Coherence and cohesion issues in argumentation documents written by engineering students

Candelo, John E.; Soto, José D.; Torres, Luis; Schettini, Norelli; Calle, María; García, Lucy; Castro, Adela de

doi:10.1109/educon.2018.8363222

Cited by 3 publications

(3 citation statements)

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“…Coherence is an essential and important construct to assess one's quality of writing (Candelo et al, 2018;Chiang, 2003). Traditionally, coherence has been defined as the semantic relationship in the text whereby all elements are logically joined to give a single unit of meaning (Knoch, 2007).…”

Section: Research Articlesmentioning

confidence: 99%

Cognitive Predictors of Coherence in Adult ESL Learners’ Writing

Saeed

Everatt

Sadeghi³

et al. 2022

JLE

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Background. Coherence is considered one of the most important qualities of written discourse. Despite its fundamental importance, it is still considered a fuzzy and abstract concept in most English Second Language (ESL) contexts. Consequently, many ESL learners struggle to produce a coherent text. Morphological, phonological, orthographic awareness, vocabulary knowledge, and grammatical competence have been identified as predictors of writing quality in novice writers. There is, however, a lack of data to assess whether such linguistic skills also predict coherence in adult ESL learners’ writing. Purpose. The purpose of the study was to find out the relationships among a set of linguistic skills measures which included morphological, phonological, orthographic awareness, vocabulary knowledge and grammatical competence and coherence in adult ESL learners’ writing. Methods. To testify to the potential predictors of coherence in ESL writing, adult university students (126) were assessed by the measures of the linguistic skills mentioned above in addition to four measures of coherence: two relatively reader-based measures (ILETS and the Holistic Coherence Scale) and two relatively text-based measures (Topical Structure Analysis and Topic Based Analysis). All measures of the study were proved valid and reliable. Results. The findings revealed that vocabulary knowledge, morphological awareness, and grammatical competence were related to the coherence measures, particularly the reader-based measures. In contrast, measures of phonological and orthographic awareness generally did not correlate with the coherence measures. Implication. Reasons for the associations among the variables of the study were discussed and areas for future research were offered.

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Section: Research Articlesmentioning

confidence: 99%

Cognitive Predictors of Coherence in Adult ESL Learners’ Writing

Saeed

Everatt

Sadeghi³

et al. 2022

JLE

View full text Add to dashboard Cite

show abstract

“…Indeed, there is a weight of linguistic consensus that it is the coherence and not cohesion that helps develop the semantic aspect of the text. Some other studies examined the correlation between cohesion and coherence and their impact on writing quality (Candelo et al, 2018;Fitzgerald, 1986;McCulley, 1985). All of these studies found that cohesive ties correlated with coherence.…”

Section: Coherence and Cohesionmentioning

confidence: 99%

“…The emphasis on these primary skills, however, can lead to the neglect of discourse-level skills of writing, such as organization, planning, revision, and thematic development and may be one of the main reasons why many ESL learners produce incoherent texts. Candelo et al (2018) assert that the teaching and practising of higher-order compositional skills are as important as the teaching and practising of all primary sentence-level skills are important for writing composition.…”

Section: Coherence and Cohesionmentioning

confidence: 99%

The impact of theme-rheme progression method on improving textual coherence and cohesion in L2 writing: A study of L2 learners of English

Saeed

Karim

Mughal

2021

Pak. J. Humanit. Soc. Sci

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Coherence and cohesion are considered two main elements of essay writing. Despite their importance in writing, they are still regarded as difficult to teach and learn as compared to grammar and spelling. Theme-rheme development is suggested to be a tool to teach coherence and cohesion in writing. This experimental study was carried out to verify whether the teaching of theme-rheme approach helps the learners to improve their textual coherence. Forty graduate-level students (20 males and 20 females), aging between 19 and 23, participated in the study. The participants were equally divided into two groups. The experimental group was taught coherence and cohesion by using the thematic progression method, whereas the controlled group was taught by using the ordinary method. Pre- and post-tests were conducted to compare the effects of the thematic progression method. The findings show that the teaching of coherence and cohesion through the thematic progression method helped the learners to improve their essay writing quality. The experimental group outweighed the controlled group as it got twice higher marks in the post-test than the pre-test. In contrast, the controlled group showed a negligible improvement.

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