Writing-integrated reading lesson pattern across teaching objectives, content, organization and assessment

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The article specifies that conducting writing instruction under the hypothesis requires adjustments “in our teaching objectives, teaching content, teaching organization and evaluation mechanism”. Teaching content involves varied reading materials supplying form and content for output tasks; organization requires proper lesson sequence, reasonable class-time arrangement, well-organized writing activities with assessment, and clearly presented assignments within learners’ ability; evaluation considers both in-class performance and writing products.

Design Implications

Context

Requirements

• Teachers play a leading role: selecting input materials, designing theme-based writing tasks with specific tasks and an overall plan, and supervising learners toward well-planned objectives

Constraints

• Feasible only where writing is taught within reading classes and teachers keep “a good balance between language input and language output”

Target Learners

• non-English-major university EFL learners

Target Goals

• completing English writing output tasks using input from reading materials

Claims

• College English writing instruction for non-English majors in China faces reduced class hours, no dedicated writing course, and test-driven assessment [+W]
• Reading and writing abilities share substantial overlap, supporting teaching writing based on reading [+W]

Related Patterns

Examples

• Guide reading with targeted questions that direct attention to grammatical, lexical and structural features needed for the writing task

Key Sources

• Junhong Ren. (2017). College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective. English Language Teaching, 10(7). https://doi.org/10.5539/elt.v10n7p150

Page metadata

Field	Value
type	design
id	writing-in-reading-four-aspects-pattern
title	Writing-integrated reading lesson pattern across teaching objectives, content, organization and assessment
description	The article specifies that conducting writing instruction under the hypothesis requires adjustments “in our teaching objectives, teaching content, teaching organization and evaluation mechanism”.
status	review
generated	by process:wiki-ingest on 2026-09-27
trust	unverified — no one has confirmed this page's content
sources	1 — junhong-ren-2017

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