Reading-writing relationships in first and second language academic literacy development. (31st May 2016)

• Record Type: Journal Article
• Authors: Grabe, William; Zhang, Cui
• Is Part Of: Language teaching. Volume 49:Part 3(2016:Jul.)
• Page Start: 339
• Page End: 355
• Publication Date: 2016-05-31
• Subjects: Language and languages -- Study and teaching -- Periodicals; 418.0071
• DOI: 10.1017/S0261444816000082
• Languages: English
• ISSNs: 0261-4448

Abstract

Abstract : Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this relationship are commonly identified in other ways. For example, research on summarizing skills is an aspect of abilities that come under reading-writing relations. Similarly, topics including synthesis writing, note-taking, plagiarism, content-driven essay exams, term papers, theses, and dissertations, among other topics, are all aspects of reading-writing relations. These core academic skills become even more complex aspects of reading and writing together, when we add electronic texts, web page resources, and other media sources.