“I, geu”-type cohesive devices serve as a function of reference, substitution, and conjunction in Korean academic texts. Previous studies have discussed the use of such cohesive devices in a single, independent form. We believe that this does not fully reflect the actual use of language and fails to provide Korean language learners with specific teaching and learning content. This study aims to demonstrate the need for Korean learners to be explicitly taught about “i, geu”-type cohesive devices as complex expressions, in addition to various vocabulary and grammatical terms, in order to write coherently. Published journals were organized into a corpus to analyze the use of the “i, geu”-type cohesive devices, and the specific devices with the highest frequency of appearance were selected as functional words to be taught and learned. The list of cohesive devices was arranged according to meaning and function to increase its applicability to the Korean writing education site. We also discussed how to familiarize students with the use of “i, geu”-type cohesive devices through the presentation of TOPIK (Test of Proficiency in Korean) reading areas frequently encountered by both intermediate and advanced learners and readings on Korean writing materials for academic purposes. We concluded the study by proposing a technique that allows learners to compose semi-academic texts using “i, geu”-type cohesive devices.