Abstract
The objective of the present article is to offer a series of reflections about the teaching of textual production in the class of Spanish as a foreign language (S/FL) in an institutional and artificial context, adapted to a profile of intermediate level/advanced learners. The methodological proposal that we present is part of the teaching of textual production based on functions or text-didactic approach and relies on the use of model texts as << comprehensibleinput >>. In the first part, we analyze the influence of reading on the development of the competence of writing in a foreign language and the usefulness of texts as << input >> for teaching/learning of communicative competence in an S/FL class. In the second part, delineate some criteria of the selection of texts in order to introduce them in class, in agreement with the objectives and content language according to, the needs and interests of students. In the third section, we present some useful for the development of activities and possible manipulations of texts to extract its learning potential.