You cohesive elements are responsible for connecting ideas and terms in a sentence. They establish the cohesion in a text, that is, they help in the formation of a clear and coherent textual structure. Thus, cohesive elements can be divided into two types: sequential (sequential cohesion) and referential (referential cohesion).
See too: Coherence — the linguistic and extralinguistic meanings of a text
Topics of this article
- 1 - Summary of cohesive elements
- 2 - What are cohesive elements?
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3 - Types of cohesive elements
- → Sequential cohesive elements
- → Referential cohesive elements
- 4 - Solved exercises on cohesive elements
Summary about cohesive elements
Cohesive elements are linguistic marks that make a logical connection between terms in a sentence or a reference to an element already mentioned.
Within the studies of cohesive elements, two distinct types are understood: sequential and referential.
Sequential cohesive elements establish a logical relationship and connect ideas from one sentence to another.
Referential cohesive elements refer to a sentence, preventing its repetition.
What are cohesive elements?
The cohesive elements are language marks whateffect the connection of text. In other words, the cohesive elements connect and establish a binding of the textual parts. Let's see the following examples:
I won the game that's why I am happy.
He doesn't come today, then Are you busy.
In sentences, the terms “so” and “because” are cohesive elements. They connect, respectively, the sentence “I'm happy” to the sentence “I won the game”, and the sentence “He's too busy” to the sentence “He's not coming today”. In the first example, “so” establishes a completion relationship (being happy is a result of winning the game). In the second example, “because” establishes an explanatory relationship (being too busy is why he doesn't come today).
In this sense, we can understand that the use of cohesive elements helps in understanding the text. Its inappropriate use leads to problems of understanding theO content. Let's see:
I won the game but I am happy.
The “but” in the passage is an inappropriately applied cohesive element. By conveying the idea of opposition, it hinders the construction of the meanings of the sentence in question. After all, whoever wins a game is expected to be happy, not the other way around.
Do not stop now... There's more after the publicity ;)
Types of cohesive elements
Cohesive elements can be divided into two distinct types: sequential and referential. Next, we will study each of them.
→ Sequential cohesive elements
They establish a logical relationship and connect the ideas of one sentence with another. Each cohesive element is classified according to its function. In other words, a sequential cohesive element can have the function of adding ideas, opposing ideas, etc.
The following table presents the main sequential cohesive elements with their respective functions.
Function |
Some sequential cohesive elements |
Examples |
Addition |
and / therefore / in addition / and also / but also / also / as well as / also |
He went to the mall and even visited friends. |
Cause |
it is evident that / certainly / naturally / so / because |
He got sick because of the coronavirus. |
Resemblance |
for the same reason / for the same reason / in the same way / in a similar way |
He was on recovery in the same way as his classmates. |
Opposition |
but / however / however / however / however / although |
Although nobody believed it, he managed to finish college. |
Goal |
so that / in order to / in order to / with a view to |
It is necessary to invest in education for Brazil to grow. |
Conformity |
in accordance / in line with / in line with / according to |
According to researchers, the coronavirus can be transmitted by particles that come out of the mouth and nose. |
Comparison |
as / such as / as much... as / as well as |
He's just like his brother. |
Affirmation |
without a doubt/really/certainly |
No doubt he will come. |
alternation |
now... now / now... already / want... want |
Sometimes she's angry, sometimes she's calm. Who understands? |
Certainty |
certainly / certainly / undeniably |
This was certainly already foreseen in the records. |
Conclusion |
like this / that way / that way / therefore / that's why |
Thus, civilization became more and more developed. |
Condition |
unless/provided/except if |
I go to the beach as long as it doesn't rain. |
clarification |
incidentally / in other words / for example |
He doesn't come. In other words, he is very busy. |
Doubt |
it's likely / not certain / who knows / maybe |
Maybe we can go to the movies today. |
Exclusion |
except / only / only / only |
Everyone will leave except those who didn't do the task. |
Place |
there / further on / there / next to / next to |
The restaurant is right there. |
Mode |
smoothly / quietly / idly / at will / as you go |
He descended the mountain quietly. |
Priority |
in the first place / primarily / primarily |
First, we need to think about the aspects that show violence in society. |
Reference |
under / over / before / before / thanks to |
In front of those present, you must tell the truth. |
Surprise |
unexpectedly / unexpectedly / suddenly |
It came up unexpectedly. |
Time |
then / although / inevitably / not infrequently / occasionally |
Not infrequently, he rides his bike around the city. |
→ Referential cohesive elements
They are used in order to replace words or phrases already mentioned in a sentence, thus avoiding repetitions. Their objective, therefore, is to refer to a term already mentioned, and, therefore, they are called referential cohesion.
Examples the use of referential cohesive elements:
Plato treats, in his Republic, of the existence of a sensible world and an intelligible world. He understands that the sensible is the material world and the intelligible is the one that deals with the idea that people have of things.
The transposition of the São Francisco was completed by the Federal Government this year. The river is the most important one located in Ceará, and the completion of the work was long awaited.
In the examples we have the use of referential cohesive elements: “he” and “the river”. In the first case, “he” replaces “Plato”, thus avoiding the repetition of the philosopher's name in the sentence. “o rio” is in place of “São Francisco”, which, in the context, is a river located in Ceará and which underwent a government project. This avoids repeating the name of the river.
Read too: Interpretation of texts — the search for the meanings and objectives of a text
Solved exercises on cohesive elements
question 1
(And either)
Brazil is the biggest deforester, shows UN study
Brazil has reduced its deforestation rate in twenty years, but remains the leader among the countries that most deforest, according to the FAO (the UN agency for agriculture).
Yesterday, the entity presented a study on forest cover in the world and the result is worrying: in just ten years, an area of forest the size of two states of São Paulo disappeared from the country. Overall, the drop in the rate of forest cover loss was 37% in ten years. Between 1990 and 1999, 16 million hectares per year disappeared. Between 2000 and 2009, that number dropped to 13 million hectares.
But the number is considered high. South America is pointed out as the main responsible for the loss of forests in the world, with annual cuts of 4 million hectares. Africa comes next, with 3.4 million hectares/year.
The State of São Paulo, 26 mar. 2010.
In the news read, the connective “but” (third paragraph) establishes an oppositional relationship between the sentences: “Between 2000 and 2009, this number dropped to 13 million hectares” and “the number is considered high". One of the ways to rewrite these statements, without changing their initial meaning, is:
A) Between 2000 and 2009, this number dropped to 13 million hectares, since the number is considered high.
B) Between 2000 and 2009, this number dropped to 13 million hectares, so the number is considered high.
C) Because, between 2000 and 2009, this number dropped to 13 million hectares, the number is considered high.
D) Since, between 2000 and 2009, this number dropped to 13 million hectares, the number is considered high.
E) Although, between 2000 and 2009, this number dropped to 13 million hectares, the number is considered high.
Resolution:
Alternative E
The term “although” is a connective (sequential cohesive element) that conveys the idea of opposition and adversity, in the same way as the “but” mentioned in the statement.
question 2
(And either)
Anna's children were good, a real juicy thing. They grew up, bathed, naughtyly demanded more and more complete moments for themselves. The kitchen was, after all, spacious, the faulty stove was making explosions. The heat was strong in the apartment they were gradually paying for. But the wind hitting the curtains that she herself had cut reminded her that if she wanted she could stop and wipe her forehead, looking at the calm horizon. Like a farmhand. She had planted the seeds she had in her hand, not others, but those only.
LISPECTOR, C. Family relationships. Rio de Janeiro: Rocco, 1998.
The author uses the connective mas twice in the presented fragment. Observing aspects of the organization, structure and functionality of the elements that articulate the text, the connective “but”
A) expresses the same content in the two situations in which it appears in the text.
B) breaks the fluidity of the text and impairs understanding, if used at the beginning of the sentence.
C) occupies a fixed position, its use in the opening of the sentence being inappropriate.
D) contains an idea of temporal sequence that directs the reader's conclusion.
E) assumes distinct discursive functions in the two contexts of use.
Resolution:
Alternative E
The use of the connective “but” usually presents the idea of opposition. However, in some cases, connectives can present different ideas that we will be able to observe by their context of use. In the excerpt from the work, the first use of “but” conveys, in fact, the idea of opposition. In the second case, it establishes the idea of addition, and can even be replaced by the connective “e”.
By Rafael Camargo de Oliveira
Writing Teacher
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