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What are cohesion and cohesive devices in writing?

The term 'cohesive devices' refers to the conjunctions , connectives and pronouns used to link the parts of a piece of writing . Using the same verb tense throughout a text also offers 'cohesion'.

Primary-school children may be asked to identify and use cohesive devices in their writing during their time at primary school.

Use of cohesive devices in primary-school writing

The 2014 primary curriculum states that children in Years 5 and 6 need to 'use a wide range of devices to build cohesion within and across paragraphs '.

Basically, when a person's writing has cohesion, an attempt has been made to link clauses, sentences and paragraphs so that the writing 'hangs together'.

This piece of writing shows how cohesive devices can be used:

Pronouns (in blue: these to refer to the organs and it to refer to the body) are used to show that the writer is referring back to a person or object already named.

Conjunctions (in green: and, so, because) are used within sentences to link ideas within a sentence.

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Which cohesive devices are taught to children throughout primary school?

In Year 1 , children will start to write sentences and will be encouraged to use the connective 'and' to join clauses , for example: 'We went shopping and my mum bought lots of nice food.'

In Year 2 , children will be encouraged to write longer pieces of writing and will be shown that the verb tense should remain consistent throughout a text (always past tense or always present tense). They will begin to expand on their use of connectives to join clauses of sentences, using connectives such as: when, if, that, because, or, but.

In Years 3 and 4 , children will be taught how to compose fiction and non-fiction texts and introduced to the use of paragraphs . They will be expected to use pronouns to link one sentence to a previous one. They will be encouraged to use a wide range of conjunctions, such as: when, if, because, although. They will start to use fronted adverbials , which can help with cohesion when they are related to time (for example: First of all, After all the drama had unfolded, At the end of the meal etc.)

The aim of the above teaching is to help children get to a point in Year 5 and 6 where they can produce writing that shows a range of devices to aid cohesion.

Ways in which teachers teach cohesive devices

By reading texts and drawing attention to various features.
Through marking children's work; for example, they may show a child how they could join two short sentences through the use of a conjunction, or they may point out where a tense should stay consistent.
By teaching 'stand-alone' lessons where a child needs to do some sentence-level work on conjunctions, pronouns or adverbials. There may be lists up in the classroom to offer writing prompts.
By encouraging children to read a piece of work they have written and improve it to make it more cohesive. Sometimes children are put into pairs to do this, so that one can act as a 'critical friend' to the other.

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Cohesive Devices in IELTS Writing – Types, Tips, and Examples

Updated On Feb 23, 2024

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Cohesive Devices in IELTS Writing – Types, Tips, and Examples

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Cohesive devices, also known as linking words or connecting words, are an important part of academic writing. Using them properly helps organize your ideas and create logical connections between sentences and paragraphs. This improves the flow and coherence of your writing, which is necessary to get a high score on the IELTS Writing test. In this blog, we will look at the meaning and types of cohesive devices, examples of how to use them, and tips to employ them effectively in your IELTS essay writing.

What Are Cohesive Devices?

Cohesive devices, also known as ‘ Linking Words ’ are words or phrases that link different parts of a text together and allow it to flow logically. They help show the connection between ideas acting as a connector by signaling additions, contrasts, cause and effect, and other relationships. For example, words and phrases like ‘however’, ‘therefore’, ‘in addition’, ‘for example’, ‘to conclude’ etc. are cohesive devices. Using them properly makes your writing more coherent and easier to follow.

Types of Cohesive Devices

There are several types of cohesive devices:

Reference words: Pronouns like ‘it’, ‘this’, ‘that’, and ‘which’ refer back to something already mentioned.
Substitution words: Words like ‘do’, and ‘one’ that replace a noun.
Conjunctions: Words like ‘and’, ‘but’, and ‘so’ that join clauses.
Repetition: Repeating keywords and ideas across sentences and paragraphs.
Synonyms: Using different words with the same meaning.
Antonyms: Contrasting words and ideas using opposites.
Collocation: Using words that commonly go together.
Discourse markers: Phrases like ‘in conclusion’, and ‘on the other hand’ that organize text.

Examples of Cohesive Devices

Here are some examples of how different types of cohesive devices can be used:

Referencing: Smoking has many health risks. This habit should be avoided.
Substitution: Doctors advise patients to exercise daily. Doing so improves health.
Conjunction: Smoking causes cancer, and it also increases the risk of lung disease.
Repetition: Daily exercise helps us stay fit. Exercise also reduces stress levels.
Synonyms: Doctors advocate physical activity. Exercise has many benefits.
Antonyms: Some people love jogging daily. Others dislike running intensively.
Collocation: She played a starring role in the movie. Her performance was praised.
Discourse Markers: However, smoking remains common despite its risks. Therefore, more education is needed.

Tips for Using Cohesive Devices

Here are some tips to use cohesive devices effectively:

Don’t overuse them. Using too many can make writing seem unnatural.
Be consistent. Don’t jump between different devices randomly.
Use a variety. Relying only on basic conjunctions like ‘and’, ‘but’, and ‘so’ is repetitive.
Choose devices appropriately. Use contrasting words for opposing ideas, and linking words for related ideas.
Pay attention to order and placement. Put them at the right spot in a sentence or paragraph.
Vary length. Alternate between single-word devices and longer phrases.
Check for grammar. Make sure the device fits correctly in the sentence structure.

Why Coherence and Cohesion Matter in IELTS Writing?

Using cohesive devices properly is key to getting a high band score for ‘Coherence and Cohesion’ which carries 25% weight in the IELTS Writing test criteria. The band descriptors state that a high-scoring essay should use ‘a range of cohesive devices appropriately’ while a low-scoring one has ‘little or no cohesion’. So mastering cohesive devices can significantly impact your writing score.

Learn more about IELTS Writing band descriptors and criteria here .

Example Essay Using Cohesive Devices

This sample IELTS essay shows how cohesive devices can be used to logically link ideas and improve coherence:

Some people think sports help society, while others argue they are a waste of time. In my opinion , sports offer benefits like health, socializing, and stress relief but they can also lead to injuries and obsession in some cases.

On the one hand , participating in sports provides exercise which improves fitness. Moreover , sports like football, cricket, and hockey build teamwork as they require cooperation. Another benefit is that sports offer a way to unwind and manage anxiety. However, on the other hand , sports carry risks like career-ending injuries. Furthermore , becoming consumed by sports fandom negatively affects work and studies. Although sports have advantages, in certain situations they can be detrimental.

In conclusion , sports are beneficial for society if practiced moderately but harmful if taken to extremes. Therefore , a balanced approach is necessary to utilize their advantages and avoid downsides. The key is moderation.

This essay uses cohesion and coherence in paragraph writing with examples. A variety of cohesive devices like referencing words (this, they), conjunctions (but, moreover), discourse markers (In conclusion), repetition (sports), synonyms (fandom/obsession), antonyms (advantages/detrimental), and collocations (career-ending injuries) are used to organize the ideas logically and make the writing more coherent.

Check out: IELTS Writing Task 2: Coherence & Cohesion (Tricks for BAND 8)

Learning to use cohesive devices properly is an important skill that can improve your IELTS Writing score by making your essay flow better. Start by learning the main types of devices and examples of how to use them. Pay attention to using an appropriate variety and following the tips above. Refer to sample essays to see how devices are used in context. With practice, using cohesive devices will become second nature and boost your writing coherence.

For more help with the IELTS Writing test, check out our Writing Task 1 and Writing Task 2 tips and sample answers. Also, solve these practice tests .

Take a look at our IELTS Grammar Workbook

Also, Check:

Top 10 IELTS Grammar Books
Ultimate Guide to Synonyms for IELTS Writing
Adverbs for IELTS
Advanced Grammar for IELTS with Comparison
Emphatic structures exercises and inversion
Advanced Grammar for IELTS: Modal Verbs (1)

Explore IELTS related articles

Start Preparing for IELTS: Get Your 10-Day Study Plan Today!

Raajdeep Saha

Raajdeep Saha, an MBA graduate in Marketing from IMT Ghaziabad and holder of a BCA degree from The Heritage Academy, boasts three years of experience as a Senior Content Marketing Specialist. His focus lies in crafting persuasive content for IELTS, CELPIP, and TOEFL. Simultaneously, he's an accomplished author and poet, with his published work, "OUSHQ," showcasing his literary prowess. He seamlessly marries his marketing acumen with creative storytelling, making him a versatile professional of both corporate and artistic distinction.

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Achieving coherence

“A piece of writing is coherent when it elicits the response: ‘I follow you. I see what you mean.’ It is incoherent when it elicits the response: ‘I see what you're saying here, but what has it got to do with the topic at hand or with what you just told me above?’ ” - Johns, A.M

Transitions

Parallelism, challenge task, what is coherence.

Coherence in a piece of writing means that the reader can easily understand it. Coherence is about making everything flow smoothly. The reader can see that everything is logically arranged and connected, and relevance to the central focus of the essay is maintained throughout.

Repetition in a piece of writing does not always demonstrate cohesion. Study these sentences:

So, how does repetition as a cohesive device work?

When a pronoun is used, sometimes what the pronoun refers to (ie, the referent) is not always clear. Clarity is achieved by repeating a key noun or synonym . Repetition is a cohesive device used deliberately to improve coherence in a text.

In the following text, decide ifthe referent for the pronoun it is clear. Otherwise, replace it with the key noun English where clarity is needed.

Click here to view the revised text.

Suggested improvement

English has almost become an international language. Except for Chinese, more people speak it (clear reference; retain) than any other language. Spanish is the official language of more countries in the world, but more countries have English ( it is replaced with a key noun) as their official or unofficial second language. More than 70% of the world's mail is written in English ( it is replaced with a key noun). It (clear reference; retain) is the primary language on the Internet.

Sometimes, repetition of a key noun is preferred even when the reference is clear. In the following text, it is clear that it refers to the key noun gold , but when used throughout the text, the style becomes monotonous.

Improved text: Note where the key noun gold is repeated. The deliberate repetition creates interest and adds maturity to the writing style.

Gold , a precious metal, is prized for two important characteristics. First of all, gold has a lustrous beauty that is resistant to corrosion. Therefore, it is suitable for jewellery, coins and ornamental purposes. Gold never needs to be polished and will remain beautiful forever. For example, a Macedonian coin remains as untarnished today as the day it was made 23 centuries ago. Another important characteristic of gold is its usefulness to industry and science. For many years, it has been used in hundreds of industrial applications. The most recent use of gold is in astronauts’ suits. Astronauts wear gold -plated shields when they go outside spaceships in space. In conclusion, gold is treasured not only for its beauty but also its utility.

Pronoun + Repetition of key noun

Sometimes, greater cohesion can be achieved by using a pronoun followed by an appropriate key noun or synonym (a word with a similar meaning).

Transitions are like traffic signals. They guide the reader from one idea to the next. They signal a range of relationships between sentences, such as comparison, contrast, example and result. Click here for a more comprehensive list of Transitions (Logical Organisers) .

Test yourself: How well do you understand transitions?

Which of the three alternatives should follow the transition or logical organiser in capital letters to complete the second sentence?

Using transitions/logical organisers

Improve the coherence of the following paragraph by adding transitions in the blank spaces. Use the italicised hint in brackets to help you choose an apporpriate transition for each blank. If you need to, review the list of Transitions (Logical Organisers) before you start.

Using transitions

Choose the most appropriate transition from the options given to complete the article:

Overusing transitions

While the use of appropriate transitions can improve coherence (as the previous practice activity shows), it can also be counterproductive if transitions are overused. Use transitions carefully to enhance and clarify the logical connection between ideas in extended texts. Write a range of sentences and vary sentence openings.

Study the following examples:

Identifying cohesive devices

When we write an essay, there are several points we want to make and an overall idea we hope to get across to the reader. We use grammatical and lexical tools to make all the points come together and form one understandable whole. We want the whole to fit logically together to make our point.

If we succeed and the reader understands our meaning because what we wrote sticks together well, our essay has coherence .

The parts of a text don’t go in just any order; there are certain ways sentences and paragraphs connect with each other to fit properly. The tools, or devices, we use to link all these parts into a meaningful whole create cohesion – they work like glue sticking together pieces of a picture. There are six main types of cohesive devices.

1. Reference

Despite obscure names like anaphor and cataphor , reference means just what it sounds like, referring to something mentioned elsewhere in a text. We do this all the time when we speak. “The dentist has an opening tomorrow at 2:00. He will see you then.” Who is “ he ”? What is “ then ”? If someone told you only the second sentence, it wouldn’t make much sense (and, if your tooth hurt a lot, you might get a bit angry), but together with the first sentence, the meaning of the second is quite clear. Just like your mother is clear when she says, “ The wastebasket is full. Please empty it .” If you ask her, “ Wait, what do you mean, ‘it’? ” she won’t think you are being funny, and she won’t believe that you don’t understand. We use pronouns and other special words to refer back to things – people, places, times, etc. – with such frequency that these patterns are quite familiar, even unnoticed. Look for this linkage of words to earlier mentions of things when you read, and you will start to understand how cohesion works.

Reference is used to create cohesion in several different ways. If your father walks out and sees you standing by the car, which is wrecked, and says “ Did you do that ?” he’s making a reference to something outside the text (here, a situation) that is obvious to both of you, the speakers. 1 He didn’t have to say first, “ Oh, look, the car’s been wrecked. ” You probably won’t want to tell him so, but he’s just provided an example of exophora . On the other hand, if you make a statement to the police about the wrecked car, and you say that you came downstairs in the morning, saw that the car was wrecked, but didn’t see anyone around, and the policeman asks, “ So, what time did you come down and notice this ? ” he’s using endophora , because “ this ” refers to the fact that the car has been wrecked, something you explicitly said, and it’s an anaphoric , because the reference is to something earlier, although, again, you probably won’t want to point out these interesting grammatical facts to the policeman just then. The diagram that follows shows how these ideas fit together.

Definite pronouns and determiners are usually what we use to refer back to people, objects, and situations that we’ve mentioned earlier in a text, e.g., she, they, it, those, that .

No one seemed to want the last piece of cake. It sat on the plate for days getting stale. Finally, late last night, when John came home tired and hungry, he ate it , only to have Susan scream at him this morning for having finished it .

Anaphoric reference is really a form of substitution, replacing one word or phrase with another, usually shorter, way of saying the same thing. To find these anaphoric references in a text, look especially for pronouns, demonstratives, and adverbials like the following: 1

personal pronouns (subjective or objective forms): I, you, we, he, she, it, they, one, him, her

possessive personal pronouns : mine, yours, ours, hers, its, theirs (or their determinative forms: my, your, our, her, its, their, one’s, often paired with a noun that refers back to something mentioned previously)

demonstratives & other determiners : this, these, that, those, some, any, both, enough, neither, none, half, etc. (often functioning as pronouns in anaphoric constructions)

place and time adverbials : here, there, then

comparatives : another, more, fewer, same, different. equally, likewise, similarly

2. Substitution

Whereas reference is often described as a link of meaning between words (because we understand the reference only in relation to its antecedent), substitution is described as a grammatical link that allows us to replace a noun or noun phrase, a verb or verb phrase, or an entire clause, when we say something about the same item or topic elsewhere in the text. 2 Why substitute one phrase for another? This may be for reasons of style, for instance, to avoid repetition, or we may want to clarify or define our meaning more precisely. Substitutes are often a more general word in the former case, and a more specific, or technical, phrase in the latter. Almost any word or phrase might function as a substitute, but there are some common patterns that can help us find substitutions. Words like one , some , or any often work as more general substitutes, while technical terms may fit in to replace a description of what they mean:

I don’t have change for the meter . Do you have any ? (more general)

Clarence arrived just as I was making coffee , so I asked him if he ‘d like some . (more general)

After the initial votes for student council have been counted, the three students with the most votes make speeches. Each candidate speaks for ten minutes, then the final votes are cast . (more specific/technical)

Other patterns include using adverbials like so and thus to replace larger units – objects, complements, or whole clauses – and using a form of the verb “to do” to replace a longer verbal phrase or clause.

It was terribly cold outside, so the others went inside . Eventually, I did too.

3. Cohesive Nouns

Cohesive nouns are nouns that summarize what came before or what is to follow. For example, if I come home and find water all over the floor, a steady flow coming out from under the sink, and it takes me hour to find a night plumber who will come, plus a few more hours to have the pipe fixed and clean up the mess so I only get to sleep at 3:00 a.m., and, not surprisingly, I oversleep and arrive late to class the next morning, I might apologize by explaining what happened in a much shorter way. I might just say that I had a “problem” which made me late. “Problem” in this case refers back to the whole long, unhappy story described above. Often, the very use of such a word characterizes what will follow, making it easier for a reader or listener to predict what’s next. So, if you come into class a few minutes late and say, “ So, there was a problem . . . .,” I already know that what follows will probably be a sad story about unfortunate circumstances which made it impossible for you to do your homework or arrive on time.

4. Ellipsis

So, if “problem” is a short way to talk about the whole situation, ellipsis is even shorter. Ellipsis is when you leave out words that are understood. Wait, you may say, how can leaving words out make things more clear? But we do this all the time. “ He can’t swim but I can. ” What can I do? I can swim – that is quite clear and, in fact, it would sound rather awkward to say “ He can’t swim but I can swim .” This sounds like a child’s speech – children only learn ellipsis as they become more linguistically mature. The omission can cover a great deal more just a word or phrase; whole sections of sentences, often the predicates or verbal parts, may be left out because they are clear between speakers or writer and reader. Sometimes this absence is even a form of emphasis. Look for this when you read, and you will understand more of the writer’s meaning and tone.

5. Lexis (Lexical Chains)

Sometimes words come bound up like a pile of presents one atop the other; once we open one, we have a very good idea what the others will be. For example, if, at your wedding, you receive twenty matching boxes of various sizes and the first one is a plate, you can guess the others are likely to be matching bowls, saucers, and perhaps a serving platter or two. In the same way, once I say “wedding” you know from experience that certain other words are likely to follow, like “bride”, “groom”, “reception”, “flowers”, “dress”, “honeymoon”, “cake”, etc. These words are linked into a chain of meaning so that one helps you understand the others; they are a lexical set .

Pairs or groups of words have a more specific linkage of meaning, such as a part-to-whole relationship, called meronymy , (e.g., branch , leaf , and bark are all parts of a tree ), or a category/subcategory relationship, where the category is called the superordinate and the subtype a hyponym , (e.g., the general word tree covers many specific types like pine , oak , and birch ). You likely know some other examples, such as words that mean the same thing being called synonyms, (e.g., health / wellness ), and those that mean the opposite, antonyms , ( health/sickness ). We use these lexical relationships in speech because they make what we say much easier for others to understand. In writing, words like these tell us how parts of a text are linked.

Lexical linkages are often essential to an essay’s structure. For example, if an author talks about “costs”, we expect negatives to follow in the text. If the author then talks about “benefits” we’ll expect positives to come next. Our expectations shape our perceptions different ways: they make the whole text easier to understand and they also subtly influence our evaluations. For example, a ‘cost/benefit’ contrast can make items seem to fit into one box or the other, and we may adopt the author’s categorizations. Lexical relationships can be powerful tools when wielded by a skilled writer. Not only can an author use lexical connections to shape our judgments, she can guide the way we reason. A structure like the ‘cost/benefit’ contrast described above encourages us to quantify and add up items on one side as against the other.

As a writer, using lexical relationships to link sentences, paragraphs, and the whole text together will help you make your points clear and your arguments persuasive. As a reader, spotting these lexical connections will reveal methods of persuasion and authorial biases.

6. Conjunction

This is what links those positives and negatives described above into a contrasting relationship. Let’s say I list several items as “ costs “, but then start my next sentence with “ however “; you already know that I am going to change direction and tell you why all those costs don’t add up to a total negative. This is one of the first methods of cohesion we’re taught explicitly when we learn to write. We’re told to use phrases like “ because ”, “ moreover ”, “ firstly ”, “ secondly ”, “ therefore ”, “ in addition ”, and similar expressions to link our clauses, sentences, or paragraphs together in an organized way that makes their relationship to each other clear to our readers. This is sometimes referred to as signposting because these linkages show where the text is going. Used in this sense, “conjunction” refers generally to the structural relationships among parts of the text rather than specifically to the words called “conjunctions” in a grammar book (i.e., and, but, or , etc.).

When we talk about conjunction as a cohesive device, we mean ways to relate two clauses, sentences, or paragraphs together into a functional relationship. The relationship can be additive, adversative, causal, or temporal. For example, one clause may be the reason for the other:

He finished the pizza because he was hungry .

This could have been two separate sentences, but since they have a cause-effect relationship, we can link them together with “ because ” (an actual conjunction) to make this relationship more clear. Likewise, if an author gives several reasons why watching TV can be bad, and organizes them into a kind of list by starting paragraphs with “ First of all ” then “ Secondly ” (adverbs), then “ The third negative feature ” (a noun phrase), all three of these paragraph starters are examples of conjunction as a cohesive device. They work by linking pieces of text together so that while you are reading, you can follow along and see the relationship of one part to the next. In this example, the paragraph starters show us that the facts within each paragraph are to be added to a list supporting one main point, as the author builds a case against TV watching by adding up all the bad things it can do.

In a well organized essay, the author usually tells us about the list (or other structure) at the outset. For example, these paragraph starters might refer back to the phrase “ several serious drawbacks ” in the first paragraph, where the author promised to describe the pros and cons of TV watching. Whether we are persuaded often depends upon the extent to which the author kept these initial promises by the end of the essay.

1 For the moment, we will leave aside the concept of deixis, or references to the speaker’s personal, situational, or temporal locus, to which parts of discourse may refer. Deixis and anaphora sometimes overlap, but for purposes of understanding cohesive devices, at the moment we can simplify matters by focusing only on the latter. See note 2 for more on this.

2 Halliday and Hasan (1976) described the contrast between reference and substitution as semantic versus grammatical relations between the linked sections of text, and Halliday and Matthiessen (2014) offer the idea of a semantic versus a “lexicogrammatical” relation, (635). Importantly, however, Halliday and Hasan noted the overlap of these categories:

The classification of cohesive relations into different types should not be seen as implying a rigid division into watertight compartments. There are many instances of cohesive forms that lie on the borderline between two types and could be interpreted as one or the other . (Halliday and Hasan, 1976, 88)

For our purposes, the six categories above are a good starting point to understand cohesion in texts, but many important overlaps and subtleties are not covered in this short guide, and entire discussions are omitted, for example, the relationship of deixis to anaphora as mentioned in note 1, above. For more on this latter topic, see Stirling and Huddleston’s (2016) extensive treatment of the subject.

Halliday, M.A.K., & Hasan, R. (1976). Cohesion in English (R. Quirk, Ed.). Longman Group Limited.

Halliday, M.A.K., & Matthieson, M.I.M. (2014). Halliday’s Introduction to Functional Grammar (4th ed.). Routledge.

Schmolz, H. (2015). Anaphora Resolution and Text Retrieval: A Linguistic Analysis of Hypertexts . Walter de Gruyter GmbH.

Stirling, L. & Huddleston, R. (2016). Deixis and Anaphora. In R. Huddleston and G. Pullum (Eds.), The Cambridge Grammar of the English Language (1449-1564). Cambridge University Press.

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Types of Cohesive Devices

Cohesive devices are sometimes called linking words, linkers, connectors , discourse markers, or transitional words.

Cohesive Devices are words or phrases that show the relationship between paragraphs or sections of a text or speech.

Cohesive devices are words like ‘ For example , ‘ In conclusion , ‘ however ‘ and ‘ moreover ‘.

In this post, you will learn more about the different types of cohesive devices and how to use them in sentences correctly

Table of Contents

Examples of Cohesive Devices

What are some types of cohesive devices, what are the different types of cohesion, methods of cohesion with examples, #1 anaphoric reference, #2 cataphoric references, #3 exophoric reference, #4 tense agreement, #6 substitution, how to improv e, interested in learning more.

Let’s look at these two examples below:

Netflix has many movies and shows and it is only $9.
The Christmas tree is natural but it is expensive.

As we can see in the sentences above, and it is used to add something to the previous statement,

In the second sentence, we can see how something positive and negative is said about Christmas. We know that because the word but is used to contrast ideas.

There are many examples of cohesive devices, they can be grouped according to their function.

If you want to show similarity , you can use cohesive devices such as:

If you want to introduce an item in a series , you can use:

If you need to compare , you can use cohesive devices such as:

For emphasizing, you can use cohesive devices such as:

If you need a full list of cohesive devices, have a look at my Full List of Cohesive Devices by Category

Cohesion is the grammatical and lexical linking within a text or sentence that holds a text together and gives it meaning.

There are two main types of Cohesion, grammatical cohesion, and lexical cohesion.

Grammatical cohesion is based on structural content.
lexical cohesion is based on lexical content and background knowledge

These are methods of cohesion, their definitions, and examples:

Anaphoric Reference means that a word in a text refers back to other ideas in the text for its meaning.

For example:

‘I went out with Jo on Sunday. She looked awful.’ ´She` clearly refers to Jo, there is no need to repeat her name.

Cataphoric reference means that a word in a text refers to another later in the text and you need to look forward to understanding

When he arrived, John noticed that the door was open.

Exophoric reference refers to an idea outside the text. This is a reference to world knowledge shared by the reader

For Example

” The Prime Minister responded quickly to the threat. Here we are expected to know who the Prime Minister is”

Tense agreement refers to the way that writers use tenses to make a text hang together

“She knew then that he… “had found her letter” is a logical ending to the sentence. We are not surprised to see past perfect after simple past in a narrative sentence.”

Linkers refer to words or phrases that describe the relationship between ideas in the text

“And, but, therefore, first of all”

Substitution or Ellipsis refers to replacing words, or leaving them out– this is how writers reduce repetition in a text

“Now we’re finishing our essays. I know you want to go out, but before you can do that, please finish. ‘do that’ avoids the repetition of ‘go out’. Instead of repeating ‘finish our essays’ ‘our essays’ is dropped from the sentence”

You can’t simply study a long list of cohesive devices and then hope you can use them correctly the next time you have to write an essay.

Also, you can’t look at just one example sentence and hope to learn everything you need to know about that word.

Reading is the number one way to learn new words. Good writers read a lot. Pick a topic you are interested in and read a little every day. Note down any cohesive devices and how they are used in each sentence.
Check the meaning and grammar of each new cohesive device you find during reading on sites like the Cambridge Online Dictionary

I hope you have found all the information you needed

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Cohesion and Coherence In Essays

Introduction.

What is coherence?
What is cohesion?
Lexical cohesion
Grammatical cohesion
Cohesive but not coherent texts
1. Start with an outline
2. Structure your essay
3. Structure your paragraphs
4. Relevance to the main topic
5. Stick to the purpose of the type of essay you”re-writing
6. Use cohesive devices and signposting phrases
7. Draft, revise, and edit

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Coherent essays are identified by relevance to the central topic. They communicate a meaningful message to a specific audience and maintain pertinence to the main focus. In a coherent essay, the sentences and ideas flow smoothly and, as a result, the reader can follow the ideas developed without any issues.

To achieve coherence in an essay, writers use lexical and grammatical cohesive devices. Examples of these cohesive devices are repetition, synonymy, antonymy, meronymy, substitutions , and anaphoric or cataphoric relations between sentences. We will discuss these devices in more detail below.

This article will discuss how to write a coherent essay. We will be focusing on the five major points.

We will start with definitions of coherence and cohesion.
Then, we will give examples of how a text can achieve cohesion.
We will see how a text can be cohesive but not coherent.
The structure of a coherent essay will also be discussed.
Finally, we will look in detail at ways to improve cohesion and write a coherent essay.

Before illustrating how to write coherent essays, let us start with the definitions of coherence and cohesion and list the ways we can achieve cohesion in a coherent text.

Definitions Cohesion And Coherence

In general, coherence and cohesion refer to how a text is structured so that the elements it is constituted of can stick together and contribute to a meaningful whole. In coherent essays, writers use grammatical and lexical cohesive techniques so that ideas can flow meaningfully and logically.

What Is Coherence?

Coherence refers to the quality of forming a unified consistent whole. We can describe a text as being coherent if it is semantically meaningful, that is if the ideas flow logically to produce an understandable entity.

If a text is coherent it is logically ordered and connected. It is clear, consistent, and understandable.

Coherence is related to the macro-level features of a text which enable it to have a sense as a whole.

What Is Cohesion?

Cohesion is commonly defined as the grammatical and lexical connections that tie a text together, contributing to its meaning (i.e. coherence.)

While coherence is related to the macro-level features of a text, cohesion is concerned with its micro-level – the words, the phrases, and the sentences and how they are connected to form a whole.

If the elements of a text are cohesive, they are united and work together or fit well together.

To summarize, coherence refers to how the ideas of the text flow logically and make a text semantically meaningful as a whole. Cohesion is what makes the elements (e.g. the words, phrases, clauses, and sentences) of a text stick together to form a whole.

How To Achieve Cohesion And Coherence In Essay Writing?

There are two types of cohesion: lexical and grammatical. Writers connect sentences and ideas in their essays using both lexical and grammatical cohesive devices.

Lexical Cohesion

We can achieve cohesion through lexical cohesion by using these techniques:

Repetition.

Now let”s look at these in more detail.

Repeating words may contribute to cohesion. Repetition creates cohesive ties within the text.

Birds are beautiful. I like birds.

You can use a word or phrase that means exactly or nearly the same as another word to achieve cohesion.

Paul saw a snake under the mattress. The serpent was probably hiding there for a long time.

Antonymy refers to the use of a word of opposite meaning. This is often used to create links between the elements of a text.

Old movies are boring, the new ones are much better.

This refers to the use of a word that denotes a subcategory of a more general class.

I saw a cat . The animal was very hungry and looked ill.

Relating a superordinate term (i.e. animal) to a corresponding subordinate term (i.e. cat) may create more cohesiveness between sentences and clauses.

Meronymy is another way to achieve cohesion. It refers to the use of a word that denotes part of something but which is used to refer to the whole of it for instance faces can be used to refer to people as in “I see many faces here”. In the following example, hands refer to workers.

More workers are needed. We need more hands to finish the work.

Grammatical Cohesion

Grammatical cohesion refers to the grammatical relations between text elements. This includes the use of:

Cataphora .
Substitutions.
Conjunctions and transition words.

Let us illustrate the above devices with some examples.

Anaphora is when you use a word referring back to another word used earlier in a text or conversation.

Jane was brilliant. She got the best score.

The pronoun “she” refers back to the proper noun “Jane”.

Cataphora is the opposite of anaphora. Cataphora refers to the use of a word or phrase that refers to or stands for a following word or phrase.

Here he comes our hero. Please, welcome John .

The pronoun “he” refers back to the proper noun “John”.

Ellipsis refers to the omission from speech or writing of a word or words that are superfluous or able to be understood from contextual clues.

Liz had some chocolate bars, and Nancy an ice cream.

In the above example, “had” in “Nancy an ice cream” is left because it can be understood (or presupposed) as it was already mentioned previously in the sentence.

Elliptic elements can be also understood from the context as in:

A: Where are you going?

Substitutions

Substitutions refer to the use of a word to replace another word.

A: Which T-shirt would you like?
B: I would like the pink one .

Conjunctions transition words

Conjunctions and transition words are parts of speech that connect words, phrases, clauses, or sentences.

Examples of conjunctions: but, or, and, although, in spite of, because,
Examples of transition words: however, similarly, likewise, specifically, consequently, for this reason, in contrast to, accordingly, in essence, chiefly, finally.

Here are some examples:

I called Tracy and John.
He was tired but happy.
She likes neither chocolates nor cookies.
You can either finish the work or ask someone to do it for you.
He went to bed after he had done his homework.
Although she is very rich, she isn’t happy.
I was brought up to be responsible. Similarly , I will try to teach my kids how to take responsibility for their actions.

Cohesive But Not Coherent Texts

Sometimes, a text may be cohesively connected, yet may still be incoherent.

Learners may wrongly think that simply linking sentences together will lead to a coherent text.

Here is an example of a text in which sentences are cohesively connected, yet the overall coherence is lacking:

The player threw the ball toward the goalkeeper. Balls are used in many sports. Most balls are spheres, but American football is an ellipsoid. Fortunately, the goalkeeper jumped to catch the ball. The crossbar in the soccer game is made of iron. The goalkeeper was standing there.

The sentences and phrases in the above text are decidedly cohesive but not coherent.

There is a use of:

Repetition of: the ball, goalkeeper, the crossbar.
Conjunctions and transition words: but, fortunately.

The use of the above cohesive devices does not result in a meaningful and unified whole. This is because the writer presents material that is unrelated to the topic. Why should a writer talk about what the crossbar is made of? And is talking about the form balls in sports relevant in this context? What is the central focus of the text?

A coherent essay has to be cohesively connected and logically expressive of the central topic.

How To Write A Coherent Essay?

1. start with an outline.

An outline is the general plan of your essays. It contains the ideas you will include in each paragraph and the sequence in which these ideas will be mentioned.

It is important to have an outline before starting to write. Spending a few minutes on the outline can be rewarding. An outline will organize your ideas and the end product can be much more coherent.

Here is how you can outline your writing so that you can produce a coherent essay:

Start with the thesis statement – the sentence that summarizes the topic of your writing.
Brainstorm the topic for a few minutes. Write down all the ideas related to the topic.
Sift the ideas brainstormed in the previous step to identify only the ideas worth including in your essay.
Organize ideas in a logical order so that your essay reflects the unified content that you want to communicate.
Each idea has to be treated in a separate paragraph.
Think of appropriate transitions between the different ideas.
Under each idea/paragraph, write down enough details to support your idea.

After identifying and organizing your ideas into different paragraphs, they have to fit within the conventional structure of essays.

2. Structure Your Essay

It is also important to structure your essay so that you the reader can identify the organization of the different parts of your essay and how each paragraph leads to the next one.

Here is a structure of an essay

3. Structure Your Paragraphs

Paragraphs have to be well-organized. The structure of each paragraph should have:

A topic sentence that is usually placed at the beginning,
Supporting details that give further explanation of the topic sentence,
And a concluding sentence that wraps up the content of the paragraph.

The supporting sentences in each paragraph must flow smoothly and logically to support the purpose of the topic sentence. Similarly, each paragraph has to serve the thesis statement, the main topic of the essay.

4. Relevance To The Main Topic

No matter how long the essay is, we should make sure that we stick to the topic we want to talk about. Coherence is about making everything flow smoothly to create unity. So, sentences and ideas must be relevant to the central thesis statement.

The writer has to maintain the flow of ideas to serve the main focus of the essay.

5. Stick To The Purpose Of The Type Of Essay You”Re-Writing

Essays must be clear and serve a purpose and direction. This means that the writer’s thoughts must not go astray in developing the purpose of the essay.

Essays are of different types and have different purposes. Accordingly, students have to stick to the main purpose of each genre of writing.

An expository essay aims to inform, describe, or explain a topic, using essential facts to teach the reader about a topic.
A descriptive essay intends to transmit a detailed description of a person, event, experience, or object. The aim is to make the reader perceive what is being described.
A narrative essay attempts to tell a story that has a purpose. Writers use storytelling techniques to communicate an experience or an event.
In argumentative essays, writers present an objective analysis of the different arguments about a topic and provide an opinion or a conclusion of positive or negative implications. The aim is to persuade the reader of your point.

6. Use Cohesive Devices And Signposting Phrases

Sentences should be connected using appropriate cohesive devices as discussed above:

Cohesive devices such as conjunctions and transition words are essential in providing clarity to your essay. But we can add another layer of clarity to guide the reader throughout the essay by using signpost signals.

What is signposting in writing?

Signposting refers to the use of phrases or words that guide readers to understand the direction of your essay. An essay should take the reader on a journey throughout the argumentation or discussion. In that journey, the paragraphs are milestones. Using signpost signals assists the reader in identifying where you want to guide them. Signposts serve to predict what will happen, remind readers of where they are at important stages along the process, and show the direction of your essay.

Essay signposting phrases

The following are some phrases you can use to signpost your writing:

It should be noted though that using cohesive devices or signposting language may not automatically lead to a coherent text. Some texts can be highly cohesive but remain incoherent. Appropriate cohesion and signposting are essential to coherence but they are not enough. To be coherent, an essay has to follow, in addition to using appropriate cohesive devices, all the tips presented in this article.

7. Draft, Revise, And Edit

After preparing the ground for the essay, students produce their first draft. This is the first version of the essay. Other subsequent steps are required.

The next step is to revise the first draft to rearrange, add, or remove paragraphs, ideas, sentences, or words.

The questions that must be addressed are the following:

Is the essay clear? Is it meaningful? Does it serve the thesis statement (the main topic)?
Are there sufficient details to convey ideas?
Are there any off-topic ideas that you have to do without?
Have you included too much information? Does your writing stray off-topic?
Do the ideas flow in a logical order?
Have you used appropriate cohesive devices and transition words when needed?

Once the revision is done, it is high time for the editing stage. Editing involves proofreading and correcting mistakes in grammar and mechanics. Pay attention to:

Verb tense.
Subject-verb agreement.
Sentence structure. Have you included a subject a verb and an object (if the verb is transitive.)
Punctuation.
Capitalization.

Coherent essays are identified by relevance to the thesis statement. The ideas and sentences of coherent essays flow smoothly. One can follow the ideas discussed without any problems. Lexical and grammatical cohesive devices are used to achieve coherence. However, these devices are not sufficient. To maintain relevance to the main focus of the text, there is a need for a whole process of collecting ideas, outlining, reviewing, and editing to create a coherent whole.

More writing lessons here .

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Revising for Cohesion

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Proofreading is primarily about searching your writing for errors, both grammatical and typographical, before submitting your paper for an audience (a teacher, a publisher, etc.). Use this resource to help you find and fix common errors.

Writing a cohesive paper takes time and revision. This resource will focus primarily on topic sentences that begin each paragraph and on topics, or main points, within a paragraph. This resource will also enable students to look closely at their sentences and see how each sentence relates to another within a paragraph. This material is adapted from Style: Ten Lessons in Clarity and Grace , by Joseph Williams.

For a video guide to cutting unnecessary essay content, visit the Purdue OWL's vidcast on cutting.

Begin sentences with short, simple words and phrases.
These phrases should communicate information that appeared in previous sentences, or build on knowledge that you share with your reader.
Within a paragraph, keep your topics, or main points, direct and reasonably consistent.

Tip: Create a list of words to draw from that intuitively tells the reader what to focus on. If your words progress from “investigate, remedy, resolve” or “negate, discover, re-invent” the reader should be able to follow the line of action and they will feel like your ideas cohere.

Exercise: Diagnosis, Analysis, Revision

Underline the first few words of every sentence in a paragraph, ignoring short introductory phrases such as "In the beginning," or "For the most part."
If you can, underline the first few words of every clause. (Remember that a clause has a subject and verb)
Read your underlined words. Is there a consistent set of related topics?
Will your reader see these connections among the topics?
Imagine that the passage has a title. The words in the title should identify what should be the topics of most of the sentences.
Decide what you will focus on in each paragraph.
In most sentences, make your topics subjects that do the action in the sentences.
Move your topics to the beginning of your sentences. Avoid hiding your topic behind long introductory phrases or clauses.

Sample Passage

Topics are crucial for readers because readers depend on topics to focus their attention on particular ideas toward the beginning of sentences . Topics tell readers what a whole passage is "about." If readers feel that a sequence of topics is coherent, then they will feel they are moving through a paragraph from a cumulatively coherent point of view. But if throughout the paragraph readers feel that its topics shift randomly, then they have to begin each sentence out of context, from no coherent point of view. When that happens, readers feel dislocated , disoriented, and out of focus.

Analysis of the Sample Passage:

1. Read your underlined words. Is there a consistent set of related topics?

Here are some significant words from the clauses that are underlined in the above example: topics , readers, topics, readers, they, readers, they, readers. Do these words help guide your reader along?

2. Will your reader see these connections among the topics?

Utilize repetition and patterns of progression. What this sample passage does really well is that it works with repetition. It also has a pattern of progression: in the first sentence, the phrase, “topics are crucial” is used and then the writer explains how topics are crucial in the rest of this sentence and the next. In terms of repetition, the phrase “readers feel that” is used twice. The third time it is used, there’s a variation to the pattern. This variation is direct, concise, and surprising: “Readers feel dislocated,” begins this clause.

3. Imagine that the passage has a title. The words in the title should identify what should be the topics of most of the sentences.

Sample Title: “How Topics Coherently Guide the Reader” Do the themes in the above passage match with this title?

4. Decide what you will focus on in each paragraph.

Think about the importance of your topics and what happens to the paragraph if these topics are not utilized. In the sample passage, the highlighted phrase seems out of place. Consider this revision:

Topics are crucial for readers. Topics tell readers what a whole passage is "about." Readers depend on topics to focus their attention on particular ideas toward the beginning of sentences . If readers feel that a sequence of topics is coherent, then they will feel they are moving through a paragraph from a cumulatively coherent point of view.

In this revision, the phrase “what a passage is ‘about,’” comes before “Readers depend…” This coheres better than the initial draft because the writer sets the reader up for a definition, or in-depth explanation of what the word “about”’ means.

Questions to ask yourself as you revise

On a sentence level:

1. Do your sentences "hang together"? Readers must feel that sentences in a paragraph are not just individually clear, but are unified with each other. Readers should be able to move easily from one sentence to the next, feeling that each sentence "coheres" with the one before and after it.

One way of thinking about this is as if you are giving your readers sign posts or clues they can follow throughout your passage. These will act as signals that guide the reader into your argument.

2. Does the sentence begin with information that’s familiar to the reader? Readers will be familiar with your information if it has already been touched upon in the previous sentence.

It’s important to address how readers feel about unfamiliar information. As a writer, we sometimes forget that readers have different assumptions, values and beliefs than we do. Their bodies of knowledge are not the same as ours. Thus, it’s important to clearly build your progression of thought or argument in a cohesive paper. In the sample passage, the writer clearly defines why readers depend on topics: “Topics tell the reader what a passage is ‘about.’”

3. Does the sentence end with interesting information the reader would not anticipate?

In the case of the sample passage, the last sentence has a sharp and unexpected ending. The last few words, “out of focus” are an unexpected way to end the paragraph because the entire paragraph has been about how topics are cohesive tools. Ending on this note leaves the reader feeling uneasy about leaving topics out of context, which is the aim of the sample passage.

On a paragraph level:

Will your reader be able to identify quickly the "topic" of each paragraph?

Note: it is easier to see coherence and clarity in other people's writing because by the time we reach a final draft, everything we write seems old or familiar to us. Improving on this takes practice. Try giving yourself a few days between writing and revising to get a fresh look.

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IELTS Cohesive Devices: The Complete Guide

Since you are here, you probably know that Coherence and Cohesion are one of the criteria you are judged on, in IELTS Speaking and Writing. This criterion checks how well you can link ideas and sentences.

Here are some details on what Coherence and Cohesion looks for, in different bands:

What are Cohesive Devices?

Cohesive devices are those words, punctuations and sentence structures, which link your ideas in writing. Cohesive devices ensure that your essay has a flow and is readable.

Following are few cohesive devices that make your writing shine!

Logical Sequencing.

Whenever you are listing something, use words like “firstly, secondly,” etc.

Sufficient use of linking words/discourse markers.

Linking words like “therefore”, “nevertheless”, “however”, if used sparingly, can create a beautiful readable piece.

Knowledge of Paragraphing.

Random paragraphing not only makes your essay look disorganised but also indicates lack of proper ideation. Therefore, it is necessary to paragraph your essays well.

Appropriate use of Punctuations.

Different punctuations have different uses. It is always a good idea to know what punctuation does what and use them appropriately in your writing. Semicolons, for example, are great discourse markers.

What a cohesive writing should look like?

Take a look at this paragraph:

Plenty of people think veganism is a myth. People all over the world consume animal protein. The most popular food chains are non-vegan. Many cultures around the world promote veganism. Many people opt for a vegan diet for health issues. Some opt for pure personal choice.

Now read this:

Plenty of people think veganism is a myth. The major food chains in the world are non-vegan and they are thriving. While a good number of people in the world consume animal protein, plenty of people prefer to have a vegan diet. This could be due to cultural issues; health issues or due to pure personal choice.

Between these two paragraphs, you can see that the first one is full of short and choppy sentences without cohesive device. It doesn’t give you a comfortable read nor does it appear organised.

The second sentence, on the other hand, provides a smooth read and has cohesive devices like, “while”, conjunctions like “and” and punctuations like semi colons. It also looks more organised and has a flow.

As you know an essay usually has three distinct parts: Introduction, Main Body and Conclusion. A cohesive writing will have clear paragraphs, with the introduction having a good opening; the main body, with the main idea, reasoning and supporting examples, facts and figures and finally end with a well-rounded concluding paragraph.

Let us take a topic and see how it can be cohesively organised:

Some believe using social media is risky, while others believe it is a great platform for socialising. What is your take on it?

For this topic the main idea of the essay is: social media can’t be trusted blindly. The reasoning that will follow would be:

There is always a risk of people using fake profiles.
The information/ photos you put online aren’t safe.
Social media profiles can be hacked.

You can follow this up with a conclusion that should contain: a brief sum up of your opinion.

How to Improve Your Writings using Cohesive Devices?

If you think your writings lack cohesion, here’s a way to add them:

Note down all your ideas about a given essay topic.
List them down in a sequence.
Rephrase them in a way that all the sentences are either part of the main idea or they are connected to the preceding sentence.
Remember cohesive devices are not just linking words, they are reflected in your sentence construction and also in the kind of punctuations you use.

The following image shows how you can improve your band by correctly using cohesive devices:

About the Author

Indulekha prabha.

My name is Indulekha Prabha. I am an English teacher and a content writer by profession. When I'm not working you can find me writing fiction, reading poetry and painting.

Writing High-Scoring IELTS Essays: A Step-by-Step Guide

Common IELTS Writing Mistakes and How to Avoid Them

Linking Words for IELTS Writing Task 2: What is Linking Words in IELTS?

Other stories, 21 ielts essay topics for writing task 2, ielts reading: study guide, information & tips.

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Cohesive Devices: Your Ultimate Guide to Effective IELTS Writing

Introduction.

Cohesive devices, sometimes called linking words, linkers, connectors, discourse markers or transitional words, are one of the most misunderstood and misused parts of IELTS Writing.

Cohesive devices are words like ‘ For example ‘, ‘ In conclusion ‘, ‘ however ‘ and ‘ moreover ‘. Together with coherence, cohesion provides 25% of your marks in both parts of the Writing test. However, most students have not been taught how to use them effectively.

This post will look at how and, more importantly, when we should use them.

What are cohesive devices?

Cohesive devices tell the reader what we are doing in a sentence and help to guide them through our writing. They signal to the reader the relationships between the different clauses, sentences and paragraphs.

Let’s look at two examples below.

The public transport in this city is unreliable and it’s cheap. The public transport in this city is unreliable but it’s cheap.

The sentences above have two cohesive devices: ‘and’ and ‘but’. Both give the reader different signals and change the meaning of the sentence.

The first sentence tells the reader that ‘it’s cheap’ is being added to the previous information; however, the second sentence tells the reader that they are giving a contrasting opinion to the first part of the sentence by using the word ‘but’.

In other words, the second sentence says, ‘it’s unreliable (which is bad), but the good thing about it is it’s cheap, so I don’t mind using it.’ Simply using the word ‘but’ conveys that whole message without needing to say it literally.

This makes our message more succinct and our writing easier to read. But does that mean we should use as many cohesive devices as possible?

Overusing Cohesive Devices

The biggest mistake many students make is to use cohesive devices in nearly every sentence.

If you look at the IELTS Writing Marking Criteria, it states that a Band 7 ‘ uses a range of cohesive devices appropriately although there may be some under-/over-use ‘. This is typical of a student who knows the meaning and how to use cohesive devices but thinks that using them as much as possible will get them a high mark.

However, using them too often leads to students using them incorrectly. It is stated for Band 5 that ‘ makes inadequate, inaccurate or overuse of cohesive devices’ . In my experience, most students get a Band 5 in this category for this reason. They think that using them as much as possible will get them a high mark, but don’t consider the meaning and how each of them should be used in a sentence.

Band 8 and 9 students tend to only use cohesive devices when necessary and use them appropriately and effectively, i.e. correct meaning and grammar. In fact, many students have criticised Band 9 answers because ‘they don’t have enough discourse markers’. Take a look at the extract below from an academic journal (The Power of Human Rights by Stephen C. Ropp).

This extract is about 200 words long. How many cohesive devices can you see?

Most IELTS students will not be able to produce writing to this very high standard, but you should remember that you don’t get extra marks for lots of cohesive devices; the most important thing is using them accurately (grammar) and appropriately (meaning).

Meaning and Grammar

The next problem students have is learning long lists of cohesive devices and not learning the meaning of each word or how it should be used in a sentence. If you use the wrong word, it confuses the reader, and this lowers your mark for both coherence and grammar. It is better to use no word than use a word incorrectly.

My advice is to not learn long lists of words. The list below is more than you will ever need, and learning more than this will probably confuse you or take up time that could be used to learn something else. In a 250-word essay, you might give 2-3 examples at the most, so why would you learn 10 different ways to give an example? You only have one conclusion, so it seems like a waste of time to learn 5 different ways to do this.

Learn just the words you need and learn them 100%. By 100%, I mean that you know exactly what that word means, when it should be used in a sentence and how it should be used in a sentence. Until you know all of this 100%, don’t use it.

Finally, don’t try to use very complicated words and expressions if you are not already comfortable with the simple terms. Being able to use ‘ and ‘ or ‘ but ‘ effectively is much better than trying to use more complicated words incorrectly. Again, look at some academic texts or good IELTS sample answers; simple words are used more often than not.

How to Improve

You can’t simply learn a long list of words and then hope you can use these correctly in an essay. That would be like Ronaldo telling you how he scores so many goals and thinking you can do the same thing by just listening to him.

Also, you can’t look at just one example sentence and hope to learn everything you need to know about that word.

If you want to improve, do the following :

Reading is the number one way to learn new words. Good writers read a lot; it’s that simple. Pick a topic you are interested in and read a little every day. 20 minutes is enough. Note down any cohesive devices and how they are used in each sentence.
Check the meaning and grammar of each word on sites like the British Council or BBC . You will find lots of explanations there and example sentences.
Practice using these and then have your writing checked by an experienced IELTS teacher .

If you do the following, you will slowly learn how to use cohesive devices effectively. I wish there was a faster way, but like most things in life, hard work and practice is the best and only solution.

Below is a list of more cohesive devices than you will ever need to do well on the IELTS Writing test.

If you want to see how I use them in sample IELTS answers check out our model answers for Writing Task 1 and Writing Task 2 .

I hope you found this article useful. If you have any questions or comments, join the conversation on our Facebook page .

For more help with IELTS, please check out IELTS Preparation- The Ultimate Guide .

About Christopher Pell

My name is Christopher Pell and I'm the Managing Director of IELTS Advantage.

I started IELTS Advantage as a simple blog to help 16 students in my class. Several years later, I am very humbled that my VIP Course has been able to help thousands of people around the world to score a Band 7+ in their IELTS tests.

If you need my help with your IELTS preparation, you can send me an email using the contact us page.

Stylistic Devices In Writing: A Complete Guide [with Examples]

In the tapestry of written expression, stylistic devices are the threads that weave together to create a vivid picture.

They’re the secret sauce that adds flavor to writing, turning bland sentences into memorable prose.

From metaphors that spark imagination to alliterations that give text a rhythmic melody, stylistic devices shape our reading experience.

They’re not just ornaments; they’re tools that enhance the impact of our words and convey our message with precision and creativity.

What Is A Stylistic Device?

When we jump into the heart of writing, we uncover stylistic devices – the elements that breath life into narratives.

These are the tools we use to shape our writing, each one chosen with purpose and intent.

Stylistic devices help us sculpt our sentences and structure our stories.

They’re about more than just aesthetics; they’re the mechanisms through which we guide emotions and construct meaning.

When utilized effectively, these instruments ensure that our message is not only heard but also felt by audiences.

Consider the cinematography of The Godfather – the use of lighting and shadow is not random.

It’s akin to how we wield stylistic devices.

Every metaphor, every alliteration is like a deliberate camera angle, capturing the essence of a scene in words.

The power of stylistic devices lies in their variety and functionality.

We can employ several types across our writing:

Anaphora – The repetition of a word or phrase at the beginning of successive clauses,
Chiasmus – A structure where elements are introduced and then reversed,
Euphemism – A mild or indirect word or phrase used in place of a harsher one,
Irony – Expressing meaning by using language that typically signifies the opposite,
Onomatopoeia – Words that mimic the sounds they describe.

Film editing involves cutting and combining scenes to create a cohesive story.

Similarly, we splice and edit our use of stylistic devices to ensure coherent and impactful storytelling.

Just as a film’s pacing is crucial to its success, the rhythm of our rhetoric holds the power to make or break our narrative’s engagement.

Crafting the perfect dialogue is akin to choosing the right lens for a shot.

Each stylistic device we select sharpens the focus on our intended message, allowing us to capture our audience’s imagination frame by frame, word by word.

Importance Of Stylistic Devices In Writing

We recognize the power of language in crafting compelling narratives and engaging dialogues.

Stylistic devices serve as the building blocks for this creative try.

They’re the subtle nuances in speech that give depth to our characters and realism to our settings.

Just like the careful selection of a lens filters our viewers’ experience in filmmaking, stylistic devices filter the reader’s journey through the text.

Our understanding of narrative flow is enhanced by devices sculpting sentences into art.

They take the raw footage of our ideas and splice them into a seamless story arc.

The artistic application of these tools is akin to a cinematographer’s choice in lighting – both illuminate the subject in ways that can evoke a myriad of emotions.

By manipulating syntax and diction, we control the pace and rhythm of our stories.

Short, staccato sentences might build suspense, much as a quick-cut editing sequence keeps viewers on the edge of their seats.

Whereas longer, flowing sentences can mimic the smooth tracking shots that allow for contemplation and depth.

Consider the following stylistic devices that we might employ:

Alliteration – to create a musical effect that enhances the auditory experience much like a score under a critical scene.
Metaphor – to draw vivid comparisons, painting pictures with words as a director might frame a shot.
Hyperbole – to dramatize scenarios and exaggerate for effect, capturing the audience’s attention like a climactic moment.

Our stories deserve to be told with the same cinematic excellence we expect from the big screen.

By weaving stylistic devices through our narratives, we ensure that the tales we spin are just as visually captivating as they are rhetorically resonant.

They’re not merely ornaments but essential components of our storytelling toolkit, shaping prose with the same precision we apply to our visual compositions.

Types Of Stylistic Devices

Exploring the realm of stylistic devices reveals an array of techniques which serve as the gears and cogs in the machinery of eloquent writing.

Among these, some of the most widely employed include:

Simile – this device draws a clear comparison, often using the words ‘like’ or ‘as’, to create a vivid image in the reader’s mind. For example, in the classic film The Great Gatsby , Fitzgerald’s text paints a picture of a character “glowing like a spark in the dark”.
Metaphor – it goes a step further by stating that one thing is another, which enriches the text with layered meanings and deep symbolism. Our use of personification entails ascribing human traits to inanimate objects or abstract concepts, so bestowing them with a life of their own. The trembling leaves in The Color Purple practically whisper their stories through this figure of speech. Hyperbole amplifies our message through deliberate and dramatic exaggeration. In Casablanca , lines like “I’d sell my soul for a rainy day” demonstrate the emotional intensity of the characters’ experiences.

Antithesis places two opposing ideas in close proximity, sharpening the contrast and emphasizing the distinction.

It’s the yin and yang of literary techniques, where contrasting elements, much like a well-edited film sequence, clarify and enhance the thematic elements.

Alliteration and assonance are the subtle sound artists in our toolbox, weaving repetition of consonants or vowels into our prose for a captivating auditory effect.

They’re the scriptwriters’ equivalent to a sound mixer’s skillfully crafted soundtrack that grips the viewers.

Through irony, we convey meaning by saying the opposite of what we mean, often to poignant or humorous effect.

Irony is the twist ending that audiences never see coming but always remember.

Finally, anaphora’s deliberate repetition kickstarts a rhythm in the narrative, propelling the reader forward with a drumbeat of words, mirroring the steady dolly shot s that guide the audience through a visual story.

Each device is a choice, a strategic deployment in the art of communication.

They are the lens through which we focus our narratives, ensuring every element is both functional and refined.

Remember, writing isn’t just about what we say; it’s about how we say it.

Metaphors: Adding Imagery To Writing

Metaphors are a powerhouse in the arsenal of stylistic devices.

They infuse writing with vivid imagery and meaning beyond the literal words on the page.

When we craft metaphors, we’re painting with words, creating scenes in the reader’s mind that are as evocative and real as anything captured on film.

They allow us to convey complex ideas and emotions in a way that’s accessible and relatable.

Consider the metaphor ‘time is a thief’ – instantly, we understand the transient nature of time, as though it stealthily takes moments from us, much like the plot of a suspenseful movie.

By comparing two seemingly unrelated elements, metaphors create a resonance between them.

This fusion invites readers to explore deeper truths, much like unraveling the hidden themes in a classic film like The Godfather .

Here’s how metaphors charge our narratives:

They instill a potent image in the reader’s mind,
Foster a connection through universal human experiences,
Offer a shortcut to understanding by linking the unfamiliar with the familiar.

Metaphors can elevate a screenplay or a piece of descriptive writing to new heights.

They’re a subtle yet potent tool, and when used skillfully, inspire the same wonder and reflection as an artfully composed film shot.

In screenwriting, metaphors can be especially powerful.

They can turn a simple dialogue or scene into something that stays with audiences long after the credits roll.

They’re not just a flourish; they’re the essence of visual storytelling .

Alliteration: Creating Rhythmic Melodies In Text

Alliteration is the deliberate repetition of consonant sounds at the beginning of words clustered together.

This stylistic device weaves a rhythmic tapestry within our writing and often introduces a musical quality that’s hard to miss.

By layering sounds, alliteration makes our prose enchanting and memorable.

Think of tongue twisters and how they twist our tongues yet stick in our memory – that’s alliteration working its magic.

In screenwriting, using alliteration provides dialogue with a distinctive beat that can underline a character’s personality or the film’s mood.

For example, V for Vendetta showcases the protagonist’s predilection for alliteration, making his speeches uniquely compelling.

Alliteration doesn’t just live in literature and scripts.

It thrives in marketing too, where catchy slogans are pivotal.

Phrases like “PayPal Paves the Path to Purchase” effortlessly lodge themselves in the audience’s mind.

Here’s the impact of alliteration in various contexts:

Enhances lyrical quality,
Boosts memorability,
Enriches character dialogue,
Reinforces thematic elements,
Amplifies brand messages.

Alliteration often finds its way into titles, character names, and pivotal phrases.

The repetition offers an acoustic cue that alerts viewers to pay attention.

It’s like a spotlight shining on key points of our narrative.

Alliteration’s role in film and writing isn’t simply aesthetic.

It serves as a tool for emphasis, evoking emotions, and even setting the film’s rhythm.

When placed with precision, the effect is both subtle and profound, resonating deeply with our audience.

Our understanding of alliteration proves invaluable when we’re dissecting the layers of a compelling script or crafting our own.

It’s a timeless technique that speaks volumes, quietly orchestrating the flow of our narrative without overstating its presence.

Exploring Stylistic Devices In Writing – Wrap Up

We’ve seen that stylistic devices are the essence of creative expression in writing.

By employing tools like alliteration, we don’t just tell a story—we give it texture and resonance.

As we craft our prose, we’re not just aiming for clarity but also for a lasting impression on our readers.

Let’s continue to wield these devices with skill and purpose, ensuring our writing sings with the unique melody that only masterful use of language can provide.

Together, we’ll keep turning the ordinary into the extraordinary, one sentence at a time.

Frequently Asked Questions

What are stylistic devices in writing.

Stylistic devices are techniques used by authors to convey their message more powerfully or to make their writing more interesting and memorable.

They can create vivid imagery, emphasize points, and add a unique voice to the writing.

How Do Stylistic Devices Enhance Writing?

Stylistic devices enhance writing by adding layers of meaning, creating dramatic effects, crafting pleasing sounds, building atmosphere, and engaging readers’ emotions.

They elevate the quality of text, making it more effective and captivating.

What Are Some Common Stylistic Devices Used In Writing?

Common stylistic devices include simile, metaphor, hyperbole, antithesis, alliteration, assonance, irony, and anaphora.

Each serves a specific purpose, like creating comparisons, emphasizing contrasts, or producing rhythm and flow in writing.

Why Is Alliteration Considered Powerful In Writing?

Alliteration is powerful because it creates a musical rhythm, making phrases memorable and engaging.

It can also highlight and emphasize key points, enhance the lyrical quality, and contribute to the thematic significance of a text or speech.

Can Alliteration Improve Brand Messaging?

Yes, alliteration can significantly improve brand messaging by making slogans and taglines more catchy and memorable.

It helps brands stand out with a distinctive voice and can create a lasting impression on the audience.

Is Alliteration Suitable For Every Type Of Writing?

Alliteration is a versatile stylistic device, but its suitability depends on the intended effect and the genre of writing.

It is widely used in poetry and creative writing to create rhythm and musicality but should be used judiciously in formal or technical writing to maintain clarity.

What Is Ab Initio Writing? Origins & Techniques [with Examples]

What Is Show, Don’t Tell In Writing & Film? A Complete Guide

Matt Crawford

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How to Use Cohesive Devices Effectively for IELTS Writing

Posted by David S. Wills | Nov 6, 2019 | Grammar | 1

I was looking through several IELTS Facebook groups recently and I noticed that some bad advice was being given by unqualified people. This is not unusual, as there is a lot of bad advice on Facebook. However, this time I was a little surprised.

Some people had posted their IELTS essays for others to give feedback , and one of them included a screenshot from a bad website that gives you an estimated band score for your IELTS writing. Here is what that website said:

There are many problems with this website and with the feedback that was given by others. One of them is the fact that it judges your writing partly by the number of linking words that you have used. Other commenters said much the same thing. Their general opinion was that the more linking words you use, the higher your score will be.

This is nonsense, of course, and in this article I will talk a little about why it is bad advice.

What are cohesive devices?

Above, I used the phrase linking words because that was what was mentioned in the picture. This is another way of saying “cohesive devices.” They are also known by the following terms:

transitional phrases
discourse markers
linkers/linking words
signposting language

and probably some other terms.

I am going to use the term cohesive devices because this is was it says in the IELTS marking rubric, and I think that it is important to think about IELTS in the same terms as the people who design the exam.

Essentially, cohesive devices show a relationship between different parts of a sentence, or between different sentences. They help a reader to gain a better understanding of the ideas that you are expressing in your writing, and therefore they are very important.

Here are a few very common cohesive devices that I’m sure you already know:

in conclusion
on the one hand

You can actually see quite a wide variety of cohesive devices there, and they all have a different function.

Why are they important for IELTS?

Cohesive devices are incredibly important and being able to use them with accuracy will greatly help improve your IELTS score. The IELTS marking rubric says that in order to get a band 7.0 for Coherence and Cohesion, a candidate must:

use a range of cohesive devices appropriately although there may be some under-/over-use

For band 8.0 they must:

manage all aspects of cohesion well

As for band 9.0, candidates should:

use cohesion in such a way that it attracts no attention

It is important, then, that you learn a wide variety of cohesive devices prior to your IELTS test and incorporate them into your writing. However, pay attention to the quote from the IELTS marking rubric for band 7.0: “there may be some under-/over-use ”. That means that you may be missing a few cohesive devices, or maybe you have used too many. These are both common problems. In order to get a band 7.0, you can make this mistake to some extent; however, for a band 8.0 you must be using them much better.

It is quite common, unfortunately, for weak IELTS teachers to tell students to use cohesive devices as much as possible. The result is a passage like this:

On the one hand , students can visit the canteen during the afternoon in order to meet friends and study together. Consequently , they can become happier and learn more. As a result , they will perform better in their students. However , there are some drawbacks to this situation. For example , students could find themselves spending too much time there. Clearly , this is fraught with problems. For one thing , they might not visit the library as much as they should. Therefore , efforts should be made to ensure that students don’t over-use the facilities.

Putting aside the more common cohesive devices such as coordinating conjunctions (for, and, nor, but, or, yet, so), we can see these conjunctive adverbs used at the beginning of each sentence. They are very useful for informing the reader of the meaning of the sentence or its relation to the previous sentence, but this is a clear case of over-use. It would be better to write a paragraph like this:

Students can visit the canteen during the afternoon in order to meet friends and study together. Consequently , they can become happier and learn more, which will cause them to perform better in their students. However , there are some drawbacks to this situation, such as finding themselves spending too much time there. Clearly , this is fraught with problems like not visiting the library as much as they should. Therefore , efforts should be made to ensure that students don’t over-use the facilities.

With some of the cohesive devices removed, the paragraph sounds much more natural.

I would recommend that IELTS students pick up a serious work of non-fiction, such as an academic journal article or even a news report from a respectable publication, and look at how many cohesive devices there are. There won’t be many. Native speakers, and in particular professional writers, use cohesive devices only when necessary. They will use them when they are needed to show the relationship between different ideas or sentences.

To summarize, your IELTS essays should include cohesive devices because they can help the reader to better understand your precise meaning. However, you should avoid using them too much or too little.

If you are worried about your use of cohesive devices, then check out my writing correction service . It’s the best way to quickly improve your IELTS score.

About The Author

David S. Wills

David S. Wills is the author of Scientologist! William S. Burroughs and the 'Weird Cult' and the founder/editor of Beatdom literary journal. He lives and works in rural Cambodia and loves to travel. He has worked as an IELTS tutor since 2010, has completed both TEFL and CELTA courses, and has a certificate from Cambridge for Teaching Writing. David has worked in many different countries, and for several years designed a writing course for the University of Worcester. In 2018, he wrote the popular IELTS handbook, Grammar for IELTS Writing and he has since written two other books about IELTS. His other IELTS website is called IELTS Teaching.

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Cohesive devices as an indicator of L2 students' writing fluency

Published: 27 November 2021
Volume 37 , pages 419–441, ( 2024 )

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Yu Tian ORCID: orcid.org/0000-0003-3009-3976 1 ,
Minkyung Kim 2 ,
Scott Crossley 1 &
Qian Wan 1

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Investigating links between temporal features of the writing process (e.g., bursts and pauses during writing) and the linguistic features found in written products would help us better understand intersections between the writing process and product. However, research on this topic is rare. This article illustrates a method to examine associations between the writing process and linguistic features and provides an illustrative study that examines whether features of L2 writing fluency can be predicted by cohesive devices produced in argumentative essays. Seventy-five L2 undergraduate students at a U.S. university wrote two independent essays spaced about five months apart on two different prompts. Students' writing fluency was calculated using keystroke logging techniques and was analyzed using a multi-dimensional model that condensed processing into four process components (production, process variance, revision, and pause behavior). The cohesion features in students’ essays were analyzed using natural language processing (NLP) approaches that measured three types of cohesive devices (reference, conjunction, lexical cohesion). Results from linear mixed effects models showed that writing fluency components were significantly predicted by a set of cohesive devices found in L2 writers' essays. The findings indicated links between certain cohesive devices and specific temporal features in L2 writers' text production (e.g., more unattended demonstratives related to more productivity). The proposed method affords opportunities for future research investigating links between the writing process and product using keystroke logging and NLP.

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The effect of communicative purpose and reading medium on pauses during different phases of the textualization process

Ángel Valenzuela & Ramón D. Castillo

Pauses in written composition: on the importance of where writers pause

Srdan Medimorec & Evan F. Risko

The process-disruption hypothesis: how spelling and typing skill affects written composition process and product

Vibeke Rønneberg, Mark Torrance, … Christer Johansson

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Cohesive Devices for Band 9 in IELTS Writing

Cohesive devices are words or phrases that help to connect your ideas and make your writing more coherent and logical. They are also known as linking words, connectors, or discourse markers. They show the relationship between sentences, paragraphs, or sections of a text or speech.

Using cohesive devices effectively can improve your writing score in IELTS , as coherence and cohesion account for 25% of the assessment criteria. However, you should not overuse them or use them inappropriately, as this could confuse or irritate the reader. You should also vary your choice of cohesive devices and use them accurately and selectively.

In this article, we will look at some of the main types of cohesive devices and how to use them in your writing.

Adding Information

You can use cohesive devices to add more information to a point you have made or to introduce a new point that supports your argument. Some examples of cohesive devices for adding information are:

And : This is the most common way to join two sentences or clauses that have the same importance. For example: She likes reading and writing.
Also : This can be used to add another point that is similar or related to the previous one. For example He is good at math. He also excels in science.
As well as : This can be used to add another noun or noun phrase that is similar or related to the previous one. For example: She speaks English as well as French.
Too : This can be used at the end of a sentence to add another point that is similar or related to the previous one. For example: He likes coffee. I like it too.
Furthermore / Moreover / In addition : These can be used to add another point that is more important or stronger than the previous one. They are usually used at the beginning of a sentence or paragraph. For example: The project was delayed due to technical issues. Furthermore, the budget was exceeded by 20%.
Along with / Together with / Alongside : These can be used to add another noun or noun phrase that is related to the previous one and shows a connection or contrast. For example: The report was submitted along with a summary of the findings.

Sequencing Information

You can use cohesive devices to show the order or sequence of your points or ideas. This can help to make your writing more clear and organized. Some examples of cohesive devices for sequencing information are:

Firstly / Secondly / Thirdly / Finally : These can be used to introduce your main points or arguments in a logical order. They are usually used at the beginning of a sentence or paragraph. For example: Firstly, I will explain the background of the issue. Secondly, I will present some possible solutions. Thirdly, I will evaluate their advantages and disadvantages. Finally, I will give my opinion and recommendation.
Next / Then / After that / Subsequently : These can be used to show the chronological order of events or actions. They are usually used at the beginning of a sentence or paragraph. For example: Next, we will discuss the methodology of the research. Then, we will analyze the data and results. After that, we will draw some conclusions and implications. Subsequently, we will make some recommendations for future research.
Before / After / During / While : These can be used to show the time relationship between two events or actions. They are usually used as prepositions followed by a noun or a clause. For example: Before we start the presentation, please turn off your phones. After she finished her degree, she got a job in a multinational company. During the meeting, he raised some important questions. While he was driving, he saw an accident.
Meanwhile / Simultaneously : These can be used to show that two events or actions happen at the same time but in different places or situations. They are usually used at the beginning of a sentence or paragraph. For example: Meanwhile, in another part of the city, a fire broke out in a factory. Simultaneously, scientists from different countries were working on a vaccine for the virus.

Read Also : Common grammatical errors to avoid in the IELTS writing section

Emphasizing Information

You can use cohesive devices to emphasize a point you have made or to show its importance or significance. Some examples of cohesive devices for emphasizing information are:

Above all / Most importantly : These can be used to introduce the most important point or argument in your writing. They are usually used at the beginning of a sentence or paragraph. For example: Above all, you should practice your writing skills regularly. Most importantly, you should follow the instructions of the task carefully.
Especially / Particularly / Specifically : These can be used to emphasize a specific point, example, or detail that is relevant or important. They are usually used after a noun or a verb. For example: She enjoys reading books, especially novels. He is particularly good at solving problems. They specifically asked for your opinion.
Indeed / In fact / Actually : These can be used to emphasize a point that is true or surprising. They are usually used at the beginning or in the middle of a sentence. For example: Indeed, he is one of the best writers in the world. She is very smart, in fact, she has a PhD in physics. He actually likes broccoli.

Contrasting Information

You can use cohesive devices to show a contrast or difference between two points or ideas. This can help to make your writing more balanced and objective. Some examples of cohesive devices for contrasting information are:

But / However / Nevertheless / Nonetheless : These can be used to introduce a point that is different from or opposite to the previous one. They are usually used at the beginning of a sentence or after a comma. For example: She likes reading but hates writing. He is rich, however, he is not happy. She failed the exam, nevertheless, she did not give up. He was tired, nonetheless, he continued working.
On the other hand / On the contrary / Conversely : These can be used to introduce a point that is different from or opposite to the previous one, especially when comparing two situations or perspectives. They are usually used at the beginning of a sentence or paragraph. For example: Some people think that technology has improved our lives. On the other hand, some people think that it has made us more isolated. He claimed that he was innocent. On the contrary, the evidence proved that he was guilty. Women tend to live longer than men. Conversely, men tend to earn more than women.
Although / Even though / Though / Despite / In spite of : These can be used to introduce a point that is different from or opposite to the previous one, but does not change the main idea or argument. They are usually followed by a noun or a clause. For example: Although he was sick, he went to school. Even though she studied hard, she failed the exam. Though it was raining, they decided to go out. Despite his age, he is very active. In spite of the traffic, they arrived on time.

Giving Examples or Evidence

You can use cohesive devices to give examples or evidence to support your points or arguments. This can help to make your writing more convincing and credible. Some examples of cohesive devices for giving examples or evidence are:

For example / For instance / To illustrate : These can be used to introduce a specific example or instance that illustrates your point or argument. They are usually followed by a noun or a clause. For example: There are many benefits of exercise. For example, it can improve your mood and health. Some animals are endangered due to human activities. For instance, poaching and deforestation threaten the survival of elephants and tigers. He is very talented in music. To illustrate, he can play several instruments and sing.
Such as / Like / Including : These can be used to introduce one or more examples that belong to a category or group that you have mentioned. They are usually followed by a noun or a noun phrase. For example: There are many types of fruits, such as apples, bananas, and oranges. Some sports, like soccer and basketball, require teamwork and coordination. He has visited many countries, including France, Germany, and Italy.
According to / Based on / In terms of : These can be used to introduce evidence or information that comes from a source or a criterion that you have mentioned. They are usually followed by a noun or a noun phrase. For example: According to a recent survey, most people prefer online shopping over traditional shopping. Based on his performance, he deserves a promotion. In terms of quality, this product is superior to others.

Read Also : How to use Complex Sentences in IELTS writing?

Explaining Results or Consequences

You can use cohesive devices to show the result or consequence of something that you have mentioned. This can help to show cause and effect relationships in your writing. Some examples of cohesive devices for explaining results or consequences are:

As a result / Consequently / Therefore / Thus : These can be used to introduce a result or consequence that follows from a cause or reason that you have mentioned. They are usually used at the beginning of a sentence or paragraph. For example: He failed to submit his assignment on time. As a result, he lost 10% of his marks. She studied hard for the exam. Consequently, she passed with flying colors. They did not have enough money to buy food. Therefore, they had to borrow from their neighbors. He was late for the meeting. Thus, he missed an important opportunity.
For this reason / Because of this / That is why : These can be used to introduce a result or consequence that follows from a cause or reason that you have mentioned. They are usually used at the beginning of a sentence or paragraph. For example: He was allergic to peanuts. For this reason, he avoided eating them. She was very tired after working all day. Because of this, she fell asleep on the couch. They had a lot of homework to do. That is why they could not go to the party.
So / Then : These can be used to introduce a result or consequence that follows from a cause or reason that you have mentioned. They are usually used in the middle of a sentence after a comma. For example: He forgot his keys, so he had to break the door. She was hungry, then she ordered a pizza.

Providing Explanations or Reasons

You can use cohesive devices to provide explanations or reasons for something that you have mentioned. This can help to show your understanding and analysis of the topic or issue. Some examples of cohesive devices for providing explanations or reasons are:

Because / Since / As : These can be used to introduce a cause or reason for something that you have mentioned. They are usually followed by a clause. For example: He quit his job because he was unhappy. Since it was raining, they decided to stay home. As he was sick, he could not attend the class.
Owing to / Due to / Because of : These can be used to introduce a cause or reason for something that you have mentioned. They are usually followed by a noun or a noun phrase. For example: Owing to his hard work, he achieved his goals. Due to the bad weather, the flight was canceled. Because of her kindness, everyone loved her.
In order to / So as to / So that : These can be used to introduce a purpose or intention for something that you have mentioned. They are usually followed by a verb or a clause. For example: In order to pass the exam, he studied hard. She left early so as to avoid the traffic. He turned off the lights so that he could sleep.

Drawing Conclusions or Summarizing

You can use cohesive devices to draw conclusions or summarize your main points or arguments in your writing. This can help to show your position and perspective on the topic or issue. Some examples of cohesive devices for drawing conclusions or summarizing are:

In conclusion / To conclude / To sum up : These can be used to introduce the final paragraph or sentence of your writing where you restate your main points or arguments and give your opinion or recommendation. They are usually used at the beginning of a sentence or paragraph. For example: In conclusion, I believe that technology has more benefits than drawbacks for society. To conclude, I would like to thank you for your attention and cooperation. To sum up, there are three main reasons why I prefer online shopping over traditional shopping.
In short / In brief / In summary : These can be used to introduce a short summary of your main points or arguments in your writing. They are usually used at the beginning of a sentence or paragraph. For example: In short, he is a great leader and a role model. In brief, the project was successful and met all the objectives. In summary, there are many factors that influence consumer behavior.
All in all / Overall / On the whole : These can be used to introduce a general evaluation or assessment of your main points or arguments in your writing. They are usually used at the beginning of a sentence or paragraph. For example: All in all, it was an enjoyable and memorable experience. Overall, I think that this is a good product and worth buying. *On the whole, I agree with the author’s point of view and arguments.*

Cohesive devices are vital for achieving a high band score in IELTS writing. They enable you to write a clear, coherent, and logical text or speech that connects your ideas and shows the relationship between them. They also demonstrate your range and accuracy of vocabulary and grammar, which are also part of the assessment criteria.

However, using cohesive devices effectively is not easy. You need to use them appropriately and accurately according to the purpose and context of your writing. You also need to vary your choice of cohesive devices and avoid repetition.

To improve your use of cohesive devices, you need to practice writing on different topics and review your writing for coherence and cohesion. You also need to read more texts and speeches that use cohesive devices effectively and learn from them.

Preptical provides you with authentic IELTS mock tests that simulate the real exam conditions. You can take the mock tests anytime and anywhere, and get instant results and feedback on your performance.

Preptical’s feedback will help you to improve your use of cohesive devices, as well as other aspects of your writing, such as task achievement, lexical resource, and grammatical range and accuracy. You will also get tips and strategies on how to write better and faster for IELTS.

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What are cohesion and cohesive devices in writing?
Basically, when a person's writing has cohesion, an attempt has been made to link clauses, sentences and paragraphs so that the writing 'hangs together'. This piece of writing shows how cohesive devices can be used: The time connectives (in red: first, then, later, after, finally) are used to show that this is a process that has several steps ...
PDF Examples of Cohesive Devices
The key to effective coherence is planning - spending a few minutes planning your IELTS writing highly recommended. Consider this example of organising ideas: Paragraphs give structure to a piece of writing. Express one idea or set of ideas in each paragraph. Sum that theme in the first sentence of each paragraph - these become topic sentences.
PDF Writing Cohesively and Achieving Flow
Writing Cohesively and Achieving Flow _____ 2 Some scholars have noted that there is a strong relationship between gender and the nation. However, other scholars have found that the strength of this relationship depends on the cultural context of each nation. Use Cohesive Devices: • as a bridge between two ideas
Cohesive Devices in IELTS Writing
Using cohesive devices properly is key to getting a high band score for 'Coherence and Cohesion' which carries 25% weight in the IELTS Writing test criteria. The band descriptors state that a high-scoring essay should use 'a range of cohesive devices appropriately' while a low-scoring one has 'little or no cohesion'.
Creating Cohesive and Coherent Paragraphs
Cohesive Writing Connects Topic and Stress: Sentences are cohesive when the stress of one sentence is used as the topic of the next. Below, the first example reads like a list of facts. The ideas are related but the sentences don't connect. The second example connects the topics and stress which creates a sense of flow.
Exploring new insights into the role of cohesive devices in written
Moving beyond the association between the employment of cohesive devices and writing quality, there has been growing interest in the use and development of cohesive devices by L1 writers, but little is known about its role within the area of L2 writing. ... For all open access content, the Creative Commons licensing terms apply. ...
Essay writing
Coherence in a piece of writing means that the reader can easily understand it. Coherence is about making everything flow smoothly. The reader can see that everything is logically arranged and connected, and relevance to the central focus of the essay is maintained throughout. Two key aspects of coherence. Cohesion: This relates to the linking ...
How to Use Cohesive Devices Correctly [for IELTS Writing]
The IELTS marking rubric specifically states that you will not score more than band 7 for Coherence and Cohesion if you overuse cohesive devices: uses a range of cohesive devices appropriately although there may be some under-/over-use. British Council. You can see how strange it sounds to overuse them in this example:
The Writing Center
Cohesion and Coherence. A well-organized paper uses techniques to build cohesion and coherence between and within paragraphs to guide the reader through the paper by connecting ideas, building details, and strengthening the argument. Although transitions are the most obvious way to display the relationship between ideas, consider some of the ...
A Guide to Cohesive Devices
A Guide to Cohesive Devices. Six Tools to Create Cohesion & Coherence. Reference, substitution, cohesive nouns, ellipsis, lexical chains, conjunction . . . Obscure names for processes common in everyday speech and indispensable for good writing. Simply explained, with examples. When we write an essay, there are several points we want to make ...
Types of Cohesive Devices
Types of Cohesive Devices. Cohesive devices are sometimes called linking words, linkers, connectors, discourse markers, or transitional words. Cohesive Devices are words or phrases that show the relationship between paragraphs or sections of a text or speech. Cohesive devices are words like ' For example, ' In conclusion, ' however ...
Cohesion And Coherence In Essay Writing: A Comprehensive Guide
They communicate a meaningful message to a specific audience and maintain pertinence to the main focus. In a coherent essay, the sentences and ideas flow smoothly and, as a result, the reader can follow the ideas developed without any issues. To achieve coherence in an essay, writers use lexical and grammatical cohesive devices.
The Use of English Cohesive Devices in Writing ️
Cohesive devices, also known as linking or transition words, are the glue that holds our writing together, providing clarity and smoothness. They help our sentences flow seamlessly into paragraphs ...
Revising for Cohesion
Revising for Cohesion. Writing a cohesive paper takes time and revision. This resource will focus primarily on topic sentences that begin each paragraph and on topics, or main points, within a paragraph. This resource will also enable students to look closely at their sentences and see how each sentence relates to another within a paragraph.
IELTS Cohesive Devices: The Complete Guide
Cohesive devices ensure that your essay has a flow and is readable. Following are few cohesive devices that make your writing shine! Logical Sequencing. Whenever you are listing something, use words like "firstly, secondly," etc. Sufficient use of linking words/discourse markers. Linking words like "therefore", "nevertheless ...
Cohesive Devices: Your Ultimate Guide to Effective IELTS Writing
Cohesive devices, sometimes called linking words, linkers, connectors, discourse markers or transitional words, are one of the most misunderstood and misused parts of IELTS Writing. Cohesive devices are words like ' For example ', ' In conclusion ', ' however ' and ' moreover '. Together with coherence, cohesion provides 25% of ...
Stylistic Devices In Writing: A Complete Guide [with Examples]
Film editing involves cutting and combining scenes to create a cohesive story. ... Stylistic devices enhance writing by adding layers of meaning, creating dramatic effects, crafting pleasing sounds, building atmosphere, and engaging readers' emotions. ... It is widely used in poetry and creative writing to create rhythm and musicality but ...
How to Use Cohesive Devices Effectively for IELTS Writing
The IELTS marking rubric says that in order to get a band 7.0 for Coherence and Cohesion, a candidate must: use a range of cohesive devices appropriately although there may be some under-/over-use. For band 8.0 they must: manage all aspects of cohesion well. As for band 9.0, candidates should:
Cohesive devices as an indicator of L2 students' writing fluency
The cohesion features in students' essays were analyzed using natural language processing (NLP) approaches that measured three types of cohesive devices (reference, conjunction, lexical cohesion). Results from linear mixed effects models showed that writing fluency components were significantly predicted by a set of cohesive devices found in ...
What is Cohesion?
Cohesion. A text has cohesion if it is clear how the meanings of its parts fit together. Cohesive devices can help to do this, which includes using adverbials, using pronouns and substituting nouns. Download FREE teacher-made resources covering 'Cohesion'. View FREE Resources. cohesive devices cohesive devices year 5 cohesive devices year 6 ...
Linking words and phrases guide for KS3 English students
Max dropped litter, but Sanj picked it up. Linking words help us to compare and contrast two different ideas, like His Dark Materials, a series by Philip Pullman and Frankenstein, a novel by Mary ...
Cohesive Devices for Band 9 in IELTS Writing
Cohesive devices are words or phrases that help to connect your ideas and make your writing more coherent and logical. They are also known as linking words, connectors, or discourse markers. They show the relationship between sentences, paragraphs, or sections of a text or speech. Using cohesive devices effectively can improve your writing ...
What is Cohesion?
It is important for children to learn about cohesion, as it builds literacy and creative writing skills. Cohesion is important as: ... they can produce a range of cohesive devices in their writing. In Year 1 children start this process by being encouraged to use the connective 'and' in their writing.

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Achieving coherence

Transitions

So, how does repetition as a cohesive device work?

Pronoun + Repetition of key noun

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Using transitions/logical organisers

Using transitions

Overusing transitions

Identifying cohesive devices

1. Reference

2. Substitution

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Cohesion and Coherence In Essays

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Definitions Cohesion And Coherence

What Is Coherence?

What Is Cohesion?

How To Achieve Cohesion And Coherence In Essay Writing?

Lexical Cohesion

Grammatical Cohesion

Substitutions

Conjunctions transition words

Cohesive But Not Coherent Texts

How To Write A Coherent Essay?

2. Structure Your Essay

3. Structure Your Paragraphs

4. Relevance To The Main Topic

5. Stick To The Purpose Of The Type Of Essay You”Re-Writing

6. Use Cohesive Devices And Signposting Phrases

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