Writing Task 2 — Coherence and Cohesion

By the end, you can arrange one Task 2 paragraph around a central claim, connect its sentences, and repair a vague reference. Coherence concerns whether ideas progress logically. Cohesion concerns whether connections between sentences and paragraphs are clear. The official criterion is called Coherence and Cohesion, but this component lesson cannot assign an examiner band. Read the examples, practise the choices, then revise your own short paragraph.

A body paragraph needs one central idea: claim → reason → concrete consequence → link back to the argument. Each new sentence should make the preceding idea clearer or move it forward. A linking expression can signal a genuine relationship, but it cannot create one. Repeat an important noun when a pronoun would be ambiguous. Use “this problem”, “these measures” or “such changes” only when the preceding sentence makes the referent unmistakable. “However” should signal a real contrast; “therefore” should signal a supported inference.

Weak example — “Firstly, technology is useful. Moreover, students use it every day. Furthermore, it can save time. In addition, technology has disadvantages. Nevertheless, students sometimes become distracted.” The paragraph jumps between general praise and a drawback without developing either. Moreover, Furthermore and In addition add almost the same weak relationship. Nevertheless suggests a contrast without clarifying what it contrasts with. The repeated word “technology” is not the problem; the missing explanation is.

Improved example — “Digital study calendars can help students manage deadlines. By placing assignments in one schedule, a learner can see when two tasks compete for the same evening and plan earlier. Notifications are useful for this purpose, although students may need to silence unrelated alerts while studying.” The paragraph stays with time management. “For this purpose” refers clearly to planning deadlines. “Although” introduces a relevant limit rather than a new topic. The claim is supported by a plausible mechanism, not a stack of signposts.

Consider: “Shared cycle lanes can make short journeys safer when they separate riders from fast traffic. Clear junction markings are especially important where drivers turn. Many people prefer to watch films at home. As a result, local authorities should inspect lane markings regularly.” The film sentence belongs elsewhere; deleting it restores unity. “As a result” then refers to the safety argument and maintenance need. Compare “Libraries extended their weekend hours, and community centres added evening classes. They were popular.” “They” could refer to hours, centres or classes. Name the intended idea: “The evening classes were popular.” Clear repetition is better than a vague pronoun.

For an original TutorLand prompt about allowing neighbourhood parks to stay open later, plan one paragraph supporting a trial. First claim: later opening may help shift workers exercise. Next explain who benefits and why current hours exclude them. Then give a plausible example, such as someone finishing an evening shift. Finally connect the benefit to a limited trial with lighting and supervision. Keep the paragraph on access; save costs or noise concerns for another paragraph. Ask after each sentence, “What does this add to my central point?”

Editing task: repair “Firstly, the city planted trees. Moreover, this is good. Furthermore, they are cheaper. Also, public transport should be free.” Decide what “this” refers to, whether the cost claim has evidence, and whether the last sentence belongs. Independent application: write 70–100 words on the original prompt “A district is considering more shaded seating at public bus stops. What is one benefit, and what practical limitation should planners consider?” Choose either the benefit or the limitation for one focused body paragraph. Explain a mechanism and use references a reader can trace. This is paragraph practice, not a complete essay.

Check: □ Does every sentence serve one central idea? □ Can a reader follow claim, reason and consequence? □ Does each pronoun or “this” point to a clear noun or idea? □ Have I used connectors only where the logical relation exists? □ Could repeating the key term be clearer? The next lesson, Vocabulary and Collocation, looks at precise and natural language within a clear argument. It becomes available only after review and publication.