A teacher education course on reading in the content areas had two goals: (1) to embody, rather than talk about, the reading-writing connection; and (2) to effect through a workshop setting a community of learners among the participants. Students were required to select, adapt, and apply instructional strategies from a variety of textbooks and articles; receive peer and instructor feedback; revise; and submit their "best" strategies in the form of course portfolios. An analysis of student writing revealed seven key indicators as outcomes of this course innovation: metacognition; use of prior knowledge; writing to learn processes; reaction to peer responses; cognitive engagement; enthusiasm; and experience of intertextuality. A sample of one student's writing is used to address the issue of transfer of course learning to the student teaching setting. (Forty-six references are attached.) (Author/SR)