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d coherence and takes the potential reader'sbackground knowledge into consideration, hence a “reader-based” text. That is to say, the ultimate1 goal in writing activity is to express one's ideas in a cohesive and coherent way which iscomprehensible or readable to its readers..Studies on cohesion in reading indicates that cohesion contributes substantially to readability.Cohesion plays an important role in reading comprehension, and if writers use more cohesive ties,reader will understand a text better and more easily. What's more, the unity and connectedness isone of the important features of a well-written text. They make the individual sentences in the texthang together and be related to each other. This unity is, to some degree, a result of the coherentorganization of the statements and ideas in the text. But at the same time it also relies considerablyon the process that the writer carries out in order to create formal and grammatical cohesionbetween individual sentences and the paragraphs in which they hang together. Thus, by employingvarious linguistic devices, especially cohesive ones, the writer can make a text more coherent ,create global unity, and render the text in a way which can meet the expectations of experiencedreaders. And the ultimate aim of teaching writing in a second language writing class is to helpstudents to produce such comprehensible writing.

Chapter Two Literature Review

2.1 Previous Study on the Theory of Cohesion and Coherence
The cohesion theory has been studied by several linguists before the term cohesion isintroduced into the field of linguistics: F de Saussure puts forward the term “associativerelations" to name a linguistic phenomenon that a word could always evoke thingsassociated with it in one way or another;  Firth discusses the phenomenon that the meaning of alexical item can be interpreted with the Reference of its context; Roman Jakoboson suggests thatthere are cohesion or internal patterning and repetition in literary texts. It is M. A. K. Halliday and Ruqaiya Hasan who firstly propose the taxonomy of cohesion intheir book Cohesion in English which has been considered as “a symbol of the establishment ofCohesion theory”. According to Halliday and Hasan, cohesion is a semantic concept that refersto relations of meaning that exist within a text and that define it as a text. Their interpretation oftext is as following:
Halliday and Hasan claim that a text is not just “a collection of unrelated sentences" but aunified whole. It is more than a grammatical unit or a unit of form; it is a semantic unit, a unit ofmeaning. And they give a further description on cohesion; when the interpretation of some elementin the discourse has to depend on that of another element in the context where the element appears,cohesion occurs. Put it in a simple way, readers cannot decode one item without consulting itsresources in the text, otherwise, the item is incomprehensible.Halliday and Hasan also propose the term of tie, “we need a term to refer to a single instanceof cohesion, a term for one occurrence of a pair of cohesively related items. This we call a tie. Their definition of cohesion puts stress on the relationship between the meanings of linguisticunits, which is expressed partly through lexical items partly through grammar and. Halliday andHasan distinguish and classify cohesion into five categories: reference, substitution, ellipsis,conjun本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。