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English 8
Quarter 3 – Module 5
Use Appropriate Cohesive Devices
in Various Types of Speech

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English – Grade 8
Alternative Delivery Mode
Quarter 3– Module 5 : Use Appropriate Cohesive Devices in Various Types of
Speech
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Rhea Melchie A. Abuso

Editor: Vi Leslie B. Rubio
Reviewer: Judelyn N. Bicoy & Florife S. Gentiles
Illustrator:
Layout Artist/Typesetter:
Management Team: Senen Priscillo P. Paulin, CESO V
Joelyza M. Arcilla, EdD. Rosela R. Abiera
Marcelo K. Palispis, EdD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Anna Lee A. Amores, Ed.D.

Printed in the Philippines by_______________________

Department of Education – Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225-2376/541-1117
E-mail Address: negros.oriental@deped.gov.ph
Introductory Message

This Self- Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while you are at home. Activities, questions,
directions, exercises and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing the module or if you need
to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answers keys are provided for each activity and test. We
trust that you will be honest in using these.

In addition to the material in the main text, notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

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.
And 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.

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 TABLE OF CONTENTS

CONTENT PAGES

INTRODUCTORY MESSAGE --------------------------------- i

WHAT I NEED TO KNOW --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ----------------------------------------------- 2

WHAT’S NEW ------------------------------------------------ 3

WHAT IS IT ------------------------------------------------ 4

WHAT’S MORE ------------------------------------------------ 9

WHAT I HAVE LEARNED --------------------------------- 9

WHAT I CAN DO ---------------------------------------- 10

ASSESSMENT ------------------------------------------------ 11

ADDITIONAL ACTIVITY ---------------------------------------- 12

ANSWER KEYS ------------------------------------------------ 13

REFERENCE LIST -------------------------------------------- 14

 WHAT I NEED TO KNOW

Commonly, we used to hear the line, “No man is an island”. Well, this is
absolutely true. The reality in life is, we can never accomplish or reach our goals if
we are all alone. Whether we like it or not, we really need others to inspire,
challenge or guide us to fulfill our dreams. In other words, we need to connect
ourselves with others.

Same thing in writing and speaking, writers and speakers can expand
their ideas by linking and connecting them accordingly in order to reach the
desired end that is to clearly present their ideas and be understood by their
readers and listeners. Whether it is adding more ideas, contrasting other ideas,
sequencing ideas or giving the cause and effect of the ideas presented. All hese
need to be connected appropriately for a more comprehensive writing/speech.

This module emphasizes the importance of cohesive devices in

connecting ideas. Learners will learn how to use the different types of cohesive
devices in writing paragraph/essay.

Learning Competency:

• ENG8G-Ia-7: Use appropriate cohesive devices in various

types of speech.

Learning Objectives:

At the end of the lesson, the learner will be able to:

1. Identify the different cohesive devices;

2. Write a paragraph using appropriate cohesive devices;
3. Assess the effectiveness of cohesive devices in writing and speaking;
and
4. Recognize the importance of making good connection.

(Please be reminded that all answers shall be written in your activity

notebook, and there should never be any markings placed in this module.)

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 WHAT I KNOW

Preliminary Activity:
Determine whether the underlined word in every statement is used
to add, sequence, contrast, show cause and effect or illustrate.

1. My friend is a singer. He is intelligent and hardworking. Moreover, he is

creative.
2. He has never received an award in India; but he won a prize in America
last year.
3. A modular mode of learning is applied because of the COVID-19
pandemic.
4. To minimize the transmission of the virus, one must wear protective shields,
such as, face mask and face shield.
5. Before entering to any establishments, offices, and/or institutions, first, you
have to wash your hand or apply alcohol/sanitizer, second, know your
body temperature, then, write your complete name, address etc. for
contact tracing purposes.

WHAT’S IN

Choose the correct conjunctions from the list to complete the sentences.

While because but and so when then

1. The weather was very cold______ John wore gloves.

2. Paul was sad______ his cricket team had lost the match.
3. I gave the shop assistant five hundred pesos______ I had thirty pesos
change.

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 4. We waited for Sue______ she didn’t turn up.
5. Mary had her dinner______ went to bed.
6. The children washed their hands ______they had finished gardening.
7. We wanted to go to the beach_______ it rained.
8. Charlie read a book_______ he waited for the train.
9. Paul dropped the cup______ it broke.
10. Julie is a smart girl______ she got an award.

WHAT’S NEW

Study the given sentences. Answer the question after every statement.

1. Wushi is an understanding mother. Her children love and respect her so

much.
• To whom does the word her refer to?

2. I love the peaceful environment in my grandparents’ house. I wish to stay

there until I get old.
• What is being referred to the word “there”?

3. She was not able to come on time because of some important matters
along the way that she needed to address to.
• Is the sentence coherent?
• If it is coherent, what word makes it coherent?

4. Children love to read interesting story books. It helps them in developing

their reading habit.
• What does the word “them” refer to?

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 WHAT IS IT

Longman Dictionary of contemporary English defines cohesive as an adjective,

connected or related in a reasonable way to form a whole.

According to eminent scholars like Halliday and Hassan (1976) and van Dijk (1992)
are concerned with the Principles of connectivity which bind a text together
and force co-interpretation. Linguistic analysis is interested in analyzing sentence
sequences in order to understand how meanings reflect mutual dependence in
a text.

It is generally believed that a text whether written or spoken is only meaningful

when the various segments are brought together to make a unified whole.

A text is said to be cohesive when the linguistic means by which a text function is
held together as a single unit. The term “cohesion‟ is sometimes confused with
“coherence‟ which has to do with sense. Cohesion differs from coherence as
shown in the given example:

• {He phoned the police} {Three armed men broke into their
home} Coherent but not cohesive
• He phoned the police because three armed men broke into their
home. (Cohesive and Coherent)

The cohesive device used in the above text is “because‟; it gives the reason why
the police was phoned. Thus, this makes a complete text. The parts are well
connected and meaningful.

Texts achieve their status and communicative events through the use of cohesive
devices. The primary determinant of whether a set of sentences do or do not
constitute a text depends on the cohesive relationships within and between the
sentences, which create texture.

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 SOME TYPES OF COHESIVE DEVICES:

1. Transitional Markers

Image Source: (www.flickr.com)

2. Reference

- is one kind of cohesive ties in texture. Reference refers to how the speaker or
writer introduces participants and then keeps track of them once they are in the
text. Its elements establish semantic relationship between them, in which one of
the elements provides the other with the meaning.

TYPES OF REFERENCE:

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 a. Personal Reference - is reference by means of function in the speech
situation through the category of person. Personal reference items are
expressed through pronouns and determiners. They serve to identify
individuals and objects that are named at some other point in the text. The
third person is only cohesive, in that a third person form typically refers
anaphoric to a preceding item in the text. First and second person forms do
not normally refer to the text at all; their referents are defined by the
speech roles of speaker and hearer.

The following is one example of personal reference:

• Mr. John is an English teacher. All of his students like him very much.

The word his and him in the second sentence refer to Mr. John. The word his is a
personal reference which refers to the third person singular. Mr. John is followed by its
pronoun, so it is called as anaphoric reference that is the implicit encoding device that
follows its reference.

b. Demonstrative Reference -is reference by means of location, on scale of

proximity. It is essentially a form of verbal pointing. The speaker identifies the
referent by locating it on a scale of proximity. It occurs extensively with
anaphoric function in all varieties of English. The demonstratives have some
relevance to cohesion, in that they partially determine the use of these items
in endophoric (textual) reference.

Examples:
• My family got frightened when we saw an accident in our trip. That was
the most terrifying accident I’ve ever seen. (a)
• While my parents were having lunch, my brothers and I walked around
the zoo to see some lions and elephants. Those are my brothers’
favorite animals. (b)
• I spent my holiday in my uncle’s house in Sta Catalina. I do like
staying there. (c)

The word that in example (a) is demonstrative reference which demonstrates the first
sentence. Then, the word those in example (b) refers to some lions and elephants. Finally,
the word there in example (c) refers to my uncle’s house in Sta. Catalina.
These can also be called as anaphoric references. It is because they presuppose some
items in the previous sentences.

The demonstrative reference is also called locational reference. It does not involve the
identification of a participant in a text (a person or thing), but the identification of a
location in time or space. Locational referents to nearby time or space (examples are
here, now, these days, at the moment, above, below) are frequently retrieved

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exophorically, while locational items referring to distant time or space (examples: there,
then) are often endophorically retrieved.

c. Comparative Reference - is indirect reference by means of identity or

similarity. With comparative reference, the identity of the presumed item is
retrieved not because it has already been mentioned (or will be mentioned)
in the text, but because an item with which it is being compared has been
mentioned.

Example:

• The most tragic accident that I have ever seen was the accident that
happened last year.

The phrase the most tragic accident in the above sentence is comparative reference
(in superlative degree). Any comparison includes at least two things that are being
compared and any comparative attached to one entity or concept; thus, implies the
existence of the other entity or concept. Comparison happens not only in the text but
also out of context (situational). It is called exophoric reference. Nevertheless, references
which have contribution to the integration of the texts are considered cohesive.

3. Substitution

is the replacement of a word (group) or sentences segment by a “dummy” word. The

reader can fill in the correct element based on the preceding sentences. Substitution is
replacement of language element into others in a bigger composition in order to get
clearer difference, or to explain some certain language elements. It is an item or items
replaced by another item or items. There is a distinction between substitution and
reference in which substitution is a realization in the wording rather than in the meaning.

Substitution is a relation between linguistic items such as words and phrases in the level
of lexicogrammar. It resembles reference in being potentially anaphoric and constitute
a link between parts of a text. They also explain that since substitution is a grammatical
relation, a relation in the wording rather than in the meaning, the different types of
substitution are defined grammatically rather than semantically.

TYPES OF SUBSTITUTION:

a. Nominal Substitution:
Example:
• There are some new tourism resorts in Indonesia. These ones become the
most attracting places to visit.

From the sentence above, we can see that the word ones is a substitution of new
tourism resorts. This substitution is considered as nominal substitution.

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 b. Verbal Substitution:
Example: John: Bill says you went to Bali last week.
Brown: So did you!

The word did is a substitute to the verb phrase “went to Bali last week”; and it is called
verbal substitution.

c. Clausal Substitution:
Example: Smith: Are father and mother going to have vacation to East
Java?
Brown: I think so.

In the sentence above, the word so presupposes the whole clause “Father and mother
are going to have vacation to East Java”. The word so above belongs to clause
substitution.

4. Ellipsis

is the omission of a word or part of a sentence. It occurs when some essential structural
elements are omitted from a sentence or clause and can only be recovered by referring
to an element in the preceding text. Ellipsis occurs when something that is structurally
necessary is left unsaid, there is a sense of incompleteness associated with it. The
information is understood, but not stated. Like substitution, ellipsis is a relation within the
text and in the great majority of instances the presupposed item is present in the
preceding text. Ellipsis is also normally anaphoric relation in the level of words and
structures. The difference between substitution and ellipsis is that in the former a
substitution counter occurs in the slot and the presupposed item is replaced, whereas in
ellipsis the slot is empty. It is often called as substitution by zero.

TYPES OF ELLIPSIS:

a. Nominal Ellipsis - means the omission of a noun Head.

Example:
My father likes to go to a crowded tourism place, but I like peaceful.

In the sentence the word tourism place is not mentioned after the
word peaceful. However, any competent English speaker can easily retrieve the
meaning of a peaceful as a peaceful tourism place. Then, the adjective peaceful
functions as Head.

b. Verbal Ellipsis - involves the omission of the verb Head while the auxiliary
element remains explicit.
Example: John: Have you been to Bali?
Brown: Yes, I have

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The complete response must be Yes, I have been to Bali. In the dialogue, the speaker
does not use long response. It is clearly understood that the speaker does not want to
confuse to his/ her interlocutor.

c. Clausal Ellipsis - represents the omission of a part or whole clause. For

Example: John: Who will go shopping today?
Brown: Mom

In that example, the whole clause is omitted. The complete response should be Mom
will go shopping today. In the spoken language the speaker does not need to use the
complete clause when answering questions introduced by a question word.

WHAT'S MORE

Combine the following sentences by using appropriate cohesive

devices.

1. He has always wanted to be a musician. He decided to enroll

in a music school.
2. Musicians need to perfect their skills. Their craft requires them
to be excellent.
3. The listener rose to their feet. The orchestra launched into a
rendition of the overture.
4. He took exact and accurate notes from his orchestra. The
audience stood, applauding insistently.
5. He practices diligently. He is ready for the new challenge.

WHAT I HAVE LEARNED

Reflect!

Reflection helps you grow and develop understanding more deeply so you
can work continuously for self-improvement as a student. In line with this, you are
to share your learning insight /reflection here about the lesson that you have

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learned a while ago by simply completing the following. Write them in your
notebook.

I have learned that

______________________________________________________________________

I have realized that

______________________________________________________________________

I will apply

WHAT I CAN DO

Using some of the cohesive devices you have learned. Take a closer look
at the Venn Diagram, showing a comparison between FLU and COVID-19. Write
a paragraph based on the given details.

FLU COVID-19
Symptoms: Transmitted by Symptoms:
Begin in 1-4 days after exposure respiratory Begin in 1-14 days after exposure
Cause: droplets Cause:
Influenza virus (there are from an infected Sars-CoV-2-virus
many strains) person Complications:
Complications: Cause fever, Respiratory complications
Less likely to Prevention:
cough, and
occur because of Self-isolation
immunity built up over time fatigue
Prevention:
Flu Shot

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 ASSESSMENT

Read the following speech below. Then pick out the cohesive devices used in the
statements. Write your answer in your notebook.

Greetings! The Philippines is a country of 7 thousand islands which has the highest
endemicity per unit area in the planet. This means that 70 percent of the biodiversity
found in the Philippines can only be found in our country. We have more than 3000
species of marine life and some of which includes a snail. Our sponges and shells are
effective in addressing cancer and we are barely scratching the surface of what
there is. This is not just the wealth of the Philippines - it is the wealth of all of us together.
Should the planet escalate to more than 1.5 degrees then we lose all of that. The
planet simply cannot afford an indecisive ambiguity about what needs to be done.
The situation is clear - anything more than 1.5 degrees will destroy possibilities for
quality of life. We do not need to give up economic growth - from clean energy, to
sustainable transportation, to all facets of life. Hence, we need to have the courage
to change the way we do things. We cannot and must not build an economy based
on suffering.
At an increase of .8 degrees, we suffered Typhoon Haiyan, which is the worst storm
surge in the planet’s history wherein more than ten thousand died. Ironic. There’s so
much to give yet so much to lose. 7

As the Secretary for the environment, we will go heavily into mangroves because the
islands with mangroves suffered 80 percent less damage in terms of lives and
property. This thrust will not only save our islands but will result in economic zones
because of the resultant increase in fish, shrimps, and other sea life. If handled well,
our people can get out of poverty.
I propose a dynamic direction of facilitating climate change models on the ground
that give the message - it can be done, and we can do it! The rules of the Paris
Agreement can state what the performance indicators of these models should be.
There is an integratedness of life. Yesterday, I was in awe at dynamism and non-
negotiable commitment of the leaders of the Climate Change movement. If we all
imbibe this consciousness deep in our hearts and manifest it in ground level reality -
humanity faces a bright future if we continue to bloom this spirit of working together.
The Philippines is making a commitment to this exciting future.
Source: DENR Secretary Gina Lopez at COP22, Marrakech, Morocco. November 17, 2016

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ADDITIONAL ACTIVITIES

Identify the type of cohesive device used in every statement.

1. You: Have you returned the books?

Me: Yes, I have.
2. Lance answered his module completely.
3. My mother was not able to get the module because she was not
feeling well.
4. Teacher: Who answered the activities in your modules?
Student: Me.
5. I like the beautiful places in Switzerland. I want to go there.

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What I can do:
Answer may vary
Assessment: Additional Activity:
• And 1.Verbal Ellipsis
• Then 2. Personal Reference
• Hence 3. Transitional Signals
• Yet 4. Clausal Ellipsis
• Because 5. Demonstrative Reference
• If
• not only…but..
What’ New What I Know:
1. Wushi 1. To add
2. Grandparents’ house 2. Contrast
3. Yes 3. Cause and effect
4. because 4. Illustrate
5. them 5. Sequence
What’s In
What’s More
1.so
1. so 2. because
2. and 3. and
3. because 4. but
4. as a result 5.then
5. so 6. when
7. but
8. while
9. so
10.so
ANSWER KEY:
References:

• Cohesive devices. Accessed December 20, 2021.

http://home.ku.edu.tr/~doregan/Writing/Cohesion.
html.
• “Englishpost.org: Tiempo Para Aprender Inglés En
Linea.” Accessed December 20, 2021.
https://englishpost.org/.
• “TheSchoolRun Homepage.” TheSchoolRun,
www.theschoolrun.com/.
• Flickr, Yahoo!, 24 Mar. 2021, www.flickr.com/.
• “Literacy Professional Development.” Keys to
Literacy, 17 Dec. 2020, keystoliteracy.com/.
Developmental Reading (Manila: Rex Book Store,
Inc.,2009), 394.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net