Introducing English Linguistics

book
i always mark my books i mean it’s a shame if you plan on selling
them
back, you know right but i always write in my books and keep
them
as long as i want 
(MICASE ADV700JU047)
Links such as these create cohesion and ultimately coherence: a text with
various cohesive ties that is clear and meaningful. Cohesion alone does
not necessarily result in coherence. The second sentence in the example
below contains a marker of cohesion – consequently – that indicates that
the second sentence is a logical consequence of the first.
It is quite cold out today. Consequently, I don’t plan to wear a warm jacket.
However, this short sequence is not coherent because the second sentence
is actually not a logical consequence of the first: the second sentence
would be logically more sound if the speaker had said that he planned to
wear a warm jacket. What this example illustrates is that cohesion does
not necessarily produce coherence, unless the cohesive link is used to
mark a relationship that already exists in the text.
Although it is common to call journalistic English a register and press
reportage a sub-register, other terms, such as genre and sub-genre, are com-
monly used too. While these terms are often used interchangeably, the
inconsistent use of them (and other terms such as text type) has created, as
Lee (2001) notes, considerable confusion, largely because how the terms
are defined varies by theory and academic discipline: a genre, for
instance, means something quite different to a literary theorist than to a
linguist. For Lee (2001: 46), a register is defined by “lexico-grammatical and
discoursal-semantic patterns associated with situations (i.e. linguistic
patterns),” while a genre consists of texts that can be classified into 
“culturally-recognisable categories.” On the one hand, a classroom dis-
cussion is a register because texts created within this register have a par-
ticular hierarchical structure and contain a set of linguistic constructions
typically associated with the register. Because participants in this register
engage in the Socratic method, instructors typically ask questions (What
did the author mean in section 3?) that students answer. If students answer
correctly, instructors say so and move on to the next question; if they
answer incorrectly, different instructors employ different strategies (Not
exactly. Does anyone else have an answer?). This text structure is repeated over
and over again in a class, resulting in a set of linguistic structures (e.g.