in July 2022 following the adoption of the Climate Bank Roadmap and the European Green Deal. This policy sets the investment priorities needed to surmount the challenges facing the transport sector, including those with a higher impact in the shift to a more sustainable transport model. Sustainable transport is based on four interdependent pillars meant to ensure it is safe, accessible, green and efficient.

Find out more about the EIB’s support for the transport sector here .

Background information

The European Investment Bank (ElB) is the long-term lending institution of the European Union, owned by its Member States. It finances sound investment contributing to EU policy objectives . EIB projects bolster competitiveness, drive innovation, promote sustainable development, enhance social and territorial cohesion, and support a just and swift transition to climate neutrality.

The European Investment Bank Group (EIB Group), consisting of the European Investment Bank (EIB) and the European Investment Fund (EIF), reported total financing signatures in Spain of €11.4 billion in 2023, approximately €6.8 billion of which went to climate action and environmental sustainability projects. Overall, the EIB Group signed €88 billion in new financing in 2023.

Related project(s)

Aena palma mallorca terminal rehabilitation.

The Project consists of the rehabilitation of AENA's Palma de Mallorca passenger terminal building, identified as a strategic project to be implemented under the DORA II, the Spanish airport sector regulatory document for the 2022 to 2026 period (-the Project-). The Project-related works consist of: i) rehabilitation of the existing terminal building and modules A and D, including the optimisation of existing passenger processing and commercial areas; ii) upgrade of the terminal utility networks

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Spain: eib and valencia regional government sign €470 million loan to finance green, social and digital projects under eu fund programmes.

The European Investment Bank (EIB) has signed a €470 million loan with the regional government of Valencia to co-finance a series of green, social and digital investments in the Spanish region. Through the EIB loan and co-financing from the Valencia regional government, support will be provided for projects included in the 2021-2027 operational programmes of EU cohesion policy funds, particularly the European Regional Development Fund (ERDF) and European Social Fund Plus (ESF+).

EIB Board of Directors steps up support for Europe’s security and defence industry and approves €4.5 billion in other financing

The Board of Directors of the European Investment Bank (EIB) today approved an updated definition of dual-use goods and infrastructure eligible for EIB Group financing and agreed to facilitate financing for small and medium-sized enterprises (SMEs) in the security and defence industry, by opening up dedicated intermediated financing.

Côte d'Ivoire: EIB Global strengthens its partnership with COFINA Group to support the private sector and sustainable agriculture

In September 2023, the European Investment Bank (EIB) — via its development arm, EIB Global — and COFINA Group finalised a €25 million (XOF 16.5 billion) financial partnership to strengthen support for the private sector and agricultural value chains, including €16 million in Côte d'Ivoire (XOF 10.5 billion), with the backing of the European Fund for Sustainable Development Plus (EFSD+).

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To celebrate the International Day of Persons with Disabilities on 3 December, the EIB organises a full week of events to promote exchanges on disability inclusion with staff and expert guests. Diversity is the essence of humanity and a core value of the European Union. As the EU bank, we are committed to promote diversity and inclusion in everything we do.