connection essay reading writer

For many years reading and writing were (and sometimes still are) taught separately. Though the two have almost always been taught by the same person (the English/Language Arts teacher) during the Language Arts period or block, educators rarely made explicit connections between the two for their students. Over the last ten years research has shown that reading and writing are more interdependent than we thought. The relationship between reading and writing is a bit like that of the chicken and egg. Which came first is not as important as the fact that without one the other cannot exist. A child’s literacy development is dependent on this interconnection between reading and writing. The Relationship Between Reading and Writing Basically put: reading affects writing and writing affects reading. According to recommendations from the major English/Language Arts professional organizations, reading instruction is most effective when intertwined with writing instruction and vice versa. Research has found that when children read extensively they become better writers. Reading a variety of genres helps children learn text structures and language that they can then transfer to their own writing. In addition, reading provides young people with prior knowledge that they can use in their stories. One of the primary reasons that we read is to learn. Especially while we are still in school, a major portion of what we know comes from the texts we read. Since writing is the act of transmitting knowledge in print, we must have information to share before we can write it. Therefore reading plays a major role in writing. At the same time practice in writing helps children build their reading skills. This is especially true for younger children who are working to develop phonemic awareness and phonics skills. Phonemic awareness (the understanding that words are developed from sound.
Educators often talk about the reading-writing connection. Dr. Kate Kinsella of San Francisco State University summarizes the reading-writing connection research as follows: Reading widely and regularly contributes to the development of writing ability. Good writers were read to as children. Increasing reading frequency has a stronger influence on improving writing than does solely increasing writing frequency. Developmental writers must see and analyze multiple effective examples of the various kinds of writing they are being asked to produce (as well as ineffective examples); they cannot, for example, be expected to write successful expository essays if they are primarily reading narrative texts. Teaching reading and writing strategies concurrently certainly does allow teachers to “kill two birds with one stone.” Now this is not to say that reading or writing instruction should always be taught in tandem. There are certainly important lessons and skill development exclusive to each field. However, the following twelve tips to teach the reading-writing connection will enhance students’ facility in both disciplines. 1. Teach the Author-Reader Relationship Both reading and writing involve interactive relationships between author and reader. Reading really is about communication between the reader and the author. Now, it’s true that the author is not speaking directly to the reader; however, readers understand best when they pretend that this is so. Unlike reading, writing requires the thinker to generate both sides of the dialog. The writer must create the content and anticipate the reader response. Teaching students to carry on an internal dialog with their anticipated readers, while they write, is vitally important. Strategy: Write Aloud 2. Teach Prior Knowledge What people already know is an essential component of good reading and writing. Content knowledge is.
Though the connection between reading and writing seems to be a given, reading was not always a dominant force in writing classrooms. In the nineteenth century, students did not typically write analyses of what they read, but instead wrote themes on prescribed topics, such as Vanity, Democracy, Ethics, and so on. Reading and writing became curricularly linked at the turn of the century, when Harvard and other universities decided that reading literature was essential to learning to write. The reasons for this curricular link are the same today as they were one hundred years ago. Those who argue in favor of reading in the writing classroom claim that reading inspires students, introducing them to great ideas and improving their ability to think critically and analytically. Moreover, reading centers class discussion, giving students something to talk about beyond their own personal experiences. Reading also gives students something to write about: at eighteen, students often lack the experience to come up with sophisticated subjects for their essays; texts provide these ideas. Finally, reading illustrates models of truly excellent writing, thereby offering students instruction in voice, organization, syntax, and language. Still, professors who teach writing often find themselves questioning the role of reading in the first-year writing classrooms. These professors are concerned about the amount of class time they devote to discussing readings as opposed to the amount of class time they devote to teaching writing. They worry that the attention to reading and analyzing course materials risks crowding out writing instruction—which, they feel, should be the priority of the course. But we needn't think of reading and writing as disparate course activities. In fact, reading and writing work best when one process fuels or informs the other. In order to make sure that reading.
The Internet TESL Journal Jui-min Tsaitsai.139 [-at-] osu.eduOhio State University (Ohio, USA) Traditionally, teachers of English as a second or foreign language have tended to teach reading and writing separately from each other. However, some specialists have argued that reading and writing are closely connected and should be taught together. In this article, theories and research on reading/writing connection are briefly discussed, followed by a variety of recommended pedagogical applications and teaching activities for college EFL writing courses. Introduction English acquisition for EFL students is mainly developed through reading and composing English texts. To help students acquire abilities of reading and writing, curricula are usually designed separately under the belief that these two are totally different language skills. This division unfortunately overlooks the interactive relationship between reading and writing and fails to see the contributions that the connection of reading and writing can make on students' language acquisition. To overcome the shortcomings, it is therefore crucial to discuss the rationale and benefits of linking these two aspects of language learning in English instruction and provide a more concrete picture of how to apply these concepts in actual teaching situations. In this article, theories and research on L1 and L2 reading and writing connections are briefly discussed, followed by suggestions on pedagogical applications of L2 reading/writing connection and a variety of teaching activities for a college EFL writing class.Connecting Reading and Writing     The reading/writing connection has its origin in L1 or native language contexts. In the 80's, some scholars had considered reading and writing as similar cognitive processes in which readers/authors interact with the texts. For example, Tierney and Pearson (1983) believed that.
By: NWP Staff Publication: The Voice, Vol. 7, No. 2 Date: March-April 2002 Summary: David Pearson, a speaker at the upcoming NWP Spring Meeting, shares some thoughts on the synergy of the reading-writing connection. At this year's National Writing Project Spring Meeting, to be held April 11–12 in Washington, D.C., the Friday program includes speaker P. David Pearson. Pearson, former co-director of the Center for the Improvement of Early Reading Achievement and now dean of the University of California, Berkeley, Graduate School of Education, will speak about programs that have helped schools beat the odds. Last year, Pearson, an expert on early literacy, was interviewed about the reading/writing connection for the upcoming National Writing Project book Because Writing Matters: A Guide to Building Writing Programs in the Schools. The book, written by Carl Nagin and scheduled to be released this spring, makes a case for why writing is important to learning at all grade levels and in all subject areas, and encourages principals and district administrators to build successful writing programs in their own schools. Here is what Pearson had to say about the synergy of reading and writing skills. Though writing has a central role in early reading development, this understanding is almost diametrically opposed to how writing was viewed when I first came into the field in the middle to late 60s, when linguistic readers explicitly forbade or discouraged the teaching of writing until reading was under control on the grounds that presenting the child with two tasks would be too much. But, ironically, as we enter this new century, we've come to understand just how central a role writing, in all of its manifestations, has in the development of early reading. Increasingly, we see the synergistic relationship between learning to write and learning to read. At the most rudimentary.
Presented by Kim Flachmann Kim Flachmann's presentation is on the reading-writing connection. She thinks that reading and writing are two halves of a circle.