BACKGROUND TO THE STUDY
For years, writing instruction has been unfairly marginalized, often relegated to mere "homework" due to time constraints and curriculum demands (Hedge, 1998, cited in Simpson, 2004) This limited focus on writing has hindered effective teacher guidance Structuralists and audio linguists prioritized oral communication and reading, viewing writing primarily as a means to practice grammatical and lexical patterns, with an emphasis on accuracy over content and self-expression (Tribble, 1996, cited in Simpson, 2004) Consequently, students faced significant challenges in producing coherent, error-free texts without prior consideration of the meaning behind their writing.
(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 has evolved significantly with the rise of communicative language teaching, acknowledging that writing is a multi-step process Silva (1990:15) emphasizes that the process-oriented approach requires systematic development, including the crucial integration of reading and writing.
Reading and writing are interconnected processes that enhance each other; reading enriches knowledge across various topics, providing material for writing, while writing deepens understanding and develops cognitive frameworks that facilitate reading This reciprocal relationship suggests that both activities utilize similar cognitive structures to construct a cohesive text world (Kucer, 1985).
At the Department of English-Russian Linguistics and Literature (DERLL) at the University of Social Sciences and Humanities (USSH), the writing program emphasizes language as a product rather than the process of acquiring it This focus on a product-oriented approach highlights the correlation between reading and writing in knowledge construction, yet prioritizes the final output over the developmental stages of writing.
After four years of skill training focused on a "formulaic" approach to writing specific types of paragraphs and essays, many students reported a hollow feeling in their writing Despite practicing these methods, they struggled to effectively express their ideas, highlighting a gap between formulaic training and genuine expression.
An important system reform transformed the existing framework into a credit-based system, necessitating updates in curriculum design and teaching methodologies In the context of DERLL, reading and writing skills are now to be taught concurrently, aiming to establish effective writing teaching and learning strategies.
An integrated classroom offers a promising method to enhance the reading and writing skills of DERLL students through critical and analytic oriented-writing reading activities Steve Peha's approach emphasizes reading not just for comprehension but to acquire language skills that improve writing In this context, students engage in writing as part of a reading-writing class, making the integrated-skill classroom an ideal setting to implement Peha's "Read like a writer" strategy.
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 former software developer and high-tech entrepreneur, founded Teaching That Makes Sense (TTMS) in 1995, an education consultancy focused on literacy, assessment, and educational leadership His mission is to identify and create the most effective educational practices and disseminate this knowledge to educators worldwide.
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
In 2001, he received the Innovators in Education Award from the Newspaper Association of America His collaborative book, "Be a Better Writer," co-authored with journalist Margot Carmichael Lester, won the 2006 Gold Medal for Young Adult Non-Fiction from the Independent Publishers Association With a prolific career, he has penned over 1,000 articles on education and authored six books.
Peha emphasizes the importance of extensive practice in diverse educational settings to truly grasp the essence of education Having collaborated with students of varying grades and abilities across over 200 schools in the U.S and Canada, he gained valuable insights into the impact of new policies on existing teaching practices.
Steve Peha, President of Teaching That Makes Sense, an education consultancy in Carrboro, NC, is a prominent voice in education policy, contributing regularly to The National Journal Education Experts Blog His insights have been featured in notable publications such as The Washington Post, DropoutNation, EdNews, and The Carrboro Citizen Peha is also the author of three influential books on teaching: "Be a Writer," "Be a Better Writer," and "Reading."
Steve Peha is a dedicated professional educator who goes above and beyond through extensive volunteer work and a busy schedule of paid commitments He is certified by the Northwest Regional Educational Laboratory as a trainer in Six Traits writing assessment and instruction, and has conducted numerous workshops across Washington and several other states.
Steve is dedicated to enhancing the educational experience for teachers and students, offering his expertise beyond his contractual obligations He provides free materials and unlimited email support following workshops, teaches model lessons, develops curricula, and coordinates classroom observations Additionally, for each day of contracted training, he volunteers at least one day for guest teaching or classroom observation As a committed classroom volunteer, Steve contributes 10-15 hours weekly, supporting teachers in subjects such as reading, writing, math, social studies, and science.
(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?
The essence of reading lies in understanding its cognitive process, as your mind actively engages with the text beyond merely vocalizing words in your head By recognizing the complexities of your mental activity during reading, you can enhance your reading skills significantly.
Understanding the intricacies of a reader's mind remains elusive, as each individual approaches reading uniquely To explore this phenomenon, one can propose a theory suggesting that there are two distinct reading styles.