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t the reason, make an improvement and reflection. In other words, we can find outthe reason why college students lack the ability of textual cohesion then we can makerelevant plans and adopt methods, in order to improve the ability of students’ textualcohesion progressively. At last we can gain the study theory from the practice andimprove the ability of teaching. Action research promotes teaching trainers to studyhard on research, find problems in the practical work, and accumulate experience. Bydoing these can they reflect the finding problems and improve their level ofeducational technology (Guo Chunxia, 2009: 124). Consequently, the paper mainlydiscusses about how to use action research to find ways to improve the ability ofcollege students’ textual cohesion in their writing.
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Part 2 Theoretical Framework and RelatedLiterature

2.1 Theoretical Framework
This part mainly discusses the framework of the thesis, and analyzes the relatedtheories of writing, textual cohesion and action research including their concepts,natures and classification, etc. By doing these the readers can know the basicknowledge of the framework intuitively. As for the concept of cohesion, Halliday and Hasan had studied systematically thecorpus which can build the cohesion relationship in the English language system intheir book Cohesion in English in 1976. They thought cohesion is a semanticsconcept and defined it as: a relationship that exists in the text can become themeaning of it. They also held their opinion that “the term cohesion relates to thenon-structure relationship that forms the text. They are semantics relationship andtext is a semantics unit” (Halliday, Hasan, 1976: 5). Cohesion can be defined as aconnection between syntax and grammar on the surface structure. Cohesion plays avery important role in the textual coherence and there is no doubt that it is animportant measure to judge the discourse coherence (Liu Nian, 2011: 62).
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2.2 Related Literature
The publishing of Halliday and Hasan’s Cohesion in English in 1976 stood the foundof cohesion theory. Halliday and Hasan still regarded cohesion as the prerequisitecondition of textual coherent. In their opinion, if there were no cohesion, therewouldn’t be the text. Cohesion is an essential method when a text is built. In addition,Halliday also pointed out that cohesion theory had led comprehensive study in ourcountry after the publishing of the book. There were also some scholars who didgreat contribution to the theory. Many scholars found out that writing quality isimproved with the change of frequency of using the cohesion methods. Domestic scholars began to study the cohesion theory from early 1980s and hadgained a great achievement. Huang Guowen; Hu Zhuanglin; Zhang Delu, Liu Rushanand some other scholars have done a systemic and embedded study about thecohesion and coherence of text. In 2001, Zhu Yongsheng and other three professorswrote and published The comparative study of English and Chinese textual cohesivedevices. By comparing the domestic and foreign linguists study on grammatical andlexical cohesive devices and other related study, they make us see further thecomplexity of cohesive devices (Wang Yurong, 2011: 9).
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Part 3 Methods ....... 20
3.1 Purpose of the Research .... 20
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