Abstract
The aim of the present paper was to contribute to clarify the question of the relationship between conjunction density and writing quality, and examine if there were any differences among the participants in terms of the frequency of use of conjunctions in their compositions. The participants were 399 secondary education students. Results of the quantitative analysis showed a positive significant relationship between conjunction density and the composition global score. Fourth grade students outperformed third grade students in the use of conjunctions. The qualitative analysis revealed little variety in the participants’ use of conjunctions, especially among third-grade students. Participants experienced difficulty in using conjunctions especially adversative and additive ones.
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