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Beyond Cohesion 1st Edition Frank A. Davis Digital
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Author(s): Frank A. Davis
ISBN(s): 9781636671055, 1636671055
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Year: 2023
Language: english
Beyond Cohesion
PETER LANG
PROMPT
 Frank A. Davis

Beyond Cohesion

Toward a Theory of Coherence

PETER LANG
Lausanne • Berlin • Bruxelles • Chennai • New York • Oxford
Library of Congress Cataloging-in-Publication Control Number: 2023002436

Bibliographic information published by the Deutsche Nationalbibliothek.

The German National Library lists this publication in the German
National Bibliography; detailed bibliographic data is available
on the Internet at http://dnb.d-nb.de.

Cover design by Peter Lang Group AG

ISBN 978-1-63667-103-1 (hardback)

ISBN 978-1-63667-104-8 (ebook)
ISBN 978-1-63667-105-5 (epub)
DOI 10.3726/b20665

© 2023 Peter Lang Group AG, Lausanne

Published by Peter Lang Publishing Inc., New York, USA
[email protected] - www.peterlang.com

All rights reserved.

All parts of this publication are protected by copyright.
Any utilization outside the strict limits of the copyright law, without the permission of
the publisher, is forbidden and liable to prosecution.
This applies in particular to reproductions, translations, microfilming, and storage and
processing in electronic retrieval systems.

This publication has been peer reviewed.

To Chayo
Coherence is a “veritable morass, perhaps an intractable morass … one into
which venturing would be ill-advised”—Edward P. J. Corbett
 Contents

CHAPTER ONE: THE CONCEPT OF COHERENCE 1

A diachronic examination of representative works demonstrates the
need for identifying a comprehensive set of ways to cohere written
texts for both teachers and students of rhetoric and composition.
These ways form three perspectives: linguistic, cognitive, and
culturally salient.
Introduction 1
Coherence Across the Disciplines Today 3
A Void Within the Discipline of Rhetoric and Composition 3
CHAPTER TWO: THE LINGUISTIC PERSPECTIVE 7
A detailed examination of three major works treating cohesion
and coherence enables the linguistic elements of coherence to be
identified and yields a handlist of linguistic elements of coherence. A
continuum of linguistic elements of coherence follows.
Basis for the Linguistic Perspective of Coherence 7
The Linguistic Perspective of Coherence 10
Halliday and Hasan 13
viii contents

Gutwinski 17
Markels 21
Linguistic Elements of Coherence 27
An Explicit-Implicit Continuum 34
CHAPTER THREE THE COGNITIVE PERSPECTIVE 37
The cognitive perspective focuses on the umbrella concepts of the
given/new relationship, Gestalt psychology, and central cognitive
processes. Cognitive elements, as well as linguistic elements,
contribute to a coherence continuum.
Basis for the Cognitive Perspective of Coherence 37
The Cognitive Perspective of Coherence 39
Cognitive Elements of Coherence 40
Given/New Relation 40
Gestalt 42
Central Cognitive Processes 44
An Explicit-Implicit Continuum 56
CHAPTER FOUR THE CONTEXTUALLY SALIENT
PERSPECTIVE  59
Interrelationships of epistemological frames, central metaphors,
sociological models, and warrants yield omnipresent and ubiquitous
elements of coherence that paradoxically seldom manifest themselves
in explicit forms yet remain among the most powerful of coherence
elements.
Basis for the Contextually Salient Perspective 59
Central Metaphors 63
Sociological Models 70
Warrants 72
The Contextually Salient Perspective of Coherence 75
Contextually Salient Elements of Coherence 75
An Explicit-Implicit Continuum 78
newgenprepdf

contents ix

CHAPTER FIVE: SYZYGY 81

All three sets of elements—linguistic, cognitive, and contextually
salient—interrelate in distinctive ways to achieve coherence.
A visual metaphor offers a view of these elements and their
interrelationships. Pedagogical implications conclude this book.
A Visual Metaphor of Coherence 83
Points of Departure for Teachers of Rhetoric and Composition 85
Syzygy 88

Appendix 91
Works Cited 109
Index 115
CHAPTER ONE

THE CONCEPT OF
COHERENCE

Introduction
Whenever we communicate through speech, coherence exists, for we
humans do not communicate to not understand, but to understand and
to be understood. This is not possible without coherence: coherence is
the sine qua non for language comprehension.
Humans naturally assume that things “make sense.” Thus, mak-
ing sense is the unmarked condition or quality of language process-
ing. Because coherence is so much a requisite of language processing,
humans take it for granted as much as they do the solidity of the ground
beneath their feet. Moreover, coherence is assumed not only of speech
production, but also of written language, and indeed, of any text spo-
ken or written. This is especially true for those of us who work in rhet-
oric and composition.
Documented interest in coherence dates from the classical period
of rhetoric.
Aristotle, while not using the term coherence, clearly presupposes
it in his Poetics when describing the “organic whole” as “the structural
union of the parts [of the text] being such that, if any one of them is
2 beyond cohesion: toward a theory of coherence

displaced or removed, the whole will be disjointed and disturbed”

(35). Horace exhorts “let your work be what you will, provided only it
be uniform and a whole” (68). Longinus, in “On the Sublime,” tells us
more: “… we see skill in invention, and due order and arrangement of
matter, emerging as the hard-won result not of one thing nor of two, but
of the whole texture of the composition” (43). Longinus continues

Now, there inhere in all things by nature certain constituents which are part
and parcel of their substance. It must needs be, therefore, that we shall find
one source of the sublime in the systematic selection of the most important
elements, and the power of forming, by their mutual combination, what may
be called one body. (69)

Longinus places particular emphasis on the notion that “there

inhere in all things by nature certain constituents which are part and
parcel of their substance” (69). However, he does not elaborate on these
“certain constituents,” nor on how they “inhere in all things by nature.”
According to the Oxford English Dictionary, the first recorded use of
the word coherence in English occurred in 1604 when Robert Cawdrey
published A Table Alphabeticall of Hard English Words, in which he listed,
“cohaerence, ioning, and vniting together” (30); in 1659, Thomas Fuller
used the word in The Appeal of Injured Innocence: “A naked sentence …
disarmed of the coherence before and after it” (5); and in 1678, Thomas
Hobbes made use of the word in Decameron Physiologicum: or, Ten
Dialogues of Natural Philosophy: “… the points of Contact will be many
(which make the coherence stronger)” (ix. 108).
Webster’s Third New International Dictionary defines coherence as
“the quality or state of cohering … systematic or methodical connected-
ness or interrelatedness esp. when governed by logical principles” (440).
With the word text meaning beyond the level of sentence and para-
graph, this work uses the following definition for coherence: the compre-
hensive, systematic connection of constitutive elements of a text, with a
consistent emphasis on both the totality of the text and on the interre-
latedness of its constituents.
As the following pages demonstrate, coherence is used in a vari-
ety of disciplines, and of course, the concept of coherence figures most
prominently in rhetoric and composition. Surprisingly, no single work
 the concept of coherence 3

within the discipline of rhetoric and composition has treated the com-
prehensive, systematic connection of constitutive elements of a text,
with a consistent emphasis on both the totality of the text and on the
interrelatedness of its constituents. Beyond Cohesion: Toward a Theory of
Coherence does so.

Coherence Across the Disciplines Today

In a multitude of disciplines, authors use the term coherence in wide
and varied ways. In Metaphorical Coherence, Aron Sjoblad uses a view of
coherence to treat the relationship between body and soul in Seneca’s
Epistulae. In The Coherence of Theism, Richard Swinburne uses coher-
ence as the key factor in investigating the philosophy of religion. In
Coherence, Continuity, and Cohesion: Theoretical Foundations for Document
Design, Kim Sydow Campbell offers a view of coherence based on con-
tinuity achieved primarily through Gestalt. Scholarly works in biology,
chemistry, physics, and optics abound which use coherence as a princi-
pal organizing concept (G. J. Troup 1967, Davies & Spiegel 2011, Tan &
Jeong 2018, and Baumgratz, Cramer, & Plenio 2014, to name a few.) In
the legal field, we have works such as Coherence: Insights from Philosophy,
Jurisprudence and Artificial Intelligence, edited by Michal Araszkiewicz
and Jaromir Savelka.

A Void Within the Discipline of Rhetoric

and Composition
The prior list demonstrates that the concept of coherence can figure
prominently in a variety of disciplines, and we can forgive the authors
of these works for assuming at face value the meaning of coherence and
for not delving into its underlying nature; i.e., the nature of Longinus’
constituent parts and how they cohere, just as we can forgive ourselves
for using salt during a meal without wondering just how it is that a soft
metal (sodium) and a pale green, potentially poisonous gas (chlorine)
can combine to produce common salt. However, could we understand
chemists who, when sprinkling salt on a salad, do not quietly marvel
4 beyond cohesion: toward a theory of coherence

at the small, sparkling, octahedryl crystals because they as chemists

know very well the constituent parts of salt, their properties, and their
relationships? Should not we who work in rhetoric and composition
also marvel at the coherence of a text because we, like chemists, do
consciously know and appreciate the marvelous nature of the constit-
uents of the text, their dynamics, and how is it that they coalesce to
form multi-paragraph, multi-page, multi-chapter texts enabled through
coherence, this sine qua non for human communication? The answer is
yes, but surprisingly, it seems that we in the discipline of rhetoric and
composition have too often taken the meaning of coherence for granted
or relegated it to the level of sentence or paragraph and not delved into
the constituent parts and the dynamics of coherence beyond the level of
the paragraph, that beyond this level, a void exists concerning the sine
qua non of language comprehension. Below, I draw on key documents to
demonstrate a surprising lack of works which actually treat the under-
lying constituents of a text and their dynamics, especially beyond the
level of paragraph.
The CCCC Bibliography of Composition and Rhetoric, 1987 lists
“Teaching Coherence Techniques” as a subject in its index, yet of 265
entries in the indicated section, one entry deals with unity, another
entry deals in part with organic form, and none deals with coherence
as a topic in its own right; similarly, the bibliography lists “Coherence
in Discourse” as a subject in its index, yet of 321 entries, not a single
entry treats coherence as a topic in its own right, and only once does
the word “coherence” even appear in the titles or abstracts of the entries
(Lindemann).
The various authors of the Harbrace College Handbook, published in
numerous editions from 1941 to the present, devote thirty-three pages
to coherence: all but one of these pages focus on coherence at the sen-
tence level.
Sanna-Kaisa Tanskanen, in Collaborating towards Coherence: Lexical
Cohesion in English Discourse (2006), focuses on lexical cohesion, and
especially on the surface features of a text.
Lester Faigley in the 2006 edition of The Penguin Handbook focuses on
coherence at the paragraph level. Dianna Hacker and Nancy Sommers
do likewise in the 2010 edition of The Bedford Handbook.
 the concept of coherence 5

In the 2013 edition of the MLA International Bibliography under “coher-

ence theory,” only one item appears: an article in the Journal of Ayn Rand
Studies on a theory of philosophical truth (Seddon). In the 2022 edition
of the MLA International Bibliography, a search using “coherence theory”
as key words yields forty-three entries, none of which is a book-length
treatment of coherence theory for the disciplines listed above (MLA).
Donald Davidson, in his American Composition and Rhetoric, first
published in 1939, devotes thirty-three pages to developing coherence
in a composition, giving examples from distinguished writers which
illustrate different methods of coherence; Davidson notes kinds of
order— “natural,” “logical,” and “instinctive” (39–40) —as well as tran-
sitional devices between and within paragraphs while emphasizing
concepts such as “guiding purpose” (37) and “free association” (41), but
does not offer an overall view of coherence.
Edward P. J. Corbett, author of the much respected Classical Rhetoric
for the Modern Student, supplies a wealth of detailed and systematic
terms and concepts all under the rubric of classical rhetoric as demon-
strated in key texts such as “Letter from Birmingham Jail,” “Civil
Disobedience,” and “Are Women Human?,” yet Corbett hardly men-
tions coherence, relegating it to the historical survey at the end of the
book, linking the term to Alexander Bain, who saw coherence as what
relates sentences to other sentences within a paragraph and to a topic
(527), and Barrett Wendell, who saw coherence as one of a trio of key
concepts, along with “unity” and “mass” (532). Perhaps we should not
be surprised at this paucity, given Corbett’s own view of coherence, that
it is a “veritable morass” (Hall).
Linda Woodson, in her Handbook of Modern Rhetorical Terms, does
not list coherence (nor unity nor organic form, which are traditionally
associated with belles lettres). She does, however, list form, defining it
as “The structure of the complete piece of discourse or of its identifi-
able parts” and likens it to dispositio in classical rhetoric (25). Such a
definition, while naturally focusing on the structure of the text, fails
to focus on the comprehensive, systematic interrelatedness of the text’s
constitutive elements.
Richard Lanham, in his Handlist of Rhetorical Terms, offers sev-
eral related terms—composition, eutrepismus, ordo, ordinatio,
6 beyond cohesion: toward a theory of coherence

synathroesmus, and taxis—but each is concerned with order, arrange-

ment, or the putting together of words, sentences, or parts of an oration
one with the other, not with their interrelatedness at the global level.
Lanham writes: “Although extensively discussed in its component
details, the form of the oration [the text as a whole] has not received the
scholarly attention it deserves” (112).
Thus we find a surprising void regarding the sine qua non of lan-
guage comprehension. To fill this void, I offer Beyond Cohesion: Toward
a Theory of Coherence, a comprehensive treatment of the constitutive ele-
ments of a text beyond the level of paragraph, with a consistent empha-
sis on both the totality of the text and on the interrelatedness of its
constituents.
Beyond Cohesion: Toward a Theory of Coherence does so through three
perspectives: the linguistic, the cognitive, and the culturally salient.
The linguistic perspective examines three major works that treat cohe-
sion and coherence, identifies the linguistic elements of coherence, and
offers a handlist of these elements, which, by their nature, must be
explicit in a text. The cognitive perspective uses the given/new rela-
tionship, Gestalt psychology, and central cognitive processes to identify
the cognitive elements of coherence, some of which may be explicit, and
others, implicit. Notably, these elements are vital to both generating
content and organising it in a coherent manner. The culturally salient
perspective—epistemological frames, central metaphors, sociological
models, and warrants—reveals a paradox, for these elements are omni-
present and ubiquitous, seldom manifest themselves in explicit forms,
and yet are among the most powerful of coherence elements.
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Remember: Theoretical framework and methodology
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Experimental procedures and results
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 64: Diagram/Chart/Graph]
Remember: Current trends and future directions
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Problem-solving strategies and techniques
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Theoretical framework and methodology
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 67: Ethical considerations and implications
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Interdisciplinary approaches
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Practical applications and examples
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Methodology 8: Key terms and definitions
Key Concept: Interdisciplinary approaches
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Ethical considerations and implications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Statistical analysis and interpretation
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Theoretical framework and methodology
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 74: Literature review and discussion
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 75: Historical development and evolution
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 76: Key terms and definitions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Key terms and definitions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Interdisciplinary approaches
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Current trends and future directions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Module 9: Ethical considerations and implications
Remember: Learning outcomes and objectives
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Problem-solving strategies and techniques
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Best practices and recommendations
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Case studies and real-world applications
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Fundamental concepts and principles
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
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