Teachers should consider organization while also working on grammar and syntax.

Students should be given time to try out ideas and feedback on the content of what they write in their drafts.

Students should be first given sentence exercises, then paragraphs to copy or manipulate grammatically by changing questions to statements.

Only after reaching a high intermediate or advanced level of proficiency are students allowed to try some free compositions.

Teachers should stress quantity of writing rather than quality.

In responding to students’ writings, teachers should mark all errors, even those which do not interfere with communication.

Responding to students’ writing is a task which should be tacked onto the end of a teaching sequence only.

Rewriting, editing and proofreading are common patterns of sequence in writing classes.

In responding to a student’s piece of writing, the teacher’s main job is to pass judgment on its quality.

Errors in writing constitute one of the biggest problems of composition teaching.

The policies presented in the publication do not comprise the development of critical thinking.

The document proposes a curriculum which provides students with opportunities for acting in the world through discourses mainly offered by their mother tongue.

According to the new curricular parameters, language use is essentially determined by its sociointeractional nature, and meaning is dialogic.

The document focuses on traditional pedagogies by investing in the development of multicultural principles that can inform pedagogic work.

The document emphasizes skills development and focuses on standardized content.

the teaching of foreign languages, as it happens in relation to other subjects, is the school’s responsibility, and it is there that it should take place.

the language curriculum should focus on the development of as many skills related to the target language as possible, thus preparing students for college admission exams.

teachers should emphasize the teaching of writing in detriment to other abilities, due to the few opportunities the population has to use foreign languages as an instrument for oral communication, inside or outside the country.

teachers should enable students to develop oral abilities as well as reading and writing.

the focus on teaching students how to develop their writing abilities in the foreign language could serve purposes, such as helping them overcome difficulties they may be facing in their own language when it comes to reading tasks.

in spite of.

furthermore.

once and for all.

now and then.

beside

from now on.

from the very start.

from this moment on.

now and then.

from that moment on.

play

short Story

poem

fiction Novel

romance Novel

worldwide.

local.

present.

widespread.

restricted.

non-verbal.

target.

native.

real.

made-up.

“on the whole” (l.18) expresses the idea of partiality.

“attainments” (l.22) is synonymous with admissions.

“may” (l.5) expresses the idea of possibility.

“assets” (l.17) is expresses the same as drawbacks.

“besides” (l.6) means in contrast with.