In the first part of the discussion forum on extensive reading (ER) in "Reading in a Foreign Language" ("RFL") (April 2015 issue), many scholars in the field shared views regarding the core features to be considered when implementing ER, frequently referring to Day and Bamford's (1998, 2002) top 10 principles for teaching ER. This discussion piece approaches ER's core features and the 10 principles from a slightly different perspective by considering how they apply in an English-for-Academic-Purposes (EAP) writing context. In line with the theme of this special issue of "RFL," reading and writing connections, we hope this discussion will draw the attention of ER practitioners and educators to the possibility of expanding the application of ER, particularly to an academic writing context. The principles discussed here may or may not be directly applicable to different educational settings or other language learning contexts. However, we believe this discussion of ER in an EAP writing program will not only provide better understanding of the effectiveness and efficiency of ER as a pedagogic tool for learning second language (L2) writing, but also suggest what principles we, as ER practitioners, need to consider when implementing ER in an EAP writing context, and why. Much of our argument in this discussion piece is based on the first author's insights from her dissertation data (Park, 2015), which were collected in three classes she taught over three semesters. The second author observed Park's classes.