In the example above, the best choice was to complete the sentence with a succinct idea. By
studying a foreign language, students learn there are various ways to convey an idea and when it is
more appropriate to use a particular form. Foreign language learners pay attention to how native
speakers phrase their thoughts and compare it to how they would phrase it in their native language. This
adds to their understanding of word choice strategies in their first language.
The organization of paragraphs is evaluated by the student’s understanding of how to arrange ideas
and the choice of effective statements at the beginning and end of paragraphs as well as transitional
words and phrases. The following question, taken from the English and Reading Workout for the ACT
(2011) evaluates the choice of transitional words/phrases (the best option is c).
Passage Excerpt:
By the time it was completed, the bridge had exceeded everyone’s expectations. Not only was it
built, it was also ahead of schedule and under budget. To top it off, it was beautiful.
Nevertheless, the Golden Bridge is considered an artistic masterpiece, recognizable all around
the world.
Options:
a. NO CHANGE
b. At the time,
c. Regardless
d. Even today,
Typically as native language speakers, students consciously know to use a transitional expression or
phrase, but frequently select an inappropriate one as in the example above. In studying a FL, students
will receive direct instruction in the organization of texts. For example, in English consequently is a
transition word to show a cause and effect relationship. In Spanish, students use the phrasing como
resultado to emphasize the result of the action. This brings awareness to the relationship of when to use
consequently in English.
Questions related to style assess students’ choice of appropriate words that help preserve the style
and tone of the essay (ACT, 2011b). They also evaluate how H