Extensive reading motivates learners to read a large number of texts on a wide range of topics because the students themselves select the reading material based upon its relevance to their interests, knowledge, and experience. Students read texts that match their language level, and they choose the time and place to read. Extensive reading "is generally associated with reading large amounts with the aim of getting an overall understanding of the material." In other words, the purpose is to get the main idea of the text rather than a complete, detailed understanding of every grammatical, thematic, and discourse element, as would be done with "intensive reading" tasks. Extensive reading allows students to find pleasure in reading as they gain a general understanding of literary ideas, learn reading strategies, acquire new vocabulary, and increase their English proficiency. Since students read a large amount of material both inside and outside of the classroom, it is important for the teacher to make the objectives clear and properly monitor the students' progress. This includes knowing how to make reading interesting for students and also what assignments and assessment procedures contribute to a successful reading project. This article discusses the rationale for using extensive reading of literary texts in the English as a Foreign Language (EFL) classroom and describes how to integrate writing tasks with a reading project by using a "reading log" (also known as a reading journal, a response journal, or a reading diary) for pre-, during-, and post-reading activities. Finally, the author describes assessment procedures for the combined reading and writing tasks. (Contains 1 table.)