The purpose of this study is to show how “creative work” or teachers’ “products” directly affect student’s performance, in their written work. Through this study, it is aimed to draw the attention of all Albanian language and literature teachers to overlook important requirements and forms of teaching, which affect student’s linguistic training. Aspects of the present research are related to the topic of written essays, their structure, the level of clarity and understanding ability, and the consistency of writing styles that students do, as compared to those required by the program. Other aspects of the study, closely related to the first one, are the evaluative comments and notes that the teacher makes on the students’ written essays, as well as their suitability for each student. The general approach is to demonstrate through real examples, and convince teachers through analysis and comments, that various problems in the design (structure) of topic / essay avoid the syllabus/program requirements, produce different types of essays, and bring misunderstanding among students. On the other hand, general notes and comments do not help students improve. We believe that thoughts and the conclusions of the study will be helpful for teachers of Albanian language and literature in the development of their teaching process.
Keywords: Substantive program, essay, topic, criterion, questions, topic classification, types of essays, teachers’ comments and notes, general words,
assessment process, illustrative examples.