Description
Abstract
Reading has received insufficient attention in discussions of teaching writing to higher education students, though reading for writing (RFW) has been shown as key to students’ academic success across disciplines and levels. Contextualized within the framework of cognitive and sociocultural approaches to literacy, this chapter delineates instructional approaches that instructors of writing can use and adapt to integrate awareness of academic reading into their teaching. These approaches include highlighting RFW strategies in instructors’ course syllabi and integrating iterative activities in which students work with exemplary texts, engage in peer review, and analyze personal corpora using software analysis tools.