Abstract

In this article, Green proposes strategies for connecting reading and writing by discussing ways in which writers use the knowledge and source information derived from reading in order to enhance their written compositions. Green uses the ""mining"" metaphor in order to provide an illustrative means for understanding how writers read purposefully with the intent of expanding their discourse knowledge in order to better achieve their goals in composing. More specifically, Green explores how this kind of reading is fueled by three key strategies that can inform the reading-to-write process: (1) reconstructing context; (2) inferring or imposing structure; and (3) seeing choices in language. Green uses examples from think-aloud protocols to suggest that when students read with a sense of authorship, the source text enables them to structure and develop their own ideas and goals in composing. (Etaf Hatu)