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ing ability. The author believes that there is a dealof connection between cohesion of error analysis with students` writing ability. From theobservation the author found that there is a problem when students produce writing. Thewriter hopes that the textual cohesion of English composition and errors analysis can play acertain role in the teaching and learning of English writing.
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Chapter Two Literature Review

2.1 The Cohesion Theory
Like many other terms in linguistics, the ‘cohesion’ definitions are various. At thebeginning linguists who first used it is to say the degree of connection between two ormore words, or morphemes, within one grammatical structure.The publication of Cohesion in English by Halliday and Hasan (1976) is establishingthe symbol of cohesion theory. In this book, Halliday and Hasan describe cohesion as asemantic concept referring to relation of idea that exists within a context and that defines itas a text (Halliday & Hasan, 1976: 4).“The word text is best regarded as a semantic unit: a unit not of the form but ofmeaning. A text does not consist of sentences; it is realized by, or encoded in, sentences”(Halliday & Hasan, 1976: 2).Halliday and Hasan (1976: 3) also define a concrete form as a tie, ‘We need a term torefer to a single instance of cohesion, a term for one occurrence of a pair of cohesivelyrelated items. This we call a tie.’His definition of cohesion refers the relationship between the meanings of linguisticgroups. At first, cohesion is expressed partly through grammar and partly through wordsitems. According to Halliday’s views, cohesion is classified into grammatical cohesion andlexical cohesion. The differences between them are only in degree. We can’t say thatcohesion is a simply formal relation, which meaning is not involved in.
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2.2 Error Analysis
There have different definitions given to describe ‘error’. Corder (1967: 43) givesdefinition to an error as a deviation in learner language that because lack of knowledge. Anerror can overt or covert. Corder (1967) also gives a distinction between errors, mistakesand lapses. Errors are not recognizable to the learner and so are not amenable toself-correction, but lapses are recognizable, being those slips of tongue or pen, false startsand confusions of structure or ‘syntactic blends’, typical of NS or learners alike. Mistake inCorder’s scheme are what he calls‘inappropriate utterances’, where there is a failure tomake the language suitable to the situation. More distinction is offered by Edge (1989),who subdivides Corder’s category into two. He retains the terms ‘error’ for term ‘attempts’for deviations in areas of language still untaught. Coder’s (1981:10) distinction betweenmistake and error in another book is easier to be understood. There he defines mistake asthe error of performance made by a learner in the process of speaking or writing caused bylacking attention, fatigue, carelessness, etc.
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Chapter Three Research Methodology...... 18
3.1 Research questions ...... 18
3.2 Subject ....... 18
3.3 Instruments ...... 19
3.4 Writing requirements......... 20
Chapter Four Data collection and Analysis.... 21
4.1 Data collection....... 21
4.2 Data analysis ......... 21
4.2.1 Description of the students’ cohesive de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。