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Reading-writing relationships in first and second language academic literacy development

Published online by Cambridge University Press:  31 May 2016

William Grabe
Affiliation:
Northern Arizona University, USAWilliam.grabe@nau.edu
Cui Zhang
Affiliation:
Eastern Kentucky University, USACui.Zhang@eku.edu

Extract

Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this relationship are commonly identified in other ways. For example, research on summarizing skills is an aspect of abilities that come under reading-writing relations. Similarly, topics including synthesis writing, note-taking, plagiarism, content-driven essay exams, term papers, theses, and dissertations, among other topics, are all aspects of reading-writing relations. These core academic skills become even more complex aspects of reading and writing together, when we add electronic texts, web page resources, and other media sources.

Type
Research Timeline
Copyright
Copyright © Cambridge University Press 2016 

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References

1 Swales, J. (1985). Episodes in ESP: A source and references book on the development of English for Science and Technology. Oxford: PergamonGoogle Scholar.