Integrating Reading and Writing in EFL Composition in China.

Research suggests that the current division between reading and writing instruction for Chinese English as a Second Language (ESL) students, the lack of authentic communication that typically exists in ESL contexts, and difficulties with sequencing teaching-learning activities combine to hinder the development of writing skills. The paper suggests that writing teachers must understand that there is much more involved in writing than the final copy turned in by students. It recommends integrating reading and writing in ESL education, noting that reading and writing are interactive. Writing teachers must move beyond giving students a topic to write on and then grading the final product. They must include plenty of process work, from reading to writing, so students will progress from reading, to discussing and analyzing, to writing. Writing instruction is effective when contextualized through background reading related to real-life interests. This allows students to understand the purpose of the relationship between reading and writing. This integration allows educators to teach more effectively by dealing with reading and writing simultaneously and students to write more effectively in an authentic context. Reading strategies that students learn early in the process will become part of their writing strategies later on. (Contains 15 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. INTEGRATING READING AND WRITING IN EFL COMPOSITION IN CHINA A paper presented at the annual meeting of the Canadian Association of Applied Linguistics, Humanities and Social Sciences, Congress, 2002, Toronto U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) /This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

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