Although these particular authors could write skilfully, the texts in many coursebooks of this era were devoid of cohesive devices and lacked coherence.
At worst, longer texts consisted of a series of disconnected sentences.
One, which still remains a favourite, was From Paragraph To Essay: Developing Composition Writing - by Maurice L. For higher level learners with time on their hands to develop writing skills, the offering of US publishers was noticeably better than that of their UK counterparts.
By the late 1980s, the growing numbers of students from non-English speaking countries attending US and UK universities had increased the offering of language learning materials focusing on discourse: By the late 1970s, British universities were calling upon private languages schools for ideas on how to set up learning centres offering language support for L2 learners.
Dialogues were lacking in the features of spoken English conversation; instead they were often an exchange of structure-speech i.e. However, to be fair to authors, the purpose which they set out to fulfil was 'authentic' in its own right; they quite deliberately set out to present language patterns in a controlled environment in order to make bits of language (which students could parody for their own generative use) easier to learn.
There were a few good materials on the market for learning to write well constructed prose, usually intended for use at higher levels of proficiency.
The relationships between 'choice of syntactic forms' (SYNTAX) and meaning (SEMANTICS) is so important that it is the main focus in books which I would highly recommend to language leearners and teachers: Berlitz's Natural or Direct Method (used from the end of the 19th century) depended very heavily on the structural syllabus.
The pattern drills present in course material involved a considerable amount of sentence-level question and answer.
Simultaneously, private language schools were recognising that more of their students were preparing for studying at a UK university and that there were other reasons for reading and writing than practising structural patterns at sentence level.
Early ELT readings skills titles which I like were: To meet the rapidly growing interest in English for Academic Purposes, private English language schools needed to offer more accurate models of both written and spoken English discourse.