Some suggestions for teaching intermediate composition

Our "bridge" on intermediate-level courses need remodeling to meet the needs of today's students. The program that is described helps language-poor students cope with authentic texts by teaching them about grammar and about language as culture. Teaching students to read and write at the syntax level through exercises such as mapping and translation helps them focus on the relationship between language and thought. Judicious use of process techniques diffuses grammar anxiety and helps students concentrate on content as the source of language. The method requires abandoning some accepted pedagogical techniques, but can be adapted to various classroom situations.