Connectors or conjunctions are vocabulary items that indicate linking or transitional relationships between different units of discourse (Al-Battal, 1994). These connectors are referred to as discourse elements, or in other words, pragmatic particles (Ryding, 2005). Those particles are used more frequently in written Arabic when compared to other languages where they are used more frequently in speaking (Al-Kohlani, 2010).) Most sentences in Arabic start with a connector that links it with the preceding one. Paragraphs also begin with connective words that link the paragraph with the whole text (Ryding, 2005). Accordingly, “It has been noticed that the lack of competence in the use of discourse markers is an important factor for the lack of coherence in L2 writing, especially at the advanced levels” (Tamminen-Parre, 2009). Although they are considered grammatically and semantically optional, they are pragmatically obligatory tools for text processing (Brinton 1996).To the best of the researcher’s knowledge, little research has investigated the usage and meanings of such elements. Only three studies have examined discourse markers in Arabic despite the fact that they are extensively used in Arabic texts (Al-Kohlani, 2010).Furthermore, research has shown that AFL learners face difficulties in producing discourse markers, which poses a challenge for AFL teachers (Al-Batal, 1990) and Kammensjo, 2005). Among the particles that cause great difficulties to AFL learners is the particle Kad (??), which is untranslatable unless it is accompanied by another particle or by a verb. This paper aims at helping learners know how and when to use the particle ??. It presents an overview of the use of this particle as introduced in the books that are used in the Arabic Language Institute (ALI) at the American University in Cairo, namely, Al- KetabfiTa’allum el Arabiya and Al kitaab Al Assasy. It also investigates the perceptions of teachers towards this particle through a questionnaire, which raises the above mentioned question. The outcome of the overview of the books and the questionnaire were analyzed. The results helped the researcher to provide a comprehensive explanation of the linguistic function of ??, hence, suggestingthe explicit and formal rules governing its usage. Finally, this paper suggests some techniques to be used in the classroom to help students render their written production acceptable by their text readers.