This article discusses two schemes for teaching writing in schools. One uses analysis of model texts into techniques and devices then application of these by students to their written compositions and one uses a process approach that includes pre-writing and exploring, drafting, sharing and discussing, revising and celebrating to exploit students'…

In this paper, we demonstrate the relationship between reading and writing for pleasure. Children read a wide range of media as well as books for pleasure and develop strong affective bonds with the artefacts of literacy they encounter. What remains less well understood is the relationship between the array of texts children engage with and the…

Engagement markers (hereafter, EMs) are crucial interpersonal devices to interact with readers through texts. However, little is known about the differences of EMs use in Humanities and Science journal research articles (hereafter, RAs), as well as the changes in markers use over the passage of time. The present study provides a quantitative and…

Discourse is essential in communicating thoughts and ideas. People around the world communicate their ideas through stretches of language. In order to understand any discourse, it must achieve cohesion. The purpose of this paper is to define and describe the cohesive devices based on the work of Halliday and Hasan (1976). It also aims to emphasize…

In five experiments, we consistently found that items included in summaries were better remembered than items omitted from summaries. We did not, however, find evidence that summary writing was better than merely restudying the text. These patterns held with shorter and longer texts, when the text was present or absent during the summary writing,…

This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading-writing program to support the…

Examines direct mailing included in a nationally publicized court case. Articulates how the use of particular genre-based, rhetorical and linguistic strategies in these mailing construct reader identity. Argues that the documents use you-attitude to construct the identity of the reader as winner and to establish the reader's identity as the…

Investigates the relationship of specific semantic and syntactic text characteristics to what information readers recall. Confirms that readers are more likely to recall more versus less important information and information in clauses, independent clauses, and first paragraphs. Suggests how writers can use these findings to help readers retain…

Studies the speech act strategies of indirectness in professional letter writing through an analysis of statements which were evaluated by college seniors. Discusses indirectness strategies from the perspectives of (1) value index; (2) writer/addressee orientation; (3) linguistic characterization; and (4) location within sentences. Suggests that…

To understand literature, it is necessary for a reader to make connections between the text of the literary work and the text of the reader's life. Student autobiographical writing before reading can be used to enhance students' ability to make such connections. Autobiographical writing helps students apply relevant life experience that might not…

Reading and writing are commonly seen as parallel processes of composing meaning, employing similar cognitive and linguistic strategies. Research has begun to examine ways in which knowledge of content and strategies contribute to the construction of meaning in reading and writing. The metaphor of mining can provide a useful and descriptive means…

A review of current research in writing to learn in the content areas provides a basis for focusing on instructional strategies, use of text structure frames, and metacognitive writing strategies. Students can use writing to comprehend to learn content area text in a variety of ways based on their particular learning objectives for that particular…

Examines the benefits of reader response by means of student letters to authors. Notes that students involved in response writing become more interested in reading, are more reflective individuals, and more responsible for monitoring and resolving their own questions. (SD)