Cohesion and coherent at the level of paragrapg in the compositions of secondary school students

In this study written expressions of 524 students who are studying in secondary education, were evaluated in terms of coherence, cohesion and thought development techniques in paragraph level. Coherence includes grammatical correlations which allow transferring of meaning between units. Cohesion is integrity in essay. Thought development techniques serve for to extend the thought that takes place in paragraph.In research, students are asked to write an essay by selecting one of ten topics. The scale of coherence evaluation level, the scale of thought development techniques evaluation and the scale of cohesion evaluation are used while evaluating students? essays. According to the findings of study, the frequency of coherence in paragraph level as follows, word coherence ( % 51,26), connection element ( % 20,22),ellipsis expression ( %17,40),reference ( % 10,58),substitution 0,46).Students use coherence according to tasks of setting function between units as follows; through sentence (%31,60),among sentences ( % 47,32), through paragraph ( % 15, 00),among paragraphs ( % 6, 06).In research, students have some problems about using coherence in paragraph level. It can be summarised as follows; a) pronoun is not given a clearly b) demonstrative pronoun is used for people. c) demonstrative adjective is not given clearly d) demonstrative adjective is used unnecessarily e)demonstrative pronoun is used unnecessarily f) wrong demonstrative pronoun usage g)verbal lecture about reference takes place in paragraph, pronoun is repeated over and over h) frequently used in oral expressions `to me? and` in my opinion? takes place paragraphs widely ı) conflict about reference element due to not using subject j)using pronoun instead of demonstrative pronoun k)disharmony of countable uncountable.According to findings of research, secondary school students have problems about coherence in paragraph. The comparison between Ninth grade students who does not have paragraph unit in their lessons and tenth grade students who have this lesson clearly shows that second group is more successful in effective introduction and thought organization. However there is not any big difference between them in finishing paragraph effectively, creating main idea, harmony in main idea and secondary idea.It can be summarize students? problems about paragraph coherence as follows a) weak introduction to paragraph, b) weak final in paragraph, c) inability to make paragraph organization and inability to create main idea, d) inability to support main idea with supporting idea, e) Making series of sentences in a paragraph that contains unrelated thoughts, f) making paragraph where it should be, g) making paragraph where it should not be, h) making very short paragraphs in which thoughts cannot be express exactly and completed, ı) due to cannot divide text into paragraphs, all text is given in a single paragraph, j) lack of weight or measure. Skipping very important information or not giving info in a detail but explaining unimportant information in a detail, k) due to the lack of structure in paragraph, part?s of paragraph (main idea, discussion, conclusion) cannot be formed.9th and 10th grade students uses thought development techniques respectively typically as follows, exemplification (% 23, 84), asking questions (% 22,91),definition (15,23), comparison(% 14,83), contrast (10,01), indicating witness-quote (7,54), simile (4,37), using numerical data (% 1,05). Students have some problems about using paragraph development techniques in paragraph. These problems are as follows, a) using asking question technique in inappropriate place b) using questions in an unnecessary and frequent way. c) starting paragraph with an example d) using a sample without preparing the reader mentally to the idea e) giving a sample with a spoken language in a paragraph that disturbs the flow of paragraph f) quoting showing the wrong source and without knowing the owner of word g) untrusting usage of numerical data in paragraph h) qualified definitions cannot be used.