The three studies described in this chapter embrace areas of RCA that need to be considered in the discourse analysis of student writing. First, it was shown that RCA is an analytical tool that can be applied to extensive texts with relative ease and little loss of theoretical detail as compared to Halliday and Hasan’s (1976) taxonomy. This process hopefully managed to open a new window on how to approach the overall patterns of reference in a systematic way and represent them in a visually appreciable and easily quantifiable manner that is both clear and allows for flexible handling of the data. An additional non-cohesive taxonomy was also developed to provide a complementary analysis to increase the reliability of RCA. A qualitative discourse analysis was also carried out to map the types of errors that emerge in an analysis of student texts, which was also the last step in this series of studies to overcome the major limitations identified at Stage 1 concerning Halliday and Hasan’s (1976) cohesion analysis.