Exploring the use of cohesive devices in students’ expository essays: A case study
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Abstract
This study explores the way cohesive patterns are distributed in expository essays of students in Evangelical Presbyterian College of Education, Bimbilla, and compares the relationship between the occurrence of the devices and text quality. The research adopted the sequential exploratory mixed research approach involving text analysis, semi-structured interviews, questionnaires and observation as data collecting tools. Sixty essays were analyzed using Halliday and Hasan (1976) cohesion model and augmented with observation of sub-categories of the devices. Ideas were solicited from five tutors while twenty students were granted interview. The results of this study show that the students were able to effect cohesive relations in all five types of cohesive devices. Statistically, reiteration was the most dominant with38.94%, with repetition as the dominantly used sub-category. Conjunction was second with 35.85%, reference 18.74%, collocation 4.87%, substitution 0.86% and ellipsis was 0.71%. The students achieved text coherence through the deployment of the cohesive devices, the development of themes, and the generic structure. The results however highlighted instances where the students failed to establish cohesive relationships in their write-ups.
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