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ERIC Number: ED225157
Record Type: Non-Journal
Publication Date: 1982-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
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)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A