Question

Cohesive devices perform a fundamental role in structuring discourse, linking ideas, and ensuring textual coherence. Research indicates that certain categories of cohesive devices consistently pose challenges for learners. Considering typical patterns in Brazilian ESL (English as a Second Language) students’ writing, a recurrent difficulty in the use of cohesive devices is

Accepted Answer

E) the inappropriate or inconsistent use of referential pronouns and demonstratives, the overreliance on basic additive or adversative conjunctions such as “and” or “but,” and the challenges in employing lexical cohesion through synonyms, collocations, hyponyms, and hyperonyms.

Answer

A) an excessive focus on advanced lexical cohesion strategies, leading students to overcomplicate sentence structures, ignore simple connectors, and produce texts that, while grammatically correct, are overly formal and semantically rigid, reducing natural flow.

Answer

B) a complete mastery of all cohesive devices, leading to consistently accurate and fluent use of connectors, pronouns, lexical ties, and collocations, effectively eliminates the need for teacher intervention or peer feedback in the learning process.

Answer

C) the inability to produce any logically connected text, with sentences completely disjointed and lacking repetition, reference, or lexical cohesion, even in basic, short paragraphs, which would suggest no exposure to cohesive devices at all.

Answer

D) the application of cohesive devices exclusively in oral production tasks, with written texts entirely unaffected, implying that students’ difficulties are limited to speech and have no impact on writing coherence or clarity.

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