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n clearly, all thecompositions are identified with numbers from 1 to 40. The cohesive devices isunderlined and coded according to Halliday and Hasan's taxonomy of cohesivedevices and coding sdieme. The number of devices that they use, the number oferrors that they commit and the error rate are listed in the following table clearly (SeeTablel).Table 4.1 shows tiie detailed number of cohesive devices and error rate by everysubject. Sample 22 has the highest frequency: 18 cohesive devices; and Sample 30has the lowest frequency: 4 cohesive devices. Altogether there are 394 cohesivedevices in the 40 random samples. Besides，we can see that samples 7，14，25 and 30have only one error each; and Samples 29 has the most error: 6 errors,From Table 4.1, we can conclude that the utilization of the cohesive devices isdifferent from one to the other. Since the close bond between the number of cohesiveitems and the quality of writing is not the main job of the thesis，the study does notrate and classify the compositions as good and poor ones. However, some previousstudies showed that there are more cohesive devices used in better writing than poorerones (Xu Weicheng，2000); (Song Meihua& Xia Weirong, 2002).
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Conclusion

This study shows that most students can use a variety of cohesive items. Theutilization of the cohesive devices is different from one to the other. Among the fivekinds of cohesive devices, the reference has the highest frequency，which takes up the40.10% of the total cohesive devices. The second highest frequency is the lexicalcohesion, representing the 31.98% of the total cohesive devices. Ellipsis andsubstitution only take up a small percentage. We can find that the subjects are morelikely to use reference and lexical cohesion in their writings so as to keep the text ordiscourse coherent Thus they make more errors in the reference and lexical cohesion.The possible reason is that the subjects more often turn to refer过ice in their writings.Their errors in the lexical cohesion make up 37.40%，being the second most errors inthe writing. Most of the errors of lexical cohesion may partly lie in the Interlinguaerrors since there are lexical differences between Chinese and English, which result inthe negative transfer. The ellipsis errors are the least, it may be because of the factthat they wound rather make their witings redundancy in order to express their ideasclearly. They may tend to avoid their unfamiliar ellipsis in the cohesive devices.According to this study, the subjects tend to overuse the repetition. The possiblereason may be that they have a small vocabulary. Or it is because the structure inEnglish text is often linear, while it is often spiral in Chinese ones.
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Reference (omitted)

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