自Halliday 和 Hasan （1976）提出衔接理论之后，许多研究都在探讨学生在英语写作中对连贯手段的应用，但研究语境多数仍集中在高校学生的写作上，而其在中国高中语境中的应用则很少有研究探讨。以往的研究表明，写作中衔接手段的运用与作文成绩之间有一定的关联，但是并未探究能提高写作质量的连接词有什么使用特点。因此，本文试图通过研究 90 名中国高一学生英语写作中连贯手段的使用情况来弥补这一空白。以下两个问题引导了本研究的探究：（1）不同英语学习水平的中国高中生在英语作文中使用连接词的情况如何？（2）高中生英语作文中连接词的使用是否有助于提高写作质量？如果能提高，能提高写作质量的连接词有什么使用特点? 研究结果表明，中国高一学生能有意识地在作文中使用四种连接词，但会出现过度使用，误用，遗漏连接词的现象。按使用频率来看，增补类连接词最高，转折类连接词最低；简单连词高，复杂类连词低，其中最常被使用的是增补类连接词“and”。高分组学生在连词使用上的表现要优于低分组。正确使用连接词有助于提高写作质量。为帮助学生更好地运用连接词以提高英语作文成绩，本研究在调查后提出了对英语教师和学生的启示。

Since Halliday and Hasan’s (1976) proposal of the cohesion theory, many studies have been conducted to examine students’ application of cohesion devices in English writing, especially at the college context. However, few has explored its application at the high school context in China. Past studies have shown a certain correlation between the use of cohesion devices in writing and writing quality, but they have not explored the features in the use of conjunctions that improve the quality of writing. Therefore, this paper attempts to address the gap by investigating the use of cohesion devices in 90 Chinese senior I students’ writing in English. The following two questions guided the inquiry of this study: (1) How do senior I students with different proficiency levels in China use conjunctions in English writing? (2) Does the use of conjunctions contribute to higher the quality of writing? If so, what features in the use of conjunctions that improve the quality of writing? The findings showed that Chinese senior I students can consciously use the four types of conjunctions in their compositions, but there are overuse, incorrect use, and omission of conjunctions. According to the frequency of use, additive conjunctions are the highest, adversative conjunctions are the lowest; simple conjunctions are high, and complex conjunctions are low, among which the most frequently used is the additive conjunction “and”. The high-level group outperforms the low-level group in the use of conjunctions. The proper use of conjunction contributes to improving writing quality. Implications are discussed for practices for both English teachers and students.