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More recently, in China, some EFL teachers have produced textbooks with genre-based discourses as primary teaching units, which is different from those that use the traditional writing pedagogies based on either the process writing approach to on the Grammar Translation Method. On the basis of this previous point in relation to the research, therefore, the paper aims to analyze eight EFL student writing samples of TEM 4 that were written as part of class requirements in China that were produced by text-type or genre pedagogies, and to examine and interpret the language features and cohesive relations based on the theory of System?atic Functional Linguistics. This paper shows an analysis of logico-semantic and cohesive relations conducted from Chinese EFL students’writing samples in the real classroom to help college students have a well-organized pieces of writing based on different genres.