Level 18: Unit 5 Online Practice Exercises & Review

UNIT 5
1. COHESIVE DEVICES & COHERENCE

When sentences, ideas, and details fit together clearly, readers can follow along easily, and the writing is coherent. The ideas tie together smoothly and clearly. To establish the links that readers need, you can use the methods listed here. Note that good writers use a combination of these methods. Do not rely on and overuse any single method – especially transitional words.

Repetition of a Key Term or Phrase

This helps to focus your ideas and to keep your reader on track.

Example:

The problem with contemporary art is that it is not easily understood by most people. Contemporary art is deliberately abstract, and that means it leaves the viewer wondering what she is looking at.

Synonyms

Synonyms are words that have essentially the same meaning, and they provide some variety in your word choices, helping the reader to stay focused on the idea being discussed.

Example:

Myths narrate sacred histories and explain sacred origins. These traditional narratives are, in short, a set of beliefs that are a very real force in the lives of the people who tell them.

Pronouns

This, that, these, those, he, she, it, they, and we are useful pronouns for referring back to something previously mentioned. Be sure, however, that what you are referring to is clear.

Example:

When scientific experiments do not work out as expected, they are often considered failures until some other scientist tries them again. Those that work out better the second time around are the ones that promise the most rewards.

Transitional Words

There are many words in English that cue our readers to relationships between sentences, joining sentences together. See below for a table of transitional words. There you'll find lists of words such as however, therefore, in addition, also, but, moreover, etc.

Example:

I like autumn, and yet autumn is a sad time of the year, too. The leaves turn bright shades of red and the weather is mild, but I can't help thinking ahead to the winter and the ice storms that will surely blow through here. In addition, that will be the season of chapped faces, too many layers of clothes to put on, and days when I'll have to shovel heaps of snow from my car's windshield.

Note that transitional words have meaning and are not just used at beginnings of sentences. They can also be used to show relationships between different parts of the same sentence. As mentioned above they cue readers to relationships between sentences/clauses. If you use the wrong transitional word then you confuse your reader. It would be better if you didn’t use any transitional word rather than the wrong one. Furthermore you do not need a transitional word at the beginning of each sentence. Good writers rarely use them as they achieve coherence by using other techniques. Many students overuse transitional words. Your instructor will guide you as to what problems you may have with transitions.

Sentence Patterns

Sometimes, repeated or parallel sentence patterns can help the reader follow along and keep ideas tied together.

Example: (from a speech by President John F. Kennedy)

… And so, my fellow Americans: ask not what your country can do for you--ask what you can do for your country.

TRANSITIONAL WORDS
ADDITION
again also and and then besides	equally further(more) in addition (to...) indeed next	in fact moreover too what is more finally
COMPARISON
compared with in comparison with in the same way/manner	similarly likewise	again also
CONTRAST
besides but however in contrast instead conversely it may be the case that certainly also likewise	naturally nevertheless of course on the contrary on the other hand regardless granted like different from Alternatively	still whereas while yet although despite it is true that notwithstanding
ENUMERATION
first(ly) secondly etc. finally in the (first) place	last to (begin) with more important	on top of (that) next then
CONCESSION
although it is true that it may appear regardless certainly	granted that naturally it is true that I admit that	of course it may be the case that
EXEMPLIFICATION
as (evidence of...) for example for instance thus to illustrate	such as to show what (I mean) specifically let us (take the case of...)
INFERENCE
if not, ... in (that) case	otherwise that implies	then
SUMMARY/CONCLUSION
in all in brief to summarize in summary	in short in conclusion therefore In a nutshell	on the whole to sum up basically
TIME AND SEQUENCE
after (a while) afterwards at first at last at (the same time) while first, second, third... thereafter concurrently soon as soon as	before (that time) finally in the end meanwhile next immediately next firstly, secondly, thirdly... in the future subsequently at that time	since (then) so far then (up to) (then) later somewhat earlier shortly over the next (2 days) as long as last
RESULT
accordingly as a result consequently since as a consequence of... caused accordingly	for that reason hence thus if...then... ...result(s) in ... contribute to In consequence	then therefore the ( consequence ) of that is... ...is due to... brought about by/because... lead to...
REFORMULATION
in other words rather Briefly put simply	that is (to say) to put it more (simply) basically
REPLACEMENT
again alternatively	(better) still on the other hand	the alternative is...
TRANSITION
as far as ... is concerned as for ... incidentally	now to turn to... with ( reference) to	with regard to... Concerning...
PLACE/POSITION
in the back nearby elsewhere opposite to behind adjacent here	above beyond near there far to the left	below in front there closer to farther on to the right
MISCELLANEOUS - Adverbs may be used at the beginning of sentences to show how the sentence which follows relates to the rest of the text. Many of them reveal the writers attitude to the idea they are expressing and so can be used as an important tool in evaluative writing.
Admittedly All things considered As a general rule As far as we know Astonishingly Broadly By and large Characteristically Clearly Coincidentally Conveniently Curiously Disappointingly Equally Essentially Explicitly Even so Eventually Fortunately	Fundamentally Generally speaking Interestingly Ironically In essence In general In particular In practice In reality In retrospect/hindsight In theory In view of this More interestingly More seriously More specifically Naturally On balance Obviously On reflection Overall	Paradoxically Potentially Predictably Presumably Primarily Probably Remarkably Seemingly Significantly Surprisingly Theoretically To all intents and purposes Typically Ultimately Understandably Undoubtedly Unfortunately With hindsight

Online Exercises
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-15162.php
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-15164.php
http://lrs.ed.uiuc.edu/students/fwalters/causeconnect.html
http://www.learnenglishfeelgood.com/ell-conjunctive-adverbs-test1.html

More Links to Practice
http://www.tolearnenglish.com/cgi2/myexam/liaison.php?liaison=_connecteur_
http://library.bcu.ac.uk/learner/writingguides/1.33.htm
http://tesl.engl.iastate.edu/510/F04/comp/cohesive/linkingadverbials/homepage.html
http://quizlet.com/1577566/final-exam-review-cohesive-devices-flash-cards/
http://www.uefap.com/reading/exercise/refer/refer.htm

2. ADVERBS AND ADVERBIALS

Adverbs and adverbials may be one or several words that offer information on circumstances connected to the state or activity named by the verb. Adverbs are one-word items that modify verbs. Adverbials may be single words or else phrases that provide information about when, where, how, or why things happen. So adverbs fall into the category of adverbials. The difficulties around them have to do with where we should place adverbs. Adverbs and the wider category of adverbials belong to the predicate, and there they may be placed next to the verb or after the object (at the end *). But they may be found at the beginning of a sentence ), provided they do not separate the subject from the verb.

A general idea which may be useful is this: elements in a sentence organize around the heart of the sentence, S + V, in a hierarchical manner: the more important they are, the closer they are to the heart. For instance, an object (O) is more important than an adverbial of time because it is closer to the verb, so the adverbial of time can never interfere between the V and its O, and must be placed after. (Of course, adverbs are sometimes very close to the verb, see the case of Frequency Adverbs.)

Another general idea is: when an element that usually comes before another is long, the shorter element may come before. But you needn’t think about this because you’ll probably do it intuitively.

Do you go out with your friends EVERY WEEKEND?

Do you go out EVERY WEEKEND with all of those really noisy friends of yours?!

A. Manner: How? *

Adverbs and adverbials of manner go after the verb or the object, if there is one. They are not placed between V and O.

They worked HARD * She danced BEAUTIFULLY * They did it VERY WELL *

They worked IN A GREAT RUSH * They did it WITH A GREAT DEAL OF NOISE *

The exception is when the object is long:

When V + prep + O, the adverb could be placed before the preposition if the object is long.

The little children looked at everyone SUSPICIOUSLY *

The little children looked SUSPICIOUSLY at everyone who gave out sweets

When V + O, the adverb could be placed before the verb if the object is long.

They CAREFULLY picked up all the bits of broken glass

Adverbs concerned with character and intelligence, like foolishly, kindly, generously, stupidly, etc., may take two positions, but meaning changes:

He answered the questions FOOLISHLY * = He answered in a foolish manner, his answers were foolish

He FOOLISHLY answered the questions = His action was foolish, it was foolish of him to answer at all

He spoke KINDLY * = His words were kind

He KINDLY waited for us = It was kind of him to wait for us

WELL can be an adverb of manner or of degree.

He reads WELL (manner)

They speak English WELL (manner)

They treated me WELL (manner)

She knows the town WELL (degree)

Shake it well before opening it (degree)

The presents were well wrapped up (degree)

BADLY as an adverb of manner goes also at the end. But as an adverb of degree, it can precede the verb.

The door needs a coat of paint BADLY

The door BADLY needs a coat of paint

I need a drink BADLY

I BADLY need a drink

Note: The difference between manner and degree depends BASICALLY on what you want to mean. It’s unimportant.

B. Place: Where? *

Place adverbials are usually placed in end position.

They lived HERE *

They found the dog OUT IN THE WOODS *

Did you see my keys ANYWHERE? *

However, in descriptive writing and reports, we can move them to the front, to introduce the theme or to highlight where something happened.

) AT THE MEETING we distributed this year’s Office Reports

Notice: if the verb following is BE, S-V inversion occurs.

) NEXT TO MARY was Joe, laughing his head off (like “there be”: Next to Mary there was a man)

Be careful: ) IN THE GARDEN people were preparing the party

This also happens in descriptive writing with intransitive verbs indicating position or movement to a position, like hang, lie, live, sit, stand; come, fly, go, march, roll, run, swim, walk.

) BEYOND THE HOUSE lay an open field

But we don’t do this if the intransitive verb is followed by a manner adverb (or with trans. Verbs, V+O):

) ABOVE HIS HEAD the sword hung MENACINGLY () IN THE GARDEN Mary built a tree house)

C. Time: When? * ())

We know that TIME ADVERBIALS are placed at the beginning or at the end of the sentence.

) AFTERWARDS we bumped into Muriel

) EVENTUALLY we found the station thank god!

) LATELY I have had the strangest feeling… (Stevie Wonder)

The weather will be much cooler TOMORROW *

You must have handed in your exercises BY NOVEMBER 1 *

We’ve been dreaming about it FOR YEARS *

Notice what happens when you move the time adverbial to the beginning in the last two examples.

7 But this is not always so, of course! Look at these adverbs of time, which are placed in mid-position:

a. JUST is placed before the main verb with perfect tenses when we want to express: “acabar de” + hacer algo. I’ve JUST finished. We had JUST finished when the teacher asked someone out.

b. STILL is placed before the verb, like frequency adverbs. Are you STILL doing your exercise? Yes, I am STILL doing it! Exception: I am still here (if the main verb is BE). Notice: “are, am” in the first examples are auxiliary verbs and notice “am” in the former example is a main verb.

c. YET can only be placed at the end: I haven’t finished my exercise YET. Aren’t you ready YET?

The adverbs DAILY, HOURLY, MONTHLY, WEEKLY… go in end position (as if they were manner adverbs!)

EX: The web page is updated WEEKLY

ORDER: MANNER + PLACE + TIME (often, TIME –--SUBJECT+VERB--- MANNER + PLACE)

D. Frequency: How often? 7

One-word FREQUENCY ADVERBS are USUALLY placed before the main verb (except if it is BE!):

We USUALLY go out on Saturdays I have NEVER seen a UFO Are you ALWAYS shouting?!

Exception, the modals “used to” and “have to”.

We HARDLY EVER have to remind them of bringing their books

And when we give short answers. Then the frequency adverb goes before the auxiliary:

Can you park well here (manner + place)? Yes, I USUALLY can.

If there are two auxiliaries before the main verb, then they are placed after the first auxiliary:

You have OFTEN been told not to do that.

When we have adverbial expressions expressing frequency, such as “once a week”, “twice a month”, “three times a year”, “every other day”, “on Mondays”, “every month”, “each single day”… we have to treat them as if they were adverbials of time, and place them at the beginning or at the end.

We OFTEN drive to the seaside TWICE A YEAR *

) ON MONDAYS she goes to the gym She goes to the gym ON MONDAYS *

OCCASIONALLY, you will find frequency adverbs at the beginning of the sentence, as in this sentence!

) SOMETIMES I have to be up at eight

When this happens, if the frequency is indefinite and the verb has a negative meaning, like HARDLY EVER, NEVER, RARELY, SELDOM, NOT ONCE… then a S-V inversion is necessary:

) NEVER have I seen such a beautiful baby!

) NOT ONCE did she say she was sorry…

E. Comment/Viewpoint and Connecting Adverbials )

Presumably*, … Certainly*, … Clearly*, … Undoubtedly*, … Obviously*, … As might be expected, … Sadly, … Oddly enough, … Interestingly enough, … Generally speaking, … Wisely, … Wrongly, … To my disappointment, … To my surprise, … To be honest/fair, … To put it simply, … On average, … Financially, … Ideologically, … Morally, … Politically, … From a technical point of view, … Personally, … As a result, … Similarly, …

* Degree of certainty ) * 7 They certainly worked hard