APPENDIX+A

listen [|here] APPENDIX A

COHESION _

It is important when you are producing material on the TOEFL iBT that you use a variety of methods of creating cohesion.! You should be sure that you know how to use repeated and rephrased key ideas, pronouns and determiners, and transition expressions to create cohe­sion.

-I Appendix Al: USE REPEATED AND REPHRASED KEY IDEAS One way to make your written and spoken English more cohesive is to use repeated and rephrased key ideas. Look at the following example of repeated and rephrased key ideas used for cohesion.

Example I think that the most important characteristic in a friend is honesty. If someone is a friend, then he or she must be honest. I can trust someone only if he or she is truthful. If a friend of

mine does not tell me the truth, then he or she can no longer be considered a friend.

In this example, the key idea honesty is repeated as honest and rephrased as truthful and truth

to make the passage cohesive. The following chart outlines the key information that you should remember about using repeated key ideas to make your written and spoken English more cohesive.

I Cohesion is a characteristic of Janguage in which ideas flow or attach together smoothly.

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APPENDIX EXERCISE At: Fill in the blanks in each pair of sentences with one of the words from the box above the pairs of sentences to make the sentences cohesive. You should use each answer one time only.

1. I am happy you have the opportunity to go there. It me that you have been given such a _ 2. She is quite a dynamic speaker. She always with a great amount of

3. The results of the competition were entirely unexpected. The was bythe

problems 4. The lawyer made a short statement. His were quite

5. The problems are not insurmountable. The can be

6. If you look at his actions in a negative way, you might say that he is stubborn.

Conversely, if you look at the way he in a way,

"-

youmightsaythatheis _

explanation

7. She said that she would get it done sometime. She that she would it _ 8. I do not want you to ramble on and on in your responses. Your _

should be 9. You have explained this in an overly simplistic way. You really need a more

animated appreciates discussions 10. Your idea is quite innovative. It is a _ 11. This professor seems to welcome lively debate. He _

12. Can you explain why you took part in this incident? Can you give me your

for being in this ?

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Appendix A2: USE PRONOUNS AND DETERMINERS Another way to make your written and spoken English more cohesive is to use pronouns- and determiners- to refer back to previous ideas. Some pronouns and determiners that can be used for cohesion are listed in the following table.

DETERMINERS :

Look at the following example showing pronouns and determiners used for cohesion.

Example A certain student worked very hard on a project. He did all of the work on it by himself, and his professor was very pleased with this work.

In this example, the pronoun He refers to the noun student, the pronoun it refers to the noun project, the pronoun himself refers to the noun student, the determiner his refers to the noun student, and the determiner this refers to the noun work. These pronouns and determiners help to make the passage cohesive. The following chart outlines the key information that you should remember about using pronouns and determiners to make your written and spoken English more cohesive.

USING PRONOUNS ANO DETERMINERS FOR COHESION < -. 1. It is important to make your'writlenandspokeni:nglish as cohesiveas possible;


 * 2; One way to make yourwrittell and spoken English more cohesive is to use.

. pronouns to refer back to previous ideas.":

3. Another Waytornake your written and spoken English more cohesive is to use •.

determiners to refer back to previous ideas..

4. Pronouns and determiners are not the only way to

make

your written

and .....

'.' spoken English cohesive. You shoulduse a variety of ways to make your English

...'. cohesive;. .'.

U 2 Pronouns are words that take the place of nouns.

3 Determiners are words that accompany nouns to identify the nouns.

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APPENDIX EXERCISE A2: Fill in each blank in a passage with one of the pronouns or determiners from the box above the passage to make the passage cohesive. You should use each answer one time only.

I her I herself I she I them I this I this I 1. A researcher has been conducting a study on the causes of a certain disease. She has been conducting study by. Up to now, _ has determined several possible causes of the disease and has decided to focus on the

most promising of. Though research has not yet yielded a

conclusive result, the researcher hopes will happen soon.

2. You and I have work cut out for. You have to finish part of the project, and I have to finish. Then when

we have each finished own parts of the project, can get together to finish. We have to take it upon to get project done.

3. Some students have a huge assignment to complete by Friday. However, _

students have procrastinated for quite some time, and now are in a bit of a fix, so only hope of finishing the assignment on time is for

to stay up all night for the next two nights to get it done. The students

I

have gotten into this situation, and now will have to work

very hard to get out of it. I he I he I he I him I himself I his I his I it I this I 4. A particular student is regretting that he signed up for a particular course. Unfortunately, signed up for course because thought

that could be quite interesting. It did not take long for to figure out that reasoning had been rather faulty. He told _ that needed to be more careful in decision-making in the future.

J

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Appendix A3: USE TRANSITION EXPRESSIONS

A third way to make your written and spoken English more cohesive is to use transition expressions to show how ideas are related. Some transition expressions that can be used for cohesion are listed in the following table.

Look at the following example showing transition expressions used for cohesion.

Example A group of students really wanted a certain program to be added to the university curriculum. The students presented their request to the university; in addition, they got hundreds of signatures on a petition. Nonetheless, their request was denied.

In this example, the transitions in addition and Nonetheless are used to make the passage cohesive. The following chart outlines the key information that you should remember about using transition expressions to make your written and spoken English more cohesive.

-,3. Transition expressions are not the on'y way to make your written and spoken

English •cohes.ive:Voushould use a v<uietY"ofways to make your English ..••....•...•...•

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APPENDIX EXERCISE A3: Fill in each blank with {me of the transition expressions from the box above each passage to make the passage cohesive. You should use each answer one time only. Forinstance 1. I certainly thought he would do a good job. , he failed miserably. 2. There are many ways to make a good impression on your boss. , one way is to come to work on time. 3. You should always show up for work on time. , you should never leave work early.

4. I can argue that you need to spend more time on this job. , you should spend several hours on it.

5. He tried recently to get that job. , that job is now his.

in contrast in summary 6. Freshmen are taking the introductory course; juniors,, are taking the advanced course.

7. Freshmen have already studied biology;, they must still take the introductory biology course.

8. A certain course is required for freshmen: all freshmen,, must take the course.

9. Freshmen must take three lecture courses;, they must take one laboratory course. 10. Juniors must take three lecture courses and three laboratory courses;

, they will be very busy.

as a result for example in conclusion on the other hand surprisingly 11. One student studied really hard for the exam;, she failed the exam. 12. A few students did quite well on the exam; the. rest,, did quite poorly. 13. There were a few high grades on the exam. One student,, had 99%

correct. 14. Some students did not prepare for the exam;, they did not do so well. 15. The students who studied hard did well on the exam, and those who did not study hard did poorly;, 'one can say that the exam grades depended on preparation.

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consequently in addition interestingly nevertheless 16. Tickets are required for the concert;, anyone who wants to go to the concert must purchase a ticket.

17. A sonata will be performed at the concert;, a concerto will be performed.

18. One students does not like classical music;, her friends have talked her into going.

19. There will be a guest performer at the concert;, the guest performer is someone quite famous.

20. The audience truly appreciated the performance;, the audience thought the performance was wonderful.

APPENDIX REVIEW EXERCISE .(AI-A3): Put parentheses around the cohesive devices in the following passages. Label each as (A) a repeated or rephrased key idea, (B) a pronoun or determiner, or (C) a transition expression. 1. The young man gave an explanation for his unusual behavior. (It) was that (he) had been

Lf afraid. (His) (fear) had caused him to (act) this way.

2. The board has indicated that it is now in accord on the key point of the bill. However, agreement on this main point was not easy for the board to reach.

3. The professor discussed several important concepts in the lecture. The focus of her lecture was the development of these concepts. 4. One member of the group was opposed to the plan. He objected vociferously. Nonetheless, the plan was implemented immediately. 5. Assignments must be turned in on time. Absolutely no late assignments will be accepted. In fact, any assignment that is not submitted on time will receive a grade of zero. 6. An account of the incident appeared in the newspaper. Unfortunately, many of the details in this account were not accurate. The newspaper needs to print a retraction to correct these inaccuracies. 7. You must decide whether to write a thesis or to take a comprehensive exam, and you must make this decision yourself. Choosing between a thesis and a comprehensive exam is a major decision. APPENDIX A 50'i/ii

8. Even in the beginning, all the members of the group worked very hard on the project. Indeed, from the outset, a huge amount of effort was invested in the project. Not surprisingly, their effort was not wasted; they were rewarded with a high grade on the project. 9. The professor gave an assignment in class today. However, the students are confused about what the assignment actually is. The professor spoke for quite some time about

the assignment, but he said a number of contradictory things. These contradictory things are what caused the students to be confused. 10. A number of major corporations are sending representatives to campus this week to interview students who are seeking jobs in these corporations. Any students wishing to have interviews should sign up in the campus placement office. The corporate

representatives will be on campus for only a short time, and the number of interviews is limited. Thus, it is important to sign up for interviews i