4 Paragraph cohesion

Assessment objectives IGCSE examination

AO2 Writing • Paper 3 both sections,
W5 Make accurate use of spelling, punctuation or Component 4 Coursework Portfolio
and grammar • Papers 1 and 2 will
also award some
marks for the quality of
writing

Differentiated learning outcomes Resources

• All students must use paragraphs to order their ideas • Student Book:
even if this is not done accurately (Grade E/D). pp. 46–7
• Most students should use paragraphs in order to • Worksheets:
make their writing clear for the reader (Grade D/C). 2.4a Structuring a
• Some students could use paragraphs to achieve paragraph
particular effects in their writing that are suited to 2.4b Using
purpose and audience (Grade B/A). connectives
2.4c Constructing an
argument
• PPT: 2.4a–b
Other Student Book pages
• Writing to persuade,
pp. 88–9
• Writing to argue, pp.
90–3

Exploring skills
As a warm up, ask students to work in groups of three to answer the question,
When and why do you start a new paragraph in your writing? Take feedback and dispel all
myths about length of paragraphs. Reinforce the idea that as a writer you must have a
good reason to start a new paragraph. Ask students to read the opening section on
Student Book p. 46, which explains what these reasons might be.
Run through the annotations on the text on p. 46 or use PPT 2.4a as an aid to
annotation. Ensure understanding of terms such as topic sentence (what the paragraph
is about), connective (linking word to make ideas flow well, often linked to time or feeling).
Explain that paragraphs need to be cohesive – they need to fit together so that ideas
follow logically. Pairs then discuss cohesion in the text using the three prompts in Q1.

Give extra support with Worksheet 2.4a, which starts with straightforward
paragraph structuring. This might be a helpful preparatory exercise prior to this
lesson as well as support for a targeted group. Acknowledge that cohesion needs to
Key technical skills
Chapter 2

be more sophisticated than the topic–this–it trail, to avoid writing becoming too
formulaic, but that this is a good place to start. Introduce the phrase used by
examiners, ‘in an orderly way’, to describe how ideas need to be structured in
students’ writing.

30 • Lesson 4 © HarperCollins Publishers 2013

 Building skills
Signalling that you are starting a new topic within a larger subject that is linked to the
previous paragraph is an essential writing skill requiring competent use of
connectives. Ask students to remind themselves of how time can connect paragraphs
by telling the story of their weekend. You could model the structure on PPT 2.4b:
On Friday night... Then on Saturday morning we... Later that day we...
That evening.... Sunday morning was... And finally by Sunday night, I...
Then ask students to complete Q2, which requires them to write a follow-up
paragraph to the text on Student Book p. 46.

Give extra challenge by asking students to link their follow up paragraph by mood
(for example, despondency) rather than time. This paragraph might begin: ‘The sky
clouded over and rain began to fall’.

Developing skills
Explain to the class that cohesion needs to be evident within and between paragraphs
and that the best way to show this is to use connectives appropriately. Ask students to
read the bullet points on Student Book p. 47 then to work in pairs to complete Q3.
You could use Worksheet 2.4b to support students in practising their use of
connectives. There is a list of connectives, which could be cut out as small cards and
tried out by students in the paragraphs. Encourage students to try a range of
connectives for each and to group them as a ‘definite match’, ‘possible match’,
‘complete contradiction’. For example,
[........................................] it was incredibly busy at the airport.
[........................................] there were long queues up to my desk.
Try ‘Yesterday’, ‘On the other hand’, ‘Therefore’, ‘Moreover’, ‘Furthermore’,
‘Tomorrow’. Decide which are a ‘definite match’, ‘possible match’, ‘complete
contradiction’ for each, then make your choice.
Model a bad choice (but unfortunately typical) by using ‘On the other hand’ to start
the second sentence. Explain that this mistake often happens when students write an
argument. It is therefore beneficial for the students to weigh up their choices when
writing and to consider their options carefully even if they find a match straightaway.

Give extra support by inviting pupils to play ‘argument dominoes’ using the
connectives cards on Worksheet 2.4b and the argument on Worksheet 2.4c.
Hand out the connectives and the cards with the series of points for and against the
building of a new power station. Ask students to take turns in laying appropriate
cards to make a cohesive argument.

Applying skills
Explain to the whole class that paragraphing is given considerable weight in the
success criteria for writing. It is worth about a fifth of the marks and so it is well worth
Key technical skills
Chapter 2

getting it right. Writing typical of the highest mark bands demonstrates careful choice
of connectives and subtle trails of ideas that flow smoothly towards the end.
Read the example plan on Student Book p. 47 then ask each individual to plan a piece
of writing for Q4. They could jot down a quick aide memoire prior to starting writing
(choose connectives that link paragraphs at the start carefully, use a topic sentence to start
each paragraph, ensure that subsequent sentences are linked to the first one). Run through
the Checklist for success, ensuring that the relevant technical vocabulary is secure.

© HarperCollins Publishers 2013 Lesson 4 • 31

 When students have finished their writing, encourage self-assessment using the
checklist for success. You could award marks for each connective used correctly,
each topic trail, each original link word (not from the selection provided in Q3).

Towards Students who show confidence in using paragraphs to experiment with different
A/A* ways of conveying information or ideas are often given the highest marks. These
paragraphs are not formulaic and often use original linking words, unusual
pronouns, unconventional connectives yet keep an appropriate tone and cohesion.
For example, a paragraph about a football match might begin: ‘Thus began the
onslaught’. The following paragraph might begin: ‘With cumulative force, the team
drew on the substitutes for the final attack’.
Key technical skills
Chapter 2

32 • Lesson 4 © HarperCollins Publishers 2013