123 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.

2, August 2024 - ISSN: 978-0655-95

Analysis of the Use of Conjunctions as Cohesive Devices by 100 Level Students of the
College Of Humanities at Al-Qalam University Katsina State

Amina IBRAHIM Gambo

Department of English,

Al-Qalam University, Katsina, Katsina State - Nigeria

+2347018588898

e-mail: [email protected]

SPS/MA/ENG/19/0204

And

Dr. Sulaiman MUHAMMAD Isa

(Corresponding Author)

Department of Education Foundations,

Kampala International University, Uganda

+256756868361

E-mail: [email protected]

DOI: https://doi.org/10.5281/zenodo.14599926

Abstract

English as a language of education and instruction in Nigeria continues to remain a rich ground
of enquiry for linguists and language educators. The examination of its use by the teeming
population often reveals the level of mastery of this language that is spoken in most places in
Nigeria, especially on Nigerian tertiary institution campuses. From its word classes to its
meaning, proficiency in English is considered as a positive stride in Nigeria. This study focuses
on the analysis of the use of conjunctions as cohesive devices by 100 Level students of the
College of Humanities at Al-Qalam University Katsina State. Halliday and Matthiessen's
Conjunctions Theory was adopted for the study. The research employed a mixed method
research design on five students’ essays randomly collected. The findings of the research show
that investigating the use of conjunction is essential for students as it provides them with
effective writing skills. Consequently, the results of the study reveal that students use different
124 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

types of conjunctions in their written essays including additive, causal, temporal and
clarification. The study concludes that the correct use of conjunctions helps to create coherence
in sentences as shown in the sampled essays. The study recommends that ESL learners should
improve on the appropriate use of conjunctions as cohesive devices to achieve coherence in their
essay writing. It could be done by learning processes to prevent incoherent text of students
writing.

Keywords: Conjunction, Cohesive, Devices, Students, Writing.

125 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

Introduction

Language is an essential means for humans to communicate, to convey messages, to express

thoughts, ideas, and viewpoints. In other words, it is the method of expressing ideas and
emotions in the form of signs and symbols. These signs and symbols are used to send or receive
the message. Students' writing especially in an English language classroom context needs to
show their awareness of communicative goals and of the writing context. To achieve this, there
is need to consider cohesive devices which are essential for maintaining coherence in written
texts. Halliday and Hasan (1976) emphasized the importance of cohesion in language. Cohesion
is a semantic concept, and refers to the way different parts of a text are related to each other by
means of explicit and implicit connections. Cohesive devices, like conjunctions, contribute to the
construction of meaning within a text.

Conjunctions are fundamental cohesive devices that bind different parts of a text together. They
help to establish logical relationships between sentences and paragraphs. According to Halliday
and Hassan (1976:10), "Conjunctions are central to the textual function of language, enabling the
organization of information and establishing coherence in texts." Also, Quirk (1985:23) states,
"Coordinating conjunctions facilitate the linking of grammatical equivalents, whereas
subordinating conjunctions introduce subordinate elements, providing information that is
dependent on the main clause." Biber. (1999:5) highlights that "Conjunctions contribute to the
overall rhetorical structure of texts, indicating relationships between propositions and helping
readers discern logical connections.

Effective communication and coherence are essential components of successful academic

writing. Cohesive devices, particularly conjunctions, play a pivotal role in facilitating seamless
connections between ideas and ensuring the logical flow of information within a written text.
Despite their significance, many students often struggle to utilize conjunctions appropriately,
leading to fragmented and disorganized writing. Thus, the paper aims to investigate the
challenges faced by 100 Level students at Al-Qalam University Katsina in employing
conjunctions as cohesive devices in their academic writing. The paper delves into the various
types of conjunctions commonly used by students, their correct and erroneous usage patterns,
and the impact of these cohesive devices on the overall clarity and coherence of their written
work. Through its analysis and findings, the paper attempts to dissect the level of English
grammar proficiency of the target audience.

The Conjunction

Conjunctions are cohesive by semantic connection and are typically realized at the lexico-
grammatical level by adverbs, adverbial and prepositional expressions. Bryson (1997) sees
conjunction as a word that links words, phrases or clauses. There are three types of conjunctions.
Coordinating conjunction may join single words or they may join groups of words, but they must
always join similar elements e.g. subject + subject, verb phrase + verb phrase sentence +
sentence. A coordinating conjunction is used to join elements, the element become a compound
element. Correlative conjunctions also connect sentence elements of the same kind: however,
unlike coordinating conjunctions, correlative conjunctions are always used in pairs.
126 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

Subordinating conjunctions, the largest class of conjunctions, connect subordinate clauses to

main clause. These conjunctions are adverbs used as conjunctions. Halliday and Hassan (1976)
argue that conjunction is not the same as the elementary logical relation that are expressed
through the structural medium of coordinating but textual. Textual coordination connects or
binds sentences. There are four basic categories of conjunctions namely additive, adversative,
causal and temporal.

Additive conjunctions are used to add more meaning to a clause, they include: and, furthermore
etc, adversatives show contrast between clauses which has the following examples - but,
however, on the other hand, nevertheless etc. Causals are used to explain reason between clauses
and the examples include - so, consequently, for this reason, etc. Temporal conjunctions are time
related and they are - then, often, that before, later, after, at last, finally, etc. Aliyu (2006) views
conjunction as "an uninflected word employed to link some words or some part of a sentence".
The two main clauses of conjunctions are the coordinating and subordinating conjunctions. The
coordinating conjunctions are introduced by such words as ‘and’ ‘but’ ‘or’ and ‘nor’. The
subordinating introduced by such words like: when, if, because and while. Lester (1994) sees
conjunctions as single words used to connect parts of a sentence such as ‘and’, ‘but’ and ‘or’. He
added that conjunctive adverbs are special kinds of adverbs used instead of a coordinating or
correlative conjunction to join the simple sentence in compound sentences. Conjunctive adverbs
are at times stronger and more precise than coordinating conjunctions e.g. however,
equally, besides etc.

Review of Related Literature

Conjunctions play a vital role in connecting ideas, sentences, and paragraphs, creating coherence
and ensuring a smooth flow of information in written texts. Previous researches (such as Osagie,
2018; Adeleke, 2019) have emphasized the significance of conjunctions as cohesive devices,
highlighting their contribution to the overall effectiveness of academic and non-academic
writing. These studies underscore that students' ability to use conjunctions correctly and
appropriately is crucial in producing well-structured and coherent writing. Ajayi (2015) analyzed
conjunction usage in essays written by Nigerian undergraduate students. The research found that
students frequently used coordinating conjunctions to connect sentences and ideas, but they
tended to underuse subordinating conjunctions, leading to less complex sentence structures. In
another study, Olatunji and Adebowale (2017) examined conjunction errors in writing samples
of Nigerian secondary school students. The research reveals common mistakes, such as using
incorrect conjunctions to link ideas and misplacing conjunctions within sentences. The study
recommends targeted grammar instruction and feedback to address these errors effectively.

Osagie (2018) explored the role of conjunctions in achieving coherence in research papers
written by Nigerian university students. The study identified a significant positive correlation
between effective conjunction use and the overall coherence of the papers. The research
highlights the importance of conjunctions as essential cohesive devices in academic writing.
Also, Adeleke (2019) study compared the conjunction proficiency of Nigerian English language
learners from different proficiency levels. The research reveals that advanced learners
demonstrated more sophisticated use of conjunctions, employing a wider range of conjunction
127 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

types to convey various relationships between ideas. The findings underscore the developmental
nature of conjunction usage in language learning.

Similarly, Ogunleye and Bello (2020) examined the use of conjunctions in argumentative essays
written by Nigerian students. The study identified variations in conjunction usage based on the
students' academic disciplines, with some disciplines favoring specific conjunctions to structure
arguments. The research highlights the genre-specific nature of conjunction usage in students
writing. Another study by Nwabueze (2009) focused on the role of conjunctions as coherence
markers in Nigerian academic writings. The research analyzes how conjunctions were used to
connect ideas and maintain logical flow in academic texts. The study emphasized the
significance of conjunctions in achieving coherence and effective communication in Nigerian
academic writing. Furthermore, Sisulu (2012) explored the use of conjunctions in South African
political discourse. Sisulu analyzed speeches and written statements of political leaders to
understand how conjunctions were employed to structure arguments, emphasize points, and
create persuasive discourse. The research highlights the role of conjunctions in shaping the
rhetorical strategies of South African political communication. These studies reviewed show the
relevance of conjunctions in students’ writings which varies in terms of their appropriateness.
Inappropriate uses of conjunctions by the students show that applying conjunctions in writings
was problematic for ESL learners.

Theoretical Framework

Conjunctions Theory by Halliday and Matthiessen (2014) is used as the theoretical framework in
this study to analyze and interpret the data. A conjunction is concerned with rhetorical transitions
between whole ‘messages’, or even message complexes (Halliday and Matthiessen, 2014). It is a
resource for marking transition in the unfolding of a text (Halliday and Matthiessen, 2014). It
indicates the relations through which such textual transitions are created. Conjunctive elements
are cohesive not in themselves but indirectly by virtue of their specific meanings; they are not
primarily devices for reaching out into the preceding (or following) text, but they express certain
meanings which presuppose the presence of other components in the discourse (Halliday and
Hasan, 1976).

Research Methodology

The study adopts a mixed-method research design, combining both quantitative and qualitative
approaches. Thus, the analysis is done through conceptual explanation as well as through
statistical means using a table and percentile. The participants of this study are 100 level students
enrolled in various academic programs within College of Humanities at Al-Qalam University
Katsina. A purposive sampling method is used to select participants to ensure representation
from diverse linguistic and cultural backgrounds. Students were approached to write essays
about campus life in Al-Qalam University Katsina and five out of the pool of essays received
were randomly selected for analysis. Each essay was titled by the student who wrote them to
reflect the topic of their choice.
 128 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

Presentation of Data, Analysis and Comments

The following essays are presented as they were collected, then a table of categorisation is
employed to analyse the categories of conjunctions that are in each essay and finally a
commentary is given on each text of essay presented.

Text of Essay 1: Friends’ Becoming Families

In this university I have met many people. In fact, some of them I cannot remember where we
met but I know it is because I am here in Al-Qalam. So, after meeting many times in lectures or
in the campus, we become friends. We now talk every day and do things together. We even lived
in the same hostels. Many of these friends have now become like family members to me because
of their kindness and support. I always like to share my things with them rather than to take it to
other people. Friends have now become my family here and I like them so much.

Table 1: Text Analysis for Conjunctions

Essay 1: Friends’Becoming families Enhancement Extension Elaboration

1. 1. In this university I have met many people.

2. 2. In fact, some of them I cannot remember (In fact)

where we met but I know it is because I am CLARIFICATION
here in Al-Qalam
3. 3. So, after meeting many times in lectures or (So)
in the campus, we become friends. CAUSAL

4. 4. We now talk every day and do things (and)

together. ADDITIVE
5. 5. We even lived in the same hostels.

6. 6. Many of these friends have now become (and)

like family members to me because of their ADDITIVE
kindness and support.
7. 7. I always like to share my things with them (rather)
rather than to take it to other people. CLARIFICATION

8. 8. Friends have now become my family here (and)

and I like them so much. ADDITIVE
9. TOTAL 1 3 2

Comments: The essay contains eight sentences. The writer employs a number of conjunctions at
various parts of the essay as a means to bring cohesion into their flow of thought. The essay
focuses on friendship extended to deeper levels in the university. There is a kind of a dependency
on ‘additive’ conjunctions in an attempt to keep the flow. This reflects the average grasp of
English vocabulary by the writer.
 129 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

Text of Essay 2: Fixed Lectures

Firstly, I think a university should be like your secondary school where your teacher can come in
according to their periods on the time table. But here at Al-Qalam, one of the things I hate the
most is the fixed lectures. You are thinking of doing something after your lecture then someone
will just come and say there is another lecture you have to do in the afternoon. In the end, the
lecture may not even come for that lecture and you must for them until they call the class rep and
say I am not coming anymore I have another meeting. At least, when you already know a
lecturer is not coming you will not waste your time waiting for them.

Table 2: Text Analysis for Conjunctions

1. Essay 2: Fixed Lectures Enhancement Extension Elaboration

1. Firstly, I think a university should be like (Firstly)

your secondary school where your teacher can TEMPORAL
come in according to their periods on the time
table.
2.But here at Al-Qalam, one of the things I hate
the most is the fixed lectures
3.You are thinking of doing something after (then) (and)
your lecture then someone will just come and TEMPORAL ADDITIVE
say there is another lecture you have to do in the
afternoon
4. In the end, the lecture may not even come for (and) (In the end)
that lecture and you must for them until they call ADDITIVE CLARIFICA
the class rep and say I am not coming anymore I TION
have another meeting.
5. At least, when you already know a lecturer is (At least)
not coming you will not waste your time waiting CLARIFICA
for them. TION

TOTAL 2 2 2

Comments: The essay has five sentences. The categorization of ‘in the end’ as ‘clarification’
instead of ‘temporal’ is due to the fact that the statement is specific to the fact that the writer
meant to sum up a thought and not merely disclose the time of an event. The essay contains six
conjunctions.
130 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

Text of Essay 3: Socialisation on Campus

If you come to Al-Qalam, they will teach you how to socialise here. You will see so many things
that you do not know before and you will start to feel like you want to try it too. During my first
semester here in Al-Qalam, I always sit at the administrative block side and see many students
coming in. some come in with their friends while some are coming alone. One thing I noticed is
that the students that come in groups are always laughing. They always look happy. After a
while, I started to see that most of the girls wear their hijabs in a similar pattern like scarfs at the
top. Because of that I too soon started wearing my own like that. Now, I have a belief that in the
university you will see so many types of behaviours and they will make you copy some and
some of them you will not like personally.
131 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

Table 3: Text Analysis for Conjunctions

Essay 3: Socialisation on Campus Enhancement Extension Elaboration

1. If you come to Al-Qalam, they will

teach you how to socialise here.
2. You will see so many things that you do (and)
not know before and you will start to feel ADDITIVE
like you want to try it too.
3. During my first semester here in Al- (During my first (and)
Qalam, I always sit at the administrative semester here in ADDIITIVE
block side and see many students coming Al-Qalam,)
in TEMPORAL
4. Some come in with their friends while
some are coming alone.
5. One thing I noticed is that the students
that come in groups are always laughing.
6. They always look happy.

7. After a while, I started to see that most (After a while)

of the girls wear their hijabs in a similar TEMPORAL
pattern like scarfs at the top.
8. Because of that I too soon started (Because of
wearing my own like that. that) CAUSAL

9. Now, I have a belief that in the (Now) (and)

university you will see so many types of TEMPORAL ADDITIVE
behaviours and they will make you copy
some and some of them you will not like
personally.
TOTAL 4 3 0

Comment: the essay has nine sentences. It looks at how students pick up behaviours on campus.
The writer uses seven conjunctions in total.

Text of Essay 4: Aiming for Excellence

I want to write about excellence. Since I was in the secondary school, I was always the first in
my class and so I have the hope that wherever I go I will continue the same efforts. I have now
gained admission into Al-Qalam University Katsina and I take my studies very serious. In fact,
we have a study group where we meet to reteach ourselves courses that are difficult. Also, I and
132 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

my friends visit the library a lot. We believe that we can get more knowledge by reading more
books than others. My ambition is to graduate with first class and I will keep working hard to
make it In sha Allah.

Table 4: Text Analysis for Conjunctions

Essay 4: Aiming for Enhance Extension Elaboration
Excellence ment
1. I want to write about
excellence.
2. Since I was in the secondary (So) (and)
school, I was always the first CAUSAL ADDITIVE
in my class and so I have the
hope that wherever I go I will
continue the same efforts.
3. I have now gained (and)
admission into Al-Qalam ADDITIVE
University Katsina and I take
my studies very serious.
4. In fact, we have a study (In fact)
group where we meet to CLARIFICATIO
reteach ourselves courses that N
are difficult.
5. Also, I and my friends visit (Also)
the library a lot. ADDITIVE
6. We believe that we can get
more knowledge by reading
more books than others.
7. My ambition is to graduate (and)
with first class and I will keep ADDITIVE
working hard to make it in sha
Allah.

TOTAL 1 4 1
133 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

Comment:
The essay has seven sentences. There is a grammatical error in the use of ‘and so’. The use of
‘so’ to indicate the cause of the next point of action is the most appropriate without necessarily
using ‘and’ which the writer resolved to use. Also, the essay relies so much on ‘additive’
conjunctions.

Text of Essay 5: Family’s Bread Winner

I am from Kwara state and my uncle works here in Katsina, so I gained admission into this
university to quickly finish my studies and start to work. At the moment, I feel like I am the
bread winner of my family because my parents prefer to send me to a university as the only boy
in the family. They expect that if I become a graduate and serve, I will have better work
opportunities than others. My other sisters are learning different apprentice work in Lagos and
they also pray for me to become successful. I am determined not to let them down so I take my
studies here serious. I am also trying to learn Hausa language so that I can have more connection
with people for work. I am happy with Al-QalamUniversity because they do not go to strike like
other universities.
134 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

Table 5: Text Analysis for Conjunctions

Essay 5: Family’s Bread Winner Enhancement Extension Elaboration

1. I am from Kwara stateand my uncle (so) CAUSAL (and)

works here in Katsina, so I gained ADDITIVE
admission into this university to quickly (and)
finish my studies and start to work. ADDITIVE
2. At the moment, I feel like I am the (At the
bread winner of my family because my moment)
parents prefer to send me to a university TEMPORAL
as the only boy in the family. (because)
CAUSAL
3. They expect that if I become a (and)
graduate and serve, I will have better ADDITIVE
work opportunities than others.
4. My other sisters are learning different (and)
apprentice work in Lagos and they also ADDITIVE
pray for me to become successful.
5. I am determined not to let them down (so) CAUSAL
so I take my studies here serious.
6. I am also trying to learn Hausa (so that)
language so that I can have more CAUSAL
connection with people for work.
7. I am happy with Al-Qalam university (because)
because they do not go to strike like CAUSAL
other universities.
TOTAL 5 3 0

Comments: the essay has seven sentences. The writer focuses on the idea of being the
breadwinner of their family. There appears a dependency on ‘causal’ and ‘additive’ conjunctions
in the essay.

Discussion of Data

Based on the findings of the five analysed essays written by 100 level students of college of
humanities at Al-Qalam University Katsina, it is evident that extension conjunctions, like
"and,""but," were the most frequently used. These conjunctions play a pivotal role in connecting
ideas within sentences, aiding in the overall coherence and flow of the essays. Despite their
extensive use, it is crucial to note that students encountered difficulties, particularly in the
technical application of correlating conjunctions like "neither nor" or "either or." This deficiency
135 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

suggests a gap in their understanding of these specific conjunctions, leading to their avoidance in
essays due to unfamiliarity. The results of this study correlates with that of Osagie (2018) who
explored the role of conjunctions in achieving coherence in research papers written by Nigerian
university students. Furthermore, the inadequate use of conjunctions as paragraph linkers was
also noticeable, indicating a need for more explicit guidance on their utilization for broader text
organization.

The prevalent errors or challenges faced by students in the proficient use of conjunctions indicate
a need for focused educational interventions. The students' lack of expertise in applying
correlating conjunctions demonstrates the necessity for targeted instruction to enhance their
technical understanding. This is in line with the study conducted by Ajayi (2015) who analyzed
conjunction usage in essays written by Nigerian undergraduate students. Additionally,
encouraging students to incorporate conjunctions strategically as paragraph linkers could
significantly enhance the overall coherence and structural integrity of their essays. These
interventions might involve structured exercises, practical examples, and explicit explanations to
familiarize students with the diverse functions of conjunctions in written discourse. This
correlates with the results of the study conducted by Ogunleye and Bello (2020) who examined
the use of conjunctions in argumentative essays written by Nigerian students.

Findings

The findings of the research show that investigating the use of conjunction is essential for
students as it provides them with effective writing skills. Consequently, the results of the study
reveal that the students use different types of conjunctions in their written essays including
additive, causal, temporal and clarification. These textual organizations were the results of the
text cohesion brought about the use and frequencies of the different types of conjunctions in the
written essays produced by 100 level students enrolled in various academic programs within
College of Humanities at Al-Qalam University Katsina. The results reveal that the presence and
absence of any of the conjunctions affected the overall cohesion of the written essays.

Conclusion

Conjunctions are essential grammatical elements that serve as connectors in a sentence or

between different parts of a sentence. They play a crucial role in establishing relationships
between words, phrases, and clauses, contributing to the coherence and flow of written and
spoken language. Scholars in linguistics have extensively studied conjunctions and classified
them into various types based on their functions and uses in communication.

Recommendation

Based on the results of this study, it is recommended that ESL learners should improve on the
appropriate use of conjunctions as cohesive devices to achieve coherence in their essay writing.
It could be done by learning processes to prevent incoherent text of students writing.
136 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

References

Adeleke, O. (2019). Conjunction Proficiency in Nigerian English Language Learners: A

Comparative Study. African Journal of Linguistics and Literature. Vol. 3.1. pp. 23
-41.

Ajayi, F. (2015). Conjunction Use in Nigerian Undergraduate Essays: A Corpus-Based Study.

Journal of Language and Literary Studies Vol. 1.4. pp. 27-41.

Aliyu, J.S. (2006). Conjunctions as Cohesive Devices in the Writings of English as Second
Language Learners. Procedia - Social and Behavioral Sciences 208 (2015)74 – 81.

Biber, D. (1999). Longman grammar of spoken and written English. Edinburgh: Pearson
Education Ltd.

Bloor, M. and Bloor, T. (2002). Functional Analysis of English: A Hallidayan Approach.

Arnold: London.

Bryson (1997). Conjunctions as Markers of Coherence in Nigerian Academic Writing".

Journal of Humanities and Sociology. Vol. 3.2. pp. 17-29.

Etame, F (2001). Longman grammar of spoken and written English. Edinburgh: Pearson
Education Ltd.

Halliday, M. A. K., and Hasan, R. (1976). Cohesion in English. English Language Series.
London: Longman.

Halliday, M. A. K and Mathiessen, C. (2014). An Introduction to Functional Grammar.

Arnold: G.B.

Lester, R. (1994). The Use of Conjunctions in South African Political Discourse. Journal of
Linguistics. Vol. 1.4. pp. 56-72.

Mohammad, A.S. (2015). Conjunctions as Cohesive Devices in the Writings of English as

Second Language Learners. Procedia - Social and Behavioral Sciences 208

Nwabueze, C. (2009). Conjunctions as Markers of Coherence in Nigerian Academic

Writing. Journal of Humanities and Sociology. Vol. 3.2. pp. 17-29.

Ogunleye, A., and Bello, R. (2020). Conjunction Use in Nigerian Students' Argumentative
Essays. Essays in Discourse Studies
137 Beyond Babel: BU Journal of Language, Literature and Humanities- Vol.8. No.2, August 2024 - ISSN: 978-0655-95

Olatunji, M., and Adebowale, T. (2017). Investigating Conjunction Errors in Nigerian

Secondary School Students' Writing. Language Studies Review Journal Vol. 2.5. pp.

12-32.

Osagie, A. (2018). The Role of Conjunctions in Achieving Coherence: A Study of Nigerian

University Students' Research Papers. Journal of Linguistics Vol. 1.2. pp. 34-51.

Quirk, R. (1985). A Comprehensive Grammar of the English Language. London: Pearson

Longman.

Sisulu, L. (2012). The Use of Conjunctions in South African Political Discourse. Journal of
Linguistics. Vol. 1.4. pp. 56-72.