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ENGLISH
First Quarter – Module 4

SDO TAGUIG CITY AND PATEROS

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Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

Let’s Learn
This module focuses on the use of different signals that indicate coherence.

After going through this module, you are expected to:

1. define coherence;
2. identify signals that indicate coherence; and
3. determine the use of signals that indicate coherence
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 Let’s Try

Directions: Identify the signals expressed by the following images. Write your answer
on the blank.

1. 2. 3.

4. 5. 6.

Remember:
Signals/Signs are images, gestures, or expressions used to indicate something.

Lesson 1 Identifying and Using Signals that Indicate

Coherence

Coherence is an important aspect of the structure of writing as it helps a

person to understand the flow and content of the text. To achieve coherence,
paragraphs and sentences need to be clearly linked to each other using appropriate
signals to logically and linguistically form a whole.

Let’s Explore

Coherence is product of many different factors, which combine to make every

paragraph, every sentence, and every phrase contribute to the meaning of the
whole piece. Coherence in writing is much more difficult to sustain than
coherent speech simply because writers have no nonverbal clues to inform them if
their message is clear or not.

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 Therefore, writers must make their patterns of coherence much more explicit
and much more carefully planned. Coherence itself is the product of two factors —
paragraph unity and sentence cohesion.

Paragraph Unity
To achieve paragraph unity, a writer must ensure two things only. First, the
paragraph must have a single generalization that serves as the focus of attention,
that is, a topic sentence. Secondly, a writer must control the content of every other
sentence in the paragraph's body such that (a) it contains more specific information
than the topic sentence and (b) it maintains the same focus of attention as the topic
sentence.
This generalization about paragraph structure holds true for the essay in
particular. The two major exceptions to this formula for paragraph unity are found
in fiction (where paragraph boundaries serve other functions, such as indicating
when a new speaker is talking in a story) and in journalism (where paragraphs are
especially short to promote 'visual' ease by creating white space).

Sentence Cohesion
To achieve cohesion, the link of one sentence to the next, consider the following
techniques:
1. Repetition. In sentence B (the second of any two sentences), repeat a word
from sentence A.
2. Synonymy. If direct repetition is too obvious, use a synonym of the word
you wish to repeat. This strategy is call 'elegant variation.'
3. Antonymy. Using the 'opposite' word, an antonym, can also create sentence
cohesion, since in language antonyms actually share more elements of
meaning than you might imagine.
4. Pro-forms. Use a pronoun, pro-verb, or another pro-form to make explicit
reference back to a form mentioned earlier.
5. Collocation. Use a commonly paired or expected or highly probable word
to connect one sentence to another.
6. Enumeration. Use overt markers of sequence to highlight the connection
between ideas. This system has many advantages: (a) it can link ideas
that are otherwise completely unconnected, (b) it looks formal and
distinctive, and (c) it promotes a second method of sentence cohesion,
discussed in (7) below.
7. Parallelism. Repeat a sentence structure. This technique is the oldest,
most overlooked, but probably the most elegant method of creating
cohesion.
8. Transitions. Use a conjunction or conjunctive adverb to link sentences
with particular logical relationships.

The table below provides few of the most commonly used transition words:

Meaning/Function Examples of Signal Words Example Sentence

To sequence your first(ly), second(ly), Students receive a

ideas third(ly), next, then, after plagiarism warning.
this, last(ly), finally, After this, penalties
accordingly, apply.
meanwhile, henceforth

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To introduce also, furthermore,
an additional additionally, in addition,
idea moreover, similarly,
likewise, as well as,
besides, another, too
To indicate a consequently, accordingly,
consequence as a result, hence,
or result subsequently, therefore,
thus, thereupon, as a
consequence, for this
reason,
wherefore
To introduce a that is, in fact, indeed,
statement namely, specifically,
or thus
explanatio
n information is…
To emphasize or even more, above all,
clarify a point indeed, more
importantly, besides
To draw to a to conclude, as a final
close or point, in brief, in
summarize conclusion, in short, in
summary, finally, lastly
To signal time next, afterward, finally,
later, last, lastly, at last,
now, subsequently, then,
when, soon, thereafter,
after a short
time, the next week (month,
day, etc.), a minute later,
in the meantime,
meanwhile, on the
following day, at length,
ultimately, presently
To signal like, in the same (like)
comparisons manner or way, similarly
To indicate but, in contrast,
contrast conversely, however, still,
nevertheless, nonetheless,
yet, and yet, on the other
hand, of course, on the
contrary, or, in spite of
this, actually, a year ago,
now, notwithstanding, for
all that,
strangely enough, ironically
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Students, moreover,
are expected to seek
mandatory
conselling.
The student
submitted another
student’s essay. As a
result, they failed.
…More specifically, it
is
argued that
unauthorized use of
…More importantly,
the
school wishes to assist
its students to
succeed.
Finally, the school is
committed to
monitoring all
academic tasks to
eradicate plagiarism.
In the meantime, the
school conducts
seminars about
plagiarism.
… In the same manner
as other schools, they
become strict…
… In spite of this law,
many students still do
not follow
 Signal words are usually placed at the start of sentences; however, they
may also appear in the middle or end of sentences. They are always separated
from the rest of the sentence by commas.
You do not need to use signal words in every sentence in a paragraph;
however, good use of signal words will help to make the relationship between the
ideas in your writing clear and logical.

Let’s Elaborate

Directions: Choose the most appropriate signal word to complete each sentence.
Encirle the letter of your answer.

1. His skin burns very easily , he’s decided to stay under an

umbrella and wear lots of sunscreen.
a. therefore b. besides c. because d. finally
2. Hector decided not to use a map; , he got lost and never found way
out of the forest.
a. because b. for example c. in addition d. consequently
3. I clean my room, I eat my break.
a. first, also b. next, of course c. first, then d. second,then
4.Everyone knows that having his cellphone in class is unaaceptable,
________people still do it.
a. therefore b. however c. moreover d. in fact
5. There are several ways to buy cellphones.________, you can buy from a phone
company or an electronic store.
a. Yet b. Also c. Futhermore d. For instance

Let’s Apply

Activity 1: Circle the letter with appropriate signal type that signifies
coherence in each sentence.

1. A water main downtown broke this morning, so several businesses had no

water for hours.
a. addition c. comparison
b. time d. cause and effect
2. Even though most Americans are primarily concerned about AIDS as it
exists in the U.S., it should be remembered that it is now nearly a
worldwide disease.
a. addition c. contrast
b. time d. comparison
3. Larry will probably be a late bloomer socially, just like his older brothers.
a. time c. comparison
b. contrast d. cause and effect

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4. There are ways you can make boring tasks more pleasant. For instance,
bring a portable radio and listen to music on the earphones while you
work.
a. contrast c. illustration/example
b. comparison d. cause and effect
5. The lazy checkout clerk forced the six-pack of cola into the bottom of the
bag, tearing it. Then she shrugged her shoulders and said, “I guess you’ll
have to carry the bag from the bottom.”
a. time c. comparison
b. contrast d. illustration/example

Activity 2: Circle the letter of the word that correctly identifies the appropriate
transition word or phrase. Then underline the kind of transition you have used.

1. the invention of television, people probably spent more of their leisure

time reading.
a. Nevertheless b. Because c. Before

The transition word indicates: addition, cause and effect, time

2.If you’re having company for dinner, try to get as much done in advance a
possible. , set the table the day before.
a. For instance b. In contrast c. Similarly

The transition word indicates: illustration/example, comparison, contrast

3. I’m very allergic to flowers, my boyfriend bought a bouquet of roses.

a. Until b. Because c. Even though

The transition word indicates: time, contrast, addition

4. My grandfather loves to say, “You’re as nervous a long-tailed cat in a

roomful of rocking chairs.”
a. after b. as c. as a result

The transition word indicates: cause and effect, time, comparison

5. Manny’s car stereo was on full blast, I could see his lips moving,
but I had no idea what he was saying.
a. Moreover b. Because c. Just as

The transition word indicates: comparison, addition, cause and effect

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 References
https://www. /coherence-academic-writing-tips-

strategies/ https://worksheets/coherence-in-paragraph/

https://www.eapfoundation.com/writing/cohesion/transi

tions/

Strunk, William Jr., and E.B. White/ The Elements of Style. 4th ed., Allyn and
Bacon, 2000.

READING- Transitional Words and Phrase: Showing Relationships Within and

Between Sentences rev. July 2005

http://www.learnenglish-online.com/writing/tests/transitions.html

https://www.enago.com/academy/ coherence-academic-writing-tips-

strategies/

Development Team of the Module

Writer: OPHALEEN D. IBAÑEZ
Editors:
Content Evaluator: JOVITO G. PANAGA JR.
Language Evaluator: ALMA ALMEROL

Content Validators: JOVITO G. PANAGA JR., ALMA U. ALMEROL,

MARY ANN T. ROBIE, ANGELUS B. SALESPARA,
SHEILA C. CRUZ, LORNA R. ARTUZ AND HAROLD K. TAGUBA

Illustrator: ABIGAIL R. SADANG

Layout Artist: ABIGAIL R. SADANG
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
MR. NOEL T. BALUBAL, EPS- ENGLISH
DR. DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251
Email Address: sdo.tapat@deped.gov.ph