Cohesion and coherence of writing have been important topics in academic writing research. Few studies have examined the relationship between cohesion, coherence, and quality of elementary school pupils’ writing using the topical structure analysis. This study reports the results of an analysis of English language narrative compositions of 19 elementary school pupils, to identify the link between cohesion, coherence, and children’s narrative writing quality. Independent-Samples t tests were performed. Results show that students with low writing quality produced more indirect, less unrelated sequential progression. They tended to overuse ‘and’, ‘so’, and ‘then’ in the current study. The study contributes to our understanding of teaching cohesion and coherence in writing among young learners.