This piece focuses on increasing writing instruction for secondary English teacher candidates in the form of integrating reading and writing. Often, teacher candidates are not sufficiently prepared in university coursework to teach writing and are left to rely on formulaic writing that merely prepares their students for the end-of-year tests. Using existing research and personal experience, this paper will focus on the importance of blending reading and writing instruction and providing more writing instruction strategies in methods courses. This paper provides a conceptual framework for increasing the integration of reading and writing instruction in secondary English classrooms and provides a template for integrating reading and writing instruction in practice for teacher candidates and practicing teachers.