Fusion: Integrated Reading and Writing Book 2, Third Edition Dave Kemper, Verne Meyer, John Van Rys, and Pat Sebranek, Fusion: Integrated Reading and Writing, Book 2, 3rd Edition. © 2019 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 1 The Reading-Writing Connection Dave Kemper, Verne Meyer, John Van Rys, and Pat Sebranek, Fusion: Integrated Reading and Writing, Book 2, Third Edition. ©2019 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 1 Outline This chapter addresses: 1.1 Reading and Writing to Learn 1.2 Writing to Share Learning 1.3 Understanding Reading and Writing Assignments 1.4 Using the Traits for Reading and Writing 1.5 Using Graphic Organizers for Reading and Writing

1.1 Reading and Writing to Learn (1 of 2) By focusing on reading material, you make contact with the ideas and concepts developing on the page. By putting fingers to the keyboard (or pen to paper), you automatically make contact with your own ideas. Approaching reading and writing Taking class notes

1.1 Reading and Writing to Learn (2 of 2) Effective academic reading Find a quiet place, and gather your materials. Divide the assignment into parts. Approach your reading as a process. Use proven reading strategies. Identify the features of the reading. Know what to look for. Summarize what you have learned. Note questions about the text. Review the reading and your notes.

1.2 Writing to Share Learning Understanding the Learning Connection Reviewing the Range of Writing

Effective Academic Writing Find a quiet place to work. Gather your materials. Identify the features of the assignment. Understand the dynamics of the assignment. Approach your writing as a process. Write from a position of strength. Keep time on your side. Know the basics of writing. Collaborate. Learn from every writing experience.

Understanding Reading and Writing Assignments The STRAP strategy SUBJECT: the person, idea, event, or object being discussed or described. TYPE: the form of a reading selection or piece of writing. Some academic types of writing include essays, reports, summaries, and narratives. ROLE: what position the writer assumes, such as expert or student. AUDIENCE: the intended readership for the printed matter that you read or write yourself. PURPOSE: the specific reason for the reading or writing. Primary purposes are usually to inform, persuade, or share (entertain).

1.4 Using the Traits for Reading and Writing When you read, identify . . . When you write, develop . . . Ideas the topic the thesis (main idea) the key supporting details thesis or focus your thoughts on the topic effective supporting details Organization beginning, middle, and end organization of details logical presentation of details Voice level of writer’s interest and knowledge interesting, honest, and knowledgeable voice Word Choice quality of words (interesting and clear) specific, clear, appropriate words Sentence Fluency effectiveness of sentences (flow and clarity) smooth, clear, accurate sentences Conventions to what degree writing follows conventions writing that follows rules for grammar, usage, and mechanics

1.5 Using Graphic Organizers for Reading and Writing (1 of 5) Graphic organizers help you map out your thinking for reading and writing assignments. Choose the one that works best for you and your assignment. Time line Process diagram Line diagram Venn diagram Cause-effect organizer Problem-solution web Evaluation chart Cluster

1.5 Using Graphic Organizers for Reading and Writing (2 of 5)

1.5 Using Graphic Organizers for Reading and Writing (3 of 5)

1.5 Using Graphic Organizers for Reading and Writing (4 of 5)

1.5 Using Graphic Organizers for Reading and Writing (5 of 5)