Similarly with expository writing, argument structure varies across cultures. The topic sentences, paragraphs, and essays that are staples of English prose may be more difficult for students whose language experience includes other ways of expression. Teachers must have a solid-enough knowledge of grammar to support children's writing development and pinpoint problems in writing and interpreting text. Partly because teachers may feel insecure about their own writing, partly because students are not given opportunities to write frequently, and partly because teachers of writing are sometimes reluctant to correct students' writing, students may not be receiving the kind of corrective feedback that will help them be better writers. This problem is particularly acute for English language learners.
Many educators erroneously associate simple sentences with ease in understanding and interpretation.
For this reason, texts for English language learners are often composed of short, choppy sentences. The unintended result is that these simplified texts are far less readable than regular texts and may be insulting to readers. Moreover, because simplified texts are often unnatural, they cannot serve as exemplars of written academic English. As schools become increasingly diverse, education reforms will continue to put pressure on educators to provide appropriate instruction for all students. Teachers will continue to need access to a wide range of information to help students succeed, including information about the language that many of their students are learning.