In July and August of 1980, material writers at the University of California-Los Angeles designed a course that would focus on the various reading and writing skills that science scholars would need for successful graduate study in the United States. The scholars were advanced learners of English from various science fields, and the course was to be taught in the People's Republic of China. Integration of reading and writing was accomplished through the careful selection of a series of articles from professional journals treating several topics so that the result was a number of articles per topic. Reading exercises were then written for these articles and for essays on the philosophy of science. Some of the skills treated included skimming, vocabulary through context, reading for the main idea and supporting details, and summary through paraphrasing. In addition, the course emphasized the rhetorical functions most common to scientific writing, such as process and physical description, classification, definition, cause-and-effect, listing, and comparison. Treatment of the rhetorical functions involved both recognition in the reading and production in the required writing. Finally, the topics about which the students wrote necessitated the synthesis of the articles read or demonstration of application pertinent to the student's own field. (Author/AMH)