English8 Q3 Module5 Using Cohesive Devices V2
English8 Q3 Module5 Using Cohesive Devices V2
English8 Q3 Module5 Using Cohesive Devices V2
English
Quarter 3 – Module 5:
Using Cohesive Devices
CO_Q3_English 8_ Module 5
English– Grade 8
Alternative Delivery Mode
Quarter 3– Module 5: Using Cohesive Devices
First Edition, 2020
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English
Quarter 3 – Module 5:
Using Cohesive Devices
What I Need to Know
Hello learner! Have you experienced difficulty connecting your ideas and
coming up with a well-organized message? Have you heard any speech which you
find difficult to understand? Well, this module is carefully crafted to help you use
and understand cohesive devices in various types of speech.
Moreover, this module has different activities that are highly engaging which
will help you understand the functions and application of these cohesive devices.
Hopefully, this will guide you through your writing. This will also help you write
cohesively.
Objectives:
1 CO_Q3_English 8_ Module 5
What I Know
The test you are about to take is a pre-assessment which will determine how
well you know the module you are about to explore. If you get all the items correctly,
you can skip the module. However, if you get one mistake, you have to proceed and
complete the activities.
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10. The mountainsides are fertile and abound in vegetation, but the lowlands are
rocky and barren. Which then is the meaning of barren?
A. dry C. unproductive
B. hard D. productive
11. Only the ashes of the big building remained after the conflagration. Which of the
following is the meaning of conflagration?
A. earthquake C. flood
B. fire D. disaster
For items 12 to 13, identify what type of text is being asked or shown in each item.
12. What type of text contains a list of instructions to follow?
A. demonstrative C. narrative
B. informative D. persuasive
13. What type of text tells a story/real event that has happened to some characters
in a specific place and time?
A. demonstrative C. narrative
B. informative D. persuasive
“Good news, we have a SPECIAL OFFER! Buy one cellphone TODAY and you will
get a pocket Wi-Fi for FREE! You will surely love it because of its advanced
features with 24mp front and back camera. It is also a water-resistant phone.
You don’t want to miss this SPECIAL offer! Call NOW…”
3 CO_Q3_English 8_ Module 5
Lesson
What’s In
Memory Check!
Directions: Read the passage below. Answer the following questions. Write only the
letter of your answer on a separate sheet of paper.
One day, there was a man who had been in the forest to gather his
coconuts. He loaded his horse heavily with them. On his way home, he met a boy
and a girl whom he asked on how long it would take him to reach the house.
"If you go slowly," said the boy, looking at the load on the horse, "you will
arrive very soon; but if you go fast, it will take you all day."
The man could not believe this strange speech, so, he hurried his horse.
However, the coconuts fell off and he had to stop to pick them up. Then, he
hurried his horse all the more to make up for lost time; still, the coconuts fell off
again. Many times he did this, and it was night when he reached home.
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4. In the second paragraph, how is the word “but” used in the sentence?
A. to add information C. to show result
B. to show contrast of ideas D. to express reason
5. Which among the choices express the functions of the above highlighted words?
A. They give connections of ideas.
B. They show unity of ideas.
C. They make sentences clear and easy to understand.
D. All of the above.
What’s New
Like any form of writing, literature also requires cohesiveness. At this point,
it is important to learn how cohesion can best be achieved. Specifically, what devices
can writers take advantage to come-up with a well-organized message?
5 CO_Q3_English 8_ Module 5
Despite the situation we are in
Anna, I’m happy to hear all these things
from you. You really love going to school.
Even I, myself, miss school and my
students so much. Although we are facing Wow, that sounds great
a pandemic right now, the Department of Ma’am! Therefore, we do not
Education still puts an effort towards have to worry anymore. My
helping you continue schooling. So, the parents will be pleased to know
department offers different learning these. Since we have internet at
modalities such as online modular, home, I think I can do online.
television or radio-based instruction and Thank you so much for reaching
blended learning. Your parents should out to me Ma’am. Stay safe and
not worry, for the department considers God bless.
everyone’s safety.
Self Check:
Now that we know what they talked about, let us look closely the cohesive devices
used in this conversation.
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In the first response of Anna, how did she explain to her teacher about her
whereabouts during the present situation?
She told her teacher that she was in her house since the day that the
government declared that it is not safe to go out.
The use of “since” expresses time describing when she started to stay
inside their house. It can also express cause or reason like in the statement,
"Since we have internet at home, I think I can do online.”
In the response of Mrs. Cruz regarding Ana attending school, how is the word
“although”used?
Although in the sentence expresses reason and provide an option to
answer the problem mentioned in the situation.
Try deleting the words despite and although, what do you think will happen
to the statements above?
Without those words, the statement seems choppy and disconnected.
The ideas presented look as if they are not unified.
How can we ensure that our ideas are linked together? What devices should
we use?
We can ensure that our ideas are linked together if we know the
functions and purposes of the different cohesive devices.
What is It
Now that you learned about how to make ideas flow through cohesive devices,
let us learn more about other strategies to achieve cohesion. Well, this part of the
module will teach you different connectors called cohesive devices which you can
use in writing.
Study the sentences below. These are some responses which are taken from
the previous dialogue.
1. Stay healthy and enjoy learning 3. However, my parents told me
with us. to stay home and stop schooling
because they are concerned of my
2. Therefore, we do not have to worry safety.
anymore.
7 CO_Q3_English 8_ Module 5
As you can see in the given sentences, you will notice that there are word
connectors used to link your ideas to make your sentence clear and easy to
understand.
In the first sentence, the word “and” is used to add something to the previous
idea. It connects the ideas of “Stay healthy” and “enjoy learning with us.” Also, you
will notice that both statements start with verbs “stay” and “enjoy”. Thus, apart from
using the word connector “and”, using parallel structures as seen in the example
may be used to achieve cohesion.
In the third sentence, the word “but” shows contrast of ideas. Also, the word
“because” shows reason. So, in the sentence, because Anna’s parents are concerned
of her safety.
Apart from using these connectors, it was also evident that there were a couple
of repetitions evident in the dialogue. What words were repeated? The words school
and stay were repeated. Also, the idea of the pandemic which was suggested by the
following phrases the situation right now and pandemic are repeated. Thus, another
way of achieving cohesion is through repetition of ideas or words.
8 CO_Q3_English 8_ Module 5
This time, let us discuss more about cohesive devices.
2. Use of synonyms for key words and phrases. Synonyms are words
that have essentially the same meaning, and they provide some variety
of word choices, helping the reader to stay focused on the idea being
discussed.
Example:
3. Pronouns / Determiners. This, that, these, those, he, she, it, they,
and we are useful pronouns for referring to something previously
mentioned. Be sure, however, that what you are referring to is clear.
Example:
The most common cohesive device used is the use of transitional devices. They
are sometimes called linking words, linkers, connectors, or transitional words. These
are words or group of words that show the relationship between sentences and
paragraphs of a text or speech. These are words like ‘For example’, ‘In conclusion’,
‘however’, and ‘moreover’.
9 CO_Q3_English 8_ Module 5
The common transition words are shown below.
Cohesive Devices
Type: Cohesive Description Examples
Devices
Conjunctions
He gains more
for explaining
1. Coordinating for weight, for he eats
why
Conjunctions too much sweets.
These conjunctions
connect words, the same, similar His favorite snacks
phrases, and and or equal; without are apples and
clauses of equal contrast bananas.
value. Clauses or
equal value are
for two non-
called independent He doesn’t like soft
nor contrasting
clauses and can drinks, nor hard
grammatically,
stand on their own liquors.
negative items
as separate
sentence.
I eat vegetables, but
but I never eat junk
for contrast
foods.
10 CO_Q3_English 8_ Module 5
Cohesive Devices
Type: Cohesive Description Examples
Devices
2. Subordinating
Conjunctions before, after,
to express time
until/till, The baby cries
The clause when, as soon whenever he feels
beginning with the as, whenever, hungry.
subordinating while
conjunction is
always the I’ll lend you my
subordinate unless, if, even phone, provided
to express
clause, which if, in case, that you will use it
condition
depends on the providing carefully.
main clause and
cannot exist
without it. Joy loves outdoor
although, even to express
activities, whereas
though, contrast or
her sister prefers to
whereas concession
stay home.
also, besides,
It rained hard;
finally,
3. Adverbial moreover, lightning
furthermore, in adding something
Conjunctions flashed and thunder
addition,
boomed.
moreover, still,
These are words
that join
independent Sleeping early makes
clauses into one also, as well, me feel relax; also,
comparing
sentence. A alike, similarly makes me active for
conjunctive adverb the next day.
helps you create a
shorter sentence.
When you use a at the same I wanted to finish
conjunctive adverb, time, in answering my
put a semicolon (;) contrast, in activity in this
contrasting
before it and a spite of, on the module; even if, it
comma (,) after it. other hand takes longer time to
even if do it.
11 CO_Q3_English 8_ Module 5
for/as an
There are different
example, for
symptoms of COVID-
instance, in
19; namely, cough,
other words, giving example
fever and sore
namely, such
throat.
as
as … as, both
Neither the minors
… and, either
nor the senior
… or, neither showing equality
citizens are allowed
… nor,
to go out during the
not only … but
pandemic.
also
as it was/has
been said, in
COVID-19 is a
conclusion,
summarizing, serious disease;
finally, in
concluding hence, we need to
short, in other
follow health
words, hence
protocols.
Example:
first(ly)
finally
listings I love the Philippines a lot.
in the first place
Firstly, I love its museums.
then
Secondly, I love its people.
to conclude
Finally, I love its tourist
to begin
attractions.
next
Other ways of achieving cohesion are through repetition of words and ideas,
use of synonyms, pronouns and determiners as provided in the examples on page 9.
It is important to remember that the goal is to make the ideas stick together so that
unity in meaning is achieved.
12 CO_Q3_English 8_ Module 5
Cohesive devices may slightly vary as they appear in different text types.
Below are some examples:
2. Demonstrative Text –This type of text teaches you something. They differ from
other types mostly because the writer shows its readers how to do things. Below is
an example:
Example:
How to Wash Your Hands Properly
According to the World Health Organization (WHO), you need to wash your
hands properly so that you can protect yourself against infection.
Wash your hands with soap and water, then, dry them thoroughly. If not,
use alcohol-based hand rub.
13 CO_Q3_English 8_ Module 5
Washing your hands properly should be as long as singing the "Happy
Birthday" song twice. Here are the steps: first, you need to wet hands with water;
second, apply enough soap to cover up all hand surfaces; third, rub hands palm
to palm; fourth, palm to palm with fingers interlaced; fifth, back to fingers to
opposing palms with fingers interlocked; sixth, rotational rubbing of left hand;
seventh, rotational rubbing of backwards and forwards with clasped fingers of
right hand and left hand and vice versa; then, rinse hands with water; and finally,
dry thoroughly with a single use of towel.
If you answered, “we need to wash our hands for us to be clean and to
avoid acquiring the virus”, then, you got it right.
The highlighted words are called cohesive devices. They are used to show
the proper sequence or steps on how to wash your hands properly.
My dear friends, this pandemic will never be gone if, we, the people, will
not help our government officials and front liners prevent it. The only way we can
be of help to them is to follow the implemented policies and health protocols.
Hence, let us help altogether to heal our country as one!
14 CO_Q3_English 8_ Module 5
Are the cohesive devices used appropriate in presenting the ideas of the
passage?
4. Narrative — A narrative text is used to tell a story, often one that is based on
personal experience. Below is an example:
Example:
On Saving
As a young teen, Camella does not enjoy much of her teenage life unlike
the other teenagers do. Her weekends are spent on looking for work so, she can
earn her allowance. She spends two hundred pesos a week. One hundred pesos
for her lunch, eighty pesos for her fare and twenty pesos for classroom dues.
She earns more than what she needs for the week. Moreover, on
Saturdays, her routine would be to go to a distant relative and wash clothes to
earn one hundred pesos. In the afternoon, she volunteers weeding at her
neighbor’s garden for a small fee.
Furthermore, on Sundays after church services, she would iron out her
teacher’s uniform for one hundred pesos. Despite her weekend routine, she
remains to be one of the smartest in class.
You are correct! The text narrates how Camella juggles work to earn
money.
Are the cohesive devices used appropriate in presenting the ideas of the
passage?
From the four types of text discussed, it is evident that cohesive devices may
slightly vary in different text types. Nevertheless, they are important in making ideas
flow and organizing information in the paragraph.
15 CO_Q3_English 8_ Module 5
What’s More
After learning about the different cohesive devices used in different text types,
I guess you are ready to practice what you learned in the next set of activities. Are
you ready? The following activities and assessments are carefully designed in
preparation for you to use cohesive devices in connecting ideas to form sentences
and paragraphs. Good luck and enjoy!
Contrasting of
Ideas: (2)
Expressing cause or
reason: (2)
16 CO_Q3_English 8_ Module 5
Activity 1.b: Match Me!
Directions: Match each word to its synonym. Choose the letter of your answer.
Write them on a separate sheet of paper.
A. B.
C. mad
____3.speak
D. smart
____4. clever
E. talk
_____5. rich
F. wealthy
17 CO_Q3_English 8_ Module 5
Activity 2: Which is Which?
Directions: Read the two texts below. After which, answer the questions that follow
on a separate sheet of paper.
A B
Cellphones are important for Although cellphones are important for
students in terms of communication, students in terms of communication,
cellphones should still be regulated in they should still be regulated in school
school. It is used for educational unless it is used for educational
purposes. This is due to several purposes. This is due to several
reasons: disrupting the learning reasons such as, disrupting or
process, tempting students to cheat, disturbing the learning process,
tempting or attracting students to
making others feel inferior or worst,
cheat, making others feel inferior or
making way to cyber bullying.
worst, making way to cyber bullying.
I could not imagine how I become what I am today 1. (and, for) _____ it was
really different before. I stand before you now as a teacher. It was seven years ago,
3. (so, yet) ______ I could still imagine as if it were just yesterday. I used to carry
bags containing vegetables 4. (such as, for) ______ okra, eggplant and bamboo
shoots. I would sell them to the neighborhood where my playmates would 5. (not
only, either) ________ laugh at me, and tell stories of our poor family, 6. (but also,
nor) _______ bully me. 7. (However, Moreover) _______, I did not mind them 8.
(because, so that) I needed to surprise my mother. I am secretly buying her
medicines.
Four years after, I did not climb the hills to get vegetables anymore instead I
climbed the stage where my healed mother pinned more ribbons on me. Now, I still
carry my bag no longer with vegetables to sell but with the harvested fruits of hard
work namely wisdom, knowledge and values. I carry them free for you as long as,
you promise that you would put them in your bags too. 9. (However, Hence) ______
my dearest students it really matters how you carry your bag. It can be heavy at
times and it does not hurt much to take a break. Rest and carry on. Never forget that
there are people willing to help. 10. (Yet, So) _________ as your classmate, do you
want me to help you carry your bag too?
18 CO_Q3_English 8_ Module 5
Activity 3: You Complete Me!
You’re almost done! This time, I want you to complete the passage. Write your
answers on a separate answer sheet.
Directions: Choose the appropriate cohesive devices from the choices inside the box
to complete the passage. Then, identify the type of text used. Write your answer on
a separate sheet of paper. Some items may have the same answers.
One day, John drove his car for work. (1) _________he was on his way, he noticed that
the road was under repair. He needed to find a way (2)______ he could reach his
destination early.
(3) _________he arrived, he was instructed by his boss to work with Ian on their next
project. (4)_______, he is not yet familiar with Ian. He was hesitant to reach out to
him (5)________he heard that he was boastful and arrogant. (6)_________, Ian
approached him (7)______ discussed details about the project. (8)_______ he felt
awkward working with him (9)______ he had no choice.
As the days went on, John noticed that Ian was the opposite of what he heard.
(10)______they worked as a team and finished their project successfully.
Assessment 3:
Directions: Write your own sentences on a separate sheet of paper using the given
transitional words. Please observe the use of appropriate pronouns. Two points each.
Example: John and Ian are well appreciated by their boss because of their
outstanding performance.
while
1. __________________________________________________
although
2. __________________________________________________
unless
3. __________________________________________________
such as
4. __________________________________________________
moreover
5. _________________________________________________
19 CO_Q3_English 8_ Module 5
What I Have Learned
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________.
20 CO_Q3_English 8_ Module 5
What I Can Do
Choose one among the pictures below and write any type of text about it in 3-5
sentences using cohesive devices. Please be guided with the rubric on the next page.
Write your answer on a separate sheet of paper.
1. ______________________________
______________________________
______________________________
2. ______________________________
______________________________
______________________________
3. ______________________________
______________________________
______________________________
21 CO_Q3_English 8_ Module 5
Criteria You made it! Just Okay Try Again Score
5 3 1
Relevance to the All ideas are Some ideas Few ideas
picture related to the are related are related
picture
Cohesive devises used Ideas are well Some ideas Ideas are
(Appropriate use of organized and are well illogically
transitional words, cohesive organized and arranged
synonyms, devices are cohesive
pronouns/determiners, used devices are
repetition of words/key appropriately used
terms) appropriately
Correct usage Committed no Committed 1- Committed
errors 2 errors 3 or more
errors
TOTAL
Assessment
Gauge My Learning!
Directions: Choose the appropriate transition words in completing each sentence.
Write your answer on a separate sheet of paper.
22 CO_Q3_English 8_ Module 5
“Good news, we have a SPECIAL OFFER! Buy one cellphone TODAY and you will get
a pocket WIFI for FREE! You will surely love it because of its advanced features with
24mp front and back camera. It is also a water-resistant phone. You don’t want to
miss this SPECIAL offer! Call NOW…”
For items 14 to 15, identify what type of speech is being asked or shown in each item
14. What type of speech contains a list of instructions to follow?
A. demonstrative C. narrative
B. informative D. persuasive
15. What type of speech tells a story/real event that has happened to some
characters in a specific place and time?
A. demonstrative C. narrative
B. informative D. persuasive
23 CO_Q3_English 8_ Module 5
Additional Activity
Directions:
Write a persuasive text out of the picture below in 3-5 sentences. Then, use the
cohesive devices in connecting your ideas. Refer to the rubric provided. Use another
sheet of paper for your answer.
24 CO_Q3_English 8_ Module 5
CO_Q3_English 8_ Module 5 25
What’s More What I Know
Activity 2 1. C
1. Speech B 2. B
2. Cohesive Devices 3. C
3. Transitional 4. B
words(Although, unless, 5. D
such as, and); synonyms 6. D
(disrupting/disturbing, 7. B
tempting/attracting) and 8. C
pronouns 9. B
4. It makes the speech 10.C
coherent, consistent and 11.B
organized 12.A
5. Informative text 13.C
14.A
What’s More 15.D
Assessment 2
1. for What’s In
2. or 1. B
3. yet 2. D
4. such as 3. D
5. not only 4. B
6. but also 5. D
7. however What’s More
8. because Activity 1.a
9. hence Express time:
10.so 1. before
What’s More 2. until
Activity 3 3. after
1. while 4. as soon as
2. so that Contrasting of ideas
3. when 1. although
4. however 2. yet
5. because Giving condition
6. on the other hand 1. if
7. and 2. unless
8. even if Express cause or reason:
9. but 1. because
10.finally 2. so that
What’s More 3.
Assessment 3 Activity 1.b
1. A sentence using while 1. B
2. A sentence using although 2. C
3. A sentence using unless 3. E
4. A sentence using such as 4. D
5. A sentence using moreover 5. F
What I Have Learned
ANSWERS MAY VARY
Answer Key
CO_Q3_English 8_ Module 5 26
What I Can Do What’s More
ANSWERS MAY VARY Assessment 1.a
Assessment
1. And
2. So
1. D
3. For
2. C
4. Nor
3. B
5. But
4. B
5. C
Assessment 1.b
6. A
7. C 1) The guards made sure the
8. B plane was secure. - safe
9. D
2) My dog is a faithful friend. -
10. D
11. B loyal
12. C 3) The old woman was very
13. B frail. - weak
14. A 4) It is always nice to be
15. C courteous to others. - polite
5) The abandon house was
empty. -vacant
References
Cole, Mabel C. Philippine Folk Tales. Chicago: A. C. McClurg, 1916. Accessed May
15, 2020. https://www.pitt.edu/~dash/philippines.html.
27 CO_Q3_English 8_ Module 5
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