Abstract
The majority of the studies that analysed the use of cohesive devices relied on Halliday and Hasan’s (1976) model, which was acknowledged to be the most comprehensive model of cohesion. Reviewing the previous studies has revealed that research has fallen short of analysing the links between the text and the contextual world, including culture, for example. This paper introduces the concepts of the cohesive devices based on the 1976 model with reference to examples from English and Arabic. Then, the paper builds on the 1976 model and expands it based on suggestions proposed by different authors, and introduces the new tool: construction-based cohesion.
Highlights
Halliday and Hasan’s 1976 model of cohesive devices has so far been used in a significant number of studies (e.g. Abu-Ayyash and McKenny 2017; Guna and Ngadiman 2015; Karadeniz 2017; Rostami, Gholami and Piri 2016); Comprehensive as it is in depicting the ties that exist between various parts of the text (Moreno, 2003; Xi, 2010), the 1976 model has not been revised for adaptation since its inception, probably because it has been perceived of as ‘the best known and most detailed model of cohesion available’ (Baker 2011, p. 180)
This paper discusses the adaptations that can be integrated into the 1976 model with the aim of building an all-encompassing instrument of cohesive devices that can be used in different ways and domains in textual analysis, one of which is the analysis of students’ academic writing
Acknowledging the seminal contribution of Halliday and Hasan (1976) to text analysis, this paper proposes the adaptation of the model in order to build a comprehensive instrument of cohesion
Summary
Halliday and Hasan’s 1976 model of cohesive devices has so far been used in a significant number of studies (e.g. Abu-Ayyash and McKenny 2017; Guna and Ngadiman 2015; Karadeniz 2017; Rostami, Gholami and Piri 2016); Comprehensive as it is in depicting the ties that exist between various parts of the text (Moreno, 2003; Xi, 2010), the 1976 model has not been revised for adaptation since its inception, probably because it has been perceived of as ‘the best known and most detailed model of cohesion available’ (Baker 2011, p. 180). This paper discusses the adaptations that can be integrated into the 1976 model with the aim of building an all-encompassing instrument of cohesive devices that can be used in different ways and domains in textual analysis, one of which is the analysis of students’ academic writing. The sources of these adaptations will be the suggestions made by different authors in the literature in addition to the writer of this paper’s proposal. Acknowledging the seminal contribution of Halliday and Hasan (1976) to text analysis, this paper proposes the adaptation of the model in order to build a comprehensive instrument of cohesion. This paper endeavors to answer the following question: What are the adaptations that can be incorporated into Halliday and Hasan’s (1976) model of cohesive devices and that can lead to a comprehensive model of cohesion?
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