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The purpose of this paper is to prove that Chinese EFL learners’ awareness of cohesion and coherence of English affects the quality of their essays. The core of our research is a teaching experiment. In a control and test group design, we carried out an intervention where the test group received an eight-day course on cohesion and coherence, while the control group was uninterrupted. Preliminary data involving 156 essays written by the subjects in the two groups suggests that prior to the intervention, no significant between-group difference in writing quality exists. However, after the eight-day intervention, subjects in the test group wrote more effectively than those in the control group. Two statistical methods, T-test and Correlation, were adopted to testify the between-group difference and the closeness between the quantity of cohesive ties and the scores of the essays.The result that learners’ awareness of cohesion and coherence affects the quality of their writing suggests in the teaching of grammar, lexis and writing, Chinese EFL teachers should attach more importance to developing learners’ awareness of cohesion and coherence of English.