I.

Identify the cohesive relationships between the numbered clauses/

sentences in the poem below. The cohesive relationship between <2> and
<4> has been identified as an example.
<1> Little Boy Blue, come blow your horn!
<2> The sheep's in the meadow, <3> the cow's in the corn.
<4> Where's the boy that looks after the sheep?
<5> He's under the haycock, fast asleep.
<6> Will you go wake him? <7> No, not I!
<8> For if I do <9> he'll be sure to cry.
ANSWER
- Between <2> and <4>: repetition: sheep
- Between <4> and <5>: Personal reference: The boy- He
- Between <6> and <7>: Clausal ellipsis
- Rewrite <8> in its complete form: For if I go…
- Between <8> and <9>: Point out the chain of collocation in the text:
Sheep- cow-meadow- corn-haycock-look after the sheep

II. Analyse the types of cohesive devices that you can find in the text.
There are at least 7 different devices in it.
(1) The MT-20 offers you the most effortless way to operate a GSM mobile
phone. (2) The revolutionary four-way rocker switch makes scrolling and
controlling it as easy as a pie. (3) And it's helped the MT-20 win universal
approval. (4) Apart from the easy controls, it has all the functions you'd expect
from the most advanced digital phone. (5) And several you wouldn't. (6) Like
taking memos, receiving text messages, keeping your diary and recognizing
callers. (7) They make the MT-20 seem more like a complete communications
centre than a mobile phone. (8) No wonder reviewers have singled it out for
special acclaim. (9) Pick one up at your nearest Mitsubishi dealer right away.
ANSWER:
(1)- (2): personal reference: mobile phone/ MT 20 - it
- (4): Comparative reference: the most advanced digital phone
- (2) -(3): Addition conjunction: And
- (1)- (7): Repetition: MT 20, mobile phone
- (2) -(3): Personal reference: The revolutionary four-way rocker switch –
it
- (7) – (8) Conjunction causal: No wonder that….
- Collocation: phone-mobile phone- switcher- operate the phone- scrolling
and controlling-
- (1)-(2): Synonymy: effortless- as easy as a pie
- (4)-(6): Hyponymy: functions- taking memos, receiving ……
- (7)-(9): Nominal substitution: MT20/ mobile phone- one
- (4)-(5): Nominal Ellipsis: functions-several

III. Fill in the blanks with correct cohesive devices:

1. The item they in “They pressed round him in ragged fashion to take their
money. Andy, Dave, Phil, Stephen, Bob.” is personal reference/ cataphoric
reference
2. The item It in “Look at the sun. It’s going down quickly.” is personal
reference/ anaphoric reference
3. The absence of a noun after both in “My kids play an awful lot of sport.
Both are incredibly energetic.” is an example of nominal ellipsis.
4. In “The children will carry the small boxes, the adults the large ones.”,
the cohesive device of verbal ellipsis/ nominal substitution is used.
5. The words in italics in “Great time! A new PR! For a minute, I couldn’t
believe the race clock.” suggest the cohesive device of collocation.
6. The cohesive device of general word can be found in” What shall I do
with all the crockery?” – “Leave the stuff there.”
7. The cohesive device of hyponymy is used in “They began to meet
vegetation- prickly cactus-like plants and coarse grass.”
8. Antonymy is a cohesive device in “He fell asleep. What woke him was a
loud crash.
IV. Decide if the following statements are true ( T) or false (F)
1. Discourse analysts study language in use: written texts of all kinds, and
spoken data, from conversation to highly institutionalised forms of talk T
2. Each speech act in the following is called move T
A. What time is it ?
B. Six-thirty.
A. Thanks.
3. The 3 moves in an exchange are considered as and are often labelled as
A = Initiation
B = Response
A = Follow-up T
4. Spoken discourses seldom capture the functional pattern containing the
following hierarchy (or rank scale)
Transaction

Exchange Move

Act F
5. The procedural approaches to interpretation of text/ discourse requires
the writer to activate knowledge, make inferences and constantly assess his/her
interpretation in the light of the situation and the aims and goals of
text/discourse as the writer receives them.
6. The following discourse uses phenomenon- example, a logical
sequencing relation, as a cohesive device:
Naturally, the more people pay for their houses, the more they want to rename
their neighbourhoods.
Suppose you’ve just coughed up 250,000 pounds for an unspectacular house on
the fringe of Highgate- an area with loads of cachet. The estate agent tells you
it’s Highgate. You’ve paid a Highgate price. There‘s no way you’re going to
admit that it’s in Crouch End.
7. The three moves in an adjacency pair are considered as functional units
and are often labelled as:
A: Opening
B: Answering
C: Follow-up F
8. The adjacency pair of complimenting-acknowledging is represented in
the following:
A: Like a lift?
B: Thanks, but I’m waiting for my friend. F
9. Discourse analysis is concerned with the study of the relationship
between language and the contexts in which it is used. T
10. Exophoric references are references to assumed, shared worlds inside the
text. F inside -> outside
11. Anaphoric reference involves looking back in texts to find the referent of
a pronoun, a demonstrative, a definite article or a comparative. T
12. Reiteration includes repetition, synonym or near-synonym, superordinate,
general word, and collocation. T
13. Reiteration is used in the following
(1) I'm having terrible trouble with my car. (2) The thing won't start in the
morning. T
14. Conjunction is a device for marking logical, temporal and locative
relationships in discourse by using conjunctions, tenses, speech acts and
discourse markers.
15. Cataphoric reference is a cohesive device in :
When I told him, Bill didn’t really believe me. T
16. Ellipsis is the omission of elements normally required by the grammar
which the speaker/writer assumes are obvious from the context and therefore
need not be raised. T
17. Verbal ellipsis is a cohesive device in :
(1) Neily liked the green files; (2) myself I preferred the blue. F
18. Verbal substitution is a cohesive device in:
A: Have the children gone to sleep?
B: They must have done. T
19. Adversative conjunct is used to link sentence 1 to sentence 2:
(1) I've lived here ten years (2) and I've never heard of that pub. T
20. Hyponymy (hạ cấp) vật nhỏ nằm trong to, in same semantic field, chỉ nên
phân biệt giữa superordinate và hyponym, còn association (lexical chains/ set of
collocation) thì nó nằm ở tầng khác, gồm 1 loạt từ vựng in same sematic field.
VD: daffodil is a hyponym of flower
Những thứ ấy is a superordinate of nhà, vườn, sân
Military, armed forces (ll vũ trang), conflict is a lexical chain
is a cohesive device in :
(1) There was a fine old rocking chair that his father used to sit in, a desk
where he wrote letters, a nest of small tables and a dark, imposing bookcase.
(2) Now all this furniture was to be sold, and with it his own past. T
21. Cohesion is the set of linguistic resources that every language has for
linking one part of a text/discourse to another. T
22. Adversative conjunction is used in:
(1) Vietnam is once again one of the loveliest countries in Asia. (2) But this is
not another touristy paradise lost. T
23. Transaction is a basic interactional pattern consisting of three functional
moves commonly known as initiation, response and follow-up or feed back. F
24. Different roles and settings generate different structures for adjacency
pairs. T
25. The discourse type of instruction/procedure tends to have the following
schematic structure: Goal – (Materials)- Steps. T
26. Coherence is the set of relationships within a text that link sentences by
meaning. Coherence often depends on shared knowledge, implication, or
inference. T
27. Writing is redundant, transient whereas speech tends to avoid redundancy
and be permanent. F
28. The bottom-up model of interpreting discourse includes processing
information from the smallest units such as clauses, sentences to the highest
units such as words, sounds.
29. Linguistic knowledge is the knowledge of the world which the reader or
listener makes use of in interpreting a piece of spoken or written
language/discourse.
30. Nominal Substitution is a cohesive device in:
(1) The symphony was written in 1812. (2) It is considered to be one of the
finest in the repertoire of nineteenth-century symphonic compositions F

SECTION 2:
Name and identify the types and subtypes of the cohesive devices (refering
expressions, substituton, ellipsis, conjunction, lexical cohesion) for the
underlined expressions in the following conversation between a boy, Sam,
and a girl, Carla about a school concert. (20pts)
Note:
+ In the case of referring expressions, identify their referents
+ In the case of substitution and ellipsis, restore the information substituted or
ellipted.

Sam (S): Carla...

Carla (C): What is it, Sam?
S: Why weren’t you at Mrs Ford’s meeting this morning? The one about the
school concert?
C: Well, I decided not to take part this year.
S: You’re probably joking! The whole orchestra wondered where you were and
Mrs Ford even sent someone to look for you.
C: I already know that! What it is to be popular...
S: Everyone’s expecting you to do the concert, you know. And Mrs Ford has
found some music for you
C: But that’s the problem, Sam. We’re never allowed to select what we play...
and the choices are boring!
S: I agree that it used to be like that6, but the program she put together for last
year’s concert was much better. You enjoyed it last year, didn’t you?
C: The event itself was great and I was proud how I played, but it’s always such
hard work getting readyfor that, all those hours practising. And I don’t have so
much time to spare this year.
S: I suppose not... But Carla, we really need you. No one else plays the piano as
well as you do.
C: Oh, do you want me to feel guilty now? Well, when’s the first practice?
S: Thursday lunch time. Look if you don’t like the music Mrs Ford’s decided
on, why not say so?
C: And suggest something else?
S: Well, you’ll be playing the piece on your own, so why not?
ANSWER
1.one
2.that
3.it
4.concert
5.But
6.that
7.not
8.do
9.so
10. Not

SECTION 3: Study the following text:

Nancy: (1) So, apart from interviewing someone, what other ways are there of
selecting the right person for the job?
Chloe: (2) Well, we’re not dismissing interviewing. (3) A structured interview
is still the most effective single way of finding the best candidate, but if you
combine it with other methods, you can make the recruitment process even
more effective. (4) Most employers also ask for references, where a previous
employer describes what they think are the strengths and weaknesses of the
candidate, but research shows that these are only about twelve percent effective.
Nancy: (5) Really? (6) Why is that?
Chloe: (7) Well, there’s rarely anything negative in them. (8) Sometimes I guess
employers just want to be nice and not spoil someone’s chances, or maybe they
just want to get rid of the person! (9) So ideally, you need to combine a variety
of approaches to really get a rounded picture of the candidate.
Questions:
1. How are cohesion established in the text?
2. What genre is the text? Explain your answer.
3. Create a context of use for the text.

SUGGESTED KEY
1. COHESION:
Grammatical cohesion
1.1. References
- Exophoric personal referent: We in sentence 2 refers to the
company/people working in the Human Resource Department of that company
- Anaphoric personal referents:
+ It in sentence 3 refers to interview
+ They in sentence 4 refers to previous employers
+ I in sentence 7 refers to Chloe
+ They in sentence 8 refers to employers
+ You (x3) in sentence 3,9 refer to Nancy
+ Them in sentence 7 refers to references
- Anaphoric demonstrative referents: these in sentence 4 refers to
references
1.2. Substitution and ellipsis: NOT DETECTED
1.3. Conjunction
- Adversative conjunction (chỉ sự tương phản): but
- Causal conjunction: so
- Additive conjunction: apart from
Lexical cohesion
1.1. Reiteration
These key words are repeated thoughout the text:
- interview (x3 times)
- candidate (x3 times)
- employers (x3 times)
- effective (x3 times)
 maintain the consistency of the conversation
1.2. Synonym
- dismiss – get rid of
- right – best – most effective – ideally
- method – way – approach
1.3 Superordinate
- the recruitment process is the superordinate of interview, references, job
- person is the superordinate of candidate, employers, someone
1.4 Words that belong to the same lexical sets/ lexical chain
- interview, job, candidate, recruitment process, employer, strength,
weakness, chance factors related to the job application process
- select, find, ask for, spoil, get rid of, describe verbs to describe
employers’ activities in a job application process
- Pairs of opposites: strength ><weekness, candidate >< employer

2. GENRE
an extract from a conversation between Nancy and Chloe, probably a reporter
and somebody works in personnel of a company. The conversation consists of
personal descriptions
- Physical appearance/ layout: clearly presented, each participant’s line is
separated and clearly-recognized
- Purpose: to inform about the procedures to employ someone
- Overall pattern/ Generic structure: consists of a sequence of sentences
to define and describe the recruitment procedures; describe attributes of factors
related to this phenomenon and finally sum up the description. To be more
specific:
+ Nancy’s 1st turn: raise the question
+ Chloe’s 1st turn: define and describe the process
+ Nancy’s 2nd turn: demand a more specific explanation related to the problem

+ Chloe’s 2nd turn: describe factors related to the problem and then sum up her
description
- Specific language features:
+ Grammatically, present tense to indicate truth/reality; active and passive
voice; simple, compound and complex sentence structures
+ Lexically, many academic words related to the topic of job application can be
detected. Softening phrases can also be found for the conversation to continue
smoothly.

3. CONTEXT
• Participants: Nancy and Chloe. Nancy is a reporter and Chloe works in
the Human Resource Department of a company
• Topic: How to choose the best candidate for the job?
• Setting: in Chloe’s office/ on stage, working hours
• Channel: speech with facial expressions and gestures
• Code: informal spoken English, standard English
• Message form: interviewing
• Event: interviewing on stage
• Purpose: to figure out the most effective way to select a candidate of a
company
 • Key: helpful, encouraging

SECTION 4:
Ex1: It is often said that the wealth of a nation depends on natural
resources, but health plays an equally important role. Every country
requires a skilled and healthy workforce. For example, the
manufacturing industry needs healthy workers as do the financial and
service sectors. Otherwise, not only the economic but also the social
development of a country suffers. Unfortunately, many nations fail to
invest sufficient funds, for one reason or another, in their health
system. A lack of investment in healthcare, however, means that these
countries now suffer from a workforce that cannot function
efficiently.
1. Identify cohesive devices, then classify them.
GRAMMATICAL LEXICAL COHESION LOGICAL COHESION

1. Ellipsis 1. Reiteration: 1. Contrast:

+ “another”- another + “Health” is repeated to + “but” – Contrasts the role of
reason emphasize the central theme ? natural resources with health in
national wealth.
2. Substitution 2. Synonyms: 2. Concession:
+ "that" – Refers back to + “suffers” ? and “fail to invest” + “however” – Contrasts the
"a lack of investment in both convey negative outcomes, expectation of a well-functioning
healthcare” linking the lack of investment to workforce with the lack of
 helping to link its consequences healthcare investment.
cause and effect.
3. Association: 3. Apposition:
+ “their”-nations + “natural resources” and + “for example” – Introduces an
“health” – These terms are example to clarify the need for a
+ “these countries”- associated with factors healthy workforce.
many nations contributing to a nation's wealth.
4. Inference:
+“ industry”, “financial and + “Otherwise” – Shows the
service sectors” – These are consequences (hậu quả) if a
related fields requiring healthy certain condition (having healthy
workers workers) is not met (k đc đáp
ứng).

5. Transition:
 + “Unfortunately” – Introduces a
concessive statement showing
regret over insufficient health
investment.

6. And
+ "not only...but also" – Adds
emphasis, showing that both
economic and social development
are affected.

2. Comment on the coherence of the text.

- Using "however" right after "unfortunately" is not the most suitable choice.
- "Unfortunately" already introduces a negative or undesirable outcome (nations
failing to invest in healthcare), setting up a regrettable situation.
- "However" is used to contrast two ideas, but in this case, there’s no new or
opposing idea being introduced; instead, the next sentence continues the
explanation of the consequences of that unfortunate situation

=> This creates a

redundancy, and the use
of "however" can disrupt
the logical flow
of ideas.
=> "Unfortunately,
many nations fail to
invest sufficient funds,
for one reason or
another, in their health
system. As a result, a
lack of investment in
health care means
that these countries now
suffer from a workforce
that cannot function
efficiently."
Yes, the use of
**"however"** does
**negatively** influence
the coherence of the
text.
*Conclusion:
- Order: Generally
logical, but the
unnecessary contrast
weakens the flow of
ideas.
Minor restructuring
would improve the text.
- Unity: Strong overall,
but the inclusion of
vague phrases detracts
from the focused
argument.
- Emphasis: Could be
improved by using
clearer transitions (like
"as a result") to
highlight the
consequences of failing
to invest in healthcare.
Overall, the text is
mostly coherent, but
small changes in
transitions, clarity,
and emphasis would
significantly enhance its
effectiveness.
Ex2:
I couldn't seem to find
the right room — none
of them had the number
designated on my pass.
First, I wound up at the
Department of
Verification, then the
Department of
Misinformation, then
some clerk from the
Pressure Section
advised me
to try level eight, but on
level eight they ignored
me, and later I got stuck
in a crowd
of military personnel —
the corridors rang with
their vigorous marching
back and
forth, the slamming of
doors, the clicking of
heels, and over that
martial noise, I could
hear the distant music
of bells, the tinkling of
metals.
Comment on the
paragraph’s cohesion
and coherence.
*Cohesion
1. Grammatical
Cohesion:
- Substitution:
+ “none of them” -
rooms
2. Logical Cohesion:
- Enumeration:
- “First”, “then”,
“later”: The paragraph
enumerates different
locations and
events: “the
Department of
Verification,” “the
Department of
Misinformation,” “level
eight,” and “a crowd of
military personnel.” This
enumeration helps to
structure the
narrative and guide the
reader through the
sequence of events.
- Addition:
- “then”: The
narrative adds detail
progressively. For
instance, the initial
problem of finding the
right room is elaborated
upon by describing the
departments
visited and the advice
received, leading to
further complications.
3. Lexical Cohesion:
 - Synonym:
+ department, room,
clerk
- Association:
- The associations
between locations and
their descriptive terms
(e.g.,
“Department of
Verification” and
“Pressure Section”)
contribute to the
cohesion of
the narrative by linking
related concepts and
experiences
=> This creates a redundancy and the use of "however" can disrupt the logical
flow of ideas.
=> "Unfortunately, many nations fail to invest sufficient funds, for one reason
or another, in their health system. As a result, a lack of investment in health
care means that these countries now suffer from a workforce that cannot
function efficiently." Yes, the use of **"however"** does **negatively**
influence the coherence of the text.
*Conclusion:
- Order: Generally logical, but the unnecessary contrast weakens the flow of
ideas. Minor restructuring would improve the text.
- Unity: Strong overall, but the inclusion of vague phrases detracts from the
focused argument.
- Emphasis: This could be improved by using clearer transitions (like "as a
result") to highlight the consequences of failing to invest in healthcare.
=> Overall, the text is mostly coherent, but small changes in transitions, clarity,
and emphasis would significantly enhance its effectiveness.
Ex2: I couldn't seem to find the right room — none of them had the
number designated on my pass. First, I wound up at the Department
of Verification, then the Department of Misinformation, then some
clerk from the Pressure Section advised me to try level eight, but on
level eight they ignored me, and later I got stuck in a crowd of
military personnel — the corridors rang with their vigorous marching
back and forth, the slamming of doors, the clicking of heels, and over
that martial noise, I could hear the distant music of bells, the tinkling
of metals. Comment on the paragraph’s cohesion and coherence.

*COHESION
1. Grammatical Cohesion:
- Substitution:
+ “none of them” – rooms
2. Logical Cohesion:
- Enumeration:
+ “First”, “then”, and “later”: The paragraph enumerates different locations and
events: “the Department of Verification,” “the Department of Misinformation,”
“level eight,” and “a crowd of military personnel.” This enumeration helps to
structure the narrative and guide the reader through the sequence (trình tự) of
events.
- Addition:
+ “then”: The narrative adds detail progressively. For instance, the initial
problem of finding the right room is elaborated upon by describing the
departments visited and the advice received, leading to further complications.
3. Lexical Cohesion:
- Synonym:
+ department, room, clerk
- Association:
+ The associations between locations and their descriptive terms (e.g.,
“Department of Verification” and “Pressure Section”) contribute to the cohesion
of the narrative by linking related concepts and experiences
* COHERENCE
1.Unity:
- The paragraph maintains unity by consistently focusing on the central issue:
the speaker’s search for the right room. All details and events contribute to
illustrating the speaker’s frustration and confusion.
2. Order:
- The paragraph follows a logical and chronological order: starting with the
speaker’s initial confusion, moving through various departments, receiving
advice, and ending with the chaotic scene. This clear progression helps the
reader follow the narrative easily.
3. Emphasis:
- Emphasis is placed on the sensory details of the chaotic environment, such as
“the corridors rang with their vigorous marching” and “the tinkling of metals.”
These descriptions highlight the speaker’s sense of being overwhelmed and
enhance the narrative’s impact.
 Overall, the paragraph demonstrates strong cohesion through effective
grammatical, logical, and lexical devices, and it maintains coherence through
unity, order, and emphasis. The structured sequence of events, detailed
descriptions, and consistent focus on the central theme all contribute to a clear
and engaging narrative.

Ex3: Does the text have coherence? Explain.

China considers the South China Sea its own sea, and it has been doing
whatever it takes to advance this mission. Like the building of artificial islands,
in violation of international tribunal rulings – including one favoring the
Philippines. And like intimidating its neighbors by sailing its vessels in disputed
waters.
*COHERENCE
- In this case, the text presents a clear argument: it states that China views the
South China Sea as its own, and lists two examples of actions supporting this
claim (building artificial islands and intimidating neighbors).
- Each sentence builds upon the previous one to explain China's actions in the
South China Sea, making the text coherent.

Ex4: Does the text have coherence? Explain.

Matt's teacher was giving a lecture about psycholinguistics. It was very
interesting and Matt listened very carefully. Eventually, the teacher said
something that really surprised him. So he thought about it for a long time
during the lecture and got himself ready to ask something. Then, it rained.
1. Logical Flow of Ideas:
- The initial sentences focus on Matt's engagement in the lecture and his
thoughts about the topic. This part of the text has logical coherence since each
sentence builds on the previous one, leading to Matt's reaction and preparation
to ask a question.
- However, the last sentence *"Then, it rained"* disrupts the logical flow. The
mention of rain is completely unrelated to the rest of the text about Matt's
experience during the lecture. This sudden shift breaks the coherence of the
passage because the rain is irrelevant to the main ideas being discussed

2. Transitions Between
Sentences:
 - The transitions
between sentences work
well until the final
sentence. The phrases
"Eventually" and "So"
provide smooth
transitions between
Matt's careful listening,
his
surprise, and his
decision to ask a
question. But the
sudden shift to an
external event
(rain) has no clear
connection to Matt's
internal experience
during the lecture.
3. Completeness of the
Argument:
- The argument about
Matt’s experience in the
lecture could be
considered complete
up to the point where he
prepares to ask a
question. However, the
introduction of the
rain at the end leaves
the reader confused and
wondering how it
connects to the rest of
the passage. The text
feels incomplete or
disjointed due to this
abrupt ending.
4. Clarity of Language:
- The language is clear
and simple, which helps
with comprehension.
However, the
clarity is undermined by
the irrelevant mention of
rain, which confuses the
reader.
=> The text loses
coherence with the
inclusion of the final
sentence, which is
unrelated to the rest of
the passage. To improve
coherence, the ending
needs to
logically follow the ideas
presented earlier.
2. Transitions Between Sentences:
- The transitions between sentences work well until the final sentence. The
phrases "Eventually" and "So" provide smooth transitions between Matt's
careful listening, his surprise, and his decision to ask a question. However, the
sudden shift to an external event (rain) has no clear connection to Matt's internal
experience during the lecture.
3. Completeness of the Argument:
- The argument about Matt’s experience in the lecture could be considered
complete up to the point where he prepares to ask a question. However, the
introduction of the rain at the end leaves the reader confused and wondering
how it connects to the rest of the passage. The text feels incomplete or
disjointed due to this abrupt ending.
4. Clarity of Language:
- The language is clear and simple, which helps with comprehension. However,
the clarity is undermined by the irrelevant mention of rain, which confuses the
reader.
 The text loses coherence with the inclusion of the final sentence, which is
unrelated to the rest of the passage. To improve coherence, the ending needs to
logically follow the ideas presented earlier.