Register, language features and cohesion across modes: QCE Essential English
“Make language choices according to register informed by purpose, audience and context, use mode-appropriate language features across spoken, written and multimodal texts, and sequence subject matter with cohesive devices to construct coherent texts”
Choose register (formal, semi-formal or informal) based on purpose, audience and context. Use language features that suit each mode: direct address and signposting when speaking, precise vocabulary and paragraphing when writing, and brief text with complementary visuals in multimodal texts. Link ideas with cohesive devices so every text is coherent.
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What this dot point is asking
Several Essential English objectives are about language control, and they are assessed in every task: choosing the right register, using language features that suit the mode, and sequencing ideas with cohesive devices so a text is coherent. This page brings them together.
The answer
Register: purpose, audience and context
Register is the level of formality in language.
| Register | Features | Example contexts |
|---|---|---|
| Formal | Full sentences, precise vocabulary, no slang, polite forms | Job applications, the CIA, speeches to councils |
| Semi-formal | Clear and respectful but friendly | School assemblies, community newsletters |
| Informal | Conversational, contractions, some slang | Texts to friends, casual social media |
Ask: What is my purpose? Who is my audience? What is the context (situation, mode, setting)?
Mode-appropriate language features
- Spoken: direct address, repetition, rhetorical questions, signposting, shorter sentences, plus pace, pause and emphasis.
- Written: topic sentences, precise vocabulary, varied sentences, correct punctuation and paragraphing.
- Multimodal: brief on-screen text, captions, visual emphasis, and spoken narration that complements images.
Cohesion and coherence
A coherent text has ideas in a logical order that the audience can follow. Cohesive devices create the links:
- Sequence: firstly, next, finally, later that day.
- Addition: also, furthermore, in addition.
- Contrast: however, on the other hand, although.
- Cause and effect: because, therefore, as a result.
- Example: for example, such as.
- Reference: pronouns (this, these, it) and repeated key words.
Same idea in three registers, about a new youth centre:
- Formal (letter to council): "The establishment of a youth centre would provide young residents with a safe and supervised space."
- Semi-formal (assembly speech): "Imagine having somewhere safe to hang out after school, right here in town."
- Informal (message to a friend): "Heard they might build a youth centre, how good would that be?"
Each suits its audience, purpose and context.
- Using slang in formal tasks
- Match the register to the context.
- Overusing one connective
- Vary "also" and "and then".
- Forgetting spoken signposts
- Listeners cannot flip back a page.
Practice questions
Original practice questions graded from foundation to exam level, each with a full worked solution. Try them before revealing the solution.
foundation3 marksRewrite this message in a formal register for an email to a potential employer: 'Hey, saw ur ad for the job at the cafe. Im keen, can start whenever.'Show worked solution →
Example: "Dear Ms Taylor, I am writing to apply for the café assistant position advertised on your website. I am enthusiastic about the role and available to start immediately. Kind regards, Alex Brown."
Changes: formal greeting and sign-off, full words instead of abbreviations, correct punctuation, and polite, complete sentences.
Marking guide: 1 mark for greeting and sign-off, 1 mark for full, correctly spelled words and punctuation, 1 mark for polite, complete expression.
core4 marksImprove the cohesion of this paragraph by adding cohesive devices: 'The school wants to ban phones. Students use them for learning. Some students get distracted. A ban might not be fair. Teachers could set clear rules.'Show worked solution →
Example: "The school wants to ban phones. However, many students use them for learning, such as checking assignment instructions. At the same time, some students do get distracted. Therefore, a total ban might not be fair. Instead, teachers could set clear rules about when phones can be used."
The connectives show contrast (however), example (such as), balance (at the same time), consequence (therefore) and alternative (instead), so the argument flows logically.
Marking guide: 1 mark per appropriate cohesive device with a clear logical link (up to 4).
exam5 marksExplain how you would adjust register and language features when turning the same content into (a) a spoken response to your school assembly and (b) a written feature article for the local newspaper.Show worked solution →
(a) Spoken, assembly. A semi-formal, friendly register suits students and staff. Use direct address ("you", "we"), short sentences, rhetorical questions and repetition so listeners can follow without reading. Signpost clearly ("My second point is..."), and plan pauses and emphasis.
(b) Written, newspaper feature. A more formal but engaging register suits a general adult audience. Use a headline and hook, third-person reporting with quotes from people involved, precise vocabulary, varied sentence lengths and paragraphs with topic sentences. Cohesion comes from subheadings and connectives rather than spoken signposts.
The content stays the same, but register and features change to suit the mode, audience and context.
Marking guide: 2 marks for (a), 2 marks for (b), 1 mark for explaining why they differ.