To determine the usefulness of cohesion frequency analysis in differentiating proficiency in the oral and written composition of English as a second language (ESL) learners, 22 adult learners of ESL were asked to write and tell a story. After transcription, the data were analyzed by holistic evaluation, cohesion form and frequency count, and error analysis of cohesive elements used. Analysis showed all five forms of cohesion (reference, substitution, ellipsis, conjunction, and lexical) were used, although each subject did not necessarily use all forms. From a statistical perspective, cohesion frequency analysis of the five separate forms related inconsistently with the holistic evaluation results and only once with the teaching of English as foreign language scores. Total cohesion frequency related to neither regardless of mode. Cohesion analysis on a frequency basis produced little usable information. However, if frequency and quality of the cohesive devices used could be measured, it is probable that applied linguists could learn more about how ESL learners acquire and use intersentence connectors. (HOD)