Abstract
This study is to explore the cohesion profiles of L2 writings both quantitatively and qualitatively in the course of process writing by L2 English learners to see if learners exhibit any progress in subsequent drafts. Three students’ writing samples were collected from a course of Logic and Essay Writing offered at a university in Jeollanam-do in Korea. Their three subsequent drafts of English learning autobiographies in the course of recursive process writing were analyzed both quantitatively using Coh-Metrix and qualitatively based on Halliday and Hasan’s (1976) taxonomy of cohesive devices. Coh-Metrix indices relevant to cohesion including descriptive indices, referential cohesion indices, and connective indices of three learners‘ writing samples were examined. In addition to the quantitative analysis between three writings and between the three drafts, qualitatively divergent patterns in the use of respective cohesive devices were discussed.
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