Cover Page

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pp. 1-1

Title Page, Copyright, Dedication, Acknowledgments

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pp. 2-9

Contents

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pp. ix-x

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Series Foreword

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pp. xi-xiv

There are a number of very compelling reasons for including a book on reading-writing connections in a series such as ours, which is devoted to helping teachers of multilingual writers. Not least of these is the current state of knowledge of the synergistic relationship of the reading and writing processes. ...

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Introduction

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pp. 1-8

An illuminating experience in the professional lives of many L2 writing teachers is the recognition that their students’ difficulties while writing in the L2 are not necessarily or not predominantly writing problems per se. Upon closer examination, they can often be traced to problems in reading. ...

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Chapter 1. An Overview of Reading-Writing Connections

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pp. 9-41

This quotation, from the seminal article “Toward a Composing Model of Reading” in a landmark issue of the journal Language Arts (which contained several influential articles about reading-writing connections), represents an ideal starting point for this book. ...

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Chapter 2. Linking Reading and Writing through Reader-Response Theory

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pp. 42-70

In Chapter 1 we reviewed the major perspectives underlying the core notion of reading and writing as connected to each other in various ways. Collectively, these perspectives characterize both reading and writing as productive, meaning-making activities utilizing many of the same composing skills, during a process in which reading informs writing and writing informs reading. ...

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Chapter 3. Writing to Read

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pp. 71-109

Chapter 1 discussed the research and perspectives that form the foundation for portraying reading and writing as closely related acts drawing on many of the same composing skills. Chapter 2 showed how reader-response theory can serve as a valuable bridge between reading and writing and open important doors for investigating and teaching reading-writing relationships. ...

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Chapter 4. Reading to Write

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pp. 110-139

First, reading-writing relations can be approached from three models: directional, nondirectional, and bidirectional (Eisterhold 1990). The directional model, which Eisterhold saw as the most salient model from the teaching perspective, is the one underpinning Chapters 3 and 4. ...

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Chapter 5. Models of Reading-Writing Pedagogy

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pp. 140-184

In this chapter we’ll look more closely at what it means to explore reading-writing connections in the classroom context. While Chapters 2–4 offered some teaching suggestions relative to their specific focuses on reading-writing relations, there is more to be said about reading-writing connections pedagogy, which is the purpose of this chapter. ...

References

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pp. 185-204

Subject Index

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pp. 205-206

Author Index

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pp. 207-210