The report suggests; it does not prove
Original fictional classroom material. The level is a teaching target, not a validated test result.
Teaching sequence
- 2 minutes: read the learner context and first draft. Ask what the writer wants the reader to understand or do.
- 3 minutes: answer the three decision questions. Require an explanation, not just a letter.
- 3 minutes: rewrite the original. Compare grammar, preserved meaning and communicative effect separately.
- 3 minutes: complete the new transfer task without copying the model.
- 1 minute: choose one reusable editing habit; revisit it in the linked activity.
Student task / print handout
Read the context on the learner page, then repair this message:
The report prove that all residents prefer the new route.
New situation: Report a fictional survey of 18 people: what did respondents say, and what is one limitation?
Teacher answer guidance — separate before handing out
Use the learner page for Turkish instructions. These teacher notes and answer rationales are in English.
- The survey suggests respondents in this sample preferred the route. — The sentence attributes the preference to the sample.
- suggests — Suggests signals inference rather than proof.
- The evidence has not isolated the cause. — Simultaneous changes do not isolate a cause.
Original repair: one possible version
The report suggests that surveyed residents preferred the new route, although the sample was small.
Use reports/suggests to attribute a statement and limit the conclusion to the survey sample.
Accept a response that preserves the reported 12 of 18 and identifies a defensible limitation, such as sample size or representativeness. Do not accept an unsupported universal claim.
Transfer: one possible version
The survey reports that 12 of 18 respondents preferred the earlier opening time. This may not represent all customers because the sample was small.
Feedback without false precision
Review three dimensions separately: target-form accuracy, preservation of supplied facts, and suitability for the reader and purpose. Do not deduct points for a valid alternative wording. Ask the learner to explain one choice. The three-item recognition score is not a writing proficiency or CEFR score.
Delayed retrieval
At the next lesson, ask for a fresh two-sentence message using the same target. Then use the linked practice; ask the learner to identify where grammar alone is not enough.