In his previous article, the present writer analyzed the use of discourse markers when a native speaker of English paraphrased a passage in English and pointed out the need to carry out research into simplification efforts at the discourse level. The present study used larger sample passages to compare the original and simplified versions than in the previous study in order to arrive at a clearer picture of a native speaker's simplification strategies. Furthermore, it analyzed a non—native English teacher's speech in the classroom and also examined the strategies used at the discourse level for making input comprehensible.