In the concept of writing as learning resides implications for the teaching of composition and reading. Writing's special value as a learning tool lies in the way it can help writers clarify the categories and relationships already in mind as they grapple with new information and ideas. One method that has been used to enable students to use writing as a connective and integrative process has been to employ a questioning technique that helps writers generate specific questions and use those questions in reading and analyzing texts. It begins with the articulation of a preliminary thesis from which a student can generate guiding questions in the selection and analysis of other sources. A second method includes the writing of rough drafts concurrently with the reading and exploration of texts. This can help the writer engage the specific material and can intensify the writer's personal interest in the material at hand. Teachers of writing courses can assist their students by showing how each subskill of the writing process is related to the other subskills and by offering writing within the student's discipline as an adjunct course involving workshops and tutorial conferences. (TJ)