Asserts that reading logs actively involve students in the reading/responding process. Describes the way reading logs fit into the course, a list of topics to give students ideas, and how to grade reading logs. (MS)

Describes a method used to teach freshman students how to make research a conscious part of their reading and writing processes, by helping them use their personal associations with a text and their questions about a text, to compose meaning and become conscious of the activities they are performing. (HTH)

Describes how the author has her students create "found poems" and use them in conjunction with the students' own Readers/Writers Logs to help students make more of a text, own it, and discover the power of effective language. Includes instructions, student samples of found poems, and samples of the entire process. (SR)

Reviews some of the basic notions of semiotics to show how they can be applied to composition teaching. (FL)

Discusses the concepts of play and imagination and how these shape personal development and the knowledge gained through experience with reading and writing. (SRT)

Explores responses to fiction reading by students who record these responses in journals. (NKA)

Within the last few years English curriculum, especially at the introductory levels, has changed so that reading and the study of literature is integrated with the learning of writing skills. Consequently, English teachers need to consider the best way to merge the two skills by drawing upon the findings of psychologists and cognition theorists to…

Examines the experience of reading student writing by holding it against current views of reading from literary theory and composition studies. Describes this experience as a concentrated effort at once to read and not to "read" the student writing. (MS)

Offers an approach to text analysis that discusses what makes good writing good. Argues that good writing involves the presentation of propositions that are not too dense, in a schema that is familiar or explained carefully, requiring not much inference on the part of the reader, and in a pattern that is coherent from beginning to end. (MS)

This 1997 annotated bibliography of 244 items updates an earlier 87-item annotated bibliography. The current annotated bibliography focuses on the relationship between reading and writing as it bears upon the teaching of composition. Items looking at writing as a way of teaching reading, and items focused exclusively upon writer-based concerns…

Intended as an introduction to the literature on the reading/writing relationship, this annotated bibliography covers the areas of theory, research, and pedagogy. The citations include journal articles, conference proceedings, conference papers, books, dissertations, and monographs. (SRT)