English 8 Cohesive Devices PDF

ENGLISH 8 **[Cohesive Devices]** **Cohesive devices** \- are words used to connect words, phrases, sentences or clauses and paragraphs together. **Functions:** Cohesive devices aid you to understand a thought from one sentence to another, from one idea to another and from one paragraph to anothe...

ENGLISH 8 **[Cohesive Devices]** **Cohesive devices** \- are words used to connect words, phrases, sentences or clauses and paragraphs together. **Functions:** Cohesive devices aid you to understand a thought from one sentence to another, from one idea to another and from one paragraph to another through words or phrases. **Types of Cohesive Devices ** **1. Addition ** \- are cohesive devices that is use to add information or idea. \- and, finally, again, further, then, furthermore, also, besides, or, nor, too, next, moreover **Example:** Eating well is important for good health. Furthermore, it helps to make you more attractive. **2. Comparing** \- cohesive devices used to signal similarity. \- also, equally, similarly, likewise, compared with **Example:** The food was excellent, likewise the drinks. **3. Contrasting** \- cohesive devices used to signal differences. \- but, yet, however, although, whereas, though, even so, nonetheless, still, on, on the other hand, on the contrary **Example:** He is an intelligent boy; however, he doesn\'t have good manners. **4. Consequence** \- first, second, third, so forth, next, then, following this, now, at this point, after, afterward, subsequently, finally, consequently, previously, former/later, simultaneously, concurrently, therefore, hence, soon **Example:** When Charles studies for his exam, first, he lists all the subjects according to the schedule of examination. Next, he makes a time frame or duration of his review. Then, he summarizes the pointers in each subject. Lastly, he starts reviewing. **5. Example/Illustration** \- are cohesive devices used in illustrating/showing examples. \- for example, for instance, to illustrate, such as, namely **Example:** Adjective is a word that modifies a noun or a pronoun such as beautiful and ugly. **6. Summary** \- cohesive devices used in generalizing, making conclusions, or summarizing. \- I have said, therefore, hence, accordingly, as I have shown, thus, to conclude, consequently, summing up, above all, in conclusion as can be seen, given this point, in the long run **Example**: Hence, the crucial role of translation was emphasized. **7. Time** \- Cohesive devices are used to signal relations in time. \- immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first, second, then **Example:** Formerly, this was possible only through a judicial procedure. **8. Clarification/ Repetition** \- cohesive devices that signal clarity or shows support. \- in brief, as I have said, as has been noted, in other words, in a broader sense, to put it in another way, under certain circumstances, that is **Example:** In brief, a modern city with a high-quality life. **9. Emphasis** \- cohesive devices used to emphasize. \- definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, certainly, undeniably, especially **Example:** Indeed, this is a historic moment you are presiding over. **[Examine Biases (for or against) Made by Author ]** **Bias** \- prejudice against something an author is writing about. \- favoritism for something an author is writing about.  \- author letting feelings or emotions cloud his/her objectivity about something he/she is writing about. How can we Determine what an Author\'s Bias  The author may state directly some of his/her biases by telling the reader his/her opinions on certain topics or admitting that she/he has a conflict of interest or preference. But when an author does not acknowledge his/her own bias, a skilled reader can infer what an author\'s bias may be by looking at the author\'s diction and use of evidence. When looking at the author\'s use of evidence, ask yourself: Does the author present more positive evidence for one side of an issue than the other? Does the author present more negative evidence for one side of an issue than the other? Does the author use word: with more negative connotations when referring to one side of an issue or particular people? Does the author use word with more positive connotations when referring to one side of an issue or particular people? **Recognizing Bias** **I. Look for loaded words** - words that are charged with emotion (whether positive or negative) can reveal an author\'s opinion about his/ her topic. **2. Watch out for stereotypes** - if the author labels an entire group, the writing is probably biased. **3. Notice vague language or generalizations** - if the author isn\'t using specific language, this could be an indicator of bias. **4. Be on the lookout for one-sided arguments** - if the author only presents one side of an argument, his/her writing is probably biased. **5. Does the author present facts or opinions?** Facts are what they are - the truth. But opinions can be based on feelings, emotions, or prejudices, which aren\'t objective **Stereotype** \- is a thought that may be adopted about specific types of individuals or certain ways of doing thing, but that belief may or may not accurately reflect reality **[Propaganda Techniques]** **Propaganda** \- refers to a type of message aimed at influencing opinions and/or the behavior of people. Goal: Is to publicly promote Something; information put out by an organization or government to promote a policy, idea, or cause. It has a misleading publicity: deceptive or distorted information that is systematically spread. **Logical appeal** 1\. **Bandwagon** - the basic theme of the bandwagon appeal is that \"everyone else is doing it, and so should you.\" 2**. Card Stacking** - the strategy of showing the product's best features, telling half-truths, and omitting or lying about its potential problems. **Ethical appeal** 1\. **Testimonials** - famous people or figures who will appear trustworthy speak to the audience. 2\. **Transfer** - is a device by which the propagandist carries over the authority, sanction, and prestige of something we respect and revere to something he would have us accept. **Emotional Appeal** 1\. **Plain folks** - using simple, down-to-earth people, like you and me, to sell a product or an idea. 2\. **Name calling** - stereotyping the competition/opposing idea with a bad label. 3\. **Patriotic Appeal** - appealing to the idea of patriotism or a "love of country" to sell a product or idea. 4\. **Glittering Generalities** - using \"good\" labels, such as democratic, patriotic, amazing, beautiful, and exciting, that are unsupported by facts to sell the product or ideas. 5\. **Catchy Slogans** - use of memorable phrases to foster support for the product or idea. 6\. **Snob Appeal**- only the richest, most important, or most discerning people like this product or idea. 7\. **Humor -** using humor to sell a product or idea. **[Determine Various Social, Moral, And Economic Issues in The Text]** **Social Issues** \- are problems that influence the common citizen of a country. \- they can be part of our traditions and cultural stereotypes. **Example:** Unending \"Drug War\", Political killings, Teenage Pregnancy, Freedom of media, Harassment, Unemployment **Moral Issues** \- are those actions which have the potential to help or harm others or ourselves. \- moral goods are those that have to do with the conduct of persons, usually leading to praise or blame. **Examples:** Stealing, Cheating, Bullying, Lying **Economic Issues** \- the economic problem- sometimes called the basic or central economic problem, - asserts that an economy's finite resources are insufficient to satisfy all human wants and needs. **Examples:** Inflation, Corruption, Dept **[Literature as a mirror to a shared heritage of people with diverse background]** **Literature** \- is any collection of written work, but it is also used more narrowly for writings specifically considered to be an art form, especially prose, fiction, drama, poetry, and including both print and digital writing. **Diversity** \- refers to the existence of variations of different characteristics in a group of people. \- these characteristics could be everything that makes us unique, such as our cognitive skills and personality traits, along with the things that shape our identity. **Heritage** \- is our legacy from the past, what we live with today, and what we pass on to future generations. **[Parallelism ]** **Parallelism** \- it is when phrases in a sentence have similar or the same grammatical structure. \- it provides phrase with balance and clarity. \- it serves to give phrases a pattern and rhythm. \- the repetition of two grammatical form in two or more parts in a sentence. **Parallel** - is an adjective that means being everywhere equidistant **Infinitive form** - it is a verb that usually preceded by the word TO. **Gerund Form** - a verb form ending in- ing. **Parallelism Rules** **1. Use parallel structure with elements joined by coordinating conjunctions** \> Parallel structure should be used when you connect clauses or more than one action with a coordinating conjunction such as: for, and nor, but, or, yet, so in a sentence. **2. Use parallel structure with elements in lists or in a series.** \> When you have items on a list following a colon, the item should all be in the same form in order to avoid a parallel structure error **3. Use parallel structure with elements being compared. (X is better than Y)** \> When you connect two clauses or phrases with a word of comparison, such as than or as, use parallel structure. **4. Use parallel structure with elements joined by a linking verb or a verb of being.** \> Joining elements with linking verbs or verbs of being suggests a completing of the first item by the second one. Often, in fact, an equality between the two is being set up **5. Use parallel structure with elements joined by a correlative conjunction.** \> Correlative conjunctions are pairs of words that connect ideas: \"Either/or\", \"neither/nor\", \"both/and\", \"as/so\", and \"whether/or\"