Individuals communicate orally and in written form with each other. The main purpose of a written text; is to share information with reader and try to communicate by transferring their thoughts and feelings. Through written text, it needs to consider the expression in the text coherence and cohesion criteria in order to establish an effective communication with recepient and detect the message correctly. In order to ensure the integrity of the subject in the text, it is possible by understanding and using the language skills correctly. According to the European languages cirteria, all languages have stages in the level of education as A1, B1, B2, C1 and C2. The purpose of this study is to examine the usage of circumstances of cohesion criteria in written expressions of university students who, study Turcology, belong to the Slavic language family and learned Turkish as a foreign language level C1. Furthermore, these tools are ordered according to their usage sequences. An analysis was performed on 28 essays of university students, from different countries, whose goal was to join the Turkish Olympics in 2010, 2011, 2012, 2013 and 2014. With this purpose, essays were examined in respect of cohesion factors considering scope and limitations of this study. The usage frequency of cohesion instruments are indicated by the percentage value obtained from the Excel program. According to the sequence; the most widely used cohesion tool 40% transmission elements, the latter elements linking the utilization rate of 37%, the third rate structures with the use of elliptical structures 14%, the fourth modification change in the utilization rate of 9%. Coherence of the word itself requires a detailed study. That is why, it has been excluded from the scope of this study Language is described as a functional tool. Communication isconsidered the most important function of language. The most commontypes of communication come in verbal and written forms. Be it in verbalor written forms, communication is seen as a necessary device to transferan individual’s thoughts and feeling to other parties. Forming the basisof the language studies in the history of languages, the need tocommunicate has been expanded towards other cultures, societies andgeographical regions. Communication has become the latest requirementof today's globalized world. The only way to establish the culture of livingtogether and to make it sustainable is being able to communicateeffectively. The need to communicate is the fundamental rationale offoreign language teaching and learning. The teaching of foreign languageshas emerged due to this necessity. Writing skills are as much needed foran individual to express himself as speaking skill in a foreign language.As use of speaking skills in the target language becomes insufficient forcommunication soon, writing skills should also be improved. As a result of individual student differences, it is absolutely necessary especially forthose introvert students who like individual activities to improve writingskills. In order to gain students the writing skills in a complete andaccurate way, it is important to improve the skill of essay writing alongwith the teaching rules of grammar. The main purpose of a written textis to share information with the reader and to try to establishcommunication by conveying one’s feelings and thoughts to the otherparty. It is necessary to consider the criteria of coherence in the text inorder to establish an effective communication and convey the correctmessage to the other party through written text. Maintaining the unity ofthe text is only possible through understanding and using language skillsproperly. Language skills are based on the art of understanding andcommunicating in the target language. Writing skills are also importantfor a person to be able to express his intentions. According to theEuropean language criteria, language proficiency is staged in A1, A2, B1,B2, C1 and C2 levels. At A1 level, students can write some paragraphsabout themselves in basic subjects. At A2 level, students can write abouttheir life stories and introduce their families in simple words. At B1 level,they can recount their experiences or certain incidents. Moreover, theycan also understand certain texts related to their interests and likes, andthey can write small compositions in related subjects. At B2 level, theycan express their personal opinions about not only related topics but alsovarious unrelated subjects. They can understand the main ideas of thetexts in concrete subjects as well as those about abstract issues. At C1level, students can understand long complicated texts, and metaphors inthat language. They can easily use the language in daily life as well asacademic studies. The main focus of this study is to explore the use ofcoherence markers in the written texts by students at Turkishdepartments of universities, whose native languages are Slavic and whohave learned Turkish at C1 level. Moreover, the study aims to order thesecoherence devices in terms of frequency of use. 28 essays written byuniversity students from different countries in order to participate in theTurkish Language Olympiads in the years 2010, 2011, 2012, 2013, and2014 were considered. The essays were analyzed in accordance with theelements of coherence as mentioned in the scope and limitations of thestudy. Frequencies of students’ use of coherence tools are indicated inpercentage values obtained by Microsoft Excel software. The findingsshow that the most used tool is elements of reference by %40, the secondis linking devices by %37, the third is reduced structures by %14, andthe fourth is substitution by %9. The most used references are personalpronouns, demonstrative pronouns, and demonstrative adjectives. Theleast used ones are reflexive and relative pronouns. The most usedlinking devices are th