Reading and Writing connections in advanced literacy

Academic writing is the usual means of communication in an advanced literate environment. Many researchers like Ferris ( 1998), Hedgecock (1998) , and Jordan ( 1997) argue in favour of a strong connection between reading and writing skills. In addtion to this bond , Bloor (1985) reinforces the idea by providing four approaches to academic reading , the Psychological approach , the Linguistic approach , the Content –oriented approach and the Pedagogically –oriented approach .The aim of this paper is to illustrate with real - life examples each of Bloor´s approaches.
A clear example of the Psychological and Linguistic approaches assembled in one task is the assignment that students attending EAP in the Distance Learning Program for teachers of English have had to upload for the class . Students were supposed to read an article from Howley & Howley (2005) and analyze two paragraphs in the article providing explanation or paraphrasis of certain words highlighted by the tutors . Undoubtedly, when designing the task , they followed the Psychological approach. In the same assignment students had to focus on the discourse markers used throughout the text. In choosing this activity the tutors must have expected learners to apply the Linguistic approach.
An example of the content–oriented approach can be found in students who are reading specific material to prepare their final paper at the end of any university course of studies. Students are supposed to write about a specific area of interest , and , in this way, reading is stimulated by the students´ own choice .
In my opinion , the pedagogically oriented approach occurs in the teaching profession mainly, because this profession requires that teachers should be constantly reflecting on the learning theories and deciding how their assumptions on learning will affect their practice. Generally, coordinators at schools follow out the pedagogically oriented approach when they lead the departmental meetings . Staff meetings are devoted to speaking about how teaching is carried on, what adjustments should be made, and in some cases, teachers are given some bibliography to enlarge their knowledge when their practice does not fit the institutional requirements.
To sum up, it can be said that regardless of the approach chosen to provide writing instruction, an academic writer should start by being an academic reader, although it cannot be taken for granted that an academic reader is,or will ever [emphasis added] be, an academic writer. Bidirectionality closely depends on the reader´s willingness to participate actively in the community .


References:

Bloor, (1985) (as cited in UNIT 1 EAP). Retrieved August 15, from
http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2730

Howley, A., Howley, C.(2005) . High quality teaching: providing for rural teachers' professional development. Retrieved August 22, 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2809