The ability to compose an argumentative text is important for ESL and EFL learners.
In terms of the communicative nature of writing, cohesion is regarded as an essential textual
component, not only to create organized text but also to the comprehensiveness of the text.
Therefore, the use of cohesive devices is really important. Based on Halliday and Hasan
Cohesion theory (1976)this study is intended to investigate the use of cohesive devices and
also the relationship between the frequency of cohesive devices using and the quality of
argumentative writing. An analysis of 30 students’ argumentative writing showed that the
students were familiar with various cohesive devices and used them in their writing. Among
the cohesive devices, reference had the largest percentage of the total number cohesive
devices, followed by lexical devices and conjunction devices. Furthermore, it was found that
there was no significant relationship between the number of cohesive devi ces used and the
quality of writing. The findings of the study have some important implications for EFL writing
teachers and learners
