In this text we are going to make an analysis about the use of the cohesive devices

seen during the course, focusing on why we should use one specific device and
not other, and how these devices actually work in the text. There are some cases
in which the use of these cohesive devices are up to the writer, but sometimes they
are forced to use them since the lack of these devices may not create a meaningful
idea. In my opinion, the use of these devices is more related to the writers style
rather than the knowledge and theory writers may have.

Referring expressions

In this text we could identify the use of referring expressions in the line twelve of
the text we found the word it, and it is interesting that the writer makes emphasis
on this part and we think that he is doing it because even though he was using an
anaphoric reference when talking about her skills in her job, the writer used a
cataphoric reference later, making a more direct reference using the comma and
then writing what the pronoun it refers to, it was because when we read the text we
did not clearly understand what the pronoun it was referring to even going back to
read the previous text, but then with the cataphoric it was completely clear that
what meant a lot for her was to be able to do her work well. These little details
seem to be not quite important, but they actually are. If he had not used this
device, I would not be able to understand this part and maybe because of that get
lost or even worse lose interest in reading the book due to lack of meaning. On the
other hand, in line fifteen he is using the pronoun them in this case he only used an
anaphoric reference because if we go back we can identify that the pronoun them
refers to donors the same thing happens in line eighteen, but this time this pronoun
refers to carers.

In lines, twenty-four and twenty-five we found that he used the pronoun it and he
repeated the word three times this is an anaphoric referring expression because
after the pronoun she mentioned that Kathy has a great record, in this case he
could use lexical chains to avoid the repetition of this pronoun.

We think that not only pronouns can be used as referring expression, for example
in line twenty eight he is using a cataphoric expression again because if we go
back to the text this refers to her job. Then, in the same line we have the pronoun
they and what they is referring to is not clearly stated, but we can infer that she is
referring to her bosses since a boss is the only one allowed to tell you what you
can do and what you cannot.

Parallelism

In line fourteen fifteen and sixteen, we identify other cohesive device, which is
parallelism. In this part the writer is using the same structure over and over again,
in this case he is using when + infinitive verb + pronoun them. We think that he
used this device to express that this girl did a lot of things and that she was actually
really good at her job, also that she did all these things for these people, but she
never get anything in return. When I was reading this text this pattern was quite
catchy for me and I think that because of that I got more interested in reading the
whole text, because in my mind, I picture a woman that was professionally
successful and helped many other people, but she did not help herself at all. It is
quite interesting how with these devices the writer can get into our heads and help
us guess personality and life of the character and even the plot of the story. In
addition, we can find the word carer in the text five times and even though it does
not sound repetitive he could use lexical chains, for example my co-workers, the
people that work here or caretaker. Also, he could use substitution in line five he
could write really good ones instead of really good carers. We think that he opted
for the use of repetition in this part to make emphasis on the idea that she works as
a carer since this is the first chapter and this is the part when we get to know the
characteristics and life of the character in order to understand the whole story. I
think that this choice actually worked pretty well because it is going to be easy for
the readers to identify the setting of the book later. If he had use lexical chains
instead, perhaps the idea would not be clearly stated so the reader would need to
go back to this first chapter and re-read the information.

Verb form

Conjunctions
In the text, we can find many conjunctions; most of them are fanboys or
coordinator conjunctions. Reading the first three lines without these connectors can
express ideas, but if we continue we can easily notice that if we do not use these
conjunctions the text is lack of sense, so conjunctions are an essential part of this
text to express a meaningful idea and to have cohesion and coherence, that is why
they cannot be omitted.

Ellipsis

In line eight the writer did not omit the word do in the phrase I do know, it is very
common to see or hear I know, but this time he did not omit the word, because he
tried to make a strong emphasis in that the girl could not be more sure that her
bosses were really happy with her job. In the line eleven we consider that the word
one was ellipsed because it was not really important in the sentence and this did
not affect at all the text because it remains clear.