8 English

Quarter 1 – Module 4:
Cohesive Devices

Subject Area – English Grade 8

Self-Learning Module (SLM)
Quarter 1 – Module 4: Cohesive Devices
First Edition, 2020

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
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Each SLM is composed of different parts. Each part shall guide you step-by-step as you
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Pre-test are provided to measure your prior knowledge on lessons in each SLM. This will
tell you if you need to proceed on completing this module, or if you need to ask your
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of each module, you need to answer the post-test to self-check your learning. Answer
keys are provided for each activity and test. We trust that you will be honest in using
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In addition to the material in the main text, Notes to the Teachers are also provided to the
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Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 iii

What I Need to Know

Introduction

In this module, you will learn several types of cohesive devices used by
writers to show coherence from one idea to another, from one sentence to another,
or from one paragraph to another. These devices also emphasize the importance of
different cues and markers that help sentences and paragraphs go together
smoothly in order to avoid abrupt jumps or breaks between ideas. Hence, it is
expected that at the end of this module, you will be acquainted with these different
signals and how it should be used in your writings.

Most Essential Learning Competency

Note implicit signals used by the writer to indicate coherence.

At the end of this module, you should be able to:

1.identify the different types of cohesive devices;

2.discuss the importance of cohesive devices; and

3.use cohesive devices in constructing sentences and paragraphs.

 1

What I Know
Test A.
Directions: Read the questions carefully. Write the letter of your answer. Write
your answer on a separate sheet.

1. Which of the following cohesive devices is used to signal relation in time?

a. but
b. finally
c. hence
d. likewise

2. Which of the following cohesive devices is used to signal similarity?

a. also
b. however
c. now
d. yet

3. Which of the following cohesive devices is used to signal difference?

a. before
b. but
c. hence
d. likewise

4. Which of the following cohesive devices is used to signal consequences?

a. also
b. as a result
c. equally
d. shortly

5. Which of the following is NOT an example of a cohesive device?

a. accordingly
b. consequently
 c. gracefully
d. subsequently
6. Africa was once a great continent it was divided into five regions.
a. before
b. hence
c. similarly
d. therefore

7. At the end of the World War II, decolonization of Africa took place. ,drastic
changes of government occurred as independent states were being
implemented and established.
a. As a result
b. But
c. Likewise
d. Whereas
8. These changes in Africa brought massive confusion among people. ,there
were prevalent conflicts organized by revolutionists in the areas of the
northern and sub-Saharan colonies.
a. From then on
b. Likewise
c. Once again
d. Similarly
9. Cuisine in Africa is a combination of fruits, milk and meat products. , the
five regions of the continent have the same recipes for African food which
were handed down through the generations, long before it was divided.
a. Although
b. Presently
c. Similarly
d. Therefore

10.In North Africa, the people show their pride in their embroidery that are
individually hand sewn creating a culturally intricate design. , Western
fashion is predominantly the fad in South African region. a. Immediately
b. Likewise
c. Thus
d. Whereas

Test B.
Directions: For items 11-15, identify whether the following sentences use
correct cohesive device. Put 🗹 if the sentence is correct and 🗷 if it is wrong. Write
your answer on a separate sheet of paper.

11. Amare was in love with Isabis. Similarly, Isabis felt the same with
 Amare, so, they decided to get married.
12. Isabis’ father was promoted to a higher position. As a result, their family
is required to relocate to the capital city.
13. Jafari, the new, greedy, town’s chief, wanted Amare to marry him.
Likewise, Amare adamantly refused, declaring that she only has
one love.
14. Jafari was infuriated with Amare. Although, he tortured her and
threw her in prison.
15. Meanwhile, Isabis disguised himself as a homeless man and
approached Amare to see how she’d treat him before ousting Jafari
and freeing several political prisoners.

What’s In
In your previous lesson, you learned that emphasis markers are words and
expressions that emphasize a point according to their persuasive purposes in
writing and speaking. Examples of these are words such as and, then, but, now, in
fact, although, thus, therefore, which are also called as markers of transition.

However, it is important for you to understand that these markers should be

used in accordance to its function such as, to signal relation of time, similarity,
differences and consequences to carry out its core goal of achieving consistent and
logical relationship among ideas. Generally, these words are called Cohesive
Devices.

What are cohesive devices? What are the several types of cohesive devices?
When do you use them? You will find out more on these as you go through this
module.
 4

What’s New
Activity 1: Arrange me!

Directions: Arrange the following jumbled letters to form the correct cohesive
device that will make the sentence complete. Write your answer on a
separate sheet
No. Jumbled Sentence
Letters

1 ALSYTL When I entered the room, the teacher asked for my

notice of admission. Then, she instructed me to
introduce myself and , she told me where I need to sit.

2 LAINFLY The doctor’s prescription was really effective. , the

pain in my knee had dropped!

3 SOLA The officers of the organization donated snacks to

the frontliners. , the members provided sanitizers
and surgical masks too.

4 ILEISWKE I think guavas taste good. , mangoes taste the

same.
 5 REOWHEV Anna is an excellent student in school. , she
doesn’t do homeworks on time.

6 ESNNEHTSEOL It was drizzling outside. , he still pursued his

evening run.

7 EROFEREHT The accusation has no genuine evidence. , the case

was dismissed.

8 ISNEC She refunded the customers, the item products have

not arrived for weeks.

9 EROMVROE His report was poorly written, , it had no

substance.

10 RERTHUF The teacher elucidated the lesson to the class

well. , he provided examples to
supplement the
discussion.

Activity 2: The curious mind!

Directions: Read and analyze your answers closely. Write your observations and
realizations on a separate sheet of paper.

What is It
Activity 3: What are my thoughts?

Directions: Answer the following questions. Write your answer on a separate sheet
of paper.

1. Based on the previous activities, what are the different types of

cohesive devices?

2. Why do we need to use cohesive devices in writing sentences or

paragraphs?

What are Cohesive Devices?

Cohesive devices are words that link parts within a written article. They are
signal words that facilitate the smooth interpretation of ideas of the readers in the
manner the writer wants them to be understood. Cohesive devices include
transitional words, expressions and paragraph hooks.

What do they do?

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. Cohesive devices link the gaps within your sentences and
paragraphs to ensure that there are no breaks and abrupt jumps of ideas.
 Let’s look at these two examples below:

1. Facebook is a global social networking platform and it is used by

many people across the globe.
2. Facebook gives us opportunity to connect with others but it is also
a haven of cyber bullying.

As we can see in the first sentence, and is used to add something to the
previous statement resulting to a clearer understanding that the latter is a sentence
that gives supplementary information. In the second sentence, but is used to show
how something positive and negative is said about Facebook. Therefore, but is used
to contrast ideas or to show difference between ideas.

What are the different types of Cohesive Devices?

There are several types of cohesive devices, and each type leads your reader
to make certain connections or assumptions about the areas you are connecting.
Some direct your reader ahead and entail the building of an idea or thought, while
others enable your reader to compare and contrast ideas or draw conclusions from
the previous thoughts. Now, please take a look at the following examples on the
next page.
Types of Examples Sentences
Cohesive Devices

To signal before, 1. At last, I’ve discovered how

relation in time meanwhile, to print envelopes on my
later, soon, at printer!
last, earlier,
thereafter, 2. Starting on my 21st birthday,
afterward, by I'll stop eating red meat;
that thereafter I won't be eating red
time, from then meat.
on, first, next,
now,
presently,
shortly,
immediately,
finally
 To signal likewise, 1. He went over the plan once
similarity similarly, once again, stressing the importance
again, once of getting the details exactly
more, also, too, right.
equally, identically
2. The food was excellent,
likewise the wine.

To signal but, yet, 1. Jeric is good in Mathematics

difference however, but he is weak in English.
although,
whereas, 2. He is an intelligent boy;
though, even so, however, he lacks good
nonetheless, manners.
still, on the
other hand, on
the contrary

To signal as a result, 1. He was busy; therefore, he

consequence/ consequently, could not come.
result therefore, hence,
for this reason 2. The lime water has turned
cloudy; hence carbon dioxide
has been produced during the
experiment.

7
To add and, in addition, 1. The rent is reasonable.
information as well as, Moreover, the location is perfect.
furthermore,
moreover, apart 2. I don't want to go there,
from, more so, furthermore, I have no time to
in fact do so.

Transitional words have meaning and are not just used at beginnings of
sentences. These words can also be utilized to show relationships between different
parts of a sentence or a paragraph. As mentioned earlier, they cue readers to the
relationships from the preceding sentences or clauses. If you ever use inappropriate
transitional word, then readers will be confused with what you mean. Also,
sentences do not require cohesive/transitional devices all the time. Do not overuse
it.

Learning cohesive devices has never been this easy before, right? It seems
that you are now ready for another exciting activity! Come on, let us go ahead and
have some fun!
 8

What’s More
Activity 4: Finding Transition!

Directions: Read the paragraph carefully. Then, pick all cohesive/ transitional
devices used. Write your answer on a separate sheet of paper.

Yesterday, I went walking. Generally, I don’t walk in the mornings. However,

I could not resist as the sun was shining brightly and it was a good idea to get some
exercise. During my walk, I observed lots of different animals including birds,
butterflies, cows and goats. As a result, I decided to walk a little further to witness
how many more I could see. Finally, I reached the route which would lead me back
home. However, I was having so much fun and I decided to continue my walk.
Besides, the weather was still warm and I could still feel the gust of fresh air,
although the clouds were starting to form indicating for a rain to come. I was quite
a distant away from home when the rain started to fall. To begin with, it was only a
gentle drizzle, but it soon began falling more heavily. Consequently, by the time I
got home, I was shivering from cold because I was totally wet.

Activity 5: Fill me in!

Directions: Complete the sentence by filling in with the correct cohesive device.
Choose your answer inside the box and write it on a separate sheet of
paper.

and but finally

as a result as a consequence likewise
furthermore on the other hand in the same way

1. He forgot to set his alarm, he was late for school. 2. They have seen
the movie twice, now they want to see it again.
3. Ryan studied hard for the exam, , he earned a high rating.
4. The students should be on time. , they must be prepared.
5. Kyxiandra got a rating of 98 on her essay, Karen got a rating of 75.
6. Tina hates cleaning the house. 7. Calculus was hard for me in senior high school. is
cooking. hard in college.
, she doesn't mind , it

8. First, she went to the grocery store. Second, she placed many tasty
snacks in her basket. _, she paid for her items.

9
 9. Rock climbing takes much practice and skill. , learning to write
involves a great amount of practice.
10.Jesse is watching the elephant show. , his sister, is touring the Nong
Nooch tropical garden.

Activity 6: Using Transitions!

Directions: Construct your own sentence/s using the transitional device indicated.
Write your answer on a separate sheet of paper.

1. Immediately (to signal relation in time)

2. Similarly (to signal similarity)

3. On the contrary (to signal difference)

4. For this reason (to signal consequences/result)

5. In addition (to add information)

10
 What I Have Learned
Activity 7: Complete me!

Directions: Transition words have been left out of the following paragraph. Select
the most appropriate words inside the box, and put them in the proper places.
There can be more than one word that fits in some places. Select the one that you
think fits best. Write your answer on a separate sheet of paper.

Next, once, meanwhile, then, while, as a result,

First, under, through, beside

(1) , there lived a family of bears in a safe and restricted forest near downtown.
Their home was located (2) _ the tall redwood trees (3) a small and clean brook. One
day, (4) the bears went out to look for food, a cute and naive little girl came to their
house. (5) , she knocked on the door but no one answered. (6) , she entered into the
house and immediately walked off to the kitchen. (7) , she ate the porridge placed
on top of the table and took a nap on one of their beds. (8) , the bears went home
and were surprised to see their door open. Their deafening roars woke up the little
girl, and she ghastly ran from the house, (9) the woods, and back to her own home.
(10) , she never went back into the forest alone again.

What I Can Do
Activity 8: Writing with Transitional Devices!

Directions: Exhibit your understanding on transitional devices by writing a 3-

paragraph essay on one of the following topics below. Write your
output on a separate sheet of paper.

1. Things I do during the Enhanced Community Quarantine Period

2. My thoughts about the school year 2020-2021 amidst COVID-19
Outbreak
3. My family’s preparation to avoid COVID-19 threat
4. The role of social media during Quarantine Period

11
 TITLE

Rubric for Essay

Areas of Excellent (5) Very Good (3) Needs
Assessment Satisfacto Improveme
ry (4) nt (2)

Ideas The essay The essay The idea The essay

presents an has presented by presents
original and consistent the essay is vague or
logical idea idea too general unclear
ideas

Organization The essay has The essay Some No

a strong and has organizatio organizatio
structured organized n/ attempt n/ lack
introductio introductio at introductio
n, body n, body introductio n, body
and and n, body and
concluding concluding and concluding
paragraphs paragraphs concluding paragraphs
paragraphs

Understandin The writer The writer The writer The writer

g shows shows a shows shows little
strong clear adequate understandi
understandi understandi understandin ng on the
ng on the ng on the g on the subject
subject subject subject matter as
matter as matter as matter as reflected in
reflected in reflected in reflected in the essay
the essay the essay the essay

Word Choice The use of Transition Needs more Little or no

transitional al devices transitional use of
devices make the devices to transitio
make the essay make the nal
essay very coherent essay devices
coherent coherent

Sentence Sentence Sentence Sentence No sense

Structure structure structure is structure is of
enhances evident; limited; sentence
meaning; sentences sentences structure
flows mostly flow need to flow or flow
throughout
the piece

Mechanics No errors Few errors Several Numerous

on on errors on errors on
grammar, grammar, grammar, grammar,
spelling, spelling, spelling, spelling,
and
 and and and punctuatio
punctuatio punctuatio punctuatio ns
ns. ns. ns.

12

Assessment
Test A
Directions: Read and answer each sentence. Choose the letter of your answer and
write it on a separate sheet of paper.

1. Which of the following cohesive devices adds information?

a. earlier
b. in addition
c. over
d. therefore

2. Which of the following cohesive devices is used to show difference?

a. although
b. before
c. earlier
d. likewise

3. Which of the following cohesive devices is used to signal similarity?

a. consequently
b. once again
c. presently
d. whereas

4. Which of the following cohesive devices is used to signal time?

a. because
b. before
c. hence
d. thus

5. Which of the following cohesive devices is used to show result?

a. consequently
b. meanwhile
c. nonetheless
d. though

Test B
Directions: Complete the sentence below by choosing the correct transitional
device. Write your answer on a separate sheet of paper.
 6. My bestfriend runs fast. , he won every race. a. As a result
b. Finally
c. However
d. Meanwhile

7. I picked up the pen. , I wrote on the paper.

a. But
b. Even so
c. Likewise
d. Then
8. I’m fond of watching The Voice. , I like to envision what song I’d sing
as a contestant.
a. As well
b. Still
c. Whereas
d. Yet
9. My boyfriend still bought a bouquet of roses I’m very allergic to the
smell of it.
a. even though
b. however
c. once more
d. shortly
10.First, Ria went to the store. , she went to visit her mother. a. But
b. Likewise
c. Once again
d. Then

Test C

Directions: Identify the type of the underlined transition/s word in each sentence.
Write your answer on a separate sheet of paper.

11. Mary will certainly be a late bloomer socially, just like her older
siblings. a. difference
b. result
c. similarity
d. time
12.The water district announced service interruption due to broken
pipes this morning, so several businesses had no water for hours.
a. addition
b. result
c. similarity
d. time
13.Residents resentfully protest about uneven roads and careless
trash pick-up, yet these same people defy paying higher taxes for
the improvement of these services.
a. addition
b. difference
c. similarity
d. time

13
14.The lazy cashier assistant forced the 12 bottles of soda into the bottom
of the bag, tearing it. Then, she made an insolent gesture by shrugging
her shoulders and articulated, “I think you need to hold the bag from the
 bottom.”
a. difference
b. result
c. similarity
d. time
15.Telephone interviewing allows for a large number of responses in a
short time and at relatively low cost. Moreover, the procedure allows
interviewers to get in touch with respondents at a particular time of
the day; this is a vital factor in the study of radio and television
listening habits.
a. addition
b. difference
c. similarity
d. time

Additional Activity
Activity 9: Transitional Devices around us!

Directions: Watch a portion of a TV newscast with your parents. You should pay
attention to how the news anchors transition from one story to another, from one
department to another, and from the newscast to commercials. Then, write down all
the cohesive/transition words that were used in the newscast. Write your answer
on a separate sheet of paper.

References
David O'Regan, "Coherence", KOC University, accessed May 28,
2020, http://home.ku.edu.tr/~doregan/Writing/Cohesion.html

"Decolonisation of Africa," Wikipedia The Free Encyclopedia, accessed May

29, 2020, https://en.wikipedia.org/wiki/Decolonisation_of_Africa
"Transitional Words and Phrases," California State University
Northridge, accessedMay 27, 2020,
https://www.csun.edu/~hcpas003/transwords.html

"Transitions," Santa Ana Unified School District, accessed May 25, 2020,
https://www.sausd.us/cms/lib5/CA01000471/Centricity/Domain/106/7t
h %20tr ansitions.pdf

"Types of Cohesive Devices," EnglishPost.org, accessed May 29,

2020, https://englishpost.org/types-cohesive-devices/

This Self-learning Module (SLM) was developed by DepEd SOCCSKARGEN with the
primary objective of preparing for and addressing the new normal. Contents of this
module were based on DepEd’s Most Essential Learning Competencies (MELC).
This is a supplementary material to be used by all learners of Region XII in all
public schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. we highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph