By providing an analytical tool that is applicable for in-class text analysis, the present study may support teaching and learning EAP by raising consciousness of typical text structures and the use of referring items, which in turn will facilitate reflection on the writing process. It gives an insight into text-level features of cohesive reference, the patterns and relevance of long cohesive chains in organizing text. The findings described in Chapter 9 allow a more insightful approach to the teaching of cohesive reference than what has so far been included in coursebooks on teaching EFL/EAP in that observations are not limited to describing the cohesive relationships between pairs of sentences. Doubtless, writing is not just a set of simple skills to be practiced, it requires sophisticated composing skills. Learning to write a given type of academic paper (RA, MA thesis, etc.) requires the development of cognitive skills and critical thinking to synthesize content information in a way that is accessible to readers. Referential cohesion might seem to be a subsidiary quality of texts, but through its analysis, it was revealed that it is a pervasive feature, and awareness of its characteristics influences other text-organizing features, as well. This study has practical and pedagogical implications based on which specific recommendations could be made (Chapter 10) for awareness-raising and innovative task design for academic writing and discourse analysis courses. Students interested in discourse analysis may, for example, carry out further research using RCA to compare reference across various text types, registers, or languages.