Part I: Integrated Reading and Writing Instructional Cycle

The design of the integrated reading and writing instructional cycle is to provide support for the reading and writing tasks of ENG1101. Embedded skills instruction in low-stake assignments and informal class activities are developed to scaffold formal assignments. The following are some possible approaches:

    • thematic
    • argument/rhetorical,
    • great books,
    • read to write/write to read,
    • paired reading and writing skills
    • project-based

Thematic Cycle: The 15-week semester can be divided into several units that cover different themes, or the same theme can be used for separate units throughout the semester. The units correspond with the instructional cycle that focuses on specific activities in the reading and writing processes. In each cycle, the implementation of the initial reading and writing activities and assignments is to scaffold skills that are needed to complete a formal main/essay assignment.

Argument/Rhetorical Approach: Students read and write a range of essay types, including narrative, explanatory, analytical, and persuasive, etc. The semester can be divided into units that focus on these different types of writings. Essay assignments address rhetorical analysis and critical responses to close readings of text.

Great Books: This aims at developing knowledge of great literature and complex texts with a whole language approach—integrated reading, writing, speaking, listening. The instructional units can focus on the cultural influences, genres, themes, issues, and values of these representative works in the context of the literary periods. The books can also be used as anchor texts with which instructors can introduce students to more current texts that address similar issues.

Read to Write/Write to Read: Students develop and apply a range of strategies to read the texts critically not only for contents, but also for writing techniques and the choices the authors made to produce the texts.  At the same time, students also examine their own writings as readers, using some of the strategies they apply while reading other texts. The instructional cycle can interweave both the reading and writing processes.

Paired Reading and Writing Skills: This consciously connects reading and writing by juxtaposing the techniques of extracting meaning and understanding rhetorical strategies in texts and producing meaning and using matching rhetorical strategies in their own writing. The instructional units can consist of mini-lessons that pair reading and writing skills. For instance, students can read to identify the use of inferences in the text and write to imply in their own work.

Project-based:  The reading and writing assignments evolve around a project. This can be a research-based project in which students can work individually or collaboratively on a given topic/issue or one of their own choice. The instructional units can cover progressively the stages of the research project, and a range of formal and informal assignments (reading, writing, multimodal presentation, etc.) that lead to the completion of the project.

Attribution: Adapted from “What does an Integrated Reading and Writing syllabus look like?,” by Miriam Moore, MacMillan Learning (2017).