For Halliday and Hasan (1976 apud OLIVEIRAS, 2008, P. 195), the cohesion mechanisms consist of five basic elements: reference, substitution, elimination, conjunction and lexical cohesion. On the cohesion for reference Halliday and Hasan (apud SIMON, 2008) they say that ' ' referenciais elements are the ones that cannot be interpreted by itself proper, but have that to be related to other elements in the speech to be compreendidos' ' , that is, it is the use of elements that they send to cited others previously already or that they will come to be, what if of the o the name of anaphora and catfora. For substitution it occurs when a word occupies the same place of another one or a complete conjunct, however this substitution does not guarantee the total equivalence of meaning with the substituted term. inions and ideas on the topic at hand. For elimination it is when it has the omission of some term, this being recouped semantically. For conjunction, they are the relations that give meant to the text, occurring by means of conjuncionais connectives as: but, also, later, etc. and finally, the lexical cohesion, that if relates to the election of related terms and if of the one by means of two processes reiteration and rank.
Already Garcez said (2001, P. 115) ' ' when the mechanisms of literal cohesion well are not used, either inside of the period, either between the periods or paragraphs, the text if prejudica' ' , therefore necessary text of a linking syntactic-semantics and a communicative intention, so that if it also keeps coherent coesivo and either considered an interrelated body. As we know the cohesion of the support the coherence that is the logical structure it thought: The coherence results of the configuration that assumes the underlying concepts and relations to the literal surface. The basic factor of the textualidade is considered, because it is responsible for the direction of the text.
6% say that the best way to achieve a good visit, and most importantly the benefit could be a little validation work after each lecture on the materials provided on it, it will cause Students listen to and understand a lecture, as well as help in getting the automatic test, 5% are in favor of establishing the schedule daily at one time, and 2% of respondents did not even realize that you need to do to Students attended classes. 1% of students believe that teachers should be kinder to them 1% of freshmen say that if they give free lunches, the attendance will be 100%. 4. 34% of respondents replied that there is nothing that they interfere with learning (these students do not pass and no debt). Many students (45%) admit that the blame for their poor training is laziness. According to 7%, to blame teachers: Denied assistance in their subject Tickets issued late for the exam Evil teachers toward students quiet lecture (these students have debts on their studies, but there are also those who have no debts) 9% prevents personal life, which takes time from studying (Attend classes regularly, no debt, or debt, 1-2) 5% – not enough books 5. Basically all the students happy now active learning process, there are only minor observations: The largest number of claims it was relatively inconvenient class schedules, alternating training shifts. I would like the classes were held at the same time, the working students in this case will have the opportunity to combine work and the learning process without the express prejudice to both.