Writing is probably the most critical and challenging of the four language skills, even for native speakers of a language. Finding ways of helping language learners improve their writing ability, therefore, has always been a challenge for language teachers and researchers. Several attempts have already been made and a few techniques and activities have been proposed including controlled, guided, and free writing activities. This book compares the effectiveness of these activities on the cohesiveness of the argumentative writing of learners in an EFL context. It includes a theoretical review and an empirical analysis of the issue. This book may be useful for EFL learners as well as teachers who teach writing.