teaching reading and writing in integrated way

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course paper on the topic teaching reading and writing in integrated way contents introduction ………………………………………………………..3 chapter 1. integrated way in writing and reading………………………………………………………. 1.1 writing to learn …………………………………………………………………………………. 1.2 write to imorove reading ……………………………………………………………………….. summary of chapter 1. chapter 2. write-while-you-read activities 2.1 split-page notes ............................................................................. 2.2 post-it notes ............................................................................. summary of chapter 2…………………………………………… conclusion …………………………………………………………. the used literature …………………………….. introduction reading and writing skills are important for effective communication in a literate society. the human brain was created about 60,000 years ago and the alphabetic code only about 5,000 years ago. no brain system was created specifically for reading or writing skills and both skills needed to use and rely on a variety of brain systems. despite this, about 75% of the literate population can read properly while about 25% have reading difficulties and impairments. the first section of this book contains nine chapters focusing on brain and behavior …

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of brain processing and behaviors and influenced by interventions. further, these chapters provide information on how the results of different techniques of brain imaging and behavior remediation are interpreted to further of our knowledge of the effects of developmental and intervention on behavior change. chapter 1. integrating way in reading and writing though the connection between reading and writing seems to be a "given," reading was not always a dominant force in writing classrooms. in the nineteenth century, students did not typically write analyses of what they read, but instead wrote themes on prescribed topics, such as vanity, democracy, ethics, and so on. reading and writing became curricularly linked at the turn of the century, when harvard and other universities decided that reading literature was essential to learning to write. the reasons for this curricular link are the same today as they were one hundred years ago. those who argue …

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truction—which, they feel, should be the priority of the course. but we needn't think of reading and writing as disparate course activities. in fact, reading and writing work best when one process fuels or informs the other. in order to make sure that reading and writing are working together effectively in your classroom, you might wish to consider the following: · limit the amount of reading assigned so that students have time to devote themselves to their writing. · devote class discussion or perhaps a writing assignment to an analysis of ho w an argument is constructed, rather than focusing exclusively on the content. · provide students with course readings that are well written, and take time in class to talk with students about what, exactly, makes the writing so good. · provide students with models of bad writing, taking time to talk about what, exactly, makes the writing so …

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-hand section of these notebooks. · as students get more used to writing about their understanding of the literal level of meaning, they also become better at generating higher-level questions and connections--especially connections between and inferences from text materials or discussions. · even less prepared students who don't get to higher order questioning will at least know what they don't know so that you can work with them on their basic understanding of text. (in other words, when you ask for questions at the beginning of your work on a piece of reading, students know what to ask.) 1.1writing and its role in learning the course materials the discussion of how writing might be used to improve our students' learning has been with us since the early seventies, when james britton (in "writing to learn and learning to write") and janet emig (in "writing as a mode of learning") illustrated …

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the learning process, but also that courses that rely on lectures, reading assignments, and quizzes are "anathema" to student learning, because students are not required to be active in shaping their own understanding of the course materials. courses that use class discussion are more effective, because students are required to participate in the learning process by articulating their ideas. however, class discussion cannot provide the same learning benefits that writing will, in that talk is loose and inherently redundant, "leaning on the environment" to communicate its point. writing, on the other hand, must be structured, meticulous, and concise. it must provide a context for an audience that is not part of the environment but that exists apart from the writer. in sum, writing forces students to become more careful, more engaged participants in the learning process. writing to learn so far, we have been discussing why writing is important to …

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course paper on the topic teaching reading and writing in integrated way contents introduction ………………………………………………………..3 chapter 1. integrated way in writing and reading………………………………………………………. 1.1 writing to learn …………………………………………………………………………………. 1.2 write to imorove reading ……………………………………………………………………….. summary of chapter 1. chapter 2. write-while-you-read activities 2.1 split-page notes ............................................................................. 2.2 post-it notes ............................................................................. summary of chapter 2…………………………………………… conclusion …………………………………………………………. the used literature …………………………….. introduction reading and writing skills are important for effective communication in a literate society. the human brain was crea...

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