BACKGROUND TO THE STUDY
For years, writing has been unfairly marginalized in language education, often taught as a supplementary activity at the final stages of learning According to Hedge (1998, cited in Simpson, 2004), writing was frequently relegated to “homework” due to limited time and curriculum constraints, limiting effective teacher guidance Structuralists and audio-linguists emphasized oral communication and reading, viewing writing primarily as a tool for practicing specific grammatical and lexical patterns, with accuracy prioritized over content and self-expression (Tribble, 1996, cited in Simpson, 2004) This approach placed unrealistic expectations on students to produce error-free, coherent texts without developing meaningfulness or creative thought, leading to many challenges in mastering writing skills.
(1996) stated that they were basically “writing to learn” and not “learning to write” as instructed by this traditional product-oriented approach
Since the 1980s, the perspective on writing instruction has shifted significantly with the development of communicative language teaching, recognizing that writing is a process involving multiple steps Silva (1990) emphasizes that the process-oriented approach requires systematic development, including the integration of reading and writing to enhance students' language skills This evolution reflects a broader understanding of writing as a deliberate, multi-stage activity essential for effective language learning.
Reading and writing mutually influence each other, enhancing language skills and cognitive development Reading broadens knowledge across diverse topics, providing content and vocabulary for effective writing, while writing reinforces understanding by creating mental frameworks that improve reading comprehension This interactive relationship suggests that both skills share cognitive structures, working together to develop a deeper understanding of text creation and interpretation (Kucer, 1985) Incorporating both reading and writing into language learning can significantly improve literacy and communication skills.
At the Department of English-Russian Linguistics and Literature (DERLL) at the University of Social Sciences and Humanities (USSH), the writing program emphasizes a product-oriented approach that prioritizes language skills over the process of acquiring writing abilities Despite the close relationship between reading and writing in knowledge development, the curriculum primarily focuses on the final written product rather than the learning process This design aims to improve students’ language proficiency through targeted exercises, but it may overlook the importance of developing writing as a dynamic, skill-building process.
The "formulaic" approach to writing involves teaching students specific paragraph or essay structures and providing practice topics, similar to drilling exercises However, after four years of this skill-focused training, many students feel empty or unfulfilled when writing, as they lack the ability to genuinely express their ideas and creativity This method's emphasis on repetition often undermines authentic communication, leaving students with technical proficiency but limited personal expression.
An important system reform transitioned the existing framework to a credit-based system, prompting a overhaul of curriculum design and teaching methods This reform emphasized integrating reading and writing skills within the DERLL program to foster effective writing instruction and learning strategies.
An integrated classroom environment offers an ideal setting to enhance both reading and writing skills simultaneously Implementing critical and analytical-oriented reading activities can effectively support students of DERLL in improving their language skills Steve Peha’s “Read like a Writer” approach emphasizes that students should read not only for comprehension but also to acquire language elements that enhance their writing abilities This method encourages students to read with the purpose of writing, making the reading-writing connection more meaningful and reinforced in an integrated skill classroom.
It is insufficient if there is not an introduction about Steve Peha and his read- like-a-writer approach, which is theoretical framework for the study
AN INTRODUCTION ABOUT STEVE PEHA
Steve Peha, a seasoned software developer and high-tech entrepreneur, founded Teaching That Makes Sense (TTMS) in 1995 to improve educational practices His mission is to identify and share the most effective strategies in literacy, assessment, and educational leadership, ensuring that educators have access to proven methods to enhance student learning.
Since starting TTMS, he has written extensively on education including over
300 articles for The Seattle Times' Effective Learning Series for which he won the
He received the 2001 Innovators in Education Award from the Newspaper Association of America, recognizing his contributions to educational journalism His book, "Be a Better Writer," co-authored with his wife and journalist Margot Carmichael Lester, earned the 2006 Gold Medal for Young Adult Non-Fiction from the Independent Publishers Association Throughout his career, he has authored over 1,000 articles on education and has published more than six books, establishing himself as a prominent figure in educational writing.
Peha emphasizes that truly understanding education requires extensive hands-on experience across diverse school settings Having worked with children of all ages and abilities at over 200 schools in the United States and Canada, he has gained valuable insights into the impact of new policies on classroom practices This broad practical experience allows him to assess how educational reforms influence real-world teaching and learning environments.
Steve Peha, President of Teaching That Makes Sense, an educational consultancy in Carrboro, NC, is a recognized expert in education policy and practice He regularly shares insights on education reform through The National Journal Education Experts Blog and has contributed to prominent publications like The Washington Post, Dropout Nation, EdNews, and The Carrboro Citizen As an author, Peha has written three influential books on teaching: *Be a Writer*, *Be a Better Writer*, and *Reading*, which are widely referenced by educators seeking to improve literacy and instructional strategies.
Steve Peha is a dedicated professional educator with extensive experience in teaching and training He is certified by the Northwest Regional Educational Laboratory as a Six Traits writing assessment and instruction trainer Committed to improving education, Steve has conducted numerous workshops across Washington and multiple states, showcasing his expertise and passion for student writing development His dedication extends beyond regular duties, including volunteer efforts and a busy schedule of professional commitments, making him a respected leader in the field of education.
Steve is fully committed to supporting the educational community and children beyond his contractual obligations by offering free materials and ongoing support such as unlimited email assistance His efforts include teaching model lessons in classrooms, developing curricula for schools and districts, and coordinating classroom observations to improve teaching practices Additionally, he volunteers at least one day each training session for guest teaching or classroom observations As a dedicated classroom volunteer, Steve devotes 10-15 hours per week providing instruction and support in reading, writing, math, social studies, and science, demonstrating his unwavering dedication to enhancing education.
(Judith Strosahl, 3rd Grade Teacher, Whittier Elementary School, Seattle,
STEVE PEHA’S READ-LIKE-A-WRITER APPROACH
Peha (2003) raises a question: What do readers do when they read? Sounds like a strange question, doesn’t it? After all, readers just read, don’t they?
Understanding what reading truly entails is essential, as your mind is highly active during the process While it may seem like you're simply internalizing words, there is often much more happening beneath the surface Becoming aware of your mental activity while reading can significantly improve your reading skills and comprehension.
Understanding the reader's mind remains a mystery, as no one can precisely determine their thoughts or reading habits Since each reader engages with content uniquely, it’s essential to recognize that no two individuals interpret texts in the same way Therefore, we propose a theory that there are two primary methods of reading: a deliberate, analytical approach and a more intuitive, emotional one By understanding these distinct reading styles, content creators can tailor their strategies to better engage diverse audiences and optimize content for SEO effectiveness.