iarjelIARJELIARJEL2708-512010.47310/iarjel.2024.v05i03.002Mastery of Textual Coherence/Cohesion: Didactic Approaches and Pedagogical Practices in French Classes in the First Year of Moroccan Secondary EducationMmeLyazidiSouadAntoineManalProfesseure de l’enseignement supérieur ,Faculté des lettres et des sciences Humaines, Mohammedia Université Hassan II, Recherches interdisciplinaires en sciences humaines et socialesDoctorante,Faculté des lettres et des sciences Humaines, Mohammedia,Université Hassan II, Recherches interdisciplinaires en sciences humaines et socialesThis article is part of a didactic approach aimed at shedding light on issues related to textual coherence and cohesion by examining the written works of students in the context of French language teaching in Morocco. The primary objective is to propose new pedagogical approaches that could improve students' writing skills. To achieve this goal, a series of practical and thoughtful activities is recommended, aiming to deepen the understanding of underlying linguistic mechanisms and to promote more effective and efficient written communication.