Cohesive devices in academic ielts writing task 2 models in the cambridge ielts series and in argumentative essay written by quynhon university's fourth year english majors

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY DINH THI HONG NHUNG COHESIVE DEVICES IN ACADEMIC IELTS WRITING TASK 2 MODELS IN THE CAMBRIDGE IELTS SERIES AND IN ARGUMENTATIVE E

INTRODUCTION

Rationale

The International English Language Testing System (IELTS) is crucial for assessing English language proficiency in today's interconnected world

As a key tool for international communication, IELTS empowers non-English speakers to unlock educational, employment, and immigration opportunities Recognized globally by universities, employers, and governments, IELTS serves as a trusted indicator of language proficiency For countless individuals, achieving a good IELTS score is crucial for academic progress, career development, and seamless integration into English-speaking nations.

IELTS is a crucial requirement for university admission in countries like the United States, the United Kingdom, Canada, Australia, and New Zealand, as it assesses the linguistic competence necessary for academic success A strong IELTS score reflects a student's ability to engage in lectures, participate in discussions, understand complex texts, and write academically These skills are vital for international students to manage coursework and contribute to academic discourse, ensuring high standards within universities Additionally, IELTS helps institutions identify students who are likely to excel in their programs, thereby improving the overall learning environment and academic quality.

In professional environments, employers often require IELTS scores to ensure candidates can communicate effectively in English, particularly in multinational corporations and English-dominant sectors A high IELTS score demonstrates an individual's ability to handle communication-related tasks, such as writing reports and engaging with clients, which is crucial for roles in management, customer service, and international business Achieving a strong IELTS score enhances job prospects, helping candidates stand out in competitive markets and indicating their readiness for career advancement and global mobility For companies, hiring individuals with verified English proficiency minimizes the need for extra language training, streamlines onboarding, and fosters effective communication within diverse teams.

Many English-speaking countries, including Canada, Australia, and New Zealand, require IELTS as a standard assessment for immigration purposes, particularly for skilled worker visas High proficiency in English is essential for immigrants to integrate successfully, as it enables them to engage with the community, access vital services, and participate in the workforce Additionally, IELTS scores can play a role in family reunification visas, facilitating easier adaptation for family members By mandating IELTS, governments aim to ensure effective communication among immigrants, which not only supports their individual success but also enhances inclusivity and social cohesion within the broader community.

The IELTS evaluates four essential language skills: listening, reading, writing, and speaking, offering a thorough assessment of an individual's English proficiency The listening section tests understanding of spoken English through audio recordings, covering various contexts from casual conversations to academic lectures, while assessing the ability to follow ideas, identify specific information, and comprehend speaker attitudes In the reading section, candidates engage with diverse texts, including descriptive and analytical passages, to evaluate their grasp of main ideas, detail recognition, and meaning inference The speaking section consists of a face-to-face interview with an examiner, focusing on conversational fluency, pronunciation, vocabulary, and coherence Lastly, the writing section measures the ability to produce organized responses, with the Academic version requiring tasks like data interpretation and essay writing on complex topics, and the General Training version focusing on practical writing tasks such as letter writing and general-interest essays.

IELTS Writing Task 2 is crucial as it greatly impacts the overall writing score Candidates must write an essay that presents well-reasoned arguments, supports their views with relevant examples, and uses a diverse range of vocabulary and grammatical structures Key to essay quality are cohesion and coherence; cohesion involves linguistic devices like pronouns and transitional phrases that connect ideas, while coherence pertains to the clarity and structure of the essay Together, these elements constitute 25% of the writing score and are vital for attaining higher band scores.

Despite the abundance of IELTS preparation materials, there is a notable lack of research on the role of cohesion in writing quality for IELTS Writing Task 2 While many resources highlight the significance of linking words and transition phrases, few explore their specific contributions to an essay's clarity, flow, and overall impact This study aims to address this gap by examining the cohesive features in IELTS Writing Task 2 essays By analyzing cohesive devices and their effects on writing performance, the research seeks to provide valuable insights to help candidates enhance their writing skills and achieve better scores Furthermore, by investigating essays from IELTS test-takers and English majors at Quy Nhon University, this study will illuminate the broader application of cohesive strategies in academic writing.

This study examines the relationship between cohesion and essay quality through empirical and theoretical analyses It analyzes IELTS essays to identify the types of cohesive devices used and evaluates their effectiveness in various contexts Drawing on existing research in linguistics and language education, the study highlights how cohesive strategies enhance overall writing proficiency The findings aim to benefit IELTS candidates and educators by providing practical strategies for improving writing skills and informing curriculum design in academic writing courses Furthermore, by analyzing essays from fourth-year English majors at Quy Nhon University, the research offers valuable insights into teaching and learning cohesion as a vital aspect of academic writing.

This research aims to enhance understanding of effective writing strategies in exam and academic settings, focusing on the significance of cohesion By developing resources and teaching methods that prioritize cohesive writing, the study seeks to equip students and test-takers with essential skills for success in IELTS and other contexts Emphasizing cohesion's role in achieving clarity and coherence, the study aspires to promote advanced writing practices that improve communication, academic performance, and professional preparedness in today's global environment.

This research highlights the significance of cohesive writing as a crucial skill for those seeking opportunities in English-speaking contexts, emphasizing the role of the IELTS exam in facilitating academic and professional growth.

Aim and Objectives of the study

This study aims to investigate cohesive devices in IELTS Writing Task

2 samples in the Cambridge IELTS series and essays written by fourth-year English majors at Quy Nhon University Specifically, the study fulfilled the following objectives:

- To identify and categorize cohesive devices employed in the sample essays and in QNU’s fourth-year English majors’ essays,

- To examine the frequency of these cohesive devices, and

- To compare the types and frequency of cohesive devices employed in the sample essays and in QNU’s fourth-year English majors’ essays.

Research Questions

The study answered the following research questions in order to reach its aim

1 What are the cohesive devices employed in the sample essays and in QNU’s fourth-year English majors’ essays?

2 What are the frequencies of the cohesive devices employed in the sample essays and in QNU’s fourth-year English majors’ essays?

3 What are the differences in the types and frequency of the cohesive devices employed in the sample essays and in QNU’s fourth-year English majors’ essays?

Scope of the Study

This study focused on analyzing cohesive devices in IELTS Writing Task 2 samples from Cambridge IELTS 10 to 18 and academic essays by fourth-year English Language and English Pedagogy students at Quy Nhon University It aimed to identify the most frequently used cohesive devices, assess the variation in their usage, and examine any patterns or discrepancies between the two groups of writers By exploring these linguistic features, the study highlighted their role in enhancing the coherence and cohesion of written texts, which are essential for improving the overall clarity and flow of writing.

This study focused exclusively on cohesion in writing, intentionally excluding broader linguistic and stylistic features such as grammar, vocabulary range, spelling, and punctuation While these elements are crucial for assessing writing quality, particularly in formal assessments like the IELTS, incorporating them would have diluted the analysis of cohesive devices, which was the primary concern of this research Consequently, aspects like grammatical correctness, lexical sophistication, and sentence structure were not evaluated, despite their undeniable impact on writing performance and overall coherence.

To answer the research questions, the study gathered and analyzed two distinct sets of data belows

This article analyzes 32 sample essays from the Cambridge IELTS series, spanning volumes 10 to 18, known for their alignment with actual exam standards The focus is on the use of cohesive devices in high-stakes IELTS writing, which differs from traditional academic writing By examining these samples, the study identifies the frequency and types of cohesive devices utilized and assesses their impact on the overall structure of the essays, providing valuable insights for IELTS test preparation.

The study included sixty essays from fourth-year English Language and English Pedagogy majors at Quy Nhon University, reflecting advanced proficiency in English These randomly selected essays ensured a representative sample, free from bias related to academic performance or grades, allowing for an objective comparison with IELTS samples The primary focus was on the cohesive devices utilized by the students, particularly in the context of academic writing.

This study intentionally omitted certain types of data that, although they could enhance a wider examination of writing quality, were not directly pertinent to the specific research questions being addressed Consequently, the following data types were neither collected nor analyzed.

Oral proficiency tests and scores in listening or reading comprehension were not relevant to the study's examination of written cohesion Although these skills play a role in overall language proficiency, they do not directly influence the application of cohesive devices in written texts, which would unnecessarily expand the study's focus.

The study concentrated on cohesive devices to provide a detailed examination of how writers achieve coherence and flow in their essays, intentionally excluding grammar, vocabulary range, spelling, punctuation, and overall stylistic quality While these broader linguistic features are essential for a comprehensive evaluation of writing proficiency, incorporating them would have diluted the analysis, making it too general and less focused on the specific mechanisms of cohesion.

This study aimed to analyze the frequency and variety of cohesive devices in essays without categorizing them by grades or band scores, thereby avoiding bias towards any performance level By randomly selecting essays, the research maintained neutrality and focused solely on the use of cohesive devices, preventing overgeneralization based on perceived writing quality.

The delimitations of this study were established to ensure a concentrated and thorough analysis of cohesive devices and their significance in writing While aspects like grammar and vocabulary could provide further insights into writing proficiency, they were not directly related to the primary research questions on cohesion Expanding the scope of the investigation would demand more time and resources, potentially clouding the nuanced understanding of how cohesive devices operate across various writing contexts.

Focusing solely on cohesion revealed a comprehensive understanding of the use of linguistic tools in both exam-oriented and academic writing, highlighting their potential application in instructional practices.

This study focused on analyzing cohesive devices in IELTS Writing Task 2 samples and academic essays by fourth-year English majors, deliberately excluding broader linguistic aspects and other language assessments By concentrating on cohesion, the research aimed to provide insights into how cohesive devices impact writing quality The findings are intended to inform teaching strategies that enhance students' skills in producing cohesive and well-structured texts.

Significance of the Study

This research fills a critical gap in the literature by comparing the use of cohesive devices in standardized exam writing, specifically IELTS Writing Task 2, and university-level academic writing among English Language and English Pedagogy students While previous studies have explored cohesion in general, this study uniquely analyzes the application of cohesive devices in high-stakes exams versus academic contexts By focusing on these distinct environments, it provides valuable insights into the types, frequency, and variety of cohesive devices utilized, as well as their potential impact on writing quality Ultimately, this research enhances existing cohesion theories by testing hypotheses regarding the operationalization of cohesion across varying writing demands.

This study aims to enhance linguistic frameworks on cohesion, particularly Halliday and Hasan's taxonomy, by evaluating their effectiveness in capturing patterns observed in exams and academic contexts The findings may indicate the necessity for improvements in teaching and assessing cohesion, leading to a deeper understanding of how cohesive devices contribute to the creation of clear, logical, and persuasive texts Furthermore, the research could reveal the contrasting cohesive strategies used by high- and low-proficiency writers, thereby enriching our understanding of learner progression in writing skills.

This study provides essential insights for enhancing teaching and learning in IELTS preparation and academic writing By identifying the most effective cohesive devices used in these contexts, educators can create targeted instructional strategies to improve students' writing skills For IELTS courses, the findings can help teachers focus on cohesive devices that boost band scores in the "Coherence and Cohesion" criterion Likewise, for university writing instruction, this research guides educators in helping students develop advanced cohesion strategies suitable for complex academic arguments.

This study offers students valuable insights into effectively using cohesive devices in various writing contexts By comparing cohesion in IELTS and academic writing, it identifies which devices perform well in exam settings versus academic essays This practical guidance aims to enhance students' writing skills across diverse areas, including exam preparation and academic assignments.

This study's findings may significantly impact curriculum development in language testing and higher education For organizations like IELTS, it presents a chance to reevaluate their assessment criteria for "Coherence and Cohesion." If specific cohesive devices are linked to higher writing scores, this could lead to a revision of their rubrics, enhancing the accuracy of writing quality assessments.

Universities can enhance their writing curricula based on recent findings, preparing students for standardized tests and academic writing By adjusting educational policies to prioritize the teaching of cohesion, institutions can foster essential skills that contribute to both exam success and long-term academic and professional achievement.

Structure of the Thesis

This thesis includes five chapters:

- Chapter 1, Introduction, shows the rationale, aims, and objectives of the study, research questions, significance, scope, and design of the study

- Chapter 2, Literature Review, provides theoretical preliminaries for the study and then presents the relevant studies

- Chapter 3, Methodology, introduces the research methods, research process, data collection, data analysis, and reliability of the study

- Chapter 4, Findings, presents the results of data analysis

- Chapter 5, Discussion and Conclusion, draws conclusions, and outlines the implications and limitations of the study.

LITERATURE REVIEW

Theoretical Framework

The theoretical framework for this study draws on established theories and models of cohesion and coherence in discourse analysis and linguistics

By grounding the analysis in existing theoretical frameworks, I aim to provide a comprehensive understanding of the features of cohesion in academic writing

Michael Halliday and Ruqaiya Hasan's influential work, "Cohesion in English" (1976), revolutionized discourse analysis by establishing how cohesive devices create unity and coherence in texts Their theory examines the connections between linguistic elements that transform a series of sentences into a coherent, meaningful whole instead of a mere collection of disjointed statements This foundational framework has found extensive application in linguistics, education, and language assessment, highlighting its significance across various fields.

Cohesion, according to Halliday and Hasan's theory, refers to the linguistic tools that bind a text together at the surface structure level, establishing connections between words, sentences, and paragraphs In contrast, coherence pertains to the logical organization of content and ideas, focusing on the deeper meaning of the text While cohesion involves the use of linguistic devices to forge relationships among elements, coherence ensures that the overall message is clear and logically structured.

Grammatical cohesion is essential for linking sentences within a text, enhancing coherence and unity Introduced by Halliday and Hasan (1976), it encompasses four key types: references, substitutions, ellipses, and conjunctions Each type plays a distinct role in shaping text structure and aiding reader comprehension.

Reference involves the use of pronouns, demonstratives, and comparatives to connect elements within a text, enhancing cohesion By pointing to specific elements either inside or outside the text, these linguistic tools enable readers to establish relationships between different parts, facilitating a clearer understanding of the content.

Personal references, such as pronouns like he, she, it, they, and you, establish connections within a text by referring back to previously mentioned subjects For instance, in the sentence "John was tired, so he went to bed early," the pronoun "he" directly relates to "John," demonstrating how these pronouns enhance coherence in writing.

Demonstrative references such as "this," "that," "these," and "those" are essential for indicating specific items in a text For instance, in the sentence "I found a book This is what I was looking for," the word "this" directly refers back to "a book," enhancing clarity and coherence in communication.

Comparative references, including terms like same, better, different, and more, create connections by drawing comparisons between elements For instance, in the sentence "The first test was difficult, but the second was even harder," the word "harder" establishes a link between the two tests through comparison.

Substitution involves replacing one word, phrase, or expression with another to prevent repetition and enhance the flow of discourse This technique commonly occurs within sentences or between closely related sentences, contributing to smoother communication.

Nominal Substitution: The use of words like one, ones, or same to replace a noun Example: I need a pen Do you have one? Here, “one” substitutes for

Verbal Substitution: Replacing a verb phrase with do or other expressions Example: She asked me to sit down, so I did "Did" substitutes for the verb phrase "sit down."

Clausal Substitution: The use of words like so or not to replace an entire clause Example: Will it rain today? I hope so "So" replaces the clause “it will rain.”

Ellipsis involves omitting elements that are clear from the context, resulting in concise text that retains cohesion While it is related to substitution, ellipsis differs by completely leaving out an element rather than replacing it.

Nominal ellipsis involves omitting a noun when its meaning is clear from the context, such as in the sentence, "I ordered two pizzas, and John ordered three." Similarly, verbal ellipsis refers to leaving out part of a verb phrase, exemplified by the phrase, "She can play the guitar, and he can too."

Clausal Ellipsis: Omitting parts of a clause when the full meaning is clear Example: She said she would come, but I am not sure (she would come) 2.1.2.4 Conjunction

Conjunctions are essential linking words and phrases that connect clauses, sentences, and paragraphs, highlighting the logical relationships between different parts of a text They serve to indicate various connections, including addition, contrast, cause, and sequence, thereby enhancing the coherence and flow of the writing.

Additive: Conjunctions such as and, moreover, and furthermore indicate additional information Example: She enjoys reading, and she also likes writing

Adversative: Conjunctions like but, however, on the other hand express contrast Example: He wanted to go out, but it was raining

Causal: Conjunctions such as because, therefore, and as a result express cause-and-effect relationships Example: She studied hard, so she passed the exam

Temporal: Conjunctions such as then, next, and finally indicate the sequence of events Example: First, we went shopping Then, we had lunch

Grammatical cohesion is crucial for producing clear and well-structured texts While lexical cohesion focuses on word choice and vocabulary to enhance meaning, grammatical cohesion connects sentences and ideas on a structural level By effectively utilizing grammatical cohesion, writers create texts that are easy to navigate, allowing readers to easily follow the relationships between ideas through cohesive ties.

Effective use of references, conjunctions, and ellipses significantly improves readability and logical flow in academic writing In standardized assessments like the IELTS, mastering grammatical cohesion is essential for scoring well in the "coherence and cohesion" criteria Conversely, improper or excessive use of cohesive devices can create awkwardness and hinder the overall flow of the text.

Grammatical cohesion, as outlined by Halliday and Hasan, is essential for connecting elements within a text, enhancing unity and clarity Writers utilize reference, substitution, ellipsis, and conjunction to effectively link ideas, facilitating readers' understanding of complex information Mastering these cohesive mechanisms is crucial for producing and analyzing coherent texts, establishing cohesion as a key concept in discourse analysis, language education, and writing evaluation.

Lexical cohesion is an essential aspect of creating a unified text, distinguishing itself from grammatical cohesion by emphasizing semantic connections through word choice This form of cohesion plays a crucial role in longer writings, including essays, articles, and reports, where it is vital to maintain thematic continuity throughout the content.

IELTS and IELTS Writing Task 2

The IELTS (International English Language Testing System) evaluates English proficiency for work, study, and migration, with over 10,000 organizations recognizing its validity The test assesses listening, reading, writing, and speaking skills, with Writing Task 2 requiring a 250-word essay within 40 minutes for both Academic and General IELTS This task measures the candidate's ability to discuss, justify, and analyze ideas, making the effective use of cohesion devices crucial for ensuring logical flow and coherence, which are vital for achieving a high score.

The International English Language Testing System (IELTS) is a widely recognized assessment of English language proficiency for work, study, and migration, endorsed by over 10,000 organizations globally Administered by the International Development Program of Australian Universities and Colleges, IELTS evaluates test takers' skills in four key areas: listening, reading, writing, and speaking, making it a trusted measure of real-life communication abilities in English.

Since its launch in 1989, the IELTS exam has gained recognition as a reliable English-language assessment, accepted by more than 8,000 universities, employers, and immigration bodies globally The testing approach emphasizes the candidate's practical skills in using English in everyday situations.

The IELTS test, available in both computer and paper formats, is the sole high-stakes language assessment recognized for migration to Australia, Canada, New Zealand, and the United Kingdom With over 30 years of experience, IELTS has been a leader in four-skills English language testing, emphasizing real human interactions, and continues to establish the benchmark for English language proficiency today.

There are two different types of IELTS test and once graded, your IELTS score is valid for two years

- Academic IELTSis for international students who wish to study at a

UK university and others in Western countries or join an institute of higher education

General IELTS classes emphasize essential English survival skills and language for social and workplace interactions, making them perfect for individuals intending to migrate to English-speaking nations like Australia, Canada, and New Zealand.

IELTS Writing Task 2 is a crucial essay-writing component that evaluates your ability to discuss topics, justify opinions, analyze issues, and assess various ideas This task constitutes the second part of the IELTS Writing test and carries double the weight of Writing Task 1 in your overall score While the task format remains consistent for both Academic and General Training versions, the complexity and subject matter of the topics may differ.

An effective essay consists of three main components: an introduction, body paragraphs, and a conclusion It is essential that the essay is structured logically, presenting ideas in a clear and coherent manner When writing your essay, aim for a minimum of 250 words and allocate around 40 minutes to complete the task This time management will help ensure that your thoughts are well-developed and articulated throughout the essay.

IELTS Writing Task 2 can involve different question types, each requiring a specific approach These are question types in this task:

Opinion Essays (Agree or Disagree): You are asked to state whether you agree or disagree with a statement and justify your position

Discussion Essays: You need to discuss both sides of an argument and give your own opinion

Advantages and Disadvantages Essays: You must discuss the pros and cons of a situation or trend

Problem and Solution Essays: You are required to identify problems related to a particular issue and propose solutions

Two-Part Questions: These questions include two parts that you must address, typically asking for reasons and effects or solutions

Cohesion devices are essential for maintaining a logical flow in your essay, guiding readers seamlessly from one idea to the next and enhancing the clarity of your argument They help structure your essay into distinct sections, which is vital for obtaining a high band score in the IELTS exam, as examiners seek clear connections between ideas By clarifying relationships such as cause and effect, comparison, or contrast, cohesion devices enable effective explanation of complex concepts Moreover, they allow for language variation, avoiding unnecessary repetition of words or phrases that could negatively impact your Lexical Resource score In IELTS Writing Task 2, coherence and cohesion are directly assessed, making a well-structured essay with logically connected sentences and paragraphs more likely to achieve a higher score.

Previous studies

A thorough examination of literature on cohesion and coherence in academic writing highlights their essential role in facilitating effective communication and understanding Researchers have explored these concepts across different linguistic contexts, emphasizing their significance in creating clear and unified texts Nonetheless, gaps in research persist, especially regarding the application of cohesion and coherence in the IELTS Writing Task 2, where unique test-specific factors, including time limitations and prompt-driven tasks, can distinctly affect cohesive strategies.

Halliday and Hasan's (1976) foundational work on cohesion established a crucial framework for understanding cohesive devices like reference, substitution, ellipsis, conjunction, and lexical cohesion, which create textual coherence Their taxonomy has significantly influenced discourse analysis by highlighting how these elements foster textual unity However, the generality of their framework limits its effectiveness in contexts such as standardized test writing, where test-takers must respond to specific prompts under time constraints Additionally, their model does not account for the distinct cohesive needs of native versus non-native speakers, who often display different cohesive patterns due to linguistic and cognitive differences, especially in exam situations like the IELTS.

Michael Hoey's (1991) study on lexical cohesion has enhanced our understanding of how lexical ties, including repetition, synonyms, antonyms, and collocations, contribute to coherence in writing His research emphasizes that patterns of lexical cohesion are crucial for the logical flow of ideas However, Hoey's theory tends to overlook the significance of other cohesive devices, such as conjunctions and references, which are essential in structured writing tasks like IELTS Writing Task 2 In these contexts, a balanced application of both lexical and grammatical cohesion is vital for constructing coherent arguments within the time constraints of prompt-based tasks Additionally, Hoey's focus on general academic writing does not fully address the specific requirements of exam-based writing, where the task's nature significantly impacts the use of cohesive devices.

Recent studies, including those by Granger and Meunier (2008), highlight the increasing focus on the use of cohesive devices by non-native speakers in ESL/EFL contexts Their corpus-based analysis reveals that EFL learners typically utilize a more limited range of cohesive devices compared to native speakers, which can hinder their performance in high-stakes exams like IELTS This limitation often stems from insufficient exposure and proficiency However, their research does not address how specific test formats, particularly IELTS Writing Task 2, influence these patterns Consequently, the impact of cohesive devices in test settings and the strategies non-native speakers employ to navigate timed writing tasks remain inadequately explored.

Research by Cumming (1989) and Connor and Johns (1990) has investigated the link between cohesive features and writing quality in standardized tests like TOEFL and IELTS Cumming's study revealed a correlation between cohesion and writing proficiency among ESL learners, but it primarily focused on North American contexts, leaving a gap in understanding cohesion in the unique format of IELTS Writing Task 2 Conversely, Connor and Johns examined cohesive devices in academic essays without addressing the specific structure and demands of standardized test writing These limitations underscore the necessity for a focused analysis of cohesion in IELTS, where factors such as time pressure and task requirements may influence cohesive strategies differently than in general academic writing.

Recent research highlights the significance of cohesive devices in exam-based writing, particularly in IELTS and TOEFL essays Mickan and Slater (2020) found that test-takers often resorted to explicit conjunctions and repetition due to time constraints, avoiding more complex strategies like substitution and ellipsis While these devices provide basic coherence, their overuse can hinder the demonstration of advanced writing skills Similarly, Khezrlou (2023) revealed that non-native IELTS candidates struggled with advanced cohesive strategies, relying instead on explicit markers, while native speakers exhibited a more balanced use of grammatical and lexical cohesion, incorporating implicit references and varied vocabulary.

Many studies on cohesion in academic writing often overlook the specific challenges of exam-based contexts, particularly in IELTS Writing Task 2 While these studies provide valuable insights, they fail to address how cohesive devices are utilized in test-specific situations For non-native speakers, especially in EFL environments, the effectiveness of these devices can greatly differ based on their linguistic proficiency and genre familiarity Therefore, targeted research is crucial to understand the role of cohesive devices in achieving high scores in IELTS writing Such research will benefit both educators and test-takers by offering evidence-based strategies to enhance cohesion tailored to the unique requirements of the test.

Research on cohesion in academic writing has predominantly focused on Western educational contexts, particularly among students in English-speaking countries This cultural bias highlights a significant gap in understanding how cohesion is utilized by students in non-Western environments For example, students studying English Language and English Pedagogy at Quy Nhon University in Vietnam may exhibit unique cohesive patterns shaped by their specific educational practices, writing styles, and language proficiency These variations underscore the necessity of broadening research on cohesion to encompass non-Western contexts, where English is learned and utilized in distinct ways.

This study investigates the use of cohesive devices in IELTS Writing Task 2 and academic essays by fourth-year English Language and English Pedagogy students at Quy Nhon University By analyzing these two interconnected writing contexts, it identifies specific cohesive strategies that enhance performance in standardized writing tasks and academic essays This focused approach provides a deeper insight into the role of cohesive devices in high-stakes, exam-based writing, filling a gap in previous research that lacked specificity.

The study examined the use of cohesive devices in successful versus less successful IELTS Writing Task 2 essays, revealing which strategies are most effective for achieving high scores By comparing IELTS essays with academic writings from a non-Western university, the research broadens the geographic perspective of cohesion studies and offers insights into how cohesive strategies develop as students move from test-focused writing to more sophisticated academic discourse.

Cohesion and coherence are critical components of effective writing, yet existing literature lacks specificity, particularly in standardized testing contexts This study addresses these gaps by examining cohesion in IELTS Writing Task 2 and academic essays from a non-Western university, enhancing our understanding of cohesive strategies The findings aim to provide practical recommendations for educators, test-takers, and researchers, facilitating the creation of teaching resources that prioritize cohesion in both exam settings and academic writing.

METHODOLOGY

Research Approach

To effectively explore the types, frequencies, and impacts of cohesive devices in IELTS Writing Task 2 and academic essays, a mixed-methods approach is optimal This methodology integrates quantitative and qualitative research, facilitating a thorough analysis of cohesive devices by providing both measurable data and interpretive insights.

The mixed-methods approach in this study effectively combines the strengths of quantitative and qualitative research, allowing for a comprehensive analysis of cohesive devices in text samples The quantitative analysis offers objective measurements of the frequency and types of these devices, while the qualitative aspect delves into their contextual and functional roles, providing insights into their specific usage This integration of methods facilitates a thorough exploration of cohesion in writing, connecting raw data with interpretive analysis.

The quantitative analysis of cohesive device usage is essential for uncovering patterns and trends within a large dataset By statistically examining the frequency and types of cohesive devices found in IELTS Writing Task 2 samples and academic essays, this study offers objective, data-driven insights This methodology aligns with findings from prior research, including the work of Biber et al.

In 1999, researchers utilized quantitative methods to analyze lexical bundles across various registers, while Conrad and Biber (2000) applied software tools for corpus analysis to effectively quantify linguistic features This study will leverage corpus analysis tools to identify and count cohesive devices, facilitating an examination of frequency distributions and comparisons across different writing contexts.

Quantitative analysis offers a systematic approach to identify the most frequently used cohesive devices in writing and their relationship with writing quality, as measured by IELTS band scores or academic grades By examining extensive text samples from IELTS writing and university essays, this study establishes benchmarks for cohesive device usage, aiding educators and test-takers in recognizing the characteristics of high-scoring and effective writing.

Quantitative data offers valuable numerical insights, while qualitative analysis provides a deeper understanding of cohesive devices in texts These devices do more than link sentences; they are essential for shaping the logic, argumentation, and overall flow of an essay A thorough examination of the contexts in which cohesive devices are used will reveal their effectiveness in enhancing coherence and persuasiveness This analysis will focus on how students or test-takers utilize conjunctions, pronouns, and transitions to navigate their reasoning and connect ideas effectively.

Quantitative analysis may show the frequent use of cohesive devices, but qualitative analysis assesses their appropriateness and contribution to the essay's clarity and coherence This interpretive layer is crucial for understanding how cohesive devices influence writing quality, offering insights beyond mere frequency data By employing close reading and textual analysis, the qualitative aspect evaluates the effectiveness and contextual appropriateness of these devices.

The mixed-methods approach effectively combines quantitative and qualitative findings, offering a comprehensive understanding of cohesive device use in IELTS Writing Task 2 and academic essays Quantitative analysis provides generalizable data on the frequency and distribution of cohesive devices, while qualitative analysis explores specific instances, enriching the interpretation of their effectiveness in text construction This dual approach not only identifies patterns but also interprets them, enhancing the overall insights into cohesive device usage.

Integrating both quantitative and qualitative methods allows for a comprehensive analysis of complex research questions, such as the differences in cohesive device usage between high- and low-scoring essays or across test-based and academic writing contexts For example, while quantitative data may indicate that high-scoring essays utilize more conjunctions, qualitative analysis can uncover how these conjunctions contribute to the development of stronger and more coherent arguments.

In conclusion, a mixed-methods approach is the most effective methodology for this study, enabling a thorough analysis of cohesive device usage The quantitative analysis delivers strong, data-driven insights into the frequency and types of cohesive devices, while the qualitative aspect provides a nuanced understanding of their influence on writing coherence and argumentation By combining these methods, the study offers a comprehensive view of how cohesive devices enhance writing quality in both IELTS Writing Task 2 and academic essays, ultimately guiding teaching strategies and improving writing proficiency.

Data Collection

The research was conducted at two primary sites: the Cambridge IELTS series, which offers standardized IELTS Writing Task 2 essay samples, and Quy Nhon University, where essays from fourth-year English Language and English Pedagogy majors will be collected The Cambridge IELTS series (volumes 10 to 18) serves as a benchmark for high-standard IELTS writing, while Quy Nhon University represents an academic setting for non-native English speakers, providing valuable context for academic writing.

Participants for the study were chosen from two different groups, with the first group comprising essays from the Cambridge IELTS series (volumes 10 to 18) These essays were meticulously selected to cover a wide array of topics and question types commonly found in IELTS Writing Task 2 After a comprehensive evaluation, 32 essays were chosen for analysis, representing a high standard of IELTS writing.

The study involved fourth-year English Language and English Pedagogy majors from Quy Nhon University, utilizing a systematic random sampling method to select a diverse range of essays A total of 60 essays were chosen, with equal representation from both majors, by selecting every other essay until the target was met Notably, the essays were not graded due to regulations against retaining grades and examiner signatures, and the absence of an IELTS writing expert meant that no comparisons based on essay scores were conducted.

Ethical considerations played a crucial role in the data collection process involving essays from Quy Nhon University students To maintain participant confidentiality, all essays were anonymized by removing identifying details such as names, grades, and examiner comments before analysis Formal permission was secured from the university's ethics committee to utilize these essays, and all participants were informed about the study's purpose, providing their consent for research use Furthermore, data handling procedures strictly followed principles of data privacy and confidentiality to safeguard participant identities.

To ensure a robust and replicable methodology, the data collection and analysis process followed these steps:

A purposive sampling method will be employed to select essays from the Cambridge IELTS series and Quy Nhon University, ensuring a diverse representation of writing proficiency levels These essays will be anonymized and compiled into a digital format for thorough analysis.

All chosen essays were digitized and formatted for compatibility with computer-assisted analysis tools, which involved converting them into plain text to ensure precise processing of linguistic data.

Quantitative analysis was conducted using concordance and corpus analysis software to measure the frequency and types of cohesive devices in the essays This approach facilitated the identification of various cohesive elements, including conjunctions, references, and lexical ties, present throughout the essays.

In this qualitative analysis, a comprehensive content evaluation was performed to examine the use of cohesive devices within each essay The researcher conducted a manual assessment to determine the appropriateness, effectiveness, and overall quality of these devices, offering a deeper understanding of the data.

A comparative assessment of quantitative and qualitative data from two groups of essays revealed patterns in the use of cohesive devices This analysis identified trends in cohesion between high-standard IELTS essays and those produced by non-native English speakers in academic contexts.

The data collection and analysis process was carefully documented to guarantee transparency and replicability The final report provides a comprehensive overview of the study's methodology, including sampling procedures, data handling, and analysis techniques, allowing other researchers to replicate the study or expand upon its findings.

This study employs both quantitative and qualitative methods while adhering to strict ethical standards to analyze the use of cohesive devices in IELTS Writing Task 2 and academic essays by non-native English speakers The results will enhance the understanding of cohesion in academic writing and offer valuable insights for educators and language learners.

Data Analysis

In the data analysis phase, Halliday and Hasan's framework provided a crucial perspective for examining cohesive devices and their significance in achieving text coherence, ensuring that the analysis remained targeted and relevant to the research questions.

The quantitative analysis will follow these procedures:

Data coding involves inputting texts into corpus analysis software like AntConc or WordSmith Tools to effectively identify and categorize various cohesive devices These tools facilitate the efficient analysis of different linguistic features within the text.

In the statistical analysis phase, I carefully examined each essay to determine the frequency and distribution of cohesive devices, adhering to Halliday and Hasan's theoretical framework to ensure comprehensive coverage Utilizing statistical software such as SPSS or R, I generated descriptive statistics that offered a clear quantitative representation of the findings.

Comparison: Finally, I compared the results obtained from Cambridge IELTS essays with those from Quy Nhon University student essays, focusing on patterns of cohesive device usage across these different contexts

The data analysis results were illustrated using pie charts, highlighting the frequency of specific cohesive devices The expected outcomes of this analysis are detailed below.

Descriptive statistics: A summary of the quantitative data, including frequency counts and distributions, was presented in a narrative format, complemented by visual aids such as graphs and tables for clarity

Qualitative descriptions enhance understanding by incorporating extracts from essays that demonstrate the role of cohesive devices in improving writing quality, thereby adding a valuable qualitative aspect to the quantitative results.

Discussion: The quantitative and qualitative results were integrated in a discussion section, where the data was interpreted in relation to the research questions, highlighting significant findings and their implications

In conclusion, the analysis of the data reveals significant insights into the implications for teaching, learning, and IELTS preparation, highlighting the need for enhanced usage of cohesive devices Recommendations are provided to improve these skills, ultimately fostering better outcomes in language proficiency.

When analyzing data, it is essential to specify the software tools utilized, such as AntConc, WordSmith Tools, SPSS, or R, and to outline their functionalities This clarity helps readers understand the methodology behind the analysis conducted.

FINDINGS

Cohesive Devices in Academic IELTS Writing Task 2 Models

In academic IELTS writing task 2, clarity and coherence are achieved through the use of references and conjunctions, which effectively link ideas and minimize repetition While substitution and ellipsis can enhance conciseness, they are often avoided due to the risk of ambiguity in exam settings Educational instruction emphasizes the importance of these cohesion tools, promoting direct connections for clear communication in formal writing Test-takers typically prefer repetition over synonyms, as the focus on clarity, time constraints, and straightforward argumentation makes repetition more effective for reinforcing key terms This approach helps maintain coherence without the complexities of varied vocabulary Antonyms are also frequently employed to highlight contrasting views, particularly in prompts that require multiple perspectives Collectively, these strategies promote a practical method of cohesion that ensures clarity and directness under exam conditions.

The pie chart belows shows how frequently grammatical cohesion is used in Task 2 Models in Cambridge IELTS Series (10-18)

Figure 4.1 The Occurence Frequency of Grammatical Cohesion in Task 2 Models in Cambridge IELTS Series (10-18)

The pie chart illustrates the distribution of grammatical cohesion types in 32 essays, highlighting the strategies writers use to achieve coherent texts Conjunctions are the most prevalent cohesive device, accounting for 43% of occurrences, emphasizing their critical role in linking ideas and establishing logical relationships By facilitating smooth transitions between points, conjunctions maintain coherence and enhance the readability and persuasiveness of the essays This reliance on conjunctions reflects the writers’ intent to create a clear and logically structured argumentative framework.

Reference devices constitute 42.6% of the cohesive elements in essays, enabling writers to connect back to previously discussed concepts while minimizing redundancy By incorporating references, authors maintain a cohesive thread throughout the text, ensuring continuity and emphasizing key themes The significant reliance on references highlights their role in linking ideas, allowing for the development of arguments without the need for explicit reintroduction This strategy not only enhances the internal cohesion of paragraphs but also fosters the overall unity of the essay, making it easier for readers to follow the flow of ideas.

Ellipsis, accounting for 9% of total occurrences, is used less frequently than conjunctions and references, yet it significantly contributes to the cohesion of essays This technique involves omitting information that can be inferred from context, resulting in more concise sentences and improved text flow Although ellipsis is not a dominant cohesive device, its use indicates that writers trust readers to infer the missing information from surrounding cues By streamlining sentences, ellipsis reduces redundancy, making the text more engaging Nonetheless, its relatively low occurrence suggests that it serves as a supplementary tool for enhancing readability rather than as a primary cohesive strategy.

Substitution is the least utilized grammatical cohesion type in these essays, accounting for only 5.4% of cohesive devices This technique involves replacing words or phrases with simpler terms or synonyms to avoid repetition The low frequency of substitution indicates that writers often prefer to repeat specific terms to maintain clarity and prevent confusion Since substitution can obscure meaning if the replaced terms are not easily recognizable, its limited use is understandable Writers tend to favor explicit references and conjunctions for cohesion, using substitution only when it can enhance clarity without disrupting the flow This minimal reliance on substitution highlights a preference for directness and consistency in terminology, making it a minor cohesive device that is sparingly employed to improve readability while preserving the core message.

The chart indicates that conjunctions and references are the primary strategies for achieving grammatical cohesion, accounting for over 85% of cohesive devices used This trend highlights the importance writers place on logical connections and clear references to previously mentioned ideas, which fosters a coherent argument throughout essays The limited use of ellipsis and substitution suggests these devices serve a secondary role, primarily streamlining text and minimizing redundancy while maintaining clarity Overall, this pattern underscores a writing approach that emphasizes explicit connections and thoughtful references, enhancing narrative clarity and persuasiveness By prioritizing conjunctions and references, writers create cohesive essays that are accessible to readers, allowing for a smooth progression of ideas and strengthening the impact of their arguments.

The prevalent use of reference and conjunction devices in student essays is primarily due to the emphasis on clarity and directness in academic writing These elements are crucial in educational contexts, influencing writers to adopt strategies that promote cohesive and readable texts By utilizing reference and conjunctions, students create explicit connections that improve comprehension and ensure a logical flow of ideas.

The use of reference and conjunction devices significantly enhances clarity and readability in writing Conjunctions like "and," "but," "because," and "therefore" provide clear links between ideas, aiding readers in following the argument's flow Additionally, references such as pronouns ("it," "this," "they") help minimize redundancy and repetitive language By referring back to previously mentioned concepts without restating full phrases, writers create a cohesive narrative that connects various sections of the text This technique keeps readers engaged with the main arguments while avoiding overwhelming them with unnecessary repetition, which is crucial for effective communication in formal writing.

While substitution and ellipsis enhance conciseness in writing, they can lead to ambiguity if not applied thoughtfully Substitution replaces a word or phrase with a simpler term, like using "one" instead of a noun to prevent repetition, but this may confuse readers if the new term is not clear in context Similarly, ellipsis omits words that readers must infer from the surrounding text, potentially leading to misunderstandings.

In academic writing and exams that emphasize clarity, writers often forgo certain stylistic devices to minimize misunderstandings By utilizing reference and conjunction devices, they can create more coherent arguments, which is particularly crucial in time-sensitive situations like the IELTS Writing Task 2, where efficient communication is essential.

Educational practices significantly shape the distribution of cohesive devices in writing instruction Typically, students are taught to prioritize reference and conjunction devices to create coherence, focusing on establishing logical relationships such as cause-effect, comparison, and sequence This approach emphasizes readability and coherence, particularly in formal writing and standardized tests Conversely, substitution and ellipsis are often introduced as secondary tools, requiring a more nuanced understanding of context and grammar, which can be difficult for students to apply without losing clarity As a result, these advanced cohesive techniques are frequently underrepresented in writing curricula, especially at the introductory and intermediate levels, where students are still mastering fundamental cohesive skills.

Academic and exam writing emphasizes the use of conjunctions and references to create clear and cohesive arguments Conjunctions like "however," "and," and "because" clearly signal relationships between ideas, helping readers quickly understand the argument's structure References promote continuity, allowing writers to expand on previously mentioned points without unnecessary repetition While substitution and ellipsis can add stylistic variety, they may hinder clarity by requiring readers to make inferences that disrupt the flow of the argument.

The frequent use of references and conjunctions in academic and exam-based writing highlights a strong preference for clear and accessible cohesion strategies These tools help writers present logically sequenced arguments that are easy to follow and engaging Although substitution and ellipsis can be useful, their tendency to create ambiguity makes them less desirable in contexts that prioritize clarity This trend underscores a broader approach where cohesion is established through familiar connections, enabling effective communication of ideas while satisfying the expectations of academic and exam audiences.

The following example presents the usage of grammatical cohesion:

The global availability of similar products across countries is leading to a homogenization of cultures, which I believe negatively impacts traditional values and cultural diversity worldwide.

A country's history, language, and ethos are deeply intertwined with its manufactured artifacts The relentless spread of international brands threatens to overshadow traditional objects, leading to a loss of cultural richness and diversity This shift could result in the disappearance of unique expressions of a place's character, as seen in the significance of a specially crafted teapot in a Japanese tea ceremony or the traditional bowl made from tree bark used in a Fijian kava ritual.

Cohesive Devices in Argumentative Essays Written by Quy Nhon University’s Fourth-Year English Language Majors

In argumentative essays by fourth-year English Language students at Quy Nhon University, reference devices are the most frequently used cohesive elements, surpassing conjunctions, substitution, and ellipsis This preference enhances clarity and consistency, allowing students to smoothly link ideas across paragraphs and reinforce key themes without redundancy The emphasis on reference devices reflects academic training that prioritizes cohesive and logical writing While conjunctions, substitution, and ellipsis play supportive roles, references are favored for their ability to unify complex arguments, showcasing a writing style that values coherence and precision Additionally, students prefer lexical repetition over synonyms and antonyms to strengthen lexical cohesion, ensuring clarity and consistency essential for academic argumentation This approach reinforces core ideas and creates a cohesive narrative, ultimately aiding reader comprehension and making their arguments more accessible and persuasive.

Grammatical cohesion devices are crucial for improving clarity and coherence in argumentative essays, as they facilitate the seamless connection of ideas For English language majors, proficiency in these tools is key to achieving academic and professional success This study explores the application of grammatical cohesion devices in argumentative essays authored by fourth-year English majors at Quy Nhon University during Writing Course 4 and Writing Course 5.

4.2.1.1 Grammatical Cohesion Devices in the Writing Course 4 Argumentative Essays by Quy Nhon University’s Fourth-Year English Language Majors

Figure 4.3 The Occurence Frequency of Grammatical Cohesion in the Writing Course 4 Argumentative Essays by Quy Nhon University’s Fourth-

The pie chart illustrates the distribution of grammatical cohesion types in 15 argumentative essays written by fourth-year English majors at Quy Nhon University It reveals that reference and conjunction are the most commonly used devices, with reference accounting for 50.4% of occurrences This reliance on pronouns and demonstratives helps link ideas to previously mentioned concepts However, some references are vague or ambiguous, potentially disrupting the flow and clarity of the content Thus, while reference is the primary cohesion strategy, its effectiveness hinges on clear and precise usage.

Conjunctions are the second most frequently used device in the essay, accounting for 28.6% of total occurrences, highlighting the writer's effort to logically structure arguments and enhance progression However, inconsistent or inaccurate use of some conjunctions can disrupt the flow Nonetheless, the prevalent use of conjunctions indicates a commitment to establishing a cohesive structure, allowing readers to easily follow the argument through effective transitional phrases.

Ellipsis is utilized at a moderate rate of 17.4%, reflecting a tendency to omit elements that can be inferred from context While it aids in conciseness by eliminating repetitive information, it can also result in fragmented or incomplete sentences, potentially hindering clarity This indicates that although ellipsis is employed to streamline language, its effectiveness can be compromised by unclear structure in certain instances Ultimately, the moderate application of ellipsis demonstrates an effort to reduce redundancy, but a more precise use could significantly improve readability.

Substitution is the least utilized device in the writing, accounting for only 3.6% of the total, which suggests a preference for repeating terms rather than employing simpler alternatives that could enhance linguistic variety This limited use of substitution leads to redundancy, as essential concepts are reiterated with minimal variation in language A more balanced approach to substitution could have reduced repetitive phrasing and improved the overall cohesiveness of the essay.

The analysis indicates that the writer heavily relies on reference and conjunction for cohesion, comprising nearly 80% of the total usage Although this strategy effectively connects ideas and organizes essays, excessive reliance on reference can create ambiguity, and inconsistent conjunction use may disrupt the flow Additionally, while moderate ellipsis enhances conciseness, it can sometimes compromise clarity, and the infrequent use of substitution suggests a missed chance to introduce linguistic variety.

This is an example presenting the usage of grammatical cohesion:

Many believe that various factors contribute to environmental degradation, which has severe impacts on both local communities and the global ecosystem This essay will explore the causes and effects of this pressing issue.

The issue stems from multiple factors, primarily the Earth's abundant natural resources, which countries exploit to obtain fossil fuels and gas for development In their pursuit of progress, they prioritize the establishment of industrial plants, often at the expense of urban areas and vital ecosystems like forests and oceans This ambition, coupled with a lack of environmental awareness, leads to detrimental consequences for both the environment and nearby communities.

The impact of industrial factories extends beyond local communities to the global ecosystem, leading to significant health risks for residents exposed to carbon emissions These emissions not only jeopardize public health but also threaten wildlife by disrupting their habitats This issue arises from various factors, including the expansive nature of industrial operations and the ambitions of corporations To mitigate these detrimental effects, it is crucial for governments to implement robust environmental protection policies, ensuring the well-being of both local populations and the broader ecosystem.

The essay attempts to achieve grammatical cohesion through the use of reference, ellipsis, and conjunctions; however, these devices are often misapplied, resulting in a lack of clarity and coherence Reference, particularly through personal and demonstrative pronouns like “they,” “this,” and “their,” aims to link back to previously mentioned ideas, but frequently lacks clear antecedents, leading to ambiguity For example, the phrase “They just think about their advantages” leaves the subject unclear, disrupting reader understanding Additionally, terms like “their ambition” fail to define the exact subject, weakening the connection between ideas Consequently, while reference is used often, its vague application diminishes the overall flow and comprehension of the essay.

The essay predominantly relies on direct repetition of key terms, with minimal use of substitution Phrases like "they did everything that they can" and "they lack of awareness" would benefit from varied wording to enhance readability and reduce redundancy Furthermore, the frequent repetition of phrases such as "this phenomenon" creates a monotonous tone By incorporating more synonyms and rephrasing, the essay can achieve greater linguistic variety, avoid repetitive structures, and foster a more cohesive narrative.

The inconsistent use of ellipsis in the article leads to fragmented sentences that hinder readability Phrases like “This can create the potential effects on both local communities and the wider global ecosystem” lack essential context, forcing readers to infer meaning Additionally, the incomplete sentence “to build plants they did everything that they can, from selecting urban areas to destroy the forest or ocean” demonstrates a lack of coherence While the intention may be to streamline ideas, these unclear instances disrupt cohesion and complicate comprehension A more consistent and clear application of ellipsis would reduce redundancy, maintain meaning, and enhance the overall structure of the essay.

Conjunctions play a vital role in maintaining the logical progression of ideas, yet they are often misused or absent in critical areas of writing Transitional words like "Firstly," "Moreover," and "Additionally" serve to introduce new points, but their effectiveness can be diminished when not properly connected to surrounding sentences For example, the phrase "Moreover, to build plants they did everything that they can" fails to establish a clear relationship between the actions, weakening the transition Furthermore, the lack of conjunctions can obscure cause-and-effect relationships, as seen in the sentence "they can also lead to have excruciating impacts on people who are close to," where the connection between environmental degradation and its effects on individuals is unclear By incorporating appropriate conjunctions such as "because," "therefore," or "as a result," writers can enhance clarity and create a smoother flow in their essays.

To enhance the grammatical cohesion of the essay, it is essential to utilize more precise references, effective substitutions to minimize repetition, consistent ellipsis for clarity, and improved conjunctions to clarify relationships between ideas Although the writer employs these cohesion devices, their current use often results in ambiguity and fragmentation, which undermines the essay's readability and coherence By refining these elements, the essay can achieve a more cohesive structure, thereby improving its clarity and persuasive impact.

4.2.1.2 Grammatical Cohesion Devices in the Writing Course 5 Argumentative Essays by Quy Nhon University’s Fourth-Year English Language Majors

Figure 4.4 The Occurence Frequency of Grammatical Cohesion in the Writing Course 5 Argumentative Essays by Quy Nhon University’s Fourth-

Cohesive Devices in Argumentative Essay Written by Quy Nhon University’s Fourth-Year English Pedagogy Majors

Fourth-year English Pedagogy students at Quy Nhon University favor reference and conjunction devices in their argumentative essays to enhance clarity and logical flow Their focus on cohesive strategies ensures direct connections and readability, reflecting their academic training aimed at effective communication To avoid ambiguity and maintain precision, they use substitution and ellipsis less frequently Additionally, repetition is preferred over synonyms and antonyms, reinforcing key ideas while ensuring clarity and consistency This emphasis on accessible language promotes straightforward arguments, resulting in essays that are clear, cohesive, and effectively convey central themes.

Grammatical cohesion devices are essential for ensuring clarity and coherence in argumentative essays This section examines how fourth-year English pedagogy majors at Quy Nhon University apply these devices in their Writing Course 4 and Writing Course 5 essays By analyzing the results from both courses, the research aims to assess students' writing progress, highlight strengths, and identify areas for improvement, offering valuable insights for enhancing teaching methods and curriculum development.

4.3.1.1 Grammatical Cohesion Devices in the Writing Course 4 Argumentative Essays by Quy Nhon University’s Fourth-Year English Pedagogy Majors

Figure 4.7 The Occurence Frequency of Grammatical Cohesion in the Writing Course 4 Argumentative Essays by Quy Nhon University’s Fourth-

The pie chart illustrates the frequency of grammatical cohesion types in 15 essays by fourth-year English Pedagogy students at Quy Nhon University, highlighting reference, substitution, ellipsis, and conjunction Conjunctions dominate the chart at 45.6%, reflecting a significant reliance on connecting words to unify ideas and enhance the essay's structure This prominent use of conjunctions underscores their importance in organizing arguments and clarifying relationships between concepts.

References account for 44.3% of the total content, highlighting their significant role in ensuring continuity by linking sentences and recalling previously mentioned concepts This balanced use of references and conjunctions reflects a cohesive strategy that prioritizes both connection and flow throughout the essay.

Ellipsis and substitution are infrequently used in writing, accounting for only 5.3% and 4.8% of language elements, respectively This limited use of ellipsis indicates a preference for complete and explicit sentences over implied meanings Additionally, the low frequency of substitution reflects a tendency to repeat key terms rather than using simpler alternatives, which can lead to a somewhat repetitive writing style.

The essay's cohesion is largely achieved through conjunctions and references, comprising almost 90% of the cohesive devices utilized Although this method effectively links ideas, incorporating more ellipsis and substitution could diversify the language, improve readability, and minimize repetition.

Here is an example that presents the usage of grammatical cohesion:

Voluntourism, the practice of combining travel with volunteering, has gained popularity as a way to blend adventure with altruism While this trend provides numerous advantages, it is crucial to also acknowledge the potential drawbacks associated with it.

Voluntourism offers enriching experiences for travelers, allowing them to engage in unique activities while contributing to communities in need By participating as volunteer tourists, individuals not only gain valuable life experiences but also connect with local people, providing support through donations, gifts, and assistance This mutually beneficial exchange fosters happiness and positive change, making voluntourism a rewarding endeavor for both volunteers and the communities they serve.

Volunteers play a vital role in assisting local communities with their daily activities, providing experiences that may be rare for them in the future Additionally, by living alongside local residents, tourist volunteers have the unique opportunity to immerse themselves in the culture, enhancing their knowledge and understanding while expressing their personal insights.

While "voluntourism" offers numerous benefits, it also presents significant drawbacks Volunteers often invest considerable time in their efforts, which can detract from their professional and academic pursuits if not managed properly Furthermore, an exclusive focus on volunteering may lead to financial strain, as individuals risk neglecting paid work opportunities over extended periods.

Tourist volunteering, or voluntourism, offers numerous advantages to local communities and provides positive experiences for travelers However, it is essential to assess both the benefits and challenges associated with this practice to fully understand its impact on tourism and local development.

The essay on voluntourism effectively utilizes grammatical cohesion through various linguistic devices, including reference, substitution, ellipsis, and conjunction, to construct a coherent argument regarding the pros and cons of tourists participating in volunteer work A significant feature of the essay is the frequent use of personal and demonstrative pronouns, which enhances the clarity and connection between ideas.

Pronouns such as "they," "it," "this," and "them" play a crucial role in maintaining continuity within the text by referencing previously mentioned concepts, particularly tourists and voluntourism The consistent use of "they" to denote tourists or volunteers helps avoid redundancy, while "this" connects directly to the activity of volunteering, as seen in phrases like "it can be a waste of time for volunteers." This strategic use of references enhances cohesion, linking sentences together smoothly and creating a seamless flow of ideas.

In the essay, the writer frequently repeats key terms like “tourists,” “volunteers,” and “voluntourism,” leading to a somewhat repetitive tone Although this repetition reinforces the main topic, there is minimal use of substitutions, such as “this phenomenon,” which serves as an alternative to the primary terms.

The concept of "voluntourism" is introduced, presenting a unique blend of volunteer work and tourism However, the text's limited use of synonyms indicates potential missed opportunities to enhance diversity in language By integrating a broader range of alternatives for frequently repeated phrases, the essay could become more engaging and improve overall readability.

Comparing the Cohesion Devices in Three Data Sets

After being analyzed, the results were shown in pie charts presenting both the similarities and differences among three data sets

4.4.1 The Similarities Among Three Data Sets

An analysis of IELTS writing task 2 models and argumentative essays by fourth-year English Language and English Pedagogy students reveals notable similarities Both types of writing utilize conjunctions and reference devices to achieve clarity and cohesion, while the complex techniques of substitution and ellipsis are infrequently employed Additionally, repetition is predominantly used for clarity in both IELTS tasks and student essays, complemented by a moderate use of synonyms for variety and occasional antonyms for contrast.

An analysis of grammatical cohesion in IELTS Writing Task 2 essays and fourth-year English Language and English Pedagogy students' essays at Quy Nhon University reveals notable similarities in the use of cohesive devices The findings indicate a common focus on specific cohesive strategies, highlighting the linguistic approaches of advanced English learners and the requirements of academic and exam-oriented writing.

First of all, conjunctions emerge as the most frequently used form of grammatical cohesion across all three types of essays Words like “and,”

The frequent use of conjunctions such as "but," "because," and "therefore" highlights their crucial role in establishing logical relationships and enhancing the flow of ideas in writing Both IELTS candidates and English Language and Pedagogy students rely on these conjunctions to clarify and connect their arguments effectively By structuring main points and supporting details cohesively, conjunctions enable readers to easily follow the writer's reasoning Their straightforward nature and versatility improve text readability by providing logical transitions between sentences and paragraphs In IELTS Writing Task 2, where time is limited, conjunctions are essential tools for constructing cohesive responses Likewise, in academic essays, they foster structured narratives, demonstrating clear arguments This shared reliance on conjunctions among advanced English learners emphasizes their importance in linking ideas and achieving coherence in writing.

In term of reference, including pronouns like “he,” “she,” “it,” and

Reference devices such as pronouns ("they") and demonstratives ("this," "that," "these," "those") play a vital role in enhancing textual cohesion in both IELTS essays and academic writing Their frequent use indicates that IELTS test-takers and students in English Language and Pedagogy programs understand how to avoid repetition and create a streamlined reading experience By linking ideas between sentences and paragraphs, these devices maintain a continuous flow of information, which is essential for constructing coherent responses in IELTS assessments In academic essays, reference devices contribute to concise and cohesive arguments, underscoring their importance in producing well-organized texts that effectively guide readers through the content.

Substitution and ellipsis are often underutilized in IELTS essays and the academic writing of English Language and Pedagogy students Substitution replaces words or phrases to prevent repetition, while ellipsis omits elements implied by context These cohesive devices are more complex than conjunctions and references, requiring a deeper understanding of context and grammar for clarity The infrequent use of substitution and ellipsis among advanced English learners may stem from concerns about ambiguity or unfamiliarity with their application.

In IELTS Writing Task 2, candidates often prioritize clarity over stylistic complexity due to time constraints, leading them to favor direct forms of cohesion This trend is also evident in academic essays by English Language and English Pedagogy students, who tend to limit their use of substitution and ellipsis in favor of more straightforward cohesive devices like conjunctions and references Such preferences reflect a common goal of achieving accessible and reliable coherence while minimizing the risk of ambiguity in their writing.

The dominance of conjunctions and reference devices in the cohesion strategies of IELTS candidates and English majors indicates a functional approach to grammatical cohesion This preference highlights a commitment to clarity and coherence, as these tools effectively create logical connections and minimize repetition In contrast, the limited use of substitution and ellipsis suggests a cautious strategy, where students prioritize clear and direct arguments, steering clear of the complexities that these alternatives might introduce.

The analysis reveals opportunities to improve writing instruction and test preparation, highlighting that while students effectively use conjunctions and references, their limited use of substitution and ellipsis signifies gaps in their cohesion skills By broadening their knowledge of these less common cohesive devices, students can enhance their writing's variety and sophistication, ultimately producing more nuanced and well-organized texts that engage readers effectively.

The findings highlight the importance of supporting students in enhancing their writing skills, particularly in the context of IELTS and academic essays, where conjunctions and references are prevalent Educators can enhance student learning by introducing focused lessons on substitution and ellipsis By creating exercises that encourage students to replace repeated nouns with appropriate alternatives and practice using ellipsis for more concise sentences, instructors can help students become proficient in these techniques, ultimately leading to more varied and effective writing.

Incorporating model essays that demonstrate a balanced use of grammatical cohesive devices offers students clear examples of varied cohesion Engaging in discussions about these models can enhance students' understanding of how substitution and ellipsis contribute to more sophisticated writing For effective IELTS preparation, integrating activities that practice these techniques in response to sample prompts can equip students with essential skills to utilize a wider array of cohesive strategies under exam conditions.

In summary, the analysis of grammatical cohesion in IELTS Writing Task 2 essays and fourth-year English Language and English Pedagogy students' essays shows significant similarities in the use of cohesive devices Both groups predominantly employ conjunctions and reference devices, indicating a strong focus on clarity and coherence The lesser use of substitution and ellipsis points to a preference for simpler forms of cohesion This trend illustrates a functional approach to cohesion, with advanced English learners and test-takers favoring reliable strategies that improve readability and effectively convey their arguments.

The findings highlight opportunities for growth in students' writing skills by encouraging the use of diverse cohesive devices, such as substitution and ellipsis Educators and IELTS instructors can leverage these insights to help students enhance their cohesive writing techniques, fostering a balanced approach that improves academic performance and prepares them for various writing challenges in real-world scenarios Ultimately, a deeper understanding of grammatical cohesion will empower students to become versatile writers, capable of meeting the demands of both academic and professional environments.

The pie charts analyzed indicate notable similarities in the use of repetition, antonyms, and synonyms between IELTS Writing Task 2 essays and those composed by fourth-year English Language and English Pedagogy students These lexical cohesion devices are crucial for reinforcing key ideas, improving clarity, and enriching argument expression The consistent frequency of these devices across both writing contexts highlights common strategies employed by advanced English learners and test-takers to create cohesive, readable, and effective essays.

Repetition is the most commonly used lexical cohesion device in IELTS and academic essays among English Language and English Pedagogy students Writers often repeat key terms and phrases, such as “education,” “technology,” and “environment,” to emphasize main ideas and maintain thematic cohesion This practice reflects an understanding of its importance in creating a clear narrative, continuously highlighting key points for readers The use of repetition indicates that students prioritize consistency when conveying complex ideas, minimizing ambiguity and enhancing readability In IELTS Writing Task 2, where concise responses are crucial, repetition allows candidates to effectively build and reinforce their arguments without relying on varied vocabulary Similarly, English Language and English Pedagogy students utilize repetition to ensure clarity and focus on essential concepts in their academic writing.

Repetition is common in writing, but the use of synonyms, while less frequent, plays a crucial role in enhancing expression and avoiding redundancy In IELTS Writing Task 2 essays and those by English Language and English Pedagogy students, synonyms help rephrase key terms without altering their meaning, adding stylistic variety and maintaining reader engagement For example, writers might replace “solution” with “approach” or “strategy,” which preserves cohesion and improves text fluency The moderate application of synonyms indicates that students and test-takers appreciate varied language, although they often rely on repetition for clarity While using synonyms enriches stylistic diversity, it necessitates a broader vocabulary and precision to prevent misunderstandings English Language students tend to use synonyms more frequently due to their specialized training, but all three groups leverage synonyms alongside repetition to enhance lexical cohesion and offer alternative expressions for recurring ideas.

DISCUSSION AND CONCLUSION