Teaching on Reading and Writing Processes
Writing and reading have been considered as related activities. The processes are conceptualized as composing activities since they involve planning, generating and revising meaning which occur recursively throughout mind building processes. In the teachings, a reader can be considered a writer since the reader’s mind races ahead to anticipate not only the message but also the structure and style. Both writing and reading are considered similar since similar kinds of knowledge are used in the act of making their meanings.
Studies identify differences in behaviors and frequency of use in response to the nature of the task of reading and writing. While writing, you are more concerned with setting goals and sub-goals while when reading you focus more on the content and validation of the text-worlds you are developing. Structures of messages and strategies that writers and readers use to formulate and organize ideas are driven by purpose and therefore different (CELA 2000)
Good writing begins with interesting ideas; you should focus to know how clear the paper represents the theme or unifying point. Good writing should also be organized in structure or plan of development and whether the points relate to each other. Your word choice is also important since the words you choose will add strength to you writing and enable readers to follow the ideas and pictures in their minds.
Your piece of writing should also be fluent. It is important that the words blend together smoothly. You should also use good convention i.e. capitalization, spelling and variation in sentences. Explain clarify and define your terminologies and vocabularies properly. These traits cannot be isolated when teaching because when you are describing a story in class every aspect is used concurrently by your students (Tompkins 2010).
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