TextualDevelopment:GrammaticalCohesionUnit3Thescenarioofinstructionprovidedasfollowsisdesignedjustforreference.Theteacherissupposedtocombineillustratingthefocusedpointswithdoingthegivenexercisesintheunit.Unit3Classroomteachingiscompletelypresupposedonpre-readingthetextoutsideclassroom.I.Lead-inHowdoesgrammaticalcohesiondifferfromlexicalcohesion?Unlikelexicalcohesionwhichachievescohesiveeffectsbywordchoices,grammaticalcohesionisrealizedthroughgrammar.PleasefindoutinTextAsomesentenceswherethegrammaticalcohesivedevicesareused.e.g.Boredomisessentiallyathwarteddesireforevents,notnecessarilypleasantones.Isupposethatinthehuntingstageitwasmoreeasilygratifiedthanithasbeensince.WhatmakesShakespeare’slyricssupremeisthattheyarefilledwiththissamejoythatmadethetwo-year-oldembracethegrass.ObservetheexamplestakenfromTextAandthenanswerthequestions.Ithasbeenoneofthegreatmotivepowersthroughoutthehistoricalepoch,andissoatthepresentdaymorethanever.Whatdotheitalicizedwordsitandsorefertointhetext?Girlsnowadaysearntheirownliving,verylargelybecausethisenablesthemtoseekexcitementintheeveningandtoescape“thehappyfamilytime”thattheirgrandmothershadtoendure.

Whatdoesthewordthisreferto?Andwhatdoesthatrefertointhetext?Everybodylivesinatown;inAmerica,thosewhodonot,haveacar,orattheleastamotor-bicycle,totakethemtothemovies.

Whatisellipticalafterthenegativeformdonotinthetext?Inthisunitwewilllearndifferenttypesofgrammaticalcohesivedevicesandthefunctionofgrammaticalcohesion.

I.Lead-inActivatingknowledgemeansmakingwordknowledge

lyinginthemindsofstudentsstartworking.II.ActivatingKnowledgeWhatarethecommonlyusedgrammaticalcohesivedevicesinEnglish?InEnglish,thecommonlyusedgrammaticalcohesivedevicesincludereference,substitution,ellipsisandconjunction.Referenceisthemajorkindofgrammaticalcohesionandwhatcharacterizesreferenceisthespecificnatureoftheinformationthatissignaledforretrieval.e.g.Thejoythathewasexperiencingwasprimitive,simpleandmassive.Butinahigherformthesamethingistobefoundinpoetry.Substitutionreferstothereplacementofoneitembyanotherandthesubstitutemustbeofthesamegrammaticalclassastheitemforwhichitsubstitutes.e.g.Everybodylivesinatown;inAmerica,thosewhodonot,haveacar,orattheleastamotor-bicycle,totakethemtothemovies.II.ActivatingKnowledgeEllipsisfollowsthesameprocessassubstitutionandcanbeinterpretedasthatformofsubstitutioninwhichtheitemisreplacedbynothing.e.g.Iamafraidthatlikeotheridealsitismoredifficulttoachievethantheidealists

suppose.Conjunctionreferstotheuseofcertainconnectivewordsorphrasestoclarifythesemanticorlogicalrelationshipoftheinformationthatfollowswiththeinformationthathascomebefore.e.g.Acertainpowerofenduringboredomisthereforeessentialtoahappylife,andisoneofthethingsthatoughttobetaughttotheyoung.Howistextualunityachievedthroughcohesion?Grammaticalandlexicalelementsbecomecohesiveonlywhentheyareinterpretedthroughtheirrelationtosomeotherelementsinthetext.Whentwoelementsinatextarerelated,acohesivetieisformed,contributingtotheunityofthetext.Asthetextunfolds,whatissaidataparticularpointnaturallymakesreferencetowhathasbeensaidbeforeandacontextissignaledinthetextintheprocessofitsproduction.However,itwouldbeamistaketosupposethatcohesivedevicesalonecreatetextualunity;textualunityisrelatedtostructuralcontent,basicallymeaning-basedorlogic-connected.II.ActivatingKnowledgeApplyingknowledgemeansdoingyourwritingpracticebasedontheknowledgeyouhaveacquired.TaskOneMatchthedescriptionsofcohesivedevices(ontheleft)withtheircorrespondingterms(ontheright).III.ApplyingKnowledgeItistheomissionofawordorpartofasentence,anditiscloselyrelatedtosubstitution,andcanbedescribedas“substitutionbyzero”.Itistherelationshipwhichindicateshowthesubsequentsentenceorclauseshouldbelinkedtotheprecedingorthefollowingsentence.Itdealswithasemanticrelationshipandconcernstherelationbetweenadiscourseelementandaprecedingorfollowingelement.Itreferstothereplacementofoneitembyanotherandisarelationbetweenlinguisticitemsandthereplacementitemusuallyservesasaplace-markerwithaslottobeinserted.ReferenceSubstitution

EllipsisConjunctionTaskTwoComparethefollowingtwopassages.Whichonedoyoulikebetter?Pleaseexplainwhy.III.ApplyingKnowledgeA. ThemeansbywhichAsianproductshavesuccessfullycompetedwithyourproductsinWesternPacificmarketswillconstitutetheobjectiveofthefirstphaseofthisstudy.Thelaborcostsofcompetitorsandtheirabilitytointroducenewproductsquicklyarethefirstissuestobeexamined.Aplanthatwilldemonstratehowyourindustrycantakeadvantageofunexpectedmarketopportunities,particularlyonthePacificRim,willbedevelopedfromthisstudy.B.

Inthefirstphaseofthisstudy,wewillexaminehowAsianproductshavesuccessfullycompetedwithyourproductsinWesternPacificmarkets.Thestudywillfirstexaminelaborcostsofcompetitorsandtheirabilitytointroducenewproductsquickly.Wewilldevelopfromthisstudyaplanthatwilldemonstratehowyourindustrycantakeadvantageofunexpectedmarketopportunities,particularlyonthePacificRim.TaskThreeThefollowingpassageistakenfromTextA.Fillintheblankswithcohesivedevicesandthencompareitwiththeoriginaltext.III.ApplyingKnowledgeInolddays,aftersupper,____thewifeanddaughtershadclearedawaythethings,everybodysatround____hadwhatwascalled“ahappyfamilytime”.____meantthatpaterfamiliaswenttosleep,hiswifeknitted,____thedaughterswished____weredeadoratTimbuktu.____werenotallowedtoread,orto1eavetheroom,____thetheorywasthatat____periodtheirfatherconversedwiththem,____mustbeapleasuretoallconcerned.Withluck____ultimatelymarriedandhadachancetoinflictupon____childayouthasdismalastheirownhadbeen.If____didnothaveluck,____developedintooldmaids,perhapsultimatelyintodecayedgentlewomen—afateashorribleasany____savageshavebestowedupon____victims.TaskFourTherearefiveparagraphsmarkedwithA,B,CandDgivenbelow.Arrangetheminacorrectorderbasedonwhatyouhavelearnedaboutcohesion.III.ApplyingKnowledgeInthepastfiveyears,thatpilehasgrownbiggerandbigger.Sohowdoyoufindyourwaythroughthismazeofinformation?B. Morethanonebillionwebpagescurrentlyexistonlineandareaccessibletothepublic.C. Theanswerissearchengines.Thesepagesarenotnumbered.Theyarenotorganized.Theydonotcomewithatableofcontentsoranindex.Itisasifpeoplearoundtheworldtookalltheirbooksandmagazines,rippedoutallthepages,anddumpedthemintoonegiganticpile.Pleaseexplainwhyyouarrangetheparagraphinthisorder.IV.WritingThroughExperiencingandReadingIV.WritingThroughExperiencingandReadingGuidedwritinginvolvesstudentsinwritingashortpassagebasedonTextA.Studentsshouldthinkabouthowtostartwithatopicsentence,howtoendwithaconcludingsentence,andwhatgoesbetweenshouldbeputinalogicalordersothatthewholepassageshouldbecoherentlyorganized.Writingthroughexperiencingandreadingmeansinvolvingstudentsinwritingpracticebasedontheirpersonalexperienceandwhattheyhavelearnedfromthetext.IV.WritingThroughExperiencingandReadingIV.WritingThroughExperiencingandReadingWritingThroughExperiencingandReadingStudentsarerequiredtowriteapassageofabout120wordson“HowtoDealwithaStuckFeeling”byemployingsomeofthecohesivedevices