literature based approach to integration.

Literature Based Approach to Integration

Reading and writing processes occur as part of the same activity. Succinctly put, reading is writing and writing is reading. By extension, this means that students read as writers and write as readers.

Student reading as writers emphasizes the notion that they should engage themselves in the writer’s craft or creativity. Students read to understand the developmental process of the text. According to Steve Peha, there are six elements that we should engage our students in when they read as writers. The ideas the writer presents are the heart of the piece. The way in which the writer presents the main ideas is very significant. Students should focus on how the writer achieves his purpose in the piece.

Equally important is the organization of the piece. The organization refers to the sequencing of ideas. What kind of leads does the writer use? How does he draw the readers into the piece? What kind of ending does the use and how do they work to bring closure to the piece? Another essential element that contributes to reading as writers is the writer’s voice; through the choice of words.  Is the writer passionate about the topic?  How does the writer reveal emotions? How is the writer’s personality presented in the piece? 

The writer’s choice of words or phrases is also important. Students should be aware of the techniques that the writer uses to make the piece more memorable and exciting. Such techniques may include; similes, metaphors in the text. Furthermore, attention should be drawn to fluency of the sentences. How does the writer vary the beginnings and lengths of sentences? Does the writer vary the sound effects in the piece for example, alliteration, rhyme and rhythm?

 Lastly, the conventions of the piece should be examined. Students should evaluate how the writer uses conventions to make the piece more exciting or meaningful. Does the writer use conventions in unusual ways that are successful?

Teachers also play an integral part in helping students read as writers. From the forefront, teachers should stimulate and captivate the student’s interest. Students should be given the opportunity to have an input in the selection of literature. Teachers should select text that interest the students and are part of their experience. Quality literature should be chosen. This means that the books selected should allow discussion of multiple topics and perspectives within the story.

Another technique that can teachers can utilize is the use of anticipatory guides. This is a strategy used before the actual reading of the text or book to help activate student’s prior knowledge and build curiosity about a new topic. Before engaging in the actual reading, students read or listen to some statements about key concepts in the text with which they can choose to agree or disagree or simply make predictions. This can prove to be an effective strategy as students get a chance review the statements and their responses having read the piece.

Another   strategy that can be used is journals. Probst, (1990) notes that ‘journals help make the reader active.’ Students can use journals to write about their observations, interests; they get a chance to connect new information with their prior knowledge.

Since students ‘read as writers,’ the question then is how they can ‘write as readers?’ Writing as a reader focuses on students writing with a sense of audience and purpose. They focus on developing a craft that will attract readers. This of course involves a process whereby, students take ownership of the writing that is, moving students from the process of instruction to construction. Students will first develop their technique of writing for instructions. This is when students write for the teacher and to be graded. Construction focuses on the idea that students must write to communicate to an audience and share the ideas as well as experiences. Students get an opportunity to explore the book; they are the questioning thus constructing meaning.

A writer’s workshop is a good technique which can be implemented to help students grow as writers. A writer’s workshop is where a block of school time is allocated to students planning, drafting and editing their compositions. It involves peer collaborations whereby students read each other’s work and constructively criticize it.

Helping your students acquire both reading and writing competencies is essential in allowing students to develop and appreciation for literature.