An important aspect of writing an essay is maintaining paragraph unity. This key element is necessary to keep the paragraph focused on the point it is intended to address (Internal Unity) and to maintain its ties to the other paragraphs of the essay (External Unity). A paragraph is a unit by itself and, at the same time, part of the larger essay unit. Paragraph unity can be achieved by focusing on cohesion and coherence.
Cohesion refers to the flow from sentence to sentence.
Compare these passages:
Version A:
Granovetter begins by looking at the balance theory. If an actor, A, is strongly tied to both B and C, it is extremely likely that B and C are, sooner or later, going to be tied to each other, according to the balance theory (1973: 1363). Bridge ties between cliques are always weak ties, Granovetter argues (1973: 1364). Weak ties may not necessarily be bridges, but Granovetter argues that bridgers will be weak. If two actors share a strong tie, they will draw in their other strong relations and will eventually form a clique. Only weak ties that do not have the strength to draw together all the "friends of friends" can connect people in different cliques.
Version B:
Granovetter begins by looking at balance theory. In brief, balance theory tells us that if an actor, A, is strongly tied to both B and C, it is extremely likely that B and C are, sooner or later, going to be tied to each other (1973: 1363). Granovetter argues that because of this, bridge ties between cliques are always weak ties (1973: 1364). Weak ties may not necessarily be bridges, but Granovetter argues that bridges will be weak. This is because if two actors share a strong tie, they will draw in their other strong relations and will eventually form a clique. The only way, therefore, that people in different cliques can be connected is through weak ties that do not have the strength to draw together all the "friends of friends."
In the example above, Version A has the exact same information as Version B, but it is harder to read because it is less cohesive. Each sentence in Version B 53 begins with old information and bridges to new information. The first sentence establishes the key idea of balance theory. The next sentence begins with balance theory and ends with social ties, which is the focus of the third sentence. The concept of weak ties connects the third and fourth sentences and concept of cliques the fifth and sixth sentences. In Version A, in contrast, the first sentence focuses on balance theory, but then the second sentence makes a new point about social ties before telling the reader that the point comes from balance theory. The reader has to take in a lot of unfamiliar information before learning how it fits in with familiar concepts. Version A is coherent, but the lack of cohesion makes it tedious to read. The lesson is this: if you or others perceive a passage you’ve written to be awkward or choppy, even though the topic is consistent, try rewriting it to ensure that each sentence begins with a familiar term or concept. If your points don’t naturally daisy-chain together like the examples given here, consider numbering them. For example, you may choose to write, “Proponents of the legislation point to four major benefits.” Then you could discuss four loosely related ideas without leaving your reader wondering how they relate.
While cohesion is about the sense of flow, coherence is about the sense of the whole. In order to maintain some sense of sanity and unobstructed comprehension and access to content, you, as a writer, need to make sure the written material follows a logical order.
This passage is cohesive (from sentence to sentence) but lacks coherence.
Your social networks and yoru location within them shape the kinds and amount of information that you have access to. Information is distinct from data, in that makes some kind of generalization about a person, thing, or population. Defensible generalizations about society can be either probabilities (i.e., statistics) or patterns (often from qualitative analysis). Such probabilities and patterns can be temporal, spatial, or simultaneous.
Each sentence in the above passage starts with a familiar idea and progresses to a new one, but it lacks coherence—a sense of being about one thing. Good writers often write passages like that when they’re free-writing or using the drafting stage to cast a wide net for ideas. A writer weighing the power and limits of social network analysis may free-write something like that example and, from there, develop a more specific plan for summarizing key insights about social networks and then discussing them with reference to the core tenets of social science. As a draft, an incoherent paragraph often points to a productive line of reasoning; one just has to continue thinking it through in order to identify a clear argumentative purpose for each paragraph. With its purpose defined, each paragraph, then, becomes a lot easier to write. Coherent paragraphs aren’t just about style; they are a sign of a thoughtful, well developed analysis.
Ensuring unity through cohesion and coherence requires strong topic and concluding sentences. The topic sentence identifies the purpose of the paragraph. The last sentence of the paragraph should succeed in carrying out the task that it has been assigned by its topic sentence; however, you do not necessarily need to worry about whether that last sentence has an air of conclusiveness.
►Example Paragraph #1
"The experiment seemed straightforward and there were plenty of scientists willing to try it. Many did. It was wonderful to have a simple laboratory experiment on fusion to try after the decades of embarrassing attempts to control hot fusion. This effort required multi-billion dollar machines whose every success seemed to be capped with an unanticipated failure. 'Cold fusion' seemed to provide, as Martin Fleishmann said during the course of that famous Utah press conference, 'another route' --the route of little science."
from Harry Collins and Trevor Pinch, The Golem: What You Should Know About Science 2nd ed. (Cambridge: Canto, 1998), 58.
In that example, the first and last sentences in the paragraph are somewhat symmetrical: the authors introduce the idea of accessible science, contrast it with big science, and bring it back to the phrase “little science."
►Example Paragraph #2
"The struggle between proponents and critics in a scientific controversy is always a struggle for credibility. When scientists make claims which are literally 'incredible,' as in the cold fusion case, they face an uphill struggle. The problem Pons and Fleischmann had to overcome was that they had credibility as electrochemists but not as nuclear physicists. And it was nuclear physics where their work was likely to have its main impact."
from Harry Collins and Trevor Pinch, The Golem: What You Should Know About Science 2nd ed. (Cambridge: Canto, 1998), 71.
The last sentence of the paragraph doesn’t mirror the first, but the paragraph still works just fine. In general, every sentence of academic writing should add some unique content. Don’t trouble yourself with having the last sentence in every paragraph serve as a mini-conclusion. Instead, worry about developing each point sufficiently and making your logical sequence clear.
Attribution:
English Composition I. Schoolcraft College.
|
COHESION
|
COHERENCE
|
| The grammatical and lexical linking within a text | The logical flow and overall clarity of ideas in a text |
|
Surface structure (words, phrases, sentences) |
Deeper meaning and connection of ideas |
| Through connectors, pronouns, conjunctions, repetition, etc. | Through logical sequencing, clear organization, and relevance |
|
Example techniques Transition words (however, therefore, pronoun reference) |
Clear thesis, topic sentences, logical order of paragraphs |
Attributions:
"Cohesion and Coherence in Writing" Youtube, uploaded by wuking 1 June 2017, https://www.youtube.com/watch?v=lp7hzuOy4tk.
Permissions: YouTube Terms of Service
As you move into drafting and revising your paragraphs later in the process, you will want to focus on developing clear transitions within and between paragraphs. Transitions are words or phrases that indicate linkages in ideas. When writing, you need to lead your readers from one idea to the next, showing how those ideas are logically linked. Transition words and phrases help you keep your paragraphs and groups of paragraphs logically connected for a reader.
As you move into drafting and revising your paragraphs later in the process, you will want to focus on developing clear transitions within and between paragraphs. Transitions are words or phrases that indicate linkages in ideas. When writing, you need to lead your readers from one idea to the next, showing how those ideas are logically linked. Transition words and phrases help you keep your paragraphs and groups of paragraphs logically connected for a reader.
Transitional words and phrases connect and relate ideas, sentences, and paragraphs. They assist in the logical flow of ideas as they signal the relationship between sentences and paragraphs. In prose, the material is supported and conditioned not only by the ordering of the material (its position) but by connectives which signal order, relationship and movement.
Some of the more commonly used connectives are listed below. Note especially how these connections function to develop, relate, connect, and move ideas.
| 1. To signal addition of ideas | and, also, besides, further, furthermore, too, moreover, in addition, then, of equal importance, equally important, another |
| 2. To signal time | next, afterward, finally, later, last, lastly, at last, now, subsequently, then, when, soon, thereafter, after a short time, the next week (month, day, etc.), a minute later, in the meantime, meanwhile, on the following day, at length, ultimately, presently |
| 3. To signal order or sequence | first, second, (etc.), finally, hence, next, then, from here on, to begin with, last of all, after, before, as soon as, in the end, gradually |
| 4. To signal space and place | above, behind, below, beyond, here, there, to the right (left), nearby, opposite, on the other side, in the background, directly ahead, along the wall, as you turn right, at the tip, across the hall, at this point, adjacent to |
| 5. To signal an example | for example, to illustrate, for instance, to be specific, such as, moreover, furthermore, just as important, similarly, in the same way |
| 6. To show results | as a result, hence, so, accordingly, as a consequence, consequently, thus, since, therefore, for this reason, because of this |
| 7. To signal purpose | to this end, for this purpose, with this in mind, for this reason, for these reasons |
| 8. To signal comparisons | like, in the same (like) manner or way, similarly |
| 9. To indicate contrast | but, in contrast, conversely, however, still, nevertheless, nonetheless, yet, and yet, on the other hand, of course, on the contrary, or, in spite of this, actually, a year ago, now, notwithstanding, for all that, strangely enough, ironically |
| 10. To signal alternatives, exceptions, and objections | although, though, while, despite, to be sure, it is true, true, I grant, granted, I admit, admittedly, doubtless, I concede, regardless |
| 11. To dispute | it isn't true that, people are wrong who say that, deny that, be that as it may, by the same token, no doubt, we often hear it said, many people claim, many people suppose, it used to be thought, in any case |
| 12. To intensify | above all, first and foremost, importantly, again, to be sure, indeed, in fact, as a matter of fact, as I have said, as has been noted |
| 13. To summarize or repeat |
in summary, to sum up, to repeat, briefly, in short, finally, on the whole, therefore, as I have said, in conclusion, as you can see |
Additionally, pronouns act as connectives when they are used to refer to a noun in the preceding sentences. Repetition of key words and phrases and the use of synonyms which echo important words both serve to establish connections with previous sentences.
Transitional Words and Phrases. Miami Dade College, 2015.
License: Copyrighted material. Used for educational purposes with attribution.
Link: https://www.mdc.edu/kendall/collegeprep/documents2/transitional%20words%20and%20phrasesrevised815.pdf
Attributions:
"Transition words in reading and writing" Youtube, uploaded by SnapLanguage 2 March 2016, https://www.youtube.com/watch?v=7aksqJCgAMA
Permissions: YouTube Terms of Service
Attribution:
Identify the Transition Word. K12Reader.
License: Free for classroom and personal use. Not for redistribution.
Source: https://www.k12reader.com
To check your understanding, we invite you to submit your writing to the Online Writing Center via this online Writing Center LINK. The link will bring you to a form. In the form, you may put "Pre-Pals" for the COURSE NAME, "None" for the INSTRUCTOR, and "Coherence and Cohesion Assessment" for the "Assignment Title." Please specify that you would like feedback on the coherence and cohesion of your writing. You will receive feedback from the Writing Center.
