Session 1
1. Define the concept of “textual relationship” and introduce the four categories in the following chart.
Definition:
(1) textual relationship: referring to “how the paragraphs relate to each other or how the relationships between ideas are signaled”, has long been an object of study.
There are actually many types of textual relationships or patterns existing between discourse sentences or units.
Classification of textual relationship (Yu, 2007; Huang, 2012):
General-example(s)
2. Distribute the handout clearly displaying the concept of “general-specific” and ask students to read through the article (extracted from High School English Textbook Sanmin Book 1). Lead students to underline the sentences which mark the textual relationship. Then, have students discuss the structure of this articles in groups.
Article
Not Just a Friend
Dogs have been called “man’s best friend.” They guard homes, help the police, and guide the blind. Now, dogs have found a new way to help people—changing the lives of the sick, the elderly, and the lonely as therapy dogs.
Research has shown the benefits of having dogs around. People with pets, especially dogs, tend to live longer than people without them. In addition, researchers have discovered that petting a dog can lower a person’s blood pressure. Generally speaking, with the presence of dogs, people feel not only better and happier but also calmer and more relaxed. As a result, a growing number of dogs have received training and become therapy dogs in recent years.
Blackie, for example, is a much loved therapy dog that visits nursing homes. Once, Blackie saw an old lady who often looked sad and never
spoke to others. He went up to the lady and wagged his tail happily as a greeting. Then, a miracle happened. The lady petted Blackie’s head, and a smile began to brighten her face as she said, “What a nice dog!” All of the nurses were surprised, and some of them even cried with joy. To them, nothing was more miraculous than the sudden change in the woman. It was all because Blackie reached out to her. As Blackie continued to visit the lady, she slowly turned into a smiling and energetic woman.
*In another case, ...
Today, therapy dogs continue to brighten up the lives of many people in hospitals and nursing homes around the world. Perhaps one day, psychiatrists will prescribe not only medicine but also visits from therapy dogs! (From Not Just a Friend)
(* The fourth paragraph is omitted because of the similar pattern to the third paragraph.)
Structure of the Article:
Organization Lexical Cohesive Devices
General Introduction superordinate (dog) and its schematic collocation (man’s best friend)
Theme of the article Hyponym of dogs (therapy dogs) and their general functions
Specific changes (Supporting Ideas)
Discourse organizing word (benefit) + reiteration of specific functions+ lexical bundles
Specific Example Example with reiteration of therapy dogs (much loved therapy dog) + collocation (wag one’s tail)+
antonym + specific change (miracle) + more specific and detailed collocated phrases (cried with joy, etc) Conclusion Reiteration of theme (visits of therapy dogs) +
synonyms with additional/ conclusive meaning (brighten up the lives)
Cited from Huang (2012). Lexical Cohesion in Different Textual Relationships: How It Works in EFL Textbooks.
3. Distribute the handout clearly displaying the concept of “problem-solution” and ask students to read through the article (extracted from High School English Textbook Sanmin Book 5). Lead students to underline the sentences which mark the textual
relationship. Then, have students discuss the structure of this articles in groups.
Article
Global Warming: You can Make a Difference
Have you noticed that in recent years, the news has been full of reports about abnormal weather events? For example, in 2003, Europe experienced a heat wave, which killed over 20,000 people. Unusually hot weather has caused major annual wildfires in California, Indonesia, and Australia. The island of Taiwan has experienced destructive floods in some years and serious droughts in other years. Scientists estimate that the world's weather will continue to get worse, doubling the number of weather-related deaths in the next twenty-five years. What is going on, and why?
Scientists believe that these bizarre weather disturbances are signs that the earth's climate is changing. They claim human industrial activity is causing this change by making the earth hotter, in a process known as global warming. This warming is being caused by the huge amounts of carbon dioxide discharged into the atmosphere by the burning of fuels such as oil, gas, and coal. All over the planet, cars, airplanes, and factories continuously pour carbon smoke into the atmosphere. However, a large amount of carbon waste also comes from ordinary people. The electricity that powers air conditioners, refrigerators, and lights comes mainly from carbon fuels. The problem is that carbon dioxide absorbs the sun's heat and doesn't allow it to escape into space. Scientists have measured not only the increased carbon levels in the air, but also the increased temperatures around the world.
Scientists have also observed changes in the north and south polar ice sheets, both of which are melting and causing the sea level to rise. Some predict that it could rise so much that major cities like London, New York, and Taipei could become underwater cities by the end of this century. If this catastrophe happens, millions will be homeless. Greater quantities of sea water combined with higher temperatures means more water will evaporate into the air, and then fall as heavy rain. Scientists consider recent huge floods evidence of the excessive rainfall caused by global warming. There has also been greater rainfall in hurricanes over the last decade. One example is the deadly Hurricane Katrina of 2005, which led to the flooding of New Orleans in the U.S. By contrast, other parts of the world, especially around the already hot equator, are becoming drier. The Sahara Desert in Africa is expanding, and as more farmland turns to barren desert, millions could die of famine.
Unfortunately, because many countries are becoming more industrialized, even more carbon dioxide is entering the atmosphere each year.
Some experts think that only if the world's important nations take action will humans be able to stop the acceleration of global warming.
Countries such as Sweden, Norway and the Netherlands have successfully introduced carbon taxes on fuel to encourage factories to reduce their carbon emissions. In Taiwan, monthly electricity bills indicate the amount of carbon dioxide a household or business produces, in order to remind people of the global warming problem. Many major cities are also trying to save energy. The Taipei City Government, for instance, is promoting the use of energy-saving light bulbs. Meanwhile, in London, people who wish to drive their cars into the city center must pay a special charge for permission to do so; as a result, many drivers now choose public transportation instead.
Apart from government action, individuals can also conserve energy.
Everyone can use less hot water, turn off electronic devices when not using them, and avoid turning on air conditioners unless they are really needed.
People can use public transportation instead of cars or motorcycles and, if possible, walk or ride a bicycle. Everybody can also try to reduce the use of paper and plastic bags. Paper bags are made from trees, which are important in taking carbon dioxide out of the atmosphere, and oil must be burned to make plastic bags.
If billions of people become activists, then this current situation will greatly improve. So, if you are worried about global warming, find out what you can do to reduce your own production of carbon gases.
Structure of the Article:
Organization Lexical Cohesive Devices
General Introduction superordinate (abnormal weather events) and its schematic collocation (unusually hot weather, etc) + lexical bundles (Have you noticed that…, etc) Theme of the article + collocations (carbon dioxide discharged, etc) + the discourse organizing word (problem) or the lexical bundle(the problem is that)
Solutions from the
government and individuals
the discourse organizing marker (take action) + superordinate (two major steps) and its schematic collocations (energy-saving light bulbs, etc)
Conclusion Reiteration of general words (improve the current situation, etc)
Cited from Huang (2012). Lexical Cohesion in Different Textual Relationships: How It Works in EFL Textbooks.
4. Distribute the handout clearly displaying the concept of “cause-effect” and ask students to read through the article (extracted from High School English Textbook Sanmin Book 3). Lead students to underline the sentences which mark the textual relationship. Then, have students discuss the structure of this articles in groups.
Article
Let’s Dig In
What makes us choose some foods over others? Experts have more than one answer to the question. In fact, as they dig into the issue, several factors have been found at play, including geography, as well as the customs and traditions in our cultures.
Geography often plays an important role in the foods we choose. Because Japan is surrounded by water, the Japanese diet is rich in seafood. Another example is millet. It is one of the main crops in Africa, where it can thrive in the hot climate. This is exactly why it is also found in certain Asian countries where the average temperature tends to be high. In contrast, the cold climate close to the North Pole makes it necessary for some Eskimos to find the fat and protein they need in the blubber of whales.
Other than geography, customs and traditions are important factors that affect our choices of food. On New Year’s Day, the Greeks bake a special type of bread containing a lucky coin, which is usually made of silver or gold.
Whoever finds the coin in his or her serving of the bread is said to be blessed with good luck in the new year. In Japan, lobster is served as an essential part of a birthday meal because its shape looks like a person with a hunched back who has lived to an old age.
*At times, a culture-specific food may have a history of its own. … It is safe to say that food choices have seldom been made at random.
Rather, they often result from the interplay of complex factors. Keep this in mind when you have the opportunity to visit France and taste roast snails.
Better yet, try to find out the origin of the French delicacy. Perhaps, what you discover will keep you from losing your appetite─if you are not scared of slimy snails!
(* The fourth paragraph is omitted because of the similar pattern to the second/ third paragraph.)
(several factors have been found at play)
Cause Direct repetition of the main factors + lexical bundles (play an important role in, etc) + schematic
collocation between clauses with causal relationship (surrounded by water vs. seafood, etc)
Effect Discourse organizing markers: Concluding
mentioned information (interplay of complex factors)
Cited from Huang (2012). Lexical Cohesion in Different Textual Relationships: How It Works in EFL Textbooks.
5. Distribute the handout clearly displaying the concept of “time-sequence” and ask students to read through the article (extracted from High School English Textbook Sanmin Book 1). Lead students to underline the sentences which mark the textual relationship. Then, have students discuss the structure of this articles in groups.
Article
A Lesson in Forgiveness
On a quiet Saturday afternoon, my friend and I were throwing stones onto the roof of an old lady’s house. It didn’t matter to me that I knew the old lady because I delivered the newspaper to her every day. The truth was we were bored, and throwing stones was something interesting to do—at least to boys like us.
I found a stone and sent it for a ride. However, it slipped out of my hand when I threw it. It hit a small window of the house and broke the glass. The crash sounded very loud. We were afraid of being caught and took off without delay.
For the next few days, I was so worried about getting into trouble that I didn’t think of the old lady and her broken window. However, when I was sure that I wasn’t in trouble, I started to feel sorry. Besides, I still had to deliver newspapers to the old lady. Every day, she smiled at me when I gave her the paper, but I was no longer comfortable in her presence.
I made up my mind to save the money I made from delivering newspapers, and I calculated that seven dollars would cover the cost of repairing her window. In three weeks, I had the seven dollars ready. I put the
money in an envelope and wrote a note. It said that I was sorry for breaking her window, and that I hoped the seven dollars would cover the cost of repairing it.
When it was dark, I walked quietly to the old lady’s house, and pushed the envelope under her door. I felt relieved and couldn’t wait to look straight into her eyes once again.
The next day, I handed the old lady her paper, happily returning the warm smile that I received from her. She thanked me for the paper and said, “Here, I have something for you.” It was a bag of cookies. I thanked her and left.
I walked away, enjoying the cookies. They tasted great. After eating several, I discovered an envelope inside the bag and pulled it out. When I opened it, I was very surprised. In the envelope, there were the seven dollars and a short note that said, “I’m proud of you!”
adverbial temporal phrases ( On a quiet Saturday afternoon→For the next few days→In three weeks
→The next day)
Adapted from Huang (2012). Lexical Cohesion in Different Textual Relationships: How It Works in EFL Textbooks.
Session 2
1. Distribute a part of newspapers to each group. Instruct them to find examples of the four textual relationships in the newspapers. Ask them to underline the sentences showing the textual relationships and hand in their articles. Then exchange the articles to different groups to examine whether the examples chosen are correct or not.
2. Give each group some scrambled sentences and ask them to match two sentences together to make the two sentences textually meaningful. Have students share their answers and explain the rationales to different groups. Check the answers together.