Ways in Developing Coherence

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e. Ways in Developing Coherence

Harmer 2004; Bram 1995; Heffernan Lincoln 1990 suggest ways in developing coherence. Initially, Harmer 2004: 25 states that: Coherence is frequently achieved by the way in which a writer sequences information, and this brings us back to the issue of genre and text construction. It is precisely because different genres provoke different writing that coherence is achieved. When writers stray outside text construction norms, coherence is one of the qualities that is most at risk. This indicates that understanding completely the construction of written text based on a particular genre is considered as a way that writers can use to enhance the coherence in their written work. In relation to the analytical exposition essay, as the focus of this research, the students should understand completely the text construction in an analytical exposition essay. It is also essential for writers use transitions in order to achieve coherence in their paragraphs. By using appropriate transitions, their ideas will flow smoothly one after the other Bram, 1995. In relation to transitions, Ellison 2010:112-119 writes types of transitions that may serve different purposes. The transitions are phrases for comparisons, transition phrases for contrast, transitions phrases to show a process, phrases to introduce examples, transitions phrases for presenting evidence, and eventually phrases for conclusions. Some examples of transitions phrases for comparisons are similarly, identically, for example, in other words, we also see, in addition to . Some examples of transition phrases for contrast are by contrast, however, nevertheless, one hand...on the other hand . Some examples of transitions phrases to show a process are first, second, third, next, later we find..., with this in mind . Some examples of phrases to 31 introduce examples are for example, for instance, specifically, particularly. Some examples of transition phrases for presenting evidence are consequently, especially, another important point is..., therefore . Eventually, in summary summarize the findings, this analysis reveals that, to summarize, we come to the conclusion that become some examples of phrases for conclusions. In a paragraph level, Heffernan Lincoln 1990 believe that writers can also strengthen coherence of their paragraphs by learning some ways of developing it, namely list structure, chain structure, and strengthening weak connections. According to Heffernan Lincoln 1990: 182, list structure is: a sequence of sentences that uses the same basic pattern to develop a general point with specific examples. Then, in list structure, each new sentence becomes an item on list. The explanation can be visualized in example [3]: They were a diverse group. There were priests who had brooded over the problem of a world in eternity and made the startling discovery that a holy mission summoned them away. There were noblemen in the great courts who stared out beyond the formal lines of the garden and saw the vision of the new empires to be won. There were young men without places who depended on daring and their swords and were willing to soldier for their fortunes...” Oscar Handlin, Race and Nationality in American Life, as cited in Heffernan Lincoln, 1990: 182. In example [3], we may see that the first sentence states the main point of the paragraph and the following examples develop the point by using a series of examples. In addition, it is also pointed out that the repetition of there were...who, as shown in example [3], significantly makes all examples parallel in a form Heffernan Lincoln, 1990. 32 Concerning the list structure paragraphing, writers are also suggested to use a particular structure repeatedly to generate a series of examples, which can be illustrated in example [4]: It is a misunderstanding of the American retail store to think we go there necessarily to buy. Some of us shop. There’s a difference. Shopping has many purposes, the least interesting of which is to acquire new articles. We shop to cheer ourselves up. We shop to practice decision-making. We shop to be useful and productive members of our class and society. We shop to remind ourselves how much is available to us...Phyllis Rose, Shopping and Other Spiritual Adventures, as cited in Heffernan Lincoln, 1990: 182-183. The idea of list structure in example [4] is clearly seen when the writer explains some reasons for shopping and frequently uses the words we shop to in order to generate each new sentence in her paragraph Heffernan Lincoln, 1990. Next, chain structure aims to make sentences form a kind of chain structure. In essence, when each new sentence is linked in meaning to the one before it, writers can ensure that readers will be able to follow line of thought of their sentences Heffernan Lincoln, 1990. Example [5] illustrates the explanation. The process of learning is essential to our lives. All higher animals seek it deliberately. They are inquisitive and they experiment. An experiment is a sort of harmless trial run of some action, which we shall have to make in the real world; and this, whether it is made in the laboratory by scientists or by fox-cubs outside their earth. The scientist experiments and the cub plays; both are learning to connect their errors of judgment in a setting in which errors are not fatal. Perhaps this is what gives them both their air of happiness and freedom in these activities Jacob Bronowski, The Common Sense of Science, as cited in Heffernan Lincoln, 1990: 183. Figure 2.10 shown in the subsequent page illustrates how the sentences in the paragraph shown in example [5] are like the links in a chain. 33 Figure 2.10 Chain Structure Illustration in a Paragraph Heffernan Lincoln, 1990: 184 Significantly, by implementing such kinds of chain structure, writers can also ensure that each sentence they write tends to suggest or to generate the next one. Accordingly, in Figure 2.10, Heffernan and Lincoln 1990 note that the idea of animals leads to a comment on what they do. Meanwhile, the idea of experiment leads to a definition for that term. The concepts of both list and chain structures could possibly develop a sense of coheren ce. It is “the ability to see at once whether or not a set of sentences makes continuous sense” Heffernan Lincoln, 1990: 186. Example [6] contextualizes the explanation : “I enjoy watching my son grow up. Children are a tremendous challenge. I read to him and try to let him be as creative as possible” Heffernan Lincoln, 1990: 186. In example [6], a chain of connections tries to relate my son in the first sentence to children in the second sentence as well as to indicate the concept of particular-general based relations. Unfortunately, the third sentence returns to the particular. Simply, when we try to understand what him refers to, we have to look 34 back to the first sentence to pass freely the second sentence. In essence, the link between him and my son is broken. Heffernan and Lincoln 1990 suggest writers to rearrange the sentences as an attempt to improve the link in the paragraph shown in example [6]. For that reason, example [7] is used in order to show the new arrangement of sentences in the paragraph: “Children are a tremendous challenge. I enjoy watching my son grow up. I read to him and try to let him be as creative as possible” Heffernan Lincoln, 1990: 186. As it is clearly seen in example [7], him and my son now have a close link. Nevertheless, the link between the first two sentences is weak because it seems difficult to connect the ideas between challenge in the first sentence and watching in the subsequent sentence Heffernan Lincoln, 1990. Then, it is also impossible to improve the paragraph shown in example [7] by making further sentence arrangement. Essentially, writers may add information in order to connect the idea of challenge particularly with the son’s growth and creativity. This is shown in example [8]: “Children are a tremendous challenge. I try to answer all the questions my son asks. I read to him and encourage his creativity as much as possible” Heffernan Lincoln, 1990: 187. Example [8] shows that there is a more obvious link between challenge and try to answer as well as son and him. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 35

f. Importance of Coherence