Teaching Reading and Writing

Reading can be seen from two senses:
- A narrow sense: Getting meaning from printed material.
- A Wider sense: Understanding the world around me.
In literary, there are the abilities to read and to write, encourages a more abstract form of thinking,it brings greater precision to the definition of terms, and it allows us to refer back, to think about our thinking, to weigh arguments, to supplement memory,..., to communicate with others, and to learn in autonomous ways. No wonder such a powerful form of intellegence provides the key to success in school and beyond (Fisher:1990:5).
Writing and reading are social activities. That is, we always reading something, written by someone or writing something for someone. These othjers are always in some relationship to us often materially or symbolically unequal relationships of power but always relationships in which versions of 'ourselves' and 'othersa' are implicated and constructed. Even those texts we read or write that come from or are intended for people we do not know assemble versions of our identities and positions as readers (Luke & Freebody,1997:193).
As a text analyst, students should be encouraged to recognize that: All texts represent a particular view of the world and that readers are positioned in a certain way when they read it.
The teaching of reading should lead the learners to play different roles while reading, including as a code breaker, text participant, text user, and text analyst and critic. there are some steps of reading:
- Pre- reading
- While-reading
- Post-reading
The teaching of writing: A genre-based approach
Ex[plicit teaching, the skematic structure and linguistic features of a text students have to write.

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