ERIC Number: ED225157
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Reading in the Writing Classroom.
Fagan, Edward R.
Reading in the writing classroom can be defined as a cluster of arbitrary categories, each with its own effect on the reading/writing process. Given this definition, it can be said that (1) perceptions significantly affect both reading and writing, (2) attitudes are factors in reading and writing, (3) rhetorical triangles are useful in teaching reading/writing paradigms, (4) literature and writing need a common basis for study, (5) standardized tests do not reflect reading competency, (6) recall does not equal comprehension, and (7) writing is a skill that all students can learn. Teaching activities developed for each category may overlap, but when applied, these activities might heighten students' awareness of bonds between reading and writing and perhaps increase their skills in both areas. For example, activities to enhance perceptual skills may involve sequencing, outlining, and the use of allusions or emotional words. Those for attitude may involve attention to details and dialect. Rhetorical activities may give focus to the development of a main idea, facts to substantiate ideas, and sentence structure, while activities for literature may delve into emotions in a character and figures of speech. Test activities may focus on general vocabulary and circuitous language, while recall activities deal with inference and relationships. Finally, possible activities for writing deal with reading for writing using contrast, question and answer, repetition, conclusions and proof, and problem solution. (HOD)
Descriptors: Higher Education, Integrated Activities, Perception, Reading Achievement, Reading Comprehension, Reading Instruction, Reading Processes, Reading Skills, Rhetoric, Secondary Education, Student Attitudes, Teacher Attitudes, Teaching Methods, Writing Instruction, Writing Processes, Writing Skills
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reading Writing Relationship; Theory Practice Relationship
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (72nd, Washington, DC, November 19-24, 1982).