<h3> Answer</h3>
but, however, contrarily
<h3>what is cohesive device ?</h3>
Cohesive devices are words or phrases used to connect ideas between different parts of text. Cohesive devices, sometimes called linking words, linkers, connectors, discourse markers or transitional words.
<h3>Definitions</h3>
but - except' when it is used after words such as all, everything/nothing, everyone/no one, everybody/nobody.
however - on the other hand” or “in spite of that.” How does it compare to however, but, nevertheless, still, and yet?
contrarily - on the other hand; from the opposite point of view.
the author just like to emphasize that all the painting works of Michaelangelo can be visited. The author is putting all her research about the painting of Michaelangelo into a book Nudity art and decorum it is a visual alternations writings which had been issued.
Knowing that works of Michaelangelo been denounced by the senior cardinals including pope due to wickedness and indecency.
The phrase "I think, therefore I am." was spoken by the French philosopher Descartes. He created this phrase to affirm the importance and the existence of absolute doubt. For Descartes it was necessary for man to attain absolute knowledge, but to achieve absolute thought it was necessary for man to doubt everything and everything, including God, the world, all existing concepts and even his own existence. However, man could not doubt that doubt exists, because to doubt it was necessary to think and thought made things real. Therefore, if man is able to think, he is able to exist.
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Language may be used to communicate, learn, and express identity. Adopting Chinese schools as a focal point, this dissertation explored how Chinese-Canadians establish their cultural identity through code-switching. This dissertation was guided by four research questions: (1) How is the prevalence of code-switching among Chinese teachers, parents and students at home and school? (2) How do the teachers, parents and students perceive and compare the communicative, learning and identity-reflective functions of language? (3) How do they form their cultural identity through language use and code-switching? (4) What do they understand as, the relationship between language use/code-switching and identity formation? Several types of data were gathered: Three Canadian specialists in Chinese language education were interviewed; 203 students were recruited from six Chinese language schools in Greater Vancouver to answer a structured questionnaire; eight triplets of parents, teachers and students participated in class observations, home visits, and group discussions; and data were gathered from students’ self tape-recording, written logs and instant messages. It was found that the students did the most between-turns code-switching, while the parents did less and the teachers did the least amount of code-switching. Most participants considered the communicative function of language the most important, the learning function less important and the identity-reflective function the least important. Some participants suggested that language may serve different functions simultaneously. I proposed that identity formation is dynamic and multi-faceted. The questionnaire results indicated that most students were proud of their Chinese cultural identity although the parents and teachers thought that the students were not mature enough to understand the real meaning of identity. Most participants thought that no direct relationship was between language use and identity formation because people can use a second language to reflect or form their cultural identity. However, from a broad perspective, a close relationship does exist because people can use any language to reflect their cultural identity.
