The book consists of four distinct sections:
• The first includes suggestions for creative use featuring the teacher as the main actor, since they are the one who will guide and evaluate the students' efforts.
• The second incorporates words and phrases related to the connection of meanings, clauses, paragraphs, introductory and transitional phrases.
• The third concerns words/phrases focused on semantic relationships (causes, consequences, contrasts, conditions, etc.).
• The fourth, and most ambitious, covers a very wide range of thematic units for speech production in Middle and High School, and the classification is done logically. Verbs, nouns, and adjectives with strong semantic targeting are provided, qualitative words that articulate persuasive speech are recommended, and, hopefully, not verboseness.
• In the fifth and final part, linguistic errors "caught" in student writings have been incorporated, along with grammar and syntax rules supposedly known from Primary School, spelling rules, as well as original material that may conflict with what a small minority of colleagues teach: simplistic style is, of course, criticized, but mainly the overuse of scholarly and “difficult” words without meaning (logomania), pompous, vague or verbose writing (verboseness), the obsession with formality instead of clarity.
• At the end of the book, all thematic units (72) have been recorded in alphabetical order so that readers can more easily locate the concept they wish to work on.
