Abstract This paper selects four current intermediate and advanced Chinese as a Second Language writing textbooks: Developing Chinese , An Intermediate and Advanced Chinese Writing Course for Foreigners , A New Chinese Writing Course , and Jumping High: A Systematic Chinese Course·Writing Textbook . Using the cohesion theory of Halliday & Hasan (1976) and Hu (1994) as a framework, this study examines the teaching content of discourse cohesion and coherence in these textbooks. In comparison, all four textbooks contain relevant content, but some cover only means of conjunction, while others include additional means such as reference and lexical cohesion. Overall, there are phenomena such as incomplete variety and inconsistent quantity in Chinese writing textbooks. This paper also briefly analyzes the reasons for these issues and proposes suggestions.
Tian et al. (Mon,) studied this question.