I

Unit
I

Discourse Markers
Discourse ?~oozl%

fi27uHuiU?lilJ Discourse m7uWauiynfu "Collins Co build English Dictionary" 1iuul2m3u

Discourse (n.C.) is a serious talk or piece of writing which is intended to teach or explain something. (a formal use) e.g. Gates responds with a lengthy discourse on deployment strategy. Discourse (v): talk for along time about something in an authoritative way: (a formal use) e.g. He discoursed for several hours on French and English prose..
u u

A'

0il~un~iu~ui~n1~ni~?fii~mj0:Cn~iu~ui~~~~
In linguistics: Discourse is natural spoken or written language in context, especially when complete texts are being considered. e.g The Centre has a strong record of research in discourse analysis.. . our work on discourse and the way people talk to each other.

nisdnwlumuiniwifii~mrlua~a~udni~dnwini2 w i Giu8a a ~ ~ ~ ~d o 3
~~s~aa:d.r:~sndauiu;nuwun~iuoi~11r(dii nis~nwlu~iuini fii w~ i mfli~iui'zn
d

uu

rii~r(umiid.rz~~n~o~r(~~~ ~wnmmiua%nu~n"R~ifn'u~u~d~a~ d~~~d~m~nio~d~~~~

diuae$annuC(~$audai~u (connected discourse) G L 1970 L ~ linmwifii~afl$finlt1 n i w i d i 71u~nlrolrd ~ tr3niid~rl~niidn~iu~~~uf an d 'i ~ n l s~o iu in ~~ m duiua~

n i r ~ u u n i w i f i i ~ ~ ~ + ~ n ~discourse L u u ~ ~ analysis ~ ~ u u ~~~~1rinirdnwiniwiYPfanif ~~

a

d : . a

~~nntH'niwi ~ J I ~ ~ ~ ~ $ ~ U ~ ~ ~ ~ L ~ ~ ~ ~ ~ ~ ~ ~ ~ T W ~ ; ~ " J L aud~cc'udoIr(Gi u a m ? i u ~ ? e ~ a i u a ~ ~ 1 ) a~iuoinwnnruihni~ .~~ua~i (description) n i f ~ d i ~(narration) fa~ L

t:
d

L A ~9 ~ U

~dau yw~~niwnilu~n~a~fia~am~ ~ms~~qa?iu@g n ' u ~ ~ ~ r n ' u aedr-)!

uucu

(diu n l f d ~ ~ ~ ~ ~ 3 A ~ J d l ~ ~ ~ L u ' i ' I ~ ~ ~ ~ $ ~ n " ~ ~ $ i ] 3 L ~ ~ Y Y d niwi$u q ~ i l u o d i r l 7riiiar~Ilumwqm~ianiwi~Q LIU~IJ~~ST~IG uuL L R ~ T ~~UJRU~ d* d umndi~n'waan~d ~uqiurnunfinwiarsio~~ilu~~~uu ~~di~UuR$~finwiniwi~Q~u1vi

$ d ~ n ~

~n aa ~ d ~ n i ~ r ~ ~ n o ~ & a ~ n ~ i u i i ~ i u moioi'Rorn~rYu~61~16~~~u ~~uu~~~iu~d~~uu

xbdclun u ~ ~ ~ r 6 u d ~ ~ n i i ~ ~ : : T u n p discourse s~oi~unii

discourse ~ u i u f ~ ~ uu ~di~u %rn~ i w i ~ u ~ oaMuiu d u o ~ unn?iu Guiu pn3wOu'
~1218~fi~~ r

~ l n d l ~ l discourse ~ ~ ~ ?hJFiW l ~ ~ ~ 3 ~l ~ i O ~ ~ d ~ 6 ~ l ~ l u ~ ~ u ~ ~

i l ~ & ~ ~iu~!uu&nii~6il'a~~luSnwm~dl~inil&mourYunu~u

(monologue) u d i i i i discourse ~ ~ i j m i u ~ u i u n ~ n u n ~ u ~ d i ; ~ ~ i u ~ ~ u u ~ u ~ n w m e d i j n

ItTmotlni3evlii~nu1a~nu (dialogue) ~ 3 o u i n n i~iur!euliiioro~luSnwmelaiiaiu i & ~ u h ~ u n o e ~ d ~ n ~ e u ? w n i 3 ~ ~ u k ~ 3 i n ~ 3 u discourse i~in~iu markers f~n

d

~ ~ ~ h ~ d o e h u ~ p s ' ~ ~ 1 u ~ u ' 1 ~ ~ n 2 1 u ~ ~ u 1 u n 1 w 1 v a ~ ~ ~ ~markers ~u~~uin~~a~0disc

hriuriou

iiGooel.r dvlGiC(h<qj rrsriii~%odid3

Discourse Markers ~ o o z l s
Discourse markers r ~ u r n ~ o ~ i j o h n i y a ~ n s d ~ i ~ % d 3 e n o u ~ i u r i i u u ~ u ~ n 3 e ~ t l

MYUm~rrd~rgudi2 ;
discourse markers
~ n ' ? ~ ~ ~ ~
d
dd

~OMGI n2iuP3u~YP306i3-1R - ~ I ~ ~ ~ J L L G ~ ? ~d~$6~~~dnun~nwldfil'nu ~in r iuodu~ n ~ n w ~ i l ' n ' n u a e ~ u ~ n u u i ~ l 3 ~ n do l l fJ i 7 conjunctions. n ' ~ R ~ 7subordinators, ~ ~ ~ transition words, .
d3eTun u'onaiu
d v a

signal words, transition expressions, sequential signals, thought connectors, etc. o d i ~ l ' 5

~ a i u d i ~ ~ n i i ~ u $ i i ~ n " ~ n ~ i u y ~ u i u ~ d ~ ~~i ~ i~ 1~ ei u~u~~i u d ~ i~du ~~ n~ 2u iu fi~~u vruiurrnunii discourse markers uin d i i i discourse markers ~ u ~ ~ ~ P s ~ 3: I u VP3ad3eTun ~ ~ J ~ I irflu<?uan~\~id

~ ~ ~ ~ ~ ~ ~ n ? i ~q ~ n3fiTIoJ w ' markers w ~ ~ o~ ~ ~u u 2' d d ~i~ ~ but, G? rr and, rli ~ or, d i ~ d therefore, etc. h u marker nnf$lu2d2iil6lrri on the other hand, in conclusion etc. rrae markers da$ufdd3elun GO Let me illustrate some points. R % I Now, let me
summarize what I have proposed.

d3~~uadk~nc?l~uu~e~60inn discourse i 3 ~ u umarkers f d ~ ~ Rlnriildl3rCIu

m & e ~ ~ a $ ~ u ~ $ ~ ~ i u r u ' i r.iluul6ii ~ilda~r(

un

rx~uuuclegnGo.suin$u &~ulu;iue

d'

uo~cr!udJ&oJduuf

discourse markers

di~~1~lu'i1illin~~u~dndu1~~~n~a~a'5

n?lu RUlu ~ ~ 0 0 ~ ~ ~ ~ 0 ~ 1 3 ~ u $ 1 ~ ~ 6 ~ 3 ~ Johnson, a l ~ ~ (1979) m d $3 5 ~ ~ ~ ~ i 2 1 a

r~ura"nniw~i~~~~n~ii~~d~d~r~~~n?iu uanain~enodps' r~ur~u?ir~~~~our~ ~~uul!uuimiu~ul3a~~ (forms) d ~ ~ u unr~riiduotniwi 1~ (functions) r ~ a l ~ r ~ u u
d

~~-idunI~!n&t r t h
discourse markers
d

h u LLA ~ ~ f ~ u m i l t i ~ ~ n i . r ~ cohesion o u ~ 3 o i 1us: coherence (i?u ~ t n ~ ~ ~ ~ d l ~ i i l i l u

in t0uni~~ounim!uulu3:6~
d d b

dfiunii text and discourse'

W Y

n k 6 q u l n Johnson %~!uuu~Rtn?lutffwI ? R t w

d'

"... The student

has to know not only how to write grammatically

correct sentences, but also how to make those sentences perform functions. In most contexts, these will include such things as defining, classifying, comparing, contrasting, describing, and many others. We have to teach the students the linguistic means for doing these things. And at the paragraph level he has to know not only how to write cohesive texts, consisting of sentences which grammatically follow on form each other on the level of sense as well as grammar, This is not merely a linguistic virtue; it also requires a thoughtful approach to writing. The other virtues are, then, 'using the language appropriately' and 'writing coherently'. ..."
d u d

I i i i cohesion ust coherence M ~ ~ ~ ~ ~ R ~ ~ ~ I ~ ~ ~ L ~ b fiunii discourse cohesive L L a r discourse coherence uudltfitflw discourse markers
nodivro krvdGtd
Cohesion: specific linguistic expressions (cohesion markers) in a text that
contribute to coherence. Such devices may be conjunctions, ellipses, reference, lexical relationships, and substitution.

~ ~ ~ U ~ W O

~vioun'u~~GiL~~7=dnaiuditn'uGtltiniiarr~auit8u ~~vo0~~11unaiu~~i~11~tFii~t

~ n n u ~ o d i ~ l n k n a i ~ ~ n ~ i glossary a 1 3 " 1votH%h~o u Language, Grammar.&

w f i 360 ~ i ~ ~ l ~ ~ ~ ~ h ~ ~ i i 0 ~ ~ ~ ? l ~ ~ ~ w d ~ t ~ u d v ? w ~ ~ o ~ ~ u u i i ~ u u~:dnaiul<uinirlut~uul~ ~un"tot~3 riidiii~liid

Communication
Y u r

~ ~ n ~ ~ ~

Rjndiau U ~ ~ ~ W O ~ ~ ~ ~ ~ ~ ~ L L ~ ? I U transitional ~ ~ ' I I Odevices ~ ~ M H ~ J ~ E ]

a 1

Text : any unified body of language, whether spoken or written (Communication, 1994: page 361 Discourse: language, ranging in length from a single word to a novel, that occur in a particular sluational context and that forms a coherent whole. (communication, 1994: page 8 )

Halliday and Hasan (1976) l6rrlid cohesion aanrgu 5 viiniia

1. Reference:

My cat's name is Hoboken.

He enjoys birds for breakfast.

2. Substitution: Hoboken enjoys chasing blrds. He caught

3. Ellipsis:

one yesterday.

Hoboken moved fast. The birds didn't

(~hdB~l~uiud~ni~~:tiuii~d bsldsio~n612sia iui~di tB s u r i sinud ~ildi$iloCu~:sii~$~~uu~~at~diuii~~udi'Ia)

4. Conjunction: The bird tried to escape. However, Hoboken was too fast.
5. Lexical relationships: Hoboken is a skillful hunter. Most felines are.

(Lexical relationships s u i adddidr r ~ a t n ~ i u ~ r i w i d ' R a n ~ i u s u i s ~ ~ i . a " ~ ~ o u

&Gihdid

Hoboken riflucbanndudvin"u~~i~~ud i i 2 ~ d i i ifeline datdaii "Emflu

dt:Y

@3:~RUu?" ~ j z dl41 u feline ~ J L L N @ lexical ~ J relationships <u%o Hoboken $ d i % ~ l ~ l 3 n t$i'Iolsiii Hoboken !flouu2&utod)
L

Coherence: n21usuisuad61 ~ h e r e n c e nndialiluwauiy n3u Coliins Cobuild English Dictionary flo Coherence is a state or situation in which all the parts or ideas fit together well so that they form a united whole
dw
d u

J I U L ~ U U ~ R D J ~ ~ ~ coherence ~~U:
d n Y

uusu~~~ddi~rflaud6a~~ru~di~uts~ni~&

s"r~a~n2ntnmuuriouH ~ ~ O ~ I J L ~ U J : ~ tia:$$umau ~~OU sinin13di5unaiudit~g~ rrn:~an~iun~sua~i~dn~iusrslw"ui~urtn:~u~ ~iu~dou~u~or$n"nwnr:t~uwderff~a

dl t: d v go m3il~u~s?nl3~~~fi~uuuu~1:~~~1nnu~d16 " t : sindi~usio~u~ouua~~s~ni~nika~i~~ iu sr ~i ~~ ~~u d~ u u u o : ~ a ~d i d n " n w ~ n

t:

(unMed) d3rrn~dIniyuad coherence

fionii Incoherent
acrs
2

~0n~in~3i~~ui~ rtg3 l ~ d Widdowson n612 (1978) l6aijviu

drr
d

n?iusuiu 1 0 4 coherence ~ ~ u t ~ u l i i i n i i '....the r i l u relationship between illocutionary ~~oio$tn:o~$dt~"ul6%a s i a r n ~ a ~ $ ~ ~ d Ao l d l i~ ~n i ln nrno~mtsu

d

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illautionary act's iion'nanctto~ discourse ~ ' ~ ~ ~ T ~ I ~ L ~ ~ ~ o ~ ~ o I ~ I ~ ~ H I

rdo;l$i.a'61 rou~J ~~oIjl~unmm i u ~1 iddowson~6~~61J~?"Iu~fih~d

6iuia.1 a man ~fluGu

i a u $ a o d i m o d coherence

dldd~n~o~~mmitu diuL!uui nno ~9d'l.a'n13

Y"

'

dcr

~naiu~uiu~o~~~i~:d-i:lund~iuid-i~noun'ur~ ~u "s un 'a f ln ua r~ iu a~siaiirria::

~ T ~ ~ O U A ~ O ~ ~
d

d - i r ~ u n i i ~ ~ i ~ ~ ~ n ~ Widdowson - i ~ ~ ~G i -~ in o$ d~ i ~ n~ i ~i s ~ l n ~ ~ n u i h ~ ~ ~ ~ s
~
P Y d u

uu

A'

A : That's the telephone.

B : I'm in the bath.

A : OK.

~~iumuisor$i~llona~u~u~u~ud~:~unndnu 2 nu ~ u n u l ~ d i w ' u d ld$a'ot! ~@u

Ln'sotib ~ ~ r n ~ o i - i m i l r ids:Lna-inun~un~unu-1r9ud~:lun~0io~ ii d A unl$ B

?uln-iGwG ~ s B i l $ r ~ ~ u n i i m u r ~ ~ i i a i u ~ "i ~ wn o e3ho m~ u l~~ ol c r~ ii.jo$~uiYotii

Aiiunu~uiirCiIor~~ Bu~m ~arfinatdor? In-iRiuri~os u
o i n n i o d i ~ h ~ ~~ iu 1 d~

~ 6 ~ o ~ $ 1 w n i ~ ~ ~ u ru$ o ~u duid ~ ~ ai ~ ua ~ai ni o:

I Y c l

add

dnnl.a'~Quu$onaiudir~ ~ ~ ~ i i u ~ $ i ~ l l o ~ n * i m coherence u o i < u ~Ln:~d~odol~ucoherence

fib7
Y U

n'iu~$uuda~m.snaiu~w"udn"u~add6n~dd1~~ou~1nunutum1u~u1ud~~llou
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~ M n u ~ o i um tu uimn-i:ii~~at~~ coherence jiu nuanamr$uq&diJd

Coherence through the repetition of nouns and pronoun references.
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dclv

aa~noni-il.a'dim~wuiuui~r~udiu~ud~o~ lPSirn8naiaUJ~nmKa n~~~uro

P Y d

o e i i d i a ~ d i f ~n:fln~i^?%~.a'diuiur~n~ m~~uiu~auiid~audau~$d-ic~unijnaiu$mrou

lGa did7-i
My father asked me to dig some postholes. After I finished that,

he told me the truck needed washlng. It is Father's pride and joy,

but I'm the one who has to do such jobs.
d n

dinwuwma~1~ pronoun ~1~~ reference ( i a u i i i i truck, washing,

@U

LrR:

father

tu

r9udiuiu

~ n d i a h r r n c r ~ u a $ o ~ n ' u ~ u ~ n ~ ~ n$16 ~ i a u iicr$ ia au u lA ~$ i l o

dos-iial6rilunlji~Gi)

ad

Coherence through key words or phrases and synonyms. a~unon~-iI++ii Ya ~~~ ct a dc ~l n u n a i u ~ u i u r h ~ ~ i ~ a u o ~ ~qn ~ dm q n ohaii~os

1 % diild~n-nu~ui u~.n$ou(synonyms)

ni~!uu~~od~uuonn~~upsui~~~~+i~n~.a'u~~~

iiou~G'iif ~ ~ & ~ n n ~ a o i~~~IIu~iu~!suiia~~oan"uni~~don$~ idod ( ~ ! s u b % % i

i ielection an:

2" h7 ~ i l u ddi n n ~ ad g n ~ ~ a ~ d i ~ ~ u '~ ii ~au ud ns 'u uhamcuun~nw r:dusiniiaIumQ'tofiuw' H ~ a ~ R ~ u o i n h g R ~ n a a u ~ u ~ 7o &d niIdl~

news

cl

The relevance of geography to news significance must be considered in evaluating electlon news. The election of a senator in Arizona is obviously important news to Arizonans, and Arlzona media give it abundant coverage. In Pennsylvania the same news.

.......

(From Reporting by Mitchell V . Charnley.)

u~:oin~aoii~daldd o ~ ~ i l u ~ i u ~ ~ ~ u $ '"this I . a devicev ' d i i i as a synonym

for "teletype setter" ~ ~ ~ ~ ~ u ~ a ~ ~ m ~ m i u ~ ~ a ~dw i d" sa ~nf' u l~ ~~ ;d i(diu~~i~o The advent of the teletype setter was greeted with both enthusiasm and anxiety. Would this devlce standardize the American press? (From Reporting by Mitchell V . Charnley.)

Coherence through thought relatlonshlp

add'"

anuun~nwi,lo:wurineuin~uQ^?nd~~6iiu ~ i l u n i s ; n ~ ~ a ~ i i s u d ~ i I ~

~iumuimm Aod~i;~a ~ i ~ ~~ I J ~ qlas JnI i oG i i ~ ~~L~Q~I

Most people like to drive. A few prefer to be driven
t :
'4

d d s n c ~ ~ e d a d d n ' obut ~I~ dw ~ ~ m d a o d d s : ~ o n u ~ u o ~ ~ r f n ~ d ~ ~ u n " u ~

d i a j,aljidiu~nG'aaii~doldd
The distraught woman hurried to the front door and opened it. She screamed at the Western Union messenger, "Take it away! Deliver it to someone else! Oh, I can't bear it!
rd

d3:IunBsun ~ ~ n ~ ~ ~ ~ n i . m m m n a ou~ uo hL ~ r iii ( ~d di u l ~ i ~ ~ i ~ o 6 o ~ d

P

~ ~ a $ ~ ~ ~ l r d c i w l d o u o u ~ n n ~ i l then ~n'~ u~ i~ ~ii ~l su dd i i~i ~ ~ a u r m d ~ ~ ~ ~ ~ n ~ ~ d ~ ~ t i i o

l a Cnwm:~iu~mui~nwuI~daslu~^?ad~:di?"u 1a~~~wi:Iuni~gaIn'no~ln'u ~ i u

uis n. 1 ~ ~ ~ 0 6 u ~ q ~ ~ ~ a u a n ~ & ~ u ~ ~ ~ ~ ~ ~ o ~ d d

wu ?I. "10s W U M R Y U I ~ ~ J U ~ K ~ ~~I ~ LL G~~ ~~ ~ ~ * M ~ ~ U J L % I L R U "

u n n u n u i k n d i ~ r ~ u & n ~ i ~ ~ ~ ~ n ~ i u ~ u w ' u a ' ~ : : ~ i i ~dimsu 6iniu~~n::~imu

Irj~irilusiotlG~inouii ~ldl$~ ~* ~~ d ~ n i u m u i 3 n n n u 6 i m a ~ 1 ~ ~ 0 i n 6u. i'tjmua~~i~

\

MUMlild

practice'~xercises Exercise 1 ~

$M'n~n~76i~~n~ ~ ~l n ~ ~~ i d d? i ] ~~ ~d 3 ~

d'

i ~ ~ ~ 2 i ~ M b J i ~ ~ i ~ d ~

A: What time is it? B: The mailman has just arrlved.

Dialog 2 A: Do you think he'll glve us a pop quiz today? B: Well, we haven't reached the end of the chapter yet.
A$

A LLR.

6~ ~ ' ~ O ~ ~ ~ ~ ~ M ~ ~ U ~ ~ J ~ ' M L L ~ Z ~ " M ~ ~ I ~ ! ~ I J ' I ~

~ninwiao~~mti2~1 e i i ~ I u n ~ n w w ~ ~ n ~ i ~ $ ~ i l ~ n2-3 i wCaa i I nL ~ o J I a~ rrg2rrdnI~ 'n

rilun~winjn~wrrnnuldswnir~iu~r~ii~~~ou~ci?sriu

k ~ i u n 2 l n ~ u n 1 3 r i u u u ' s n 2 1 uq ~ l(discourses) d rmdiu tr.reu~isu6odnnui

w

rrniiid.rrlunn'J~sniunuid~::ni]un'urir~ discourse uuu~uinaam.run::nini~n~ini hGua'n'uldu~ni o qn'nwm::

k ~ u ~ ~ 6 J h ~ n g o o u w " ~ ~ : : ~ n ~ 5 nn r a qd.rden ui]n"~i]
t:
www

w d d

dud

~;snnqhn2iu ~ ~ ~ ~ ~ O : : ~ ~ L ~ ~ ~ ~ ~ ~ ~ I ~ ) ~ : : ~ ~ ~ . ~ '
(acceptable unit of communication) Yplh3d ~ ~ ~ i u n i w i r ~ u ~ ~ ~i j~ ea un ~i w n ii ( i i

$ad!$?uniraourrnt~ndudi]d

cohesion rm::

coherence

ri?ui]eiid~

rrntmui~n

~l~l~~~dl~t~~~Y~~~~~0d!~i]did~n6i]d~~~::dd3::~~"a~i~

do~dtlilu~iu~$sud coherence ~dii LLR:JIUL$~~U~J coherence d d l u l ~ ~ G J 1 ~ ~

n~lwsi:6a~nisllflw~\aun41n43l~~uii~iu~~~ud~~~1:~d~ coherence uul< u u n~iurflnlunishuddi~n'uodids \ctun~nwdiu~iu~!ou$~flo~d uci?coutiiniufiiu

$2o d i d
1

u u 4

donJi ~ ~ ~ ~ ~ n s i ~ ~ i i ~ i u ~ ! e u ~ w d d i u a d ~i u ~ i\i l sr ' aee~hlon21u~uiu miu~nii 5c~ouuinniin'W

Look at the following paragraph and answer the questions. The ancient Egyptians were masters of preserving dead people's bodies by making mummies of them. Mummies several thousand years old have been discovered nearly intact. -rhe,skin, hair, teeth, fingernails and toenails, and facial features of the mummies were evident. It is possible to diagnose the disease they suffered in life, such as smallpox, arthritis, and nutritional deficiencies. The process was remarkably effective. Sometimes apparent were the fatal afflictions of the dead people: a middleaged king died from a blow on the head, and polio killed a child king. Mummification consisted of removing the internal organs, applying natural preservatives inside and out, and then wrapping the body in layers of bandages. Questions 1. Is there a topic sentence in this [paragraph? If yes, what is it?

2. Is this paragraph unified? (i.e. it contains no irrelevant deta~ls.)

3. Is it coherent? Does it make difficult for you to follow the

\

writer's train of thought?

\

~n~n~in~wu~icilo~m'~~~u~a~~l~~~i~iu~~~udo

guctdc ~ w s i r ~ ~ d ~ ~ u u d ~ n ~ n u t u t u a ~ ~ i w ~ ! u u ndi-~Ao0d.r:lon wisin.n~ Topic

sentence

d?i~~ud-~n~r(cdst~snt~m~~nd~~~~d.re~n~~l~l~~uaria~

d3:~n~ diri~niolu6iu~iiuinai~vil~lilps'~~i~Jaol6 ~mu~iiu~w~?Iw~ddi~unii u d2wdsrlonda 7 ~ l ~ n h 2 6 ~ ~ ~ ~ % ~ ~ mwdn! 4 1 ~ ~ i ~ ~

d
d u d

lu~niwuao uLuv no~unnd2wua~ii~niun~~1u ~ilikfiuqsnfi~~u?6ii$miu mo ci?u~.mn~~ ~%l63'u?u?~~? ~ ~ r i i ~ ~ ~ n i n c i ~ ~ ~ n s t u ~su *n ~w iI~ n ~ Iu i ln uu i ~s idi ~!uununnwmr~ilu 'un/ffed. ~w.ntlri~Y'an2iuaunlri~ds2~~n'ud3:~un Topic
d
v

" CYPIY ~ J F ) ~ L ~ U ~ ~ ~ I J I M L ! ~ U ~ M M U L ~ ~ H I ~ ~J ALD L ~ (~ ~A ~J Y~O ~J ~ I~ L~M ~ J~I U ~ ' I U ~ ~

dd
u

3 $ ~ ~ nfi12ta ~ ~ i ( i l c l 3 l ~ ~ sentence Ln o a ti1Jlsiiciliu ~ i ~ ~ b ~ ~ ~ ~ ~ ~ 7 'coherence"

~ l 3 ~ ~ ~ ~ ~ ~ ~ ~ d ~ t ~ ~ ~ ~ ~ ~ l Ips'(61~ldUlul3n~t ( i l ~ 3 l ~ d i l ~ ~ 0 ~ 3

~ m n i u n ~ i u ~ m u o ~ ~ ~ ! ~ u u~riidnm ~6atii~~iuf

ua1ps'w'n~n~7diu~iu~!ouda~d&nnsd~u~~~siclm2$~)tiinis~6ufii~6au
d

a d x~ii~d3den u n r ~ 6 ~ m ~ ~ u ~ ..$ ~ i 1 ~ ~ ~ ~ a ~ ~ i ~ ~ i u m u i ~ n ~ ~ m i u ~ ~ a
sw ~ w ~ i w ~ ! u w c l ~ ~ ~ p s ' u ' n f l n y . i k ~ n m n i s L d ~ od uiu ff d fn iu ~f~ i~ ~ ~a w &roo6 nuiun~i~n~n~nninc1~6~ d1 - [~ uu ~ iaf~ i~ ~~ ~ Ka61 u ~~i~ lu afiid~i)u~cl$a~~dau~~~m~
n~iusv'uw'whraii~u'an~iu rrwrbu$iarh'L$
d A d

fiad?ud~~~~~~~ni~~~uud~r'loflnd~

Ins~~ii~~fluuuu~uuiu
The ancients Egyptians were master of preserving dead people's bodies by making mummies of them. In short,

Mummification consisted of removing the internal organs,

applying natural preservations inside and out, and then wrapping the body in layers of bandages. And the process was remarkably effective. Indeed, mummies several thousand

years old have been discovered nearly intact. Their skin, hair, teeth, fingernails and toenails, and facial features are stiil evident.

heir'

diseases in life, such a smallpox, arthritis, and

nutritional deficiencies, are stlll diagnosable. Even their fatal afflictions are stlll apparent: a middle-aged king died from a blow on the head; a child king died from polio.

~~oln'diu~iu~dou w~ 'n uu ln ~w uin~~nii~n~iusii~ua~~~~a~w~~insi

" 2

~iluo d i ~ l i. ir t ~ i i ~ d 6 i u ~ ~ u ~ d o u ' 1 un~nwoz$nam 1un~~a~u u~wni~diuuinn i li i

Y u r

d~nurur cbherence d~
Although Grants Pass, Oregon, is a fairly ' small town, it offers much to amuse summer visitors. 2.They can go rafting down the Rogue River. 3.They can go swimming in the Applegate River. 4.Lots of people go hunting for wild berries that go along the roadsides. 5Campers will find lovely campgrounds that are clean. 6.There are several nice hotels. '.Tourist can browse through a number of interesting shops in town, such as antique stores. 8.0ne fun activity is shopping at the open market where local folks sell vegetables grown in their gardens. 9.Grants Pass has a lot of places to eat, ranging from a low-calorie desert place to lovely restauraats. 1O.Some of these restaurants offer good food and gorgeous views. 11.One store to visit is the shop that sells items made from Oregon's beautiful myrtle wood. 12.Fishing in the area is also a popular activity. 13.Water sports are by far the main attraction. 14.A~you can see, Grants Pass offers a lot to do in the summer. l5.If you want to give your family a nice, wholesome vacation, try visiting Grants Pass*.

* n'nsonlnn Refining Comporifh~SkilCRhetorlc and Grammar

written

by REGINA L. SMALLEY & MARY K. RUETTEN, University of New Orleans, Heinle & Heinle Publishers, 1995 p: 35)

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beautiful myrtle wood.

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lot of places to eat, ranging from a low - calorie desert place to lovely restaurants. Some of which offer good food and gorgeous views. As you can see, Grants Pass offers a lot to do in the summer. If you want to give your family a nice, wholesome vacation, try visiting Grants Pass*.
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Exercise 2 Study the following paragraph, in which one or more sentences are out of order. Revise these paragraphs for greater coherence by arranging the sentences in logical order.
1

In the hotel business, computers ease the load ,at the front desk With a
3

computer, a clerk can make a reservation easily and quickly, without the use of cards, racks, or registration books. So when guests come in to register, their reservation can be checked and they can be given available rooms without much fuss or bother. The hotel business is just one type of enterprise that had profited by invention of computers. And with a computer, the clerk can get an instant update of room status. This tells the clerk which rooms are available to guests.
6
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~l~~~clU~\~?~nl3ufl~b~f good ~ : ~coherence 6$n~~:: ~6$num:&d

Useful Discourse Markers for Coherence

Here are some of the most common discourse markers (transitional expressions), grouped according to meaning. Time: after a (+ time expression after a short1 long time afterward at least at the same time before that time before then lately later meanwhile now nowadays presently immediately since since then soon temporarily then thereafter recently

Augmentation: additionally again also and and then besides further furthermore in addition likewise moreover too

Contrast, opposition: and yet after all although this may be true at the same time but despite this (+ noun) however in contrast in contrast to (+noun) in spite of it must be confessed nevertheless notwithstanding on the contrary on the other hand still yet

Comparison, similarity again also equally (+ adjective) in a like manner in the same way in a similar manner likewise similarity

Concession: after all although and yet as a matter of fact at the same time perhaps naturally of course

Demonstration, iiiustration: as a matter of fact as an example for example or instance incidentally indeed in fact in other words in particular namely particularly specifically that is to illustration especially

Sequence: finally last last of all next to begin with to end with then

first of all first, second, third, etc. in the first place,

in the second place , etc.

Rgsult: accordingly as a result consequently for this reason otherwise then thereby therefore thus

Purpose
for this purpose Ireason

to this purpose

with this object (objective)

Location:
adjacent to (+ noun) at the top at the right beyond far behind here in the center opposite (+noun) straight ahead

in the distance
far behind nearby

Conclusion, summary
accordingly as a result as 1 have said1 noted / stated briefly consequently to summarize finally in brief in deed in other words on the whole

therefore thus

to conclude

it goes without saying (that.. ....) to sum up briefly stated

Some discourse markers are a little bit different in meaning.

1. Indeed: This word emphasizes the information that came before. The

information that follows indeed emphasizes the information that precedes it b y being strong, more specific, or more detailed.

- I was very happy to see her. IndeedI was dellghted. - in the Industrial Revolutlon, social and economlc life began
to change qulckly. Indeed, this process of change has

continued to the present day.

2. In fact: This phrase indicates that more specific or more emphatic
information is being added to the immediately preceding statement or statements. Expressions with a similar meaning include indeed and as a matter of fact.

-Many companles that have used genetlc englneerlng have begun to make slgnlflcant profits. In fact, Genetic englneerlng is rapidly becomlng the most Important form of engineering.

- Mary dldn't want to marry Mr. Blake; In fact, she dldn't want
to marry anyone for a long tlme.

3.

On the contrary: This phrase shows strong opposition, or complete

disagreement with what was said in the previous clause.

- Mary's father belleved that a woman should not be too

smart; on the contrary, Mary belleved that a woman should develop her mind.
4.

On the other hand: This phrase introduces the second item in a

choice between two items. The second item contrasts with the first item.

- There wlll be more jobs for unskilled labor. On the other

hand, there will be Jobs for skilled labor as well.

5. Ilke, unlike, instead:

When used as signals words, like introduces a

comparison. Like indicates that the following item will be similar in some way to another item in the sentence.

- The moon i s an alrless world. Mercury, Ilke the moon, has

no atmosphere and, therefore, no clouds or weather patterns Unllke shows at least one significant difference between two items. If

the sentence with unlike also contains no, not, never, etc., the word Instead, often appears a sentence or two later. lnstead means in placrs of that

- Unllke unlversitles,

community colleges are not concerned

wlth research. Instead, they concentrate on teachlng and practlclng tralnlng. Note that lnstead often appears by itself without other signals words such as uniike. e.g.
/

I don't like to see the movie in the theater. Instead, I prefer wdtching it at home.

Practice Exercises Exercise 1 In each blank space write one of the transitions given. Do not use
,

any more than once.

After six years In addition However Three weeks later Furthermore As a result Moreover Consequently On the other hand

1. He entered primary school in 1970. secondary school.

2. Peter reads the newspaper everyday.

he went on to

he knows what is

happening.
3. Mary does two hours' homework every evening.

she

practices the piano for another two hours.

4. Some people say that watching too much television may be bad for your eyes.

they

say

that

it

can

waste

lot

of

time.

we can learn a great deal from watching good television programs.

5. lbrahim broke his leg last week.

he cannot play football

now.
6. Tony left school at the end of July.

he stared work in an

office.

7. Boys are usually stronger than girls.

with their fingers.
8.

girls are often clever

'You

cannot go out,"'

said 'Tom's mother "because it

is

raining.

you have not finished your homework."

Exercise 2 Use the same instruction as that in the ex.1 above The former Fortunately The latter Unfortunately For example Another For Instance More Importantly

1. He had a raincoat and an umbrella.

rain out. had a broken handle.

did not keep the

2. Everything seemed to go wrong that morning.

he

missed the bus and had to walk to school.

3. She slipped and hurt herself.

it was only a small

injury.
4. He was given ten dollars for his birthday.

he lost it

all.
5. Football is played all. over 'Thailand.

sport is tennis.

6. Thieves broke into a government office last night and stole a small amount

of money.

they destroyed all the records. stamp-collecting is

7. Many people like collecting things. very popular all over the world.

Exerclse 3. Here is a simple story in three parts. Each part has been cut into

pieces. Put the pieces in the correct order. Use words like then, so, and, next, first, and finally to help you. Pay attention the punctuation, too.
Part one a. I telephoned my friend Julie

b. I didn't want to go by myself, c. and asked her if she wanted to go too 1 d. Yesterday morning I was very bored and fed up. e. so I decided to go and see a football match. f. I always feel this on Sunday morning.

'

r
Part two

a. I was ready at last and at 1.15 I left the house.

I

b. Then I was upstairs. c. We arrived at the football ground at 2.30 d. and Julie bought a hamburger and chips. e. and put on my blue and white hat, my blue and white scarf, and my blue and white jumper. f. Before going in, I bought a newspaper,

Part three

a. First, we bought six cream cakes; b. and after that to a Chinese restaurant. c. so we decided to celebrate. d. Finally, we got home about 10.30, just in time to watch the match on the telly! e. next, we went to a pub for a drink, t f. The match finished at twenty to five-- our teamwon 2-4, -

Exercise 4.

Using transitions correctly.

Complete each of the following sentences by adding the appropriate transition. Refer to the list of transitions on page 61

- 63 as needed.
,

1. Lucas had always wanted to know more about American society; he decided to apply to a university in the United States.
2. Lucas wanted to know more about American people:

, he

wanted to improve his English. 3. Lucas had studied English for flve years in school in Costa Rica;

, he still had difficulty,communicationin English.

4. Lucas's sister Mercedes had improved her English by studying in the United
States;

, his cousin Enrico had become fluent in English after

four years of college in the United States

5. Lucas sent for applications to several U.S. universities;

discussed his decision with his parents.

he

6. Lucas knew his parents did not have a great deal of money for his education; -

, he did not give up his dream since he knew he could apply for
a scholarship.

7. Lucas knew that there were several good programs in his field of food science
in the United States; an excellent food science program. 8. Lucas received positive results from the applications he sent out;
, he had heard that Cornell University had

, he was admitted to five of the six schools he had applied to.

Exercise 5.

Rewrite the following. Fill in the blanks with appropriate connectors

selected from the following list. Not all will be used, and some can be used more than once. Add any necessary punctuation. and or nor but for so yet also neither . . . nor nevertheless moreover hence then not only

either . . . or consequently therefore

both . . . and accordingly

. . . but also

however

besides likewise

furthermore

otherwise

Usually, Harrison travels by bus; however, yesterday he went on a picnic by car. When he reached the mountains, he saw a road to the left; there was one to the right. He wanted to meet his friends at the picnic area, but his map the road signs told him

where it was. There were no people nearby to give him directions. He should have gone back to ask, he didn't want to. He decided to take

the left road. After he had gone several miles, his car ran out of gas, he had to stop; under a tree, a very worried man; he wanted to rest. He sat down his friends at the picnic he he would

area realized was lost

that he was late. They decided that he had had car trouble;

have been there on time,

cars traveled those roads,

he would have sent a message. Few the woods can be dangerous for

a person alone. His friends set out to find Harrison. When they came to the fork in the road, they thought he might they too went left getting late, Harrison was lot have taken the wrong turn;

found him. It was getting hungry. about the He was adventure;

delighted to see his friends. They talked a

they all returned to the picnic area for a late picnic.