Abstract
The development of reading and writing skills in a foreign language (FL) has a central role in the FL curriculum. The importance of these abilities is even stronger in upper-level courses where reading and writing are assigned in combination, as in the case of reading-to-write tasks. In these tasks students are asked to read articles or literary selections and to react and respond to them in an insightful and critical manner (Horowitz 1986; Spack 1988; Flower et al. 1990; Kern and Schultz 1992). The complexity involved in these skills as well as the web of processes that readers/writers orchestrate have been unveiled by researchers in both first (L1) and second/foreign languages (L2/FL) who seek an understanding of the cognition of reading-to-write acts. In this article a review is presented of the most influential work done on the process of reading-to-write in the last two decades. Also, reference is made to the impact that research on writing process and reading process has made on the FL profession.
Original language | English |
---|---|
Pages (from-to) | 514-526 |
Number of pages | 13 |
Journal | Foreign Language Annals |
Volume | 32 |
Issue number | 4 |
DOIs | |
State | Published - 1999 |