Who are they?
Write about what you see. What do they look like?
What are they doing?
(Hopgood-Kazee)

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1) The state or quality of being one.
2) T he act, state, or quality of forming a whole from separate parts.
(Unity)
Synonyms: oneness completeness wholeness accord harmony symphony
(Full Spectrum Unity Holding Hands Concept)

Do these pictures show the idea of unity? Explain why or why not.
(Diverse Hands Linked in Unity)
(Team Canada)

Describe what you see.
http://www.youtube.com/watch?v=lqsnkWLlinM
(Psebeix, Colla)

Do these videos show the idea of coherence? Explain why or why not.
http://www.youtube.com/watch?v=CXa39XyP6q8
(Owens , Brandan)
http://www.youtube.com/watch?v=PsbzJ2q_e_c
OutOfRegs .com

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Definitions:
Logical or natural connection or consistency.
The state of cohering or sticking together.
Logical, orderly and consistent relation of parts.
(Coherence)
Synonyms: connection comprehensibility
Antonyms:
(Lozano, Toni) disagreement nonsense
(Broken Chain)

Homework
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Now it's your turn to present a visual for unity.
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Task
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Find (online, in a magazine, etc.) or create a visual
(picture, video, etc.) with the idea of unity.
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You will present your visual to the class.
 Describe it and explain how it shows unity.

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The entire piece of writing must have one clear focus:
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Topic sentence (paragraph)
Thesis statement (essay)
Support must:
Keep the same focus as the t.s.
Give more specific information than the t.s.

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Organize information in a logical way.
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1, 2, 3...
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Make connections!
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Use connectors
Use referents
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Use consistent and appropriate verb tense.
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He went to the store. Then, he is going home.
went
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Use parallel structure.
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I love gardening, painting, reading and to write.
writing

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1 ) Think of some ideas/topics for writing.
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2)Be sure everyone in class can write about it.
3) Create a topic sentence.
Write only the topic sentence.
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:
1) Trade papers with another student. Add a supporting sentence to his t.s.
2) Repeat this until time is up.
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1) When the teacher calls time, get your original paper back.
2) Add a concluding sentence to your piece of writing.

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Underline and number each supporting sentence.
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Read the paper carefully. -
Think about unity and
coherence.
Write the answers to the following questions:
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1) Does each s.s. Show unity? (Yes/No)
-If not, write the # of the sentence that does not.
2) Does each s.s. show coherence? (Yes/No)
If not, write the # of the sentence that does not.
 Be ready to explain your reasons!

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Now, in a small group:
1) Each student will read his/her piece of writing for the group and explain his answers about unity and coherence.
2) Each student will either agree or disagree and explain why if needed.

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Address the problems with unity and/or coherence.
Each student will revise his/her piece of writing.
The goal is to create a unified and coherent piece to be shared with the same small group.

Works Cited
“Broken Chain.” Cartoon. 4 May 2010. Clipart. Flickr.com. Web. 10 Oct. 2013.
“Coherence” Def. n1, Thesaurus. Thefreedictionary.com. Princeton University, Farlex Inc, 2003-2012. Web. 1 Mar. 2012.
Diverse Hands Linked in Unity.” Photograph. 13 November 2009. Welcome from the director. Liftaz.org. Web. 7 Jul.
2013.
“Full Spectrum Unity Holding Hands Concept.” Cartoon. 25 December 2007. thegoldguys. Lumaxart.com. Web. 7 Jul.
2013
Hopgood-Kazee. Soldiers standing. Photograph. 13 Feb. 2013. Princess Hopgood's J237 Blog . University of Wisconsin
Whitewater.edu. web. 7 Jul. 2013.
“Line of people.” Cartoon. 17 September 2011. Connections. Openclipart.org. Web. 7 Jul. 2013.
Lozano, Toni. “Broad Iron Chain.” Photograph. 28 June 2006. Flickr. Web. 2013.
OutOfRegs .
com. “Silent Drill Fail.” YouTube. YouTube, LLC. 14 June 2011. Web. 8 Sep. 2013.
Owens , Brandan. “United States Marine Corps Silent Drill Platoon 2013.” YouTube. YouTube, LLC. 11 May 2013.Web. 10
Oct. 2013.
Psebeix, Colla. “Amazing Japanese Precision (posted by Sanitaryum Clean Humor).” YouTube. YouTube, LLC. 8 Sep. 2013.
Web. 2013.
“Team Canada.” Photograph. 15 February 2006. Flickr. Web. 7 Jul. 2013.

Bamberg, B. 1984. Assessing coherence: A reanalysis of essays written for the National Assessment of Education Progress.
Research in the Teaching of English, 18, 3, pp. 305–319.
Connor, U. and A. M. Johns. 1990. Coherence in writing: Research and pedagogical perspectives. Alexandria, VA:
Teachers of English to Speakers of Other Languages.
Ferris, D. and J. S. Hedgecock. 1998. Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Lawrence
Erlbaum.
Giltrow, J. 1995. Academic writing: Writing and reading across the disciplines (2nd ed.). Peterborough, Ontario:
Broadview Press.
Leki, I. 1996. L2 composing: Strategies and perceptions. In Writing in a second language: Insights from first and second
language teaching and research, ed. B. Leeds. White Plains, NY: Longman, pp. 27–36.
Liu, D. 2000. Writing cohesion: Using content lexical ties in ESOL. English Teaching Forum, 38, 1, pp. 28–33.
Ruegg, Rachael, & Sugiyama, Yuko. “Organization of ideas in writing: what are raters sensitive to?” Language Testing in
Asia 3. 8 (2013). Web.
Silva, T. 1992. L1 vs. L2 writing: ESL graduate students’ perceptions. TESL Canada Journal, 10, 1, pp. 27–47.
Struthers, Lynda, Lapadat, Judith C.,& MacMillan, Peter D. “Assessing cohesion in children’s writing: Development of a checklist.” Assessing Writing 18. 3 (2013): 187-201. Web.
5/9/12

Joan Faisant
The Language Company - Bowling Green
5/9/12