Several models of the reading and writing processes suggest that the two should be taught together as part of the communication process. The first responsibility of a teacher interested in teaching the connection is the selection of a model that seems to fit perceptions about the connection. Next, the teacher must decide the balance and sequence of instruction. Also helpful are recognition of the commonalities of reading and writing and an understanding of the roles readers and writers play. One specific way teachers can help students see the connection is by clarifying terminology used in reading and writing classes. Teachers also need to realize that since some writing is heavily based on reading the problem of such writing may stem from the reading process, not the writing process. Through direct teaching of the connection, students can be taught overtly as readers to understand the plans and relationships writers use; the use of cohesive ties; visual, verbal, or structural cues; and various kinds of organizers that facilitate reader comprehension. Specific strategies embedded in other instruction include the teaching of syntax or the use of emulation, random formations, sentence combining, self-evaluation and editing, or responses to reading. Other strategies might include the use of miscellaneous units, paragraph phrases, essay frames, cloze tests, and the writing of a class novel, logs and journals, or protocols. Reading aloud to students, sentence prescriptions, and the language experience approach are yet other approaches for teaching the reading and writing connection. (HOD)