Final answer:
The excerpts provided do not directly state which instructional recommendation is not suggested for teaching comprehension. They focus on elements that the text lacks, including grammatical precision and rhetorical effectiveness. The recommendation against a particular instruction method for teaching comprehension is not explicitly mentioned in the extracts.
Step-by-step explanation:
The student's question pertains to identifying which element is not a recommended instruction for teaching comprehension. Given the various excerpts that discuss adherence to specific 'Editing Focus' areas, including skill sets like summarizing, avoiding mixed sentence construction, subject-verb agreement, integrating sources, and using transitional phrases, it's apparent that these are essential components expected in a well-composed text. However, the excerpts do not highlight a clear recommendation against any specific instruction approach. Rather, they emphasize what the text lacks in terms of editorial precision and rhetorical effectiveness. Without a specific section stating what not to recommend for teaching comprehension, we cannot definitively identify what is not recommended.
Instruction recommendations for teaching comprehension typically include developing skills such as analyzing, evaluating, correcting grammar, and enhancing rhetorically effective writing. It appears the text in question has not demonstrated these skills effectively. To ascertain which instructional recommendation is not suggested for teaching comprehension, one would need to review the text's content against established best practices or recommendations put forth in educational standards or pedagogical theory focused on reading comprehension and written communication.