text coherence from the edanz academic

by Dr. Trevor Lane

From the Edanz "Academic English Writing" course

learning.edanz.com

What journal editors wantto see in your writing

• Text coherence• Topic flow in paragraphs• Text types

Table of contents

1. Text coherence 3

5

7

2. Topic flow in paragraphs

3. Text types

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Text coherence in a research ar�cle Below are some �ps for making sure that the text in your research ar�cle is coherent, at the level of joining sentences, paragraphs, sec�ons, and even different texts. Coherent text will help your reader understand your message, and your perspec�ve and argument, more quickly. If you have any ques�ons or require language or publishing support, please email [email protected].

Text level & Tips Examples

1. Sentences

� Put Familiar before New topics in a sentence

� Link topics between sentences (Clear pronouns, synonyms, etc)

� Make sure the content of adjacent sentences is relevant

� Use linking phrases and transi�on words to signal logical rela�ons

Cohesion is needed in wri�ng to link ideas. It is like thread that s�tches together units of text. It is like thread that s�tches up holes in socks. As a result, cohesive text is easy to read.

2. Paragraphs

� Use transi�on words (eg, addi�on, sequence, contrast, cause-effect):

� Repeat keywords:

� Use related terms & synonyms:

� Extend ideas (eg, opposite,

alterna�ve, example):

Coherent text must make sense in terms of both overall content and structure. / Firstly, the amount of detail needs to match the audience’s level of knowledge…. Coherent text must make sense in terms of both overall content and structure. / With regard to content, the amount of detail needs to match the audience’s level of knowledge…. Coherent text must make sense in terms of both overall content and structure. / For words to have coherence, authors must consider the audience’s knowledge of not only the topic but also text pa�erns presented…. Coherent text must make sense in terms of both overall content and structure. / In incoherent text, the subject ma�er may not be explained in enough detail and its organiza�on may not flow logically….

3. Sec�ons

� Use appropriate text types:

- Use IMRaD (Introduction, Methods, Results, and Discussion) style but check your target journal for the exact IMRaD variant & format;

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� Title sec�ons & subsec�ons:

� Limit one subtopic per paragraph & one topic per subsec�on; check topic sentences make sense together:

� Use link phrases: � Use consistent language to link

sec�ons:

- Use local text types: definitions, processes, argumentation, etc Eg, Methods sec�on subsec�on headings: Materials, Treatments, Analysis - Don’t mix up IMRaD sections, eg, no interpretation in Results unless combined Results & Discussion; - Pair every method to a result; - No new results, topics, thesis statements in Discussion; - Conclusion must be supported by Results and linked to Introduction Results of the X test showed,…; As shown in Figure 1,…; Hypothesis (thesis statement in Introduc�on): We hypothesized that content and structure affect text meaning. Conclusion: This study has shown that both content and structure of a text are important in conveying an author’s intended meaning.

4. Texts

� Clearly reference other work; signal when you switch to talking about your own work:

� For theses by publica�on:

In X’s study (2018), none of the incoherent texts that were tested were deemed acceptable by editors. In that study,… However, in this study, we found that… Use an integrative chapter to explain links between articles


Topic flow in paragraphs

Below are some ways of arranging and referring to topics in a paragraph to achieve a smooth, logicalmessage. The key principle is that each sentence has two halves: a topic and a comment. Hence, thetopic of the next sentence may derive from the first sentence’s topic or comment. The pattern useddepends on the purpose of a paragraph (eg, describing, defining, or listing). If you have any questionsor require language or publishing support, please email [email protected].

Topic flow Features & use Examples1.Linking

Ends to starts are linkedlinearly:

useful for explaining,narrating a story & givingdetails (processes, timelines,general specific features)

Hotels around the world have been facing competitionfrom online home-renting services. The most famous ofthese services is the Airbnb website. Launched in 2008,Airbnb collects fees from both hosts and guests, but it doesnot own any property.

2.Repeating

Start of each sentence sharesthe same topic:

useful for defining terms,describing features &presentingbiographies/events

Ikea opened its first store in India in 2018 after six years ofplanning. The Swedish furniture company was careful tomodify many products for local customers. It made itstextiles more brightly colored, and it changed its meatballrecipe to use only chicken or vegetables.

3.Listing 1

End of the first sentenceintroduces the next fewtopics:

useful for listing features &components (whole parts)

Universities worldwide now have three main missions. Thefirst mission is research and discovery. The second missionis teaching and learning. The third mission is technologytransfer and engagement with nonacademic audiences.

4.Listing 2

Start of the first sentenceintroduces the next fewtopics:

Two studies have examined the benefits of the newprogram. In one study (ref), pre- and post-testquestionnaire scores were compared. Another study (ref)used eye-tracking software to assess real-time performance.

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useful for listing examples &presenting evidence/reasons

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Text types Below are some common text types, which may be stand-alone or combined, repeated, or embedded in a larger work. The text types have special characteris�cs and structures that determine the overall message flow, logic, and coherence, as well as effec�veness of communica�on. The expected stages or sec�ons of each text type are shown, along with the main purpose and common language features. The use of the most appropriate text type will help the reader understand and remember your message. If you have any ques�ons or require language or publishing support, please email [email protected].

Text type & typical stages

Purpose (examples of stand-alone text forms) & main features

1. Recount Retells past event or series of events & evaluates their significance; can be personal, factual, imaginary (eg, simple biography, news story, obituary)

� Orienta�on (introduc�on)

� Event / events � Reorienta�on

(summary/deduc�on/evalua�on, comment, implica�ons, future)

- Past tense - Time order - Ac�on verbs - Time/place signposts - Language for processes or sequences

2. Descrip�on Describes features, especially from a personal point of view (eg, about a person, place, object)

� Iden�fica�on (name topic)

� Descrip�on (overall & detailed a�ributes, eg physical, loca�on, structure, func�on)

- Present simple tense - Time or place order; uses the five senses - Sta�ve verbs; use of passive voice - Adjec�ves, technical nouns - Language showing proper�es, posi�ons, examples, elabora�on

3. Narra�ve Tells a story and summarizes a problem and solution (eg, novel, drama/play, fable with moral, fairy tale, case study)

� Orienta�on (introduc�on to set scene, name main characters, narrator, plot, etc)

� Complica�on / conflict � Resolu�on � Reorienta�on

(ending)

- Past tense - Time order (can include flashbacks) - Ac�on verbs - Time/place/sequence signposts - Direct & indirect speech/thoughts; commentary from narrator - Can include other text types (recount, descrip�on)

4. Procedure Instructs reader how to do or make something (eg, recipe, laboratory protocol, instruction manual, standard operating procedures, guidelines)

� Goal / Aim � Materials & equipment � Steps, methods, techniques

- Present simple tense, impera�ve - Time order, sequencing, cause-effect, lis�ng - Ac�on verbs - Technical nouns, illustra�ons - Time/sequence signposts



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5. Discussion Evaluates information & opinions about different aspects & perspectives of an issue in order to draw a conclusion (eg, pro/con, for/against)

� Background � Issue � Arguments for & against � Conclusion

(Final posi�on taken)

- Present simple tense - Thinking & repor�ng verbs - Hedging, modality - Signposts for facts versus opinions, contrast, conclusions, examples, alterna�ve views - General & abstract nouns

6. Report Gives objective, factual information about a topic, event, or circumstance (eg, encyclopedia definition, textbook)

� General classifica�on (topic/phenomenon and defini�on)

� Descrip�on (systema�c account of detailed characteris�cs, components, subtypes, etc)

- Present simple tense - Physical, behavioral, social, habitat, environmental features - Can include data, sta�s�cs - Technical language with explana�ons - Factual, impersonal language - Signposts for general versus specific, classifica�on, defini�on, examples

7. Explana�on Explains phenomena, events, or circumstances and reason for their occurrence (eg, textbook chapter on why and how something happens)

� General statement (name phenomenon)

� Explana�on � Closing

- Present simple tense - Processes, reasons, cause/effect, �me order, order of importance - General & abstract nouns, ac�on verbs, some use of passive voice - Technical language with explana�ons, factors, theories - Signposts for elabora�on, defini�ons, examples, consequences - Factual, impersonal language

8. Exposi�on (argument) Persuades reader that something is or should be important (eg, some theses, position papers, recommendation guidelines, advertisements)

� Background (introduc�on)

� Thesis (author’s stance/posi�on/opinion)

� Arguments (claims + elabora�on/support, rebu�als)

� Reitera�on (restate stance) + Conclusion/Recommenda�on

- Present simple tense for conclusions - Processes, grounds/reasons, evidence, cause/effect, compare/contrast, �me order - Ac�on verbs, modal verbs - Thinking & repor�ng verbs - Technical language - Signposts for facts versus opinions, contrast, logical rela�ons, judgment, conclusions - General & abstract nouns



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9. Analysis/research Introduction – Body – Conclusion format (eg, essays, research papers, some theses)

� Comparison and contrast Block format: Similari�es then

differences, or Point-by-point format: Each

feature with similari�es/differences

� Cause-Effect (Antecedent-Consequence) Effect/s first + analysis of

causes/reasons, or Cause/s first + possible effects, or Chains/pathways of causes +

effects that cause further effects � Problem-Solu�on

o Se�ng o Problem o Analysis o Solu�on o Evalua�on +/-

Comment/recommenda�on � IMRaD research ar�cle

o Introduc�on o Methods o Results o Discussion + Conclusion

- Present simple tense for conclusions - Past tense for methods used in a study - Processes, reasons, cause/effect, (reverse) �me order, order of importance - Ac�on verbs, modal verbs - Thinking & repor�ng verbs - Technical language - Factual, impersonal language - General & abstract nouns - Can include data, sta�s�cs - Technical language with explana�ons - Can include other text types within sec�ons, eg:

� Explana�on at the start to give defini�ons, � Problem-Solu�on to introduce the research

ques�on, � Recount or Procedure to list methods, � Narra�ve to present interviewee responses

and situa�ons, � Discussion and Comparison-contrast to

evaluate evidence, � Cause-Effect to discuss mechanisms, � Argument to lead to a conclusion

10. Review Evaluates or critiques a work (eg, art/music/food review, book/media review, literature review)

� Orienta�on (background, research ques�on, value, significance)

� Evalua�on (overview of opposing views? + preview of conclusion)

� Interpreta�ve recount (method? + summary of work/s for or against + evalua�on)

� Evalua�ve summa�on (overall opinion/appraisal/judgment)

- Defines specific or technical nouns - Adjec�ves - Long, complex clauses - Metaphors - Language for opinions


text coherence from the edanz academic

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