TEACHING WRITING THROUGH READING
Keywords:
Keywords: Reading-to-write, writing instruction, language acquisition, integrated skills, literacy, genre-based teaching, text modeling, second language learningAbstract
Abstract: This article explores the interrelationship between reading and writing in language learning, emphasizing the efficacy of using reading as a foundational tool to teach writing. Drawing from constructivist and cognitive theories, the paper outlines how exposure to well-structured texts can improve learners’ writing skills in areas such as vocabulary, syntax, coherence, and organization. It presents practical strategies for educators to integrate reading into writing instruction, including genre-based instruction, text modeling, and reading journals. The article also addresses potential challenges, such as learners' passive reading habits and limited critical thinking, and proposes solutions to overcome these issues. Ultimately, it argues that an integrated reading-writing pedagogy can lead to more holistic and effective language learning outcomes.References
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. https://doi.org/10.1093/elt/54.2.153
Elbow, P. (1998). Writing without teachers (2nd ed.). Oxford University Press.
Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9–24. https://doi.org/10.1002/tesj.65
Hirvela, A. (2004). Connecting reading and writing in second language writing instruction. University of Michigan Press.
Hyland, K. (2004). Genre and second language writing. University of Michigan Press.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Spack, R. (1988). Initiating ESL students into the academic discourse community: How far should we go? TESOL Quarterly, 22(1), 29–51. https://doi.org/10.2307/3587060
Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60(5), 568–580.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
