Lesson 5: cohesion (using linguistic devices: linkers, lexis etc) and coherence in discourse objectives

Task 3: Examples for cohesion
Read the sentences and identify the ways used to have cohesion. Underline the words which relate to a particular way.

1. 
   The art gallery was exhibiting all his paintings, but not the sculpture or his early etchings.
   
2. 
   The disabled climber knew how difficult the climb at 2880 m. This ascent, at such an altitude, had defeated many others.
   
3. 
   The winters can be wet and cold in London. The same is unhappily, also true for the summers.
   
4. 
   Over a million dollars was spent last year. This investment was needed and was wisely spent.
   
5. 
   The players gathered on the pitch and kicked the ball around, before playing in earnest.
   
6. 
   In addition, government expenditure needs to be cut in this fiscal year.
   
7. 
   I wanted to take another chocolate covered cherry, but I knew I must not.
   
8. 
   I need to buy some new shoes and those blue ones look lovely!
   
9. 
   The children were always fighting, but none seemed concerned about the problem.
   
10. 
    Here is the deck of cards, now take any four.
    

Task 4: Colour coding the cohesion in the discursive text

Read the discursive text about working in groups and colour-code words and phrases that create cohesion in the 6 different ways, in 6 different colours.


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

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. 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'.