The words or expressions that are used to join two ideas or two parts of a sentence or two different sentences or a number of sentences in a paragraph thematically and meaningfully are called Cohesive Device. They are otherwise known as connectives or linking words in English Grammar. Cohesive Devices are generally used to convey the ideas of the following.
Addition – And, also, besides, moreover, in addition, In addition to.
Contrast – Despite, But, However, Yet, Still, Though.
Choice – Or, Either …… or, Neither …… nor.
Purpose – So that.
Result/effect – Consequently, So, Therefore, Thus.
Cause/Reason/Consequence – Because, as, since, for.
Time – After, Then, When, before, at last, finally, till, at first.
Similarity – Similarly, Likewise
Exemplification – For example, for instance, such as, particularly.
Clarification – In other words.
Linking words Examples
Fill in the blanks choosing the linking words given below the passage :
My friend is a singer. He is intelligent –––––––– hardworking. –––––––– he is creative. ––––––––– he has never received any award in India, –––––––– he won a prize in a competition in America last year. –––––––– he has decided to leave India and settle down in America.
(although, therefore, moreover, but, and)
Answer: My friend is a singer. He is intelligent ––and–– hardworking. ––Moreover–– he is creative. ––Although–– he has never received any award in India, ––but–– he won a prize in a competition in America last year. ––Therefore–– he has decided to leave India and settle down in America.
Exercises of Cohesive Device
Rewrite the following passages filling in the blank spaces with suitable linking words from the lists given at the end of each passage.
1. One of the most wonderful inventions of modern times is television. It is now possible to sit in the comfort of one’s home –––––– watch on a screen events –––––––– are happening hundreds of miles away. We can –––––– get entertainment from films, dances, plays and sports –––––– are shown on the screen. It is difficult to imagine ––––– life would be like without television.
[What, and, also, that, which]
2. The methods of reading usually differ in accordance with the contents of books, –––––all books should be read with equal seriousness. Amusement is not the main objective of reading –––––– a good book, ––––– it is a novel or a biography or a drama, always deals with some aspect of knowledge –––– helps us to know life better. It is ––––– said –––– books are the best teachers.
[Therefore, because, but, whether, and, that]
3. –––– the Congress and the PDP inch towards formation of a new government in Jammu and Kashmir, one lone Kashmiri sits in Tihar jail, accused for crimes ––– he could be hanged for, –––– proved guitly. The case of Abdul Gilani, –––– was a lecturer in a Delhi College, is an example of –––– shocking such incidents could be for ordinary citizens.
[How, While, If, Who, That]
4. Many tribal women are unable to feed their children –––– they have no land to till. –––hundreds of women are facing similar situations. –––––– the land records do not have the names of wives, the husbands sell the land –––– use a large part of the money to buy liquior. ––––– they are not judicious in spending money.
[And, In fact, As, Since, Moreover]
5. I am called the Safety Equipment Officer. It may sound like an impressive title,––––– it’s not a very accurate description of what I do. My main job is to provide protective clothing, –––– overalls, helmets and so on. I estimate what the different departments will need and –––– I order it from the suppliers. –––– I make sure that the various departments have everything they want. ––––– stationary is also my responsibility.
[However, But, Such as, Then, In this way]
6. The climate of Gopalpur-on-Sea is pleasant in summer. –––– tourists in large number throng this small town in summer for holidaying. ––––– suitable accommodation is a problem here, ––––– the town is small –––– most of the people are economically backward. –––– that does not discourage tourists.
[Since, However, But, Therefore, And]
7. When we are young, we are naturally creative ––– we let our minds run free. ––––– as we are taught to follow rules, our thinking narrows. –––––– in many areas of our lives, creativity can be a matter of survival. –––––, with more and more women opting for careers and independence, couples have to be more creative about their relationships to avoid conflicts. Creativity is not all that mysterious. An important creative trait was well defined by a scientist ––––he said, “Discovery consists of seeing what everybody has seen and thinking what nobody has thought.”
[For instance, and, when, however, but]
8. ––––– the year 2010, one third of the world’s cropland will have turned to dust. One million species will have become extinct and hundreds of millions of people will face starvation. All this is happening –––– our civilization has kept on expanding on the assumption that the world’s resources are limitless. ––––– merely stopping growth is not the answer. ––––– we need is development ––––– works in partnership with the environment.
[That, by, however, what, because]
9. Many people will come to the meeting –––– the speaker is well-known. ––––– we need a bigger hall ––––– at least two hundred persons can be seated. We wanted to book the Lenin Bhavan, –––– it is already booked for that day. –––– we are trying to reserve the town hall –––– it does not have an air-conditioner.
[Though, therefore, but, because, however, so that]
10. When I reached the bus stand, I discovered I had missed my usual bus –––– I reached the office on time ––– a friend was kind enough to give me a lift on his scooter. –––– I reached office, I heard a noise ––––– came from inside my boss’s room. I went inside the room –––– found that a burglar had broken open the almirah ––––– many important documents were kept.
[Because, when, and, where, but, which]
11. We ––––– live in the present-day world are proud to call ourselves civilised –––– we live and dress better than our forefathers. Of course we have the advantages of the inventions of science ––––––– our ancestors had never known. ––––– science has also added to our worries. Perhaps now we can kill more easily ––––– swiftly than ever before.
[But, because, who, which, and]
12. My memory of the first day in college reminds me of the excitement and fear –––– I experienced at that time. I was excited ––––– I heard always about the fun that the students have in college –––––. I was scared and nervous ––––– I had no friends. ––––––, the over-all feeling was one of pleasant expectation.
[And, because, that, however, become]
13. I did not find the book on my table –––––– someone took it. ––––– I went to the teacher to complain, he told me –––––– hence forward, I should be careful. ––––– I keep the book inside the bag, it is always possible to be stolen, –––––– some boys are always tempted to steal books.
[Because, when, unless, since, that]
14. Smoking is harmful to health. This warning is printed on every pack. –––––––people smoke tobacco and endangers their lives. –––––, smokers also cause discomfort to those who involuntarily inhale smoke –––––– being non-smokers.––––––– smoking has become a concern of public health. ––––– the ban on smoking in public is justified.
[Thus, Yet, Therefore, Despite, Moreover, Until]
15. Sikta’s sister is an air- hostess for a famous international airlines ––––– Sikta wants to become one too. –––––– she is still too young. The minimum age for an air- hostess is twenty, –––––– Sikta is just over sixteen. –––––– she has taken up a job in an office –––– she –––––– attends evening classes –––––– she wants to improve her French and Japaneese, ––––––– foreign languages are an essential qualification for an air- hostess.
[Since, also, because, and, but, however, meanwhile, and]
16. Smoking, –––––– may be pleasure for some people, is a source of discomfort for their fellows. ––––, medical authorities express their concern about the effect of smoking on the health of –––– those who smoke, –––– those who must involuntarily inhale the contribution of smokers to the atmosphere. ––––– smoking should be banned in public places.
[But also, Further, Therefore, Not only, Which]
17. When John Logie Baird turned into an adult, he became a businessman. –––– his business failed, –––– he thought of working at television. His family advised him not to be too adventurous. He, ––––, did not listen to them. ––––– he rented a room and bought the apparatus he needed. He started working. One day he saw a picture on his screen. He rushed out and found an office boy whom he took to his room to television. His picture appeared on the screen. ––––– television had been invented.
[However, thus, instead, but, so]
18. The thief disguished himself ––––– nobody should recognise him. –––– he was identified soon enough. –––––– he held a gun in his hand, some people tried to catch him, ––––most other people were looking on with fear. The thief was –––– nabbed by the people ––– he was so scared that he forgot to use the gun.
[However, because, but, so that, although, though]
19. ––––– you work hard, you will not succeed in any competitive examination. –––– thousands of young people appear in these examinations, ––––– a few succeed—–these examinations aim at finding out –––– you are intelligent enough to solve the difficult problems ––––– you face in real life.
[Which, if, unless, although, because, only]
20. As soon as the examination was over, my friends –––– I decided to go on holidaying –– we could not decide the exact place –––– we would spend our holidays. –––– some of us wanted to go to Puri, others proposed Rourkela. It was of course felt –––– the trip should not be very expensive.
[And, where, that, but, while]
21. Each nation has its own peculiar character –––– distinguishes it from others. –––– the people of the world have more points in which they are all like each other than points in which they are different. One type of person –––– is common in every country is the one who always tries to do as little as possibly can and to get as much in return as he can. His opposite, the man who is in the habit of doing more than is strictly necessary ––– who is ready to accept –––– is offered in return, is rare everywhere.
[And, but, that, who, which]
22. Everything seems to be in its place. The match-box, –––, has its fixed receptacle above the mantlepiece, and there is a bowl for the burnt matches, regularly used, ––– its contents show. ––– here is a burnt match thrown on the floor, ––– the bowl is on the table quite handy. ––– the match, you notice, is not of the same kind as those in the box over the mantlepiece.
[Yet, although, and, for instance, as]
23. –––– the only time pollution is news is –––– there has been a major disaster ––– an oil spill or a radiation leak from a nuclear power station. It is, ––––, the ordinary pollution of our whole environment –––– is the growing problem. ––– it goes on, all forms of earth including our own, will be in danger.
[If, when, that, usually, however,such as]
24. We need regular exercise to keep ourselves fit. –––––– exercises, we need regular sleep. ––––––– we need regular relaxation ––––––– the duration of sleep varies with age, –––––– it varies with the nature of work we do. Infants sleep for long hours,––––– sleep is necessary for their growth.
[and, but, also, besides, because]
25. Ball tampering ––––– involves roughing up one side of the ball, ––––––– by picking its seam and scuffing its surface with finger nails ––––––– with bottle tops to make it swing more than normal. ––––––––––– spotted, it is considered a low form of gamesmanship. ––––––– unspotted, it is a fine art that every fast bowler is quick to learn.
[if, either, usually, when, or]
26. –––––– a person suffering from leprosy can be completely cured –––––– can then return to his family and friends. This was not always so. ––––––– the dreadful disease reached the islands of Hawaii about a hundred years ago it spread very rapidly, the government tried to stop the disease by sending all the suffers to one island, Molokai.––––––– they were left to live and die together, forgotten and uncured for.
[when, there, and, now, but, at that time]
Understanding Cohesive Devices
Cohesive devices are words or phrases that signal connections between different parts of a text. They serve as bridges, guiding the reader through the writer’s argument, narrative, or explanation. Without these connectors, writing may appear disjointed, making it difficult for the reader to grasp the intended meaning.
Cohesive devices can be categorized based on their function:
Addition
Addition signals that more information is being introduced to support or expand a point. These devices help build upon ideas without abrupt transitions. Common examples include:
And – The simplest way to add information.
Furthermore – Indicates an additional, often more significant, point.
Moreover – Emphasizes the importance of the added detail.
In addition – Formal and often used in academic writing.
Not only… but also – Highlights two related points.
Example: “The study confirmed the hypothesis. Furthermore, it revealed unexpected patterns in the data.”
Contrastive cohesive devices
Contrastive cohesive devices highlight differences or opposing ideas. They clarify distinctions and prevent misinterpretation. Key terms include:
But – Introduces a contrasting idea.
However – Signals a shift in perspective.
On the other hand – Presents an alternative viewpoint.
Although/Though – Acknowledges a contradiction.
Nevertheless – Concedes a point but emphasizes a differing conclusion.
Example: “The plan was well-structured; however, its execution faced unforeseen challenges.”
Cause and Effects
These devices explain reasons and outcomes, clarifying logical relationships. They are essential in persuasive and analytical writing. Common examples:
Because – Directly states a reason.
Therefore – Indicates a conclusion drawn from preceding information.
As a result – Highlights consequences.
Consequently – Formal alternative to “so.”
Due to – Attributes cause to a specific factor.
Example: “Heavy rainfall saturated the soil. Consequently, flooding occurred in low-lying areas.”
Time and Sequence
Temporal cohesive devices organize events chronologically or indicate steps in a process. They improve narrative and instructional clarity. Examples include:
First, Second, Finally – Enumerates steps.
Meanwhile – Indicates simultaneous events.
Subsequently – Marks a following action.
Previously – Refers to an earlier time.
Afterward – Denotes a later occurrence.
Example: “First, preheat the oven. Meanwhile, prepare the dough.”
Comparison
Comparative devices highlight similarities, aiding in analysis and description. They include:
Similarly – Draws a parallel between ideas.
Likewise – Reinforces a shared characteristic.
In the same way – Emphasizes identical methods or outcomes.
Just as – Compares two scenarios directly.
Example: “Classical music soothes the mind. Similarly, nature sounds have a calming effect.”
Example or Illustration
Illustrative devices provide evidence or clarify abstract concepts. They strengthen arguments by making ideas concrete. Common terms:
For example – Introduces a specific case.
For instance – Similar to “for example,” slightly less formal.
Such as – Lists examples within a sentence.
To illustrate – Prepares the reader for a clarifying example.
Example: “Many fruits are rich in vitamins—for instance, oranges contain high levels of vitamin C.”
Conclusion or Summary
Concluding devices signal the end of a discussion or recap key points. They provide closure and reinforce understanding. Examples:
In conclusion – Clearly marks a summary.
To summarize – Recaps main ideas.
Ultimately – Emphasizes a final point.
In short – Offers a concise restatement.
Example: “In conclusion, cohesive devices enhance readability by clarifying relationships between ideas.”
The Importance of Cohesive Devices in Writing
Effective writing is not just about conveying ideas but ensuring they are presented in a clear, logical, and engaging manner. One of the most crucial tools for achieving this is the use of cohesive devices. These linguistic elements—such as conjunctions, pronouns, transitional phrases, and lexical repetition—serve as bridges between sentences and paragraphs, enhancing readability and strengthening logical connections. By improving coherence, cohesive devices help readers follow the writer’s train of thought effortlessly, making the text more persuasive and enjoyable.
Enhancing Readability
Readability is a measure of how easily a reader can understand and engage with a text. Cohesive devices play a pivotal role in achieving high readability by eliminating ambiguity and ensuring smooth transitions between ideas. For instance, pronouns like “this,” “that,” or “these” refer back to previously mentioned concepts, reducing redundancy while maintaining clarity. Transitional words such as “however,” “furthermore,” and “consequently” signal shifts in thought, guiding the reader through contrasting or supplementary points. Without these devices, writing can feel disjointed, forcing the reader to work harder to piece together the intended meaning.
Consider the difference between these two passages:
1. “The government introduced new policies. The policies aimed to reduce pollution. Many citizens opposed the policies.”
2. “The government introduced new policies aimed at reducing pollution. However, many citizens opposed them.”
The second version, using cohesive devices (“aimed at,” “however,” “them”), flows more naturally and requires less cognitive effort from the reader. This demonstrates how cohesive devices enhance readability by streamlining information.
Strengthening Logical Connections
A well-structured argument relies on logical progression, where each point builds upon the previous one. Cohesive devices reinforce these connections, ensuring that ideas are not presented in isolation but as part of a unified whole. For example, cause-and-effect relationships are often clarified through words like “because,” “therefore,” and “as a result.” Similarly, additive transitions such as “in addition” or “moreover” help expand on ideas without abrupt shifts.
Academic and professional writing, in particular, benefit from strong logical cohesion. A research paper that fails to link findings to hypotheses or a business report that jumps between unrelated data points will confuse readers and weaken credibility. By strategically employing cohesive devices, writers can create a seamless narrative that guides the audience through complex information with precision.
Improving Coherence
Coherence refers to the overall sense of unity in a text—how well sentences and paragraphs stick together to form a meaningful message. Cohesive devices are the glue that binds these elements, ensuring that the writing feels intentional and well-organized. Lexical cohesion, achieved through repetition of key terms or synonyms, reinforces central themes without sounding monotonous. For example, in an essay about climate change, alternating between “global warming,” “environmental crisis,” and “climate emergency” maintains variety while keeping the focus intact.
Paragraph-level cohesion is equally important. A topic sentence introduces the main idea, while subsequent sentences elaborate using cohesive devices to maintain flow. Compare these examples:
1. “Renewable energy is essential. Fossil fuels harm the environment. Solar power is a clean alternative.”
2. “Renewable energy is essential because fossil fuels harm the environment. Among clean alternatives, solar power stands out due to its sustainability.”
Common Mistakes in Using Cohesive Devices
While cohesive devices are beneficial, their misuse can lead to awkward or unclear writing. Some common errors include:
1. Incorrect Pairing of Cohesive Devices
Cohesive devices often work in pairs (e.g., “not only… but also,” “either… or”). Misusing these pairs disrupts sentence flow and logic.
Example of Incorrect Pairing: – “She not only enjoys reading but hiking.” (Incomplete structure)
Corrected: – “She not only enjoys reading but also hiking.”
Common Errors: – Omitting the second part of a pair (“He either wants tea coffee.” → “He wants either tea or coffee.”). Mixing incompatible pairs (“Neither he wants to go nor staying.” → “He neither wants to go nor stay.”).
Solution: Memorize standard pairs and ensure both parts are present and grammatically parallel.
2. Redundancy in Cohesive Devices
Overusing cohesive devices makes writing repetitive and unnatural. Some words inherently imply connection, making additional linkers unnecessary.
Example of Redundancy: – “Because it was raining, therefore we stayed home.” (“Because” and “therefore” serve the same purpose.)
Corrected: – “Because it was raining, we stayed home.”
Common Redundancies: – “Despite the fact that” → “Although” – “In addition to this” → “Additionally”
Solution: Use one cohesive device per logical connection. Trim excess words for conciseness.
3. Mismatched Tone
Cohesive devices should match the formality of the text. Informal linkers (e.g., “besides,” “anyway”) can clash with academic or professional writing.
Example of Mismatched Tone: – “The results were inconclusive. Anyway, further research is needed.” (“Anyway” is too casual.)
Corrected: – “The results were inconclusive. Therefore, further research is needed.”
Common Tone Errors: – Using “plus” instead of “furthermore” in formal reports. Overusing “so” instead of “consequently” in essays.
Solution: Align cohesive devices with the audience and purpose. In formal writing, prefer terms like “however,” “thus,” and “moreover.”
To avoid these mistakes, writers should carefully select cohesive devices that accurately reflect the relationship between ideas while maintaining a natural flow.
Conclusion
Cohesive devices are indispensable tools for effective communication. They provide structure, enhance clarity, and ensure that ideas are presented in a logical and engaging manner. By mastering the use of linking words, writers can significantly improve the coherence and persuasiveness of their work, whether in academic, professional, or creative contexts. Understanding and applying these connectors appropriately will elevate the quality of writing, making it more compelling and easier to follow.
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