The relationship between reading and writing

Purpose: To show the importance of guiding students into reading in academic context
and illustrate its close relationship with a high level of proficiency in writing.
Audience: Students attending EAP courses.
Thesis: Those novice writers who would like to commence writing in academic contexts should be led into reading techniques to acquire academic literacy.


1. Reading processes (Reid, 1993, as cited in Pintos, 2008).
1.1. Pre-reading activities for brainstorming.
1.2. While-reading activities for interaction.
1.3. Post-reading activities for reflection.

2. Reading and writing relationship (Stotsky, 1983, as cited in Pintos, 2008)
2.1. Reading achievement and reading ability.
2.2. Writing quality and reading experience.
2.3. Reading ability and acquisition of complex syntactic structures.

3. Reading in academic contexts (Bloor, 1985, as cited in Pintos, 2008)
3.1. Psychological approach – Process involved in reading.
3.2. Linguistic approach – Language oriented.
3.3. Content-oriented approach – Specific purpose for reading.
3.4. Pedagogically-oriented approach – Selective choice of materials for
motivation.


4. Academic vocabulary teaching (Martin, 1976, as cited in Pintos, 2008).
4.1. Research-process vocabulary – Analysis of verbs and nouns in academic contexts.
4.2. Vocabulary of analysis – high frequency verbs for information presentation.
4.3. Vocabulary of evaluation – Academic adjectives and adverbs in EAP writing.

Reference
Pintos, V. (2008). Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina.