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Open in new tab While researching the connection between writing and reading, I found it very interesting that not until the 1970’s was it seen that the two, writing and reading, were integrated. In the 1980’s research began to examine the relationship between the two as cognitive and social processes. Both have been discovered to use similar kinds of knowledge when it comes to making meaning out of literature. It is hard to have one without the other, although reading has been highly emphasized more than writing in years past. Now they are seen equally important and feed off of one another.
In an article titled, “Writing and Reading Relationships: Constructive Tasks” by Judith A. Langer and Sheila Flihan, the authors state that, “Writers incorporate what they have learned about language, structure and style from the texts they have encountered as readers. They also reflect on their knowledge of texts they have read and experiences they have had as a way of generating and synthesizing ideas for writing.” In my opinion it is beneficial to look at what has been written beforehand, read and analyze that, then incorporate what might work for you in your own text.
I believe this to be true because where would writers be given any guidance if it wasn’t for already published works of literature. To be able to write their own work they would need to read and analyze what had been done previously before them. Writing and reading helps develop students’ literate abilities in a way where they can achieve language development in and out of the classroom. It has also been found that students do best with constant, as well as extended opportunities to read and write. I recommend incorporating heavy collaboration in the classroom when writing and reading. Group reading always seemed to help me, more than hurt me. It encouraged me to do my best because I did not want to embarrass myself in front of my classmates or fall behind. Teachers would put us in groups and have one strong reader assist everyone else. This could be bad or good, but gaging the morale in the class will help. You do not want anyone to feel insecure about reading or developing the skills that the rest of the class already has. Writing can also bring your students together by showing them how to look at work and evaluate one another’s papers. To do this, you need to properly show your students how to peer review work. Looking at previous work and reading over that will help your students get a sense of how they should assess work.
Another important quotation taken from Langer’s article that I wanted to highlight is, “In the classroom, “a failure to recognize that composing and comprehending are process-oriented thinking skills which are basically interrelated…impedes our efforts not only to teach children to read and write, but our efforts to teach them how to think” (Squire, 1983, p. 581). I thought this would be a good conclusion for my argument because not only are we hurting our students by not teaching them how writing and reading are related but also impacting how they think in and outside of the classroom. Many subjects and skills that we teach our students are relatable and transferrable. Something learned in math class could be related/integrated into our history or english class. Think about how we can make connections for our students and you will realize how many connections actually exist.
Reference
Langer, Judith, and Sheila Flihan. “Writing and Reading Relationships: Constructive Tasks.” Stable Isotope Ratio Mass Spectrometer (SIRMS) Laboratory – University at Albany-SUNY, www.albany.edu/etap/Judith_Langer.php.