Reading and writing theory

Purpose: To summarize the characteristics of English for Academic Purposes (EAP) vocabulary in connection to the reading-writing relationship theory.
Thesis statement: Reading can improve the process of learning to write and writing to learn.
Audience: Researchers, teachers, writers, academic students.
1. Martin (1976) classification (as cited in Pintos, 2008, p.34).
A. Research-process vocabulary
1. verbs, nouns
B. Analysis vocabulary
2. high-frequency verbs
C. Evaluation vocabulary
3. adjectives, adverbs
2. Nuttal (1996) prerequisites (as cited in Pintos, 2008, p.35)
A. Code sharing
B. L1 schemata activation
1. prior knowledge: problem solving
C. Topics, preview
1. brainstorm
2. debate
3. Conclusions.
A. Learning to read as learning to write
B. Learning to write as learning to read
C. Recognition of written language, social use
D. Promotion of language acquisition
E. Promotion of advanced literacy
























Reference
Pintos, V. (2008) Unit 1: Building up a community of teachers and prospective researchers. [PDF document]. Retrieved August 15, 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2730