ABSTRACT Using Appropriate Connectors Appropriately When compared to many other languages, written Arabic is characterized by the frequent use of connecting devices that indicate linking or transitional relationships between different units of discourse. These devices are words or phrases that come from different grammatical classes. They are referred to as connectors, conjunctions, pragmatic particles, or discourse markers. The main function of these elements is to serve the cohesion of written texts; hence guide the readers’ interpretation of this text (Al-Battal, 1994; Ryding , 2005; Al-Kohlani, 2010). Moreover, written Arabic depend on a number of connecting devises that function as punctuation marks do in other languages, like English. They don’t add to the semantic content; rather, they sometimes have grammatical functions. (Holes, 1984; Versteegh, 2008; and Baker, 2001). In the field of teaching foreign languages, written productions of non-natives indicated remarkable discrepancies compared to that of natives. Cohesive devices were found to be one of the main sources of these discrepancies. It is claimed that error analysis can provide valuable rationale for pedagogical design (Lorenz, 1999; Yu, 2004). From the researcher’s experience in teaching Arabic as a foreign language (AFL), the usage of connectors poses great difficulties for an AFL learner to deal with. Learners inappropriately use connectors and/or inadequately distribute them in the context; hence, their written production came to be unintelligible by their text readers. The aim of the current work was to find out the types of errors that AFL learners make in the use of connectors. It also aimed to find out the reasons that cause these errors to appear. A total of fifty Intermediate level students’ compositions were randomly chosen. A corpus of students’ writings was collected, analyzed and an inventory of errors in the target structures was made. The analysis of this inventory revealed that all students tend to use connectors inaccurately, use inappropriate connectors, and/or they don’t use connectors at all when it is inevitable by natives, particularly when connectors function as punctuation marks. The findings suggest some techniques for teachers and for curriculum designers to help AFL learners using connectors in a native like model; hence, render their writings acceptable by native readers. They will also serve to overcome difficulties that learners face when using connectives, thus make possible the addition of tips in the in-house software being developed by members of the panel, as well as developing activities that address such issue.