Textual cohesion is the linguistic connection that allows the binding of ideas within a text.
Properly used, cohesion allows for efficient transmission of the message to the interlocutor and, consequently, understanding.
Within the text, cohesion can be understood through linguistic relationships, such as adverbs, pronouns, the use of connectives, synonyms, among others.
To be better used, cohesion needs resources, such as words and expressions that aim to establish the interconnection between text segments. These features are called cohesion elements.
When the text is inconsistent, it harms the communication process.
Types of Textual Cohesion
Referential Cohesion
It is the link that exists between words, sentences and the different particles of the text through a referent.
In this type of cohesion, the connective and cohesive terms announce or recall the phrases, sequences and words that indicate concepts and facts.
This can occur through the anaphora or cataphor. The anaphora refers to information that has already been mentioned in the text. That is, it takes up a textual component, and can also be called an anaphoric element.
Cataphor, in turn, anticipates a textual component, being called cataphoric element.
The main mechanisms of referential cohesion occur through the Ellipse and reiteration.
Example of referential cohesion by ellipse:
We go to the beach on Sunday. Do you follow us?
Understand: in this type of cohesion, an element of the text is removed and avoids repetition.
We go to the beach on Sunday. Do you accompany us (to the beach)?
Example of cohesion by reiteration:
Learning is dedication. Learning is planting knowledge every day.
Understand: in this type of cohesion it is possible to repeat the lexical element or even use synonyms.
Sequential Cohesion
It is the way facts are organized in the text's time. For this, semantic relationships are used that link clauses and paragraphs as the text is described.
Sequential cohesion can occur by juxtaposition or connection.
Example of sequential cohesion by juxtaposition:
Ricardo is, for sure, the best choice. In addition, he knows the ins and outs of the company.
Understand: sequential cohesion by juxtaposition occurs to give sequence to the text in temporal, spatial and subject order.
Enem Exercises with Feedback
1. (Enem-2010)
Flamengo started the match in attack, while Botafogo tried to make a strong mark in the midfield and try to launch for Victor Simões, isolated among the red-black defenders. Even with more ball possession, the team led by Cuca had great difficulty reaching the Alvinegra area because of the blockade set up by Botafogo in front of their area.
However, in the first red-black chance, the goal was scored. After a cross from the right of Ibson, the defender Alvinegra headed the ball into the middle of the area. Kléberson appeared in the play and headed over goalkeeper Renan. Ronaldo Angelim appeared behind the defense and pushed into the back of the net almost over the line: Flamengo 1-0.
Available in: http://momentodofutebol.blogspot.com (adapted).
The text, which narrates a part of the final game of the Carioca Football Championship, held in 2009, contains several connectives, and
a) after it is the cause connective, as it presents the reason for the alvinegra defense to hit the ball head-on.
b) while it has an alternative meaning, because it connects two possible options to be applied in the game.
c) however it has the meaning of time, because it orders the facts observed in the game in chronological order of occurrence.
d) even brings the idea of concession, since “with more possession of the ball”, having difficulty is not something naturally expected.
e) because of an indicated consequence, because Flamengo's attacking attempts motivated Botafogo to make a blockade.
Alternative d) even brings the idea of concession, since “with more possession of the ball”, having difficulty is not something naturally expected.
2. (Enem-2011)
Cultivating a healthy lifestyle is extremely important to reduce the risk of a heart attack, but also of problems such as sudden death and stroke. It means that maintaining a healthy diet and practicing regular physical activity already reduces, by itself, the chances of developing various problems. It is also important for controlling blood pressure, cholesterol and blood glucose levels. It also helps to reduce stress and increase physical capacity, factors that, together, reduce the chances of a heart attack. Exercising, in these cases, with medical supervision and moderation, is highly recommended.
ATALIA, M. Our life. Era. March 23 2009.
The ideas conveyed in the text are organized by establishing relationships that act in the construction of meaning. In this regard, it is identified, in the fragment, that
a) the expression “Furthermore” marks a sequencing of ideas.
b) the connective “but also” initiates a sentence that expresses the idea of contrast.
c) the term “how” in “like sudden death and stroke” introduces a generalization.
d) the term “Also” expresses a justification.
e) the term “factors” cohesively includes “cholesterol and blood glucose levels”.
Alternative a) the expression “Furthermore” marks a sequencing of ideas.
3. (Enem 2013)
Flu, I think between sneezes how the word flu came to us after a series of contagions between languages. In Italy, in 1743, the flu epidemic spread throughout Europe, in addition to the virus itself, two viral words: the Italian influenza and the French flu. The first was a term derived from the medieval Latin influentia, which meant "influence of the stars over men." The second was just the nominal form of the verb gripper, that is, "to grasp". It is assumed that he referred to the violent way in which the virus takes possession of the infected organism.
RODRIGUES S. About words. See, São Paulo, 30 nov. 2011.
To understand the passage as a unit of meaning, the reader must recognize the connection between its elements. In this text, cohesion is predominantly built by the retaking of one term for another and by the use of the ellipse. The text fragment in which there is cohesion by the subject's ellipse is:
a) “[…] the word flu came to us after a series of contagions between languages.”
b) “The influenza epidemic left Italy in 1743 […]”.
c) "The first was a term derived from the medieval Latin influentia, which meant 'influence of the stars over men'."
d) “The second was just the nominal form of the verb gripper […]”.
e) "It is supposed to refer to the violent way in which the virus takes possession of the infected organism."
Alternative e) "It is supposed to refer to the violent way in which the virus takes possession of the infected organism."
Don't stop there. There are more texts very useful for you:
- Cohesion and Coherence
- Textual Coherence
- Writing connectors: list and types
- 12 connectives to complete your essay (with examples)
- Linguistics
