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What resources of sentence structure does he use? What is he doing that we could learn to do ourselves? (See .) To learn from reading essays, we must learn how to analyze those essays. We must know more about what we can expect to find in a text and more about how to draw meaning from what we find. We must, in other words, become more aware in our reading. Reading instruction is dual-purpose. It serves both to improve our ability to understand texts that we read and to develop our own writing abilities. When we see how we draw meaning from others, we can see how to instill meaning in our own work. To fully understand texts, both in terms of what they mean (as readers) and how they are constructed (as writers), you must read and discuss texts in a number of ways. Here we will look closely at three combinations of reading strategies and their respective forms of discussion or accountability: The section on Three Ways to Read and Discuss Texts examines how to recognize each style of reading and discussion and when each form of discussion and reading style is most appropriate. The three perspectives are then utilized throughout the later discussion.
A text might argue by explaining with a description as evidence. Reading can teach us some things about the language, but reading good essays can only go so far in enabling us to become better writers. Seeing how well someone else expresses himself or herself does not mean we will suddenly be able to do the same ourselves.
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Our attention here lies more with shaping and analyzing extended discussion, with broader questions of how thoughts are developed and how meaning is conveyed within a written discussion. Writing is traditionally taught in terms of examples. Students are asked to read well- formed essays (often examples of rhetorical categories such as argument, explanation, and description) and to mimic their structure. But few if any essays really demonstrate only one form.