W1 Module 06 Connecting Everyday Experiences
W1 Module 08 Revising with Evidence
W1 Module 07: Building Lexical Cohesion
⚡️ Using repetition, reference, and feedback to connect a narrative
A paragraph can contain correct individual sentences and still feel disconnected. Cohesion is the network of language that helps readers see how one sentence relates to the next. At an A2 level, useful cohesive resources include controlled repetition, clear pronoun reference, related vocabulary, and sequence connectors. This week, you will exchange drafts and give focused feedback. Only after completing your own draft may you use teacher-authorized GenAI for limited feedback on clarity, connectors, repetition, punctuation, or general understanding. The tool’s suggestions are not automatically correct. You must compare them with models, course criteria, dictionaries, and your own intention. You will create a revision trail that records what you accepted, what you rejected, and why. This makes your decisions visible and protects your authorship.
Essential understanding(s)
- How does lexical cohesion help readers follow a paragraph?
- How can writers use AI feedback without giving up responsibility for their text?
Guiding Questions
- When does repetition support clarity, and when does it become unnecessary?
- How can pronouns refer clearly to people, objects, or ideas?
- What questions should a peer or AI tool answer about a completed draft?
- How can a revision trail demonstrate critical decision-making?
Learning outcomes
- Identify examples of controlled repetition, reference, and related vocabulary in a paragraph.
- Revise unclear pronoun references and unnecessary repetition.
- Give peer feedback using specific A2-level criteria.
- Use authorized GenAI only after drafting and only for limited feedback.
- Document accepted and rejected suggestions with brief reasons.
Key concepts and vocabulary
| Term | Working definition |
|---|---|
| cohesion | language connections that link parts of a text |
| lexical cohesion | connections created through words and vocabulary relationships |
| controlled repetition | repeating a key word when it helps maintain a clear focus |
| unnecessary repetition | repeating language without adding clarity or emphasis |
| pronoun reference | the relationship between a pronoun and the noun it replaces |
| antecedent | the noun or phrase that a pronoun refers to |
| feedback | information about how a text may be understood or improved |
| suggestion | a proposed change that the writer may accept, adapt, or reject |
| revision trail | a record showing changes and the reasons for decisions |
| writer responsibility | the obligation to understand and decide every submitted change |
Main chapter content
How lexical cohesion works
Readers connect sentences partly through vocabulary. A paragraph about a study app may repeat app, use the pronoun it, and include related words such as reminder, calendar, deadline, and assignment. These words create a shared topic. Without lexical cohesion, the paragraph may jump from one noun to another and force the reader to guess the connection. At A2 level, clarity is more important than avoiding all repetition.
Balancing repetition and reference
Repeat a key noun when a pronoun might be confusing. “Ana sent a message to Carla because she needed help” is unclear: who needed help? Replacing she with Ana or Carla solves the problem. Use pronouns when the antecedent is obvious: “I downloaded a study app. It sends a reminder each evening.” If every sentence begins with the same noun, combine controlled repetition with pronouns or related vocabulary. The purpose is to create a clear chain, not to use as many different words as possible.
Giving useful peer feedback
A peer reader should describe the reading experience rather than rewrite the paragraph. Ask the reader to underline key words, draw arrows from pronouns to their antecedents, and circle connectors. The reader can then answer: Where did the sequence become unclear? Which word was repeated too often? Which pronoun was difficult to understand? Which sentence did not connect to the main focus? Specific observations are more useful than “It is good” or “Fix grammar.”
Using limited GenAI feedback critically
After your independent draft exists, an authorized tool may respond to a narrow request such as: “Identify places where the sequence is unclear. Do not rewrite my sentences.” Another prompt might ask it to point out repeated words or possible punctuation problems. Do not ask for a corrected paragraph. Examine each suggestion. Is it appropriate for A2? Does it preserve your meaning? Can you explain the proposed change? Verify vocabulary and rules with class materials, a dictionary, or the teacher. AI may misunderstand your context or recommend language that is too advanced.
A practical cohesion map
Create a cohesion map by writing the main topic word in the center of a page and listing the words that refer to it throughout the paragraph. Include exact repetition, pronouns, and related vocabulary. Then draw arrows in the order the words appear. A reader should be able to follow the chain without guessing. If a pronoun could point to two nouns, replace it with the clearer noun. If the same key word appears in every sentence, decide where a pronoun or a familiar related word can reduce unnecessary repetition. Also check that related words belong to the same meaning area. In a paragraph about an online class, lesson, teacher, platform, message, and assignment may form a useful network. An unrelated shift to restaurant vocabulary breaks the chain. This visual check turns the abstract idea of cohesion into something you can examine and revise.
Creating the revision trail
Keep the original draft and make a simple record with four parts: the issue, the suggestion, your decision, and your reason. For example: “Repeated phone five times; AI suggested device; rejected because device is less specific and not a word I normally use.” Another entry might say: “Pronoun it had no clear antecedent; peer suggested repeating the app; accepted because the meaning is clearer.” The revision trail shows that feedback informed your thinking but did not control it. Submit it with the next revised version.
Question
How can I find more dynamic verbs instead of relying too much on linking verbs and others like to make, to have, etc.? How can I avoid subjective tone with phrases like … it is important, it is vital, etc.?
- Work on reducing Nominalizations, verbs to be (Linking Verbs The Hidden Connectors of English), to take, to make, important, etc.
- Work on adding punctuation.
Sample Text
the preparation for my classes is an important part of my daily routine the organization of my books and notes usually happens in the evening the completion of my homework is also a priority before I go to bed a review of my notes takes place for about twenty minutes this review gives me an improvement in my understanding of difficult ideas sometimes there is a reduction in my concentration because of my phone for this reason the decision to put my phone in another room is helpful better management of my study time gives me more confidence before class
Question
How can I find more dynamic verbs instead of relying too much on linking verbs and others like to make, to have, etc.? How can I avoid subjective tone with phrases like … it is important, it is vital, etc.?
- Work on reducing nominalizations, verbs to be, to take, to make, important, etc.
- Work on adding punctuation.
Sample Text
the use of social media is a regular part of my day the checking of messages usually happens immediately after I wake up the viewing of short videos also takes place during breakfast sometimes there is an interruption of my study because of notifications the constant arrival of messages causes a loss of attention during homework for this reason the creation of limits on my phone has become important the removal of some notifications gives me better control of my time I also make a decision to stop using my phone during class these changes produce an improvement in my concentration and make communication with my classmates more purposeful
- Assign questions.
- Brainstorm.
- Review idiomatic expressions and phrasal verbs to include in first draft.
- Complete first draft.
- Avoid…
a. “there is/are”
b. “to be” or any linking verbs in the topic sentence.
c. “important”, etc.
- Complete first draft in your notebook.
- Receive feedback from me with my initials in your notebook.
- Complete the final draft.
- Take a picture of your work (with my initials).
- Submit image to this assignment.