One critical aspects of learning to write is to achieve textual coherence, which according to Charolles, is a general principle in the interpretation of discourse and a fundamental condition for texts to fulfill their communicative purpose. However, in spite of its importance, coherence is rarely explicitly and systematically taught in school, which explains, at least to some extent, students' low performance in that domain. In view of the above, this article conceptualizes coherence from the work of Charolles and his collaborators; and offers a didactic proposal consisting of three phases along which students become familiar with the concept of coherence and are able to apply that knowledge to the writing process, by means of strategies that promote self-regulation and monitoring during planning, writing and revision.