The English cohesion theory proposed by Halliday and Hasan makes great contributions to the understanding of the coherence and cohesion of the English texts. It should be applicable in the teaching of English writing so as to improve the cohesion in the students' compositions. The present paper describes a practice of this order among non-major graduate students, and discusses its results. The conclusion is that teaching activities of this kind can indeed improve the cohesion in the students' compositions. Finally the paper raises a few concerning problems which remain to be further explored. (Contains 5 tables.)