This article presents a description of the use of coherence mechanisms in the written expression in Spanish as additional language, of four communicative functions, among Haitian schoolchildren of III and IV year of high school. This is an exploratory and descriptive study based on the qualitative analysis of samples of written language. This study is oriented from function to form, since its objective is to determine what resources students perform for coherence in high-frequency functions at school. The analysis consisted of segmenting the informants’ texts and identifying the nature of the coherence relationships established between them by cognitive primitives (Sanders and Spooren, 2009 and Sanders et al., 2018). The results in general show the strong predominance of additive relational coherence and a noticeable use of the conjunction to establish coherence relations.