Paragraph Cohesion
Link ideas across paragraphs using a wider range of cohesive devices including word repetition, grammatical connections such as adverbials, and ellipsis to create coherent extended texts
Share and support
Teaching Table
Set out your lesson
Link short paragraphs through a clear repeated topic, a suitable connecting phrase, and recoverable grammatical ellipsis.
Ask what a paragraph groups: connected sentences about a focus. Read 'We put the drawing on the wall. This picture welcomed visitors.' Ask what 'This picture' refers to. If it is unclear, point to the repeated idea. Then read 'We lost the key. As a result, we could not open the box.' Ask which event causes the other. Reteach reference and cause before adding several devices. Existing prerequisite sources are available but are not evidence of learner readiness.
Check readiness directly. Prerequisite availability is not attainment.
Use paper and a pencil. All required texts, notes and planning fields are on the stage sheets. Start with the readiness check. Read Show, then work on Guided. Use a separate sheet for Try. There is no time or word-count target. Read the active sheet on screen and write on plain paper. No printer, cutting, purchase or internet is needed. An adult may read instructions or passages without interpreting them. Record read-aloud help, prompts and scribing. Oral answers can show reasoning; dictation and adult scribing do not show independent written composition or handwriting. Split the lesson or pause as needed. Adult-only: keep keys and scripts away from learner pages. Share only the current Show model. Put Show and Guided work aside before Try. Keep the fresh passage or fact notes available in Try; text analysis is not a memory test. Give no target answers, phrases or interpretations during the first attempt. If help is needed, give it and record the work as supported. Use the supplied fiction. No real names, family stories, private experiences, uploads or public sharing are needed. No physical performance is required.
Record the actual response and assistance. These tasks do not establish mastery.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
No claim is made that a connector alone establishes a true causal relationship. A well-written response can repeat a key noun. The lesson teaches grammatical ellipsis, not quotation omission or dramatic trailing dots.
Age bands do not establish readiness. Check the learner’s response before continuing.
Record the actual response and assistance. These tasks do not establish mastery.
Compare teaching approaches
Teaching approaches
Gakuva’s recommended starting approach is selected. You can still compare every option.
1 approach
Link short paragraphs through a clear repeated topic, a suitable connecting phrase, and recoverable grammatical ellipsis.
Link short paragraphs through a clear repeated topic, a suitable connecting phrase, and recoverable grammatical ellipsis.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
External links for extra practice. They do not replace Gakuva’s teaching approach.
No additional resources are listed for this topic.
The teaching approach appears above.
Check understanding
- Use adverbials such as 'on the other hand' and 'as a consequence' to connect paragraphs
- Apply ellipsis to avoid repetition while maintaining clarity across sentences
- Create cohesion by repeating key words or using synonyms to link ideas between paragraphs
“When your child writes a long piece across several paragraphs, do the sections feel connected — with repeated key words, linking phrases, and occasional gaps (ellipsis) used deliberately to hold the whole text together?”
Curriculum record
- Type
- Procedural
- Subject
- English
- Domain
- Grammar & Punctuation
- Age range
- Ages 10–11
Standards