如何在Micro层次上实现Coherence和Cohesion要求？.ppt

* The presenter should allow students/participants several minutes to read over the paragraph. Then, the presenter should facilitate a discussion about why this paragraph is readable. Students may argue that the paragraph is readable because it has relatively short, subject-verb-object sentences. Or, they may argue that the paragraph is readable because it uses plain language. Both of these answers are valid, and the presenter should encourage the students/participants to think about the characteristics of the paragraph that facilitate coherence. Click mouse to advance slide. * If, in the course of the preceding discussion, the students suggest that the paragraph is readable because it has an subject-verb sentence structure, the instructor can point out that S-V and S-V-O are two of many sentence structures a writer can adopt. S-V and S-V-O are particularly effective because English lends itself to those grammatical constructions. For more information on the S-V-O sentence order, the presenter should consult the “Five Principles of Readability” PowerPoint. Click mouse to advance slide. * Proceed to the next slide. Click mouse to advance slide. * The instruction should give the students/participants several minutes to read the sentence and analyze its sentences’ structures. Then, the instructor should facilitate a discussion about the paragraph’s sentence structure. In this case, the paragraph is difficult to read because the paragraph uses an expletive (“It is thought…”) inverted sentence order (“…,” says Bill Starkson…), and the passive voice (…the public is thought…). The paragraph does not accompany its T-R-I sentence structure with given-new or parallel organization. For more information on these sentence-level issues, see the “Five Principles of Readability” PowerPoint. Click mouse to advance slide. * The presenter should allow students/participants to work individually, in pairs, or in groups to reorganize the paragraph. After the students/participan