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This study attempts to examine the use of cohesive devices in argumentative writing and investigate the relationship between cohesion and quality of writing. A total of 57 argumentative essays produced by Korean EFL university students were collected for the study. The use of cohesive devices was analyzed according to Halliday and Hasan's (1976) framework. In order to investigate the relationship between cohesion and quality of writing, students' compositions were evaluated by a holistic marking scheme, and then the Pearson correlation coefficient was calculated. The independent samples t-test was used to compare the difference in the use of cohesive devices between highly-rated and poorly-rated compositions. A qualitative analysis was also made to identify common features and problems that the students have in the use of cohesive devices. The analysis of the data indicated that the students used a variety of cohesive devices and that lexical devices were most frequently used, followed by reference and conjunction devices. The quality of writing was co-varied with the number of lexical devices and the total number of cohesive devices used in students' writing. It was also found that there was a statistically significant difference between the highly-rated and poorly-rated compositions in the frequency of use of reference devices and the total number of cohesive devices. Some common patterns and problems were identified such as overuse and misuse of cohesive devices. Based on the findings of the study, pedagogical implications are provided for the teaching and learning of argumentative writing.
