In this article in ELT Journal, Crewe starts from the premise that
"Used judiciously by a good writer [connective] ties can aid the communicability of the text; used badly they simply confuse. In the latter case, poor writing can instantly be improved by their elimination" (p. 317)
The notion that bad teaching based on decontexualised lists of connectives does more harm than good is taken up by Russell Mayne on his ELT blog
Mayne asks "It may be nice for a teacher to present students with a huge list of exotic linkers, like some kind of extravagant badge of erudition but how useful is this for students[?]"
Crewe offers a number of practical solutions, which boil down to focusing on the underlying logic of the writer's argument - the meaning, not the form.
I like this suggestion:
"[students] should be asked to delete or not use connectives in the first draft. They, or their fellow students, should then be asked to sketch the progression of the stages in the argument as a supplementary exercise. Suitable connectives should then be inserted, in moderation, wherever it is felt that the direction of the argument needs clarifying or strengthening" (p. 324)