Cohesive Devices - Worksheets, Questions and Revision

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KS2 · Grammar

Y6.10 Cohesive Devices

Calculators not allowed · about 40 minutes
Total Marks
Name: _______________________________    Date: ____ / ____ / ______
Answer ALL questions. Show all your working.

The Year 6 Time Capsule

Source written for Revision Library (original, copyright-free). Written specifically for this grammar worksheet pack; not derived from or based on any published work, past paper or copyrighted text.

As their final term at Milbank Primary drew to a close, Year 6 decided to bury a time capsule beneath the old oak tree by the school gates. Mrs Okonkwo, their teacher, had seen the idea work brilliantly at her last school. She suggested that every pupil should choose one object that captured what life was like in Year 6, and the class agreed enthusiastically.

Choosing what to include was trickier than anyone had predicted. However, nobody wanted to leave the project half-finished. In addition to a class photograph and a newspaper from that week, Tariq offered his lucky football sticker, and Bethany did too. Meanwhile, other pupils wrote letters to whoever might dig up the capsule in fifty years' time, describing their favourite lessons and their worries about starting secondary school.

Once every object had been collected, the class sealed everything inside a metal box lined with plastic to keep out the damp. They wrapped the box carefully, checked the list twice and carried it out to the oak tree together. Some pupils wanted to bury it straight away; others, more cautious, insisted on waterproofing the lid a second time before it went into the ground.

By the final afternoon of term, the box was ready. Rain had threatened all morning, and dark clouds gathered overhead as the caretaker dug a neat hole beside the oak tree's roots. As a result, the whole school gathered to watch the capsule lowered into the ground. Eventually, even the youngest pupils in Reception understood why the moment mattered. Year 6 had turned an ordinary afternoon into a memory that Milbank Primary would not open again for fifty years.

1
A writer can create cohesion by deliberately repeating a word from an earlier sentence, keeping the reader focused on the same idea. Tick the word in the second sentence of each pair that repeats a word from the first sentence.
(a)The kitten hid under the sofa. The kitten was frightened by the thunder.(1)
  • A) kitten
  • B) frightened
  • C) thunder
(b)The bridge was old and rusty. Nobody trusted the bridge to hold their weight.(1)
  • A) old
  • B) bridge
  • C) weight
(c)Mia planted a row of carrots in the spring. The carrots grew quickly in the warm soil.(1)
  • A) row
  • B) carrots
  • C) warm
(d)The storm knocked down the playground fence. The fence lay broken across the path.(1)
  • A) storm
  • B) fence
  • C) path
2
A pronoun can link a sentence back to a noun named earlier, so the writing does not need to repeat itself. Tick the pronoun that correctly and clearly refers back to the noun already named.
(a)The lifeguard blew her whistle loudly. ___ had spotted a swimmer in trouble.(1)
  • A) The lifeguard
  • B) She
  • C) They
(b)The kite soared higher and higher until ___ disappeared behind the clouds.(1)
  • A) the kite
  • B) it
  • C) they
(c)The twins packed their bags the night before because ___ were too excited to sleep.(1)
  • A) the twins
  • B) he
  • C) they
3
A writer can use a synonym instead of repeating the same word, while still linking clearly back to the same idea. Tick the word in the second sentence that is a synonym for a word used in the first sentence.
(a)The dragon in the story was enormous. Even the huge castle gates looked small beside it.(1)
  • A) story
  • B) huge
  • C) small
(b)The detective was extremely clever. Everyone admired how brilliant she was at solving cases.(1)
  • A) extremely
  • B) brilliant
  • C) solving
(c)The journey across the desert was exhausting. By the end, the whole team felt shattered.(1)
  • A) journey
  • B) desert
  • C) shattered
4
Cohesive adverbials can add extra information, linking one sentence to the next. Tick the adverbial in the second sentence of each pair that adds a further point to the first sentence.
(a)The museum was full of interesting exhibits. In addition, the gift shop sold beautiful postcards.(1)
  • A) interesting
  • B) In addition
  • C) beautiful
(b)The recipe needed three whole eggs. Furthermore, it needed a full cup of sugar.(1)
  • A) three
  • B) Furthermore
  • C) a full cup
(c)Sofia trained every morning before school. Moreover, she practised again every evening.(1)
  • A) every morning
  • B) Moreover
  • C) every evening
5
Cohesive adverbials can also show contrast between two ideas. Tick the adverbial in the second sentence of each pair that shows a contrast with the first sentence.
(a)The forecast promised bright sunshine all day. However, the sky stayed grey and overcast all afternoon.(1)
  • A) bright sunshine
  • B) However
  • C) grey and overcast
(b)Most of the class wanted pizza for the party. On the other hand, a few pupils preferred sandwiches.(1)
  • A) Most of the class
  • B) On the other hand
  • C) a few pupils
(c)The first attempt at the cake collapsed completely. Nevertheless, the second attempt turned out perfectly.(1)
  • A) collapsed completely
  • B) Nevertheless
  • C) turned out perfectly
6
Cohesive adverbials can also show that one thing was the result of another. Tick the adverbial in the second sentence of each pair that shows the first sentence caused the second.
(a)The bridge was closed for urgent repairs. As a result, traffic queued for over a mile.(1)
  • A) urgent repairs
  • B) As a result
  • C) over a mile
(b)Nobody had watered the plants for a week. Consequently, the leaves turned brown and brittle.(1)
  • A) for a week
  • B) Consequently
  • C) brown and brittle
(c)The alarm clock failed to go off on time. Therefore, the whole family woke up late.(1)
  • A) failed to go off
  • B) Therefore
  • C) woke up late
7
Cohesive adverbials can also link ideas in time, showing when something happened in relation to another event. Tick the adverbial in the second sentence of each pair that links the two events in time.
(a)The firefighters worked through the night without a break. Eventually, the flames were brought under control.(1)
  • A) through the night
  • B) Eventually
  • C) under control
(b)The pilot began the final approach to the runway. Meanwhile, the passengers fastened their seatbelts.(1)
  • A) the final approach
  • B) Meanwhile
  • C) their seatbelts
(c)The search for the missing dog continued for several hours. At last, the dog was found asleep under the shed.(1)
  • A) for several hours
  • B) At last
  • C) under the shed
8
Ellipsis is when words are left out of a sentence because the reader can still understand the meaning from what came before. Tick the sentence in each pair that uses ellipsis.
(a)Which sentence uses ellipsis?(1)
  • A) Leo wanted an ice cream, and Maya wanted an ice cream too.
  • B) Leo wanted an ice cream, and Maya did too.
(b)Which sentence uses ellipsis?(1)
  • A) Some runners finished the race quickly; other runners finished the race slowly.
  • B) Some runners finished the race quickly; others finished slowly.
(c)Which sentence uses ellipsis?(1)
  • A) Priya opened the door and Priya switched on the light.
  • B) Priya opened the door and switched on the light.
9
Cohesive adverbials can be grouped by the job they do in a piece of writing. Sort the words and phrases in the box into the correct column of the table below.
Word bank: however | in addition | meanwhile | as a result | moreover | nevertheless | eventually | consequently
AdditionContrastCause and effectTime or sequence
(8)
10
Choose a cohesive adverbial from the box to begin each sentence below. Remember to add a comma after the adverbial.
Word bank: However, | As a result, | Meanwhile,
(a)Amir practised his lines every day before the school play. ___ he still felt nervous backstage.(1)
(b)The library ran out of copies of the set text. ___ the class had to share.(1)
(c)The choir rehearsed in the hall every lunchtime. ___ the orchestra rehearsed in the music room.(1)
11
Complete each sentence with a pronoun that refers back to the noun already named, so the writing does not repeat itself unnecessarily.
(a)Mrs Patel, the head teacher, announced the winners. ___ smiled proudly as the names were read out.(1)
(b)The old lighthouse had stood on the cliff for two hundred years, and ___ still guided ships safely to harbour.(1)
(c)Priya and Aisha finished their project early, so ___ helped the rest of the group tidy up.(1)
12
Combine each pair of sentences below into one sentence, using ellipsis to leave out the words that would otherwise be repeated.
(a)Ali enjoyed the roller coaster at the fair. Zara enjoyed the roller coaster at the fair too.(2)
(b)Some pupils chose the vegetarian option for lunch. Other pupils chose the pasta for lunch.(2)
13
Choose a synonym from the box to complete each sentence below, so that the word 'happy' is not repeated needlessly across the three sentences.
Word bank: delighted | thrilled | content
(a)When the team won the final, the whole crowd felt ___.(1)
(b)Even after losing narrowly, the players seemed quietly ___ with how hard they had tried.(1)
(c)Grandad was ___ to see all his grandchildren together for his birthday.(1)
14
Insert the missing comma after the cohesive adverbial at the start of each sentence below.
(a)However the weather forecast looked promising.(1)
(b)As a result the concert had to be postponed until the following week.(1)
(c)Eventually the missing keys turned up under the sofa cushions.(1)
15
The paragraph below repeats the phrase 'the dog' three times. Rewrite the paragraph, replacing two of the repetitions with a pronoun and a synonym so that the writing is more cohesive and less repetitive. Keep the same meaning.

Priya's dog loved the beach. The dog ran straight into the waves. The dog shook itself dry and rolled in the warm sand.
(3)
16
The connective in the sentence below does not match its meaning. Explain why it is wrong, then rewrite the sentence using a more suitable connective.

The bus was late again this morning. As a result, Maya arrived at school five minutes early.
(2)
17
The paragraph below has three cohesion errors: a missing comma after a fronted adverbial, a pronoun that could refer to more than one person, and a connective that does not logically match the meaning of the sentence. Find and correct all three errors.

Zara borrowed a book from Leo and Sam. However he wanted it back by Friday. Meanwhile Zara finished reading it in two days but still returned it a week late.
(3)
18
Look again at the passage 'The Year 6 Time Capsule' at the top of this pack. Find and write down: (i) one word or phrase that is deliberately repeated near the start and the end of the passage to link the whole piece together, (ii) one pronoun that refers back to Mrs Okonkwo, and (iii) one cohesive adverbial used to link two sentences.
(3)
19
The writer names 'Milbank Primary' near the beginning of the passage and again in the final sentence. Explain the effect of this repetition on the reader.
(2)
20
Imagine your class is planning a leavers' assembly for the end of Year 6. Write your own sentences below, using the cohesive devices asked for.
(a)Write two sentences: the first names a person involved in planning the assembly; the second uses a pronoun that clearly refers back to that person instead of repeating their name.(2)
(b)Write two sentences about planning the assembly, using one cohesive adverbial (e.g. However, In addition, Meanwhile, As a result, Eventually) to link them.(2)
Mark scheme · Y6.10 Cohesive Devices

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