Effective Communication Grade 11 | Quarter 1 | Lesson Exemplar 5 | Day 1
Getting Ready to Write Well: Audience, Purpose, and Cohesive Devices
Today you will learn how to choose the right words for the right reader, write with a clear goal, and connect ideas smoothly using cohesive devices (transition words and reference words). This is the foundation for writing strong messages, emails, and letters in school and real life.
What you will learn today
Targets for Day 1
- Audience: Identify who will read your message and what they expect.
- Purpose: State what you want to happen (inform, request, apologize, clarify, persuade).
- Tone: Choose words that sound respectful and appropriate for the situation.
- Cohesive devices: Use words that connect ideas so your message is smooth and easy to follow.
What you will submit (today)
- A revised message or short email (5 to 8 sentences).
- Cohesive devices highlighted or underlined (at least 4).
- A one-sentence reflection: One writing habit I will improve this week is...
Warm-up: Which message sounds better and why?
Read the two messages below. They communicate the same idea, but they do not feel the same to the reader. Your job is to notice how audience, purpose, tone, and cohesive devices change the quality of writing.
Sample 1 (weak)
Subject: Order
We ordered items last week. They are not here. We are unhappy. Send them now. You should do better. Thank you.
From,
Jenny Cruz
Purchasing Officer
Sample 2 (improved)
Subject: Follow-up on Undelivered Order
Dear Sir/Madam,
I am writing to follow up on our order placed last week. As of today, we have not received the items, which is causing delays in our operations.
Due to this, we are quite concerned about the delay. We kindly request that you look into this matter immediately and update us on the status of our order.
Furthermore, we hope that future deliveries will be made on time to avoid similar issues.
We appreciate your prompt attention to this matter.
Sincerely,
Jenny Cruz
Purchasing Officer
Quick questions (answer in your notebook)
- What made Sample 1 difficult or unpleasant to read?
- What made Sample 2 clearer and more respectful?
- List at least three cohesive devices you can spot in Sample 2.
- How did Sample 2 show the writer's purpose more clearly?
- Why does this matter when you email a teacher, message a class officer, or write to an office?
Tip: In Sample 2, look for words that connect ideas and signal relationships (time, cause, addition). Those are cohesive devices.
Fast track (if you are short on time)
If you only have 20 to 30 minutes, do this: answer Questions 1 to 3, then jump to Guided practice and complete one makeover task. You will still learn the core skill: writing for the right reader with connected ideas.
Mini-lesson: Audience and purpose
1) Audience: Who is reading?
Audience is the person (or group) who will read your message. Before you write, ask: "Who is my reader, and what do they expect from me?"
Audience A: Friend or classmate
- Usually informal or friendly tone
- Shorter sentences are okay
- Less explanation needed
- But still be respectful
Audience B: Teacher or school staff
- More formal tone
- Clear purpose early
- Complete details (section, date, request)
- Polite language matters a lot
Audience C: Office or organization
- Formal and professional tone
- Organized message (context, impact, request)
- Respectful phrasing
- Clear next step
Reality check: The same message can sound helpful to one audience and rude to another. Writing well means adjusting based on who will read it.
2) Purpose: What do you want to happen?
Purpose is your goal. Strong writing usually becomes strong because the purpose is clear early. Many weak messages fail because the reader does not know what the writer wants.
Common purposes in student life
- Inform: "I am updating you about..."
- Request: "May I ask permission to..."
- Clarify: "Could you please confirm..."
- Apologize: "I apologize for..."
- Persuade: "I encourage you to..."
Purpose sentence starters (use these)
- I am writing to...
- I would like to ask...
- This message is to inform you that...
- I would like to clarify...
- I would like to follow up on...
Best practice: Put your purpose in the first 1 to 2 sentences. It saves time for your reader and makes you sound confident and organized.
Mini drill: Audience + purpose in 60 seconds
For each scenario, write (1) the audience and (2) the purpose.
- You missed class yesterday and you need to submit a task today.
- You want to invite classmates to join a group study session.
- Your group member has not sent their part of the project.
- You want to ask the school office about a document request.
Mini-lesson: Tone (how you sound in writing)
Tone is a choice, not a mood
Tone is the attitude your reader hears in your words. You can be stressed, but your writing can still sound respectful. You can be excited, but your writing can still be clear.
Ask yourself: Where should my message be on the tone scale? For a teacher or office, aim for neutral to formal. For a friend, friendly is often enough.
Small changes that improve tone immediately
Weak tone (too demanding)
- Send it now.
- You did not do your job.
- I am waiting. Hurry up.
Better tone (firm but respectful)
- Could you please send it today, if possible?
- I would like to follow up on the task we agreed on.
- May I request an update on the status?
Golden rule: Respectful writing uses request language, clear context, and gratitude when appropriate.
Tone checklist (use this before sending)
- Did I greet the reader appropriately?
- Did I state the purpose early?
- Did I include needed details (what, when, where)?
- Did I avoid blaming language?
- Did I ask clearly for the next step?
- Did I close politely?
Mini-lesson: Cohesive devices (the glue of ideas)
If audience and purpose are your direction, cohesive devices are your road signs. They show the reader how ideas are connected. They make writing feel smooth instead of choppy.
Two important words
Cohesion
Cohesion is how sentences stick together using linking words and clear references.
Coherence
Coherence is how the whole message makes sense as one clear idea.
Simple idea: Cohesive devices help you build coherence.
The core cohesive devices you will use today
Start with these three relationships because they appear in almost every message: add, contrast, and cause/effect.
Add information
and, also, moreover, furthermore
Use when you add another detail.
Show contrast
but, however, yet, on the other hand
Use when you show two different ideas.
Show cause/effect
because, so, therefore, as a result
Use when one idea leads to another.
Full cohesive device toolkit (keep this)
| Type | What it signals | Examples |
|---|---|---|
| Additive | Adds information | and, also, moreover, furthermore |
| Adversative | Shows contrast | but, however, yet, on the other hand |
| Causal | Shows cause and effect | because, so, therefore, as a result |
| Temporal | Shows time sequence | then, next, finally, meanwhile |
| Referential | Refers back or forward to ideas | this, that, these, it, they |
| Conjunctive adverbs | Transitions between ideas | thus, hence, consequently, nevertheless |
Important: Do not add cohesive devices just to sound "smart." Use them only when they match the relationship between ideas.
Choppy vs connected (quick example)
Choppy
I missed class yesterday. I was sick. I will submit today. Please check.
Connected
I missed class yesterday because I was sick. Therefore, I will submit my task today, and I kindly ask you to check it when convenient.
The connected version sounds more organized because the reader can follow the relationships: cause (because), result (therefore), addition (and).
Guided practice: Message makeover
Now you will apply everything: audience, purpose, tone, and cohesive devices. You will rewrite a weak message so it becomes clear and respectful for a real situation.
Step-by-step makeover method (use this every time)
- Decide the audience. Who is reading?
- Decide the purpose. What do you want to happen?
- Set the tone. Friendly? Neutral? Formal?
- Organize the message. Context, impact, request, next step.
- Add cohesive devices. Show time, cause, contrast, or addition.
- Read like the receiver. Does it sound respectful and clear?
Base message (weak)
Hi. I need the file. You did not send it. I am waiting. Send it today.
Your goal is not to make it longer. Your goal is to make it clear, respectful, and connected.
Choose one makeover scenario
Pick one. Your revision must be 5 to 8 sentences and include: at least 4 cohesive devices (underline them) and at least 1 referential word (this, that, it, they).
Scenario A: Teacher (request)
Audience: your subject teacher
Purpose: request the file or instructions
Tone: neutral to formal
Scenario B: Classmate (follow-up)
Audience: groupmate
Purpose: follow up on their part
Tone: friendly but firm
Scenario C: Class officer (coordination)
Audience: class officer
Purpose: ask for the schedule or file
Tone: respectful and clear
Scenario D: School office (inquiry)
Audience: office staff
Purpose: request an update or confirmation
Tone: formal and polite
Write your makeover here (or in your notebook)
After writing, underline cohesive devices on your paper. If typing here, you can surround cohesive devices with brackets like [therefore], [however], [because], [also], [next], [this].
Success checklist (before you submit)
- I included a greeting that fits my audience.
- I stated my purpose in the first 1 to 2 sentences.
- I added needed details so the reader understands.
- I used at least 4 cohesive devices that match my meaning.
- I used respectful language and avoided blaming.
- I ended with a clear next step and a polite closing.
Independent practice: Choose one task
Choose one task below. This part helps you practice the skill in different real-life contexts. Strong writers can shift tone and cohesion depending on who they are writing to.
Task 1: Casual to formal (teacher email)
Start message (casual): Maam I did not get the file pls send thanks
Your job: Rewrite as a short formal email (6 to 8 sentences). Include: purpose, context, request, and 4 cohesive devices.
Reminder: Use polite phrases like "May I request..." and "Thank you for your time."
Task 2: Formal to friendly (classmate message)
Start message (too formal): Good afternoon. I am writing to inform you that we have a study session scheduled for tomorrow.
Your job: Rewrite as a friendly message for a classmate (4 to 6 sentences) while staying clear and organized.
Reminder: Friendly does not mean careless. Still connect ideas using cohesive devices.
Task 3: Complaint to constructive follow-up
Start message (complaint): You are always late sending your part. This is annoying.
Your job: Rewrite so it becomes constructive and solution-focused (6 to 8 sentences). Include one contrast device (however/yet) and one cause/effect device (because/therefore).
Task 4: Clarify instructions
Start message (unclear): What do we do in the activity?
Your job: Write a respectful clarification request to a teacher or group leader (5 to 7 sentences). Add temporal devices (next/finally/meanwhile) to show you understand the steps.
Optional peer check (2 minutes)
Exchange drafts with a partner. Ask: (1) Who is the audience? (2) What is the purpose? (3) Which cohesive devices helped the most? (4) Is the tone appropriate?
Self-check quiz (instant feedback)
This quiz checks whether you can identify audience/purpose and choose cohesive devices that match meaning. Answer honestly. Your score helps you see what to improve next.
Show answer explanations
1) "Therefore" shows a result or conclusion.
2) "However" shows contrast between respect and urgency.
3) The greeting and polite request match teacher or staff.
4) "Follow up" is the purpose: request an update.
5) "Because" explains the reason (cause).
Reflection: Improve one writing habit
Write one sentence
Finish the sentence below in your notebook:
One writing habit I will improve this week is __________ because __________.
Reflection guide (if you need ideas)
- I will improve my tone because my messages sometimes sound too demanding.
- I will improve my cohesion because my writing is sometimes choppy and hard to follow.
- I will improve my purpose statement because I do not state what I want early enough.
- I will improve my clarity because I forget to include important details.
Small change, big impact: If you improve just one habit, your writing becomes stronger fast.
Homework (optional but recommended)
Real-life message upgrade
- Find a real message you wrote recently (text, chat, email). Remove names for privacy.
- Identify the audience and purpose.
- Rewrite it for better tone and better cohesion.
- Underline at least 5 cohesive devices and label the type (add, contrast, cause, time, reference).
- Write 2 to 3 sentences: What changed? Why does it work better now?
Why this helps: Practicing with your real messages makes the skill stick. You are not just doing school work. You are building a life skill.
FAQ
What are cohesive devices in Effective Communication?
Cohesive devices are words and phrases that connect sentences and ideas. They act like signposts for the reader. They can show addition (also), contrast (however), cause/effect (therefore), time (next), and reference (this/it/they). When you use them correctly, your writing becomes smoother and easier to understand.
How many cohesive devices should I use in a short message?
Use enough to make relationships clear, but not so many that it feels forced. In a 6 to 8 sentence message, 4 to 6 cohesive devices is usually enough. Focus on meaning first. Then add devices that match the meaning.
What is the difference between cohesion and coherence?
Cohesion is the linking between sentences using devices and clear references. Coherence is the overall clarity of the whole message. You can have cohesion without coherence if you connect sentences but your ideas are not organized. The best writing has both: clear organization and smooth linking.
How do I avoid sounding rude in messages?
State your purpose early, use request language, avoid blame, and add context. For example, instead of "Send it now," write "May I kindly request the file today, if possible?" Then add cohesion: "Because I need it to finish my output, I would appreciate your help."
Can I still be direct and respectful?
Yes. Respectful writing does not mean weak writing. It means clear writing with appropriate tone. You can be firm without sounding harsh by using polite structure: context, impact, request, next step.
Glossary
- Audience
- The person or group who will read your message.
- Purpose
- Your goal in writing: inform, request, clarify, apologize, persuade, follow up.
- Tone
- The attitude your reader hears in your words (friendly, neutral, formal, etc.).
- Cohesive devices
- Words and phrases that connect ideas and guide the reader (therefore, however, next, this, they).
- Cohesion
- How sentences stick together using linking words and clear references.
- Coherence
- How the whole message makes sense as one clear idea.
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