This study examined the use of cohesive features in 270 narrative and argumentative essays produced by 45 s language (L2) students over a semester-long writing course. Multiple regression analyses were conducted to determine the ability of the computational indices of cohesion (TAACO) variables to predict human ratings of essay quality, recognize any differences in the use of cohesive devices between narrative and argumentative genres, and ascertain which of the cohesive devices varied for each of the genres over time. The results indicated clear differences in how cohesion was signaled between the two genres. Narrative texts relied on the use of connective devices to signal cohesion, whereas argumentative texts relied on the use of global-level repetition. With regard to development, the results were less conclusive but do suggest expansion in the participants’ use of cohesive devices. These results provide important implications for L2 writing pedagogy and assessment.

本研究考察了 45 岁语言 (L2) 学生在一个学期的写作课程中所写的 270 篇叙事和议论文中衔接特征的使用情况。进行多元回归分析以确定凝聚力计算指数 (TAACO) 变量预测人类对论文质量评分的能力，识别叙事和议论文体裁之间衔接手段使用的任何差异，并确定哪些衔接手段有所不同随着时间的推移，每一种类型。结果表明，这两种流派之间的凝聚力信号方式存在明显差异。叙事文本依赖于使用连接设备来表示凝聚力，而议论文则依赖于全局重复的使用。在发展方面，结果不太确定，但确实表明参与者对衔接手段的使用有所扩大。这些结果对二语写作教学法和评估具有重要意义。