Abstract:
ABSTRACT
This study sought to assess how paragraph unity and coherence in writing are
achieved among students of the Komenda College of Education, with respect to
gender. Lakoff’s Theory, Difference Theory and the Performativity Theory
underpinned the study. Both qualitative and quantitative approaches were
employed, and the descriptive design was used. The sample size comprised 60 (40
males and 20 females) Level 200 students from the Department of English of the
Komenda College of Education, selected using the census techniques. Paragraphs
written by the students were analysed using narratives, and quantitative data
analysed using mean, standard deviation and the independent samples t-test. The
results revealed that both male and female students introduce a topic sentence
positioned at the beginning of the paragraph, followed by supporting sentences,
then illustrations, all on one idea, in achieving paragraph unity; however, males
frequently used firstly, secondly, etc.; therefore; however, and though whilst
females used because, for example and again to achieve the same purpose of
paragraph unity. It was also found that both males and females used repetitions and
transitional words to achieve coherence; however, males frequently used
coordinating conjunctions as females used synonyms frequently. Finally, it was
revealed that there is no significant difference between males and females, with
respect to achieving unity and coherence. It was concluded that gender has no
influence on paragraph writing. It was then recommended that colleges employ the
same methods of paragraph writing in training both gender groups. The researcher
made suggestions for future studies.
