Whenever a student is approaching new material or a
new type of material there should always be building blocks in which the
student can use their current knowledge to reach the next step. One thing that
is difficult for many students to achieve is successfully reading and writing
through connecting the two elements together. Students writing about literature
or informational texts is a different process than a student tackling a creative
writing project which means they need to be taught to approach it in a
different way.
Before a student can even read a text, informational
or literary, they need to make sure they can understand the concepts in the
text. Reading something once is also important when there is language that a
student does not fully understand. Whenever a student approaches new vocabulary
they should familiarize themselves with said vocabulary and then reread the
portion of text it was included in to give them contextual understanding before
moving on. The students’ goal should not be to read the text for the sake of
reading, when connecting it to writing analysis, but rather they should read
the text in order to better understand the topics that are being presented to
them.
The most important element when it comes to connecting
writing to text is making sure there is evidence to support whatever claim your
essay will be making. In order for a student to successfully make an argument for
or against something in a text there must be textual evidence backing up your
statement. Digging through the text and making those connections between the
work and your own work is imperative for a strong essay. This is where the
reading to understand comes in great importance.
The connection between reading and writing seems like
an obvious one to some people. However, there is a process in which a writer
must go through to make this connection successful. This process takes
instruction and much practice for a student to be successful but once the building
blocks have been put into place the rest will follow easily.
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