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Abstract
The aim of this article is to observe the improvement reached by two groups of English majors in order to identify and correct syntactic errors in a series of six academic paragraphs during two semesters in the second-year course LM-1235 English Composition I at the University of Costa Rica. In addition, it presents a sample lesson with the integration of different language skills so that learners will benefit from cooperative learning, authentic input, and a sequence of interactive tasks to improve their outcome, being this the case of an academic paragraph and its outline. Finally, the writer analyzes the resul ts of a survey questionnaire that assesses the learners’ perception towards the challenges of writingReferences
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