Cohesive devices

Cohesive devices



Cohesive devices, sometimes called linking words, linkers, connectors, discourse markers, or transitional words are words or phrases that show the relationship between paragraphs or sections of a text or speech.

Part I

Cohesive devices can be categorized in a number of ways,  make a table to sort all words below under as many appropriate headings as you need:

Headings:

Sequencing Illustrating Cause and effect Adding Highlighting Summarizing Qualifying

Result Transition Comparing Emphasizing Exemplification Contrasting Reformulating

Cohesive devices:

above all in plain English thus then next furthermore equally because also in other words what is more mainly turning to namely for example

thirdly moreover subsequently conversely hence likewise nevertheless unless however such as in the case of admittedly rather if provided that

Part II

Choose one of the articles below.  Read it and jot down ten cohesive devices you were able to find.

Klass, Perri. “Is a Teen Depressed, or Just Moody?” The New York Times, 13 Feb. 2017, https://www.nytimes.com/2017/02/13/well/family/teenagers-depression.html .

Ring, Melinda.  "Teen Depression and How Social Media Can Help or Hurt."  CNN,  6 Aug. 2015, https://edition.cnn.com/2015/08/05/health/teen-depression-social-media/index.html .

Pappas, Stephanie.  "Social Media Cyber Bullying Linked to Teen Depression."  Scientific American, 23 Jun. 2015, https://www.scientificamerican.com/article/social-media-cyber-bullying-linked-to-teen-depression/ .

Part III

Add cohesive devices, and reorder as necessary the following statements to form a coherent short essay.

1. Dr. Robert Epstein is the author of the book Teen 2.0.

2. World Mental Health Day was earlier this week.

3. Freedom may be the best medicine.

4. Jake, describes his incapacitating school-related anxiety that began in his junior year of high school and reached a breaking point when was 17, “I refused to go to school and curled up on the floor.”

5. Jake spent time at a residential treatment facility in New Hampshire.

6. Jake got through his senior year of high school and into college, where his anxiety has largely disappeared.

7. Designed to be fully immersed in real-world experiences and productive work, dictating their own thoughts and actions, and surrounded by adult mentors, teenagers are instead cut-off and controlled.

8. Jake’s anxiety lessened as he left high school and went on to college, where he gained more freedom and more personal control over his schedule, his classes, and his social life.

9. Epstein suggests that much teenage angst results from the “infantilization of teens” as they are confined and enclosed for much of their adolescence, and their actions and thoughts are controlled by others.

10. “Driven by evolutionary imperatives established thousands of years ago, the main need a teenager has is to become productive and independent,” Epstein writes. “After puberty, if we pretend teens are still children, they will be unable to meet their most fundamental needs, causing some teens great distress.”

11. Enclosing young people in compulsory schooling environments for most of their teenage years severely restricts their freedom and challenges their evolutionary adaptability.

12. Jake’s anxiety lessened as he left high school and went on to college, where he gained more freedom and more personal control over his schedule, his classes, and his social life.