importance of reading and writing essays

Importance Of Reading Essay

Importance of Reading Essay

500+ words essay on reading.

Reading is a key to learning. It’s a skill that everyone should develop in their life. The ability to read enables us to discover new facts and opens the door to a new world of ideas, stories and opportunities. We can gather ample information and use it in the right direction to perform various tasks in our life. The habit of reading also increases our knowledge and makes us more intellectual and sensible. With the help of this essay on the Importance of Reading, we will help you know the benefits of reading and its various advantages in our life. Students must go through this essay in detail, as it will help them to create their own essay based on this topic.

Importance of Reading

Reading is one of the best hobbies that one can have. It’s fun to read different types of books. By reading the books, we get to know the people of different areas around the world, different cultures, traditions and much more. There is so much to explore by reading different books. They are the abundance of knowledge and are best friends of human beings. We get to know about every field and area by reading books related to it. There are various types of books available in the market, such as science and technology books, fictitious books, cultural books, historical events and wars related books etc. Also, there are many magazines and novels which people can read anytime and anywhere while travelling to utilise their time effectively.

Benefits of Reading for Students

Reading plays an important role in academics and has an impactful influence on learning. Researchers have highlighted the value of developing reading skills and the benefits of reading to children at an early age. Children who cannot read well at the end of primary school are less likely to succeed in secondary school and, in adulthood, are likely to earn less than their peers. Therefore, the focus is given to encouraging students to develop reading habits.

Reading is an indispensable skill. It is fundamentally interrelated to the process of education and to students achieving educational success. Reading helps students to learn how to use language to make sense of words. It improves their vocabulary, information-processing skills and comprehension. Discussions generated by reading in the classroom can be used to encourage students to construct meanings and connect ideas and experiences across texts. They can use their knowledge to clear their doubts and understand the topic in a better way. The development of good reading habits and skills improves students’ ability to write.

In today’s world of the modern age and digital era, people can easily access resources online for reading. The online books and availability of ebooks in the form of pdf have made reading much easier. So, everyone should build this habit of reading and devote at least 30 minutes daily. If someone is a beginner, then they can start reading the books based on the area of their interest. By doing so, they will gradually build up a habit of reading and start enjoying it.

Frequently Asked Questions on the Importance of Reading Essay

What is the importance of reading.

1. Improves general knowledge 2. Expands attention span/vocabulary 3. Helps in focusing better 4. Enhances language proficiency

What is the power of reading?

1. Develop inference 2. Improves comprehension skills 3. Cohesive learning 4. Broadens knowledge of various topics

How can reading change a student’s life?

1. Empathy towards others 2. Acquisition of qualities like kindness, courtesy

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The Power of Reading and Writing: Why It’s So Important

By Happy Sharer

importance of reading and writing essays

Introduction

Reading and writing are two of the most important skills we can learn. They play a vital role in our ability to communicate, express ourselves, and interact with the world around us. We use these skills every day, from simple tasks like reading a text message or writing an email, to more complex activities such as researching and analyzing information or developing creative ideas.

This article will explore why reading and writing are so important by looking at how they can increase knowledge and understanding, inspire creativity, benefit mental health and well-being, influence decision-making, build empathy and understanding, develop critical thinking skills, and open up new career opportunities.

How Reading and Writing Can Increase Knowledge and Understanding

Reading is one of the best ways to acquire knowledge. When we read, we are exposed to new information, ideas, and perspectives that can help us to gain deeper insights into the world around us. Reading also increases our understanding of language, which can help to expand our vocabulary and improve our communication skills. Finally, reading can be a source of entertainment and relaxation, allowing us to escape from our daily lives for a few moments and enjoy a good story.

Writing is also a powerful tool for learning and understanding. When we write, we are forced to organize our thoughts and articulate our ideas in a clear and concise way. Writing helps us to remember what we have learned and to develop a deeper understanding of the topics we are exploring. Additionally, writing can be used as a creative outlet to express our feelings and experiences in a meaningful way.

The Power of Reading and Writing to Inspire Creativity

Reading and writing can help to spark new ideas and provide inspiration for creative projects. By exposing ourselves to new information, stories, and perspectives, we can gain insight into different ways of thinking and create something truly original. Writing is also a great way to brainstorm and develop our own ideas, as it allows us to capture our thoughts on paper and explore them further.

Writing can also help to develop problem-solving skills by forcing us to think critically about the task at hand and consider different solutions. In this way, reading and writing can help us to come up with innovative solutions to complex problems.

Benefits of Reading and Writing for Mental Health and Well-Being

Reading and writing can have a positive impact on our mental health and well-being. Reading can be a calming activity that helps to reduce stress and anxiety, while writing can be a therapeutic outlet to express our thoughts and emotions.

Reading can also provide a sense of escapism, as it allows us to explore different worlds and experience new adventures. Writing can help us to make sense of our own lives and find meaning in our experiences. Both of these activities can help to boost our mood and provide a sense of comfort and satisfaction.

How Reading and Writing Can Influence Decision-Making

Reading and writing can also play an important role in our decision-making process. Reading can provide us with valuable information and insights that can help us to make informed decisions. Writing can help us to organize our thoughts and come to a conclusion by considering different perspectives and evaluating the pros and cons of each option.

By taking the time to read and write about our decisions, we can ensure that we are making the best possible choice for ourselves and our future.

How Reading and Writing Can Help Build Empathy and Understanding

Reading and writing can also help to build empathy and understanding. Reading can open our eyes to different perspectives and allow us to gain insight into the lives of others. Writing can help us to express our own feelings and experiences in a meaningful way, which can help us to connect with other people and foster better relationships.

It is important to remember that we all experience the world differently and that our individual perspectives are valid. By reading and writing, we can gain a deeper understanding of ourselves and others.

The Role of Reading and Writing in Developing Critical Thinking Skills

Reading and writing can also help to develop our critical thinking skills. Reading can help us to build our communication skills by expanding our vocabulary and improving our ability to articulate our thoughts. Writing can help us to develop our analytical thinking by forcing us to evaluate and analyze information in order to form our own opinions.

By engaging in both reading and writing, we can learn to think critically and become more informed citizens.

How Reading and Writing Can Open Up New Career Opportunities

Finally, reading and writing can open up a world of new career opportunities. Reading can help us to develop technical skills, such as coding or data analysis, while writing can help us to demonstrate our expertise in a particular field. By honing our reading and writing skills, we can make ourselves more attractive to potential employers and increase our chances of success.

In addition, reading and writing can help us to stay up-to-date with the latest trends and developments in our industry, which can give us a competitive edge in the job market.

Reading and writing are essential skills that can open up a world of possibilities. They can help us to increase our knowledge and understanding, inspire creativity, improve our mental health and well-being, influence our decision-making, build empathy and understanding, develop critical thinking skills, and open up new career opportunities.

By cultivating these skills, we can equip ourselves with the tools we need to succeed in life.

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Hi, I'm Happy Sharer and I love sharing interesting and useful knowledge with others. I have a passion for learning and enjoy explaining complex concepts in a simple way.

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Writing to Read: Evidence for How Writing Can Improve Reading

Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.

“The evidence is clear: writing can be a vehicle for improving reading” (p. 6).

Ten years ago The National Commission on Writing in America’s Schools and Colleges deemed writing the “neglected ‘R’” and called for a “writing revolution” that included doubling the amount of time students spend writing. In the years following, extensive reports such as Reading Next (Biancarosa & Snow, 2006) and Writing Next (Graham & Perin, 2007) supported the idea that writing is a powerful tool for improving reading, thinking, and learning. Now as much of the country implements the Common Core State Standards, there is a renewed push for more and better writing. As educators try to determine how to improve student learning and include more writing within the same time limits, it is important to revisit Steve Graham and Michael Hebert’s (2010) Writing to Read , which gives strong evidence that writing, an essential skill itself, also improves reading comprehension.

For decades researchers have emphasized the strong connection between reading and writing, both in theory and in practice. Multiple studies have demonstrated that writing can improve comprehension. What has been less clear is what particular writing practices research supports as being effective at improving students’ reading. To determine those practices, Graham and Hebert (2010) undertook an in-depth meta-analysis of experimental and quasi-experimental studies that examined the effectiveness of writing practices on improving students’ reading in grades 1 -12. They acknowledge the limitations of excluding other forms of research and recognize the significant contributions of that research; at the same time, they share that completing this sort of meta-analysis allowed them to focus on studies where cause-and-effect could be inferred and effect sizes calculated. Their meta-analysis generated three recommendations:

Have students write about the texts they read. “Writing about a text proved to be better than just reading it, reading and rereading it, reading and studying it, reading and discussing it, and receiving reading instruction” (p. 14). Specific types of writing about reading that had statistically significant effect sizes included responding to a text through writing personal reactions or analyses/interpretations of the text, writing summaries of a text, taking notes on a text, and creating and/or answering questions about a text in writing. The benefits of these types of writing were stronger, particularly for lower-achieving students, when they were tied with explicit instruction on how to write.
Teach students the writing skills and processes that go into creating texts. Teaching students about writing process, text structures, paragraph or sentence construction, and other writing skills improves reading comprehension; teaching spelling and sentence construction skills improve fluency; and teaching spelling skills improves word reading skills.
Increase how much students write. An increase in how often students write improves students’ reading comprehension. Graham and Hebert recommend more writing across the curriculum, as well as at home to achieve more time spent writing.

What may be most important in all of Graham and Hebert’s findings is that infrequent writing and lack of explicit writing instruction minimize any sort of effect on reading from the writing practices they recommend. Their report also supports earlier calls for emphasizing writing in the classroom and across content areas. Writing is a critical skill, important in its own right; given the evidence that consistent writing time and instruction not only improves writing but also reading, gives us an even more compelling case for finding time in our school day for more writing.

Additional References

Biancarosa, G., & Snow, C. E. (2006). Reading next: A vision for action and research in middle and high school literacy -- A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools -- A report to Carnegie Corporation of New York . Washington, DC: Alliance for Excellent Education.

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Explaining the Symbiotic Relationship Between Reading and Writing

Students who understand how reading relates to writing and vice versa can develop into better writers.

For elementary school teachers, the saying is, students learn to read and then read to learn. At the middle and high school levels, teachers may experience the relationship of first writing to read, and then reading to write. Although this expression is not so common, there are resources that point to such a relationship, including ” Writing to Read: Evidence for How Writing Can Improve Reading ” or books such as The Write to Read .

While the relationship of “writing to read” and “reading to write” represents a symbiotic one, there is a distinct difference that may help us better understand what we are teaching students.

Writing to Read

When a student is writing to read, they are using writing as a tool to truly understand the reading. Writing to read is driven by the text the student is studying.

Examples of writing to read

Write a high-level summary to remember and consolidate the content of the reading.
Write a claim about the reading, and use three pieces of evidence to support it.
Respond to open-ended questions about the reading as a way to connect to or analyze the text.
Write an essay on a book to illuminate a particular theme or provide evidence to trace tonal shifts in the piece.
Write about the content of a particular text or texts to understand, analyze, or evaluate the text(s) at a deeper level.
Annotate during reading to capture important terms, ideas, or content.
Fill in graphic organizers or take notes to track the reading.
Write in response to a prompt.
Write an essay about a particular literary device or critical feature of the text(s).

Reading to Write

When a student is reading to write, they are using reading as a tool to improve their writing. Reading to write occurs when students first learn how to imitate their favorite authors, historians, scientists, or researchers. This is the deliberate use of mentor texts to mold a student’s writing ability.

Examples of reading to write

Read memoirs or personal essays to prepare to write a college essay.
Read several articles from a particular journal or newspaper to increase knowledge of stylistic expectations in preparation to write a piece for publication.
To help relieve writer’s block, use reading to think about different ways to write.
Read widely on a topic to consider one’s own writing approach and background knowledge.
Review multiple texts to write for a particular purpose or on a specific topic.
Read a lot to write more by picking out the ideas that spark thinking.
Maintain an annotated bibliography of mentor texts that serve as a writing coach.

Moving Toward Reading to Write

The developmental progression from reader to writer is specific to each student’s experience; however, we do know that in order to strengthen their ability to write, students must continue to read more.

Reading feeds writing. When writing dries up or stalls, the best way to revitalize it is to feed your brain with more reading. Reading may be compared to eating the nutrients we need for the energy to write. Reading feeds the writer with ideas for structure, rich language, literary moves, and compelling ways to illuminate a writer’s purpose.

After filling our brain with reading, turning back to writing typically gives one the energy needed to continue. This is one reason why writing to read is so important early on, then gradually becomes just as important as reading to write. As students develop confidence and competence as readers as the content and vocabulary become much more sophisticated, they build capacity to see the text as both a reader and a writer.

There are potential benefits of looking at the writing-to-read and reading-to-write relationship as teachers continue to challenge themselves with the best way to teach students how to write. Many times at the middle and high school levels, experience with writing to read is the dominant one. If this is the case, it might be a good time to rethink instructional goals and associated assessments.

Here are some practical suggestions for how to weave the two more seamlessly so that students grow into stronger writers.

Assignments that Weave in Reading to Write

After students complete a writing-to-read activity, have them complete a second activity that asks them to use the same text as a reading-to-write activity. (Models and research on how to use mentor texts can be found in books by Allison Marchetti and Rebekah O’Dell .) The second activity may be practice captured in the writer’s notebook for the student to use as a resource to support their writing throughout the year. Some examples of such activities may include the following:

Write a high-level summary of the text, then pick sentences from the text that use punctuation or sentence structure in a way that is powerful.
Write a claim along with supporting evidence, then look at the text to pick out the best use of transitions.
Annotate a book to trace character development, then pull out parts of the book that were written with vivid, descriptive language.
Write an essay on the theme of a book, then write a reflection on the author’s craft.
Write a response to reading to analyze the author’s line of reasoning, then break down the formal structure of the argument.

After high school, students contribute even more to society, so they need to know how to cogently express their thinking to others. Empowering students as writers requires practice, and it’s important that students understand how writing to read and reading to write serve them in markedly different ways.

Reading and Writing for Understanding

Posted July 21, 2005
By Sarah O'Brien Mackey

Secondary school students can benefit enormously when teachers of all subjects integrate reading and writing strategies into their instruction, according to Harvard Graduate School of Education Lecturer Vicki Jacobs . These strategies, typical of "reading and writing to learn" and "reading and writing across the curriculum," are problem-solving activities designed to help students move from simply knowing a fact to understanding a fact's significance. Helping students make that leap — from knowing to understanding — represents the very heart of the educational enterprise.

This summary is based on Jacobs' article, " Reading, Writing, and Understanding, " which appeared in the November 2002 edition of Educational Leadership .

Reading to Learn

Jacobs explains that students learn and practice beginning reading skills through about the third grade, building their knowledge about language and letter-sound relationships and developing fluency in their reading. Around fourth grade, students must begin to use these developing reading skills to learn — to make meaning, solve problems, and understanding something new. They need to comprehend what they read through a three-stage meaning-making process.

Stage One: Prereading

It's not uncommon for a struggling secondary reader to declare, "I read last night's homework, but I don't remember anything about it (let alone understand it)!" According to Jacobs, "How successfully students remember or understand the text depends, in part, on how explicitly teachers have prepared them to read it for clearly defined purposes."

During the prereading stage, teachers prepare students for their encounter with the text. They help students organize the background knowledge and experience they will use to solve the mystery of the text. To do so, they must understand the cultural and language-based contexts students bring to their reading, their previous successes or failures with the content, and general ability to read a particular kind of text. Based on this assessment, teachers can choose strategies that will serve as effective scaffolds between the students' "given" and the "new" of the text.

Asking such questions as, "What do I already know and what do I need to know before reading?" or "What do I think this passage will be about, given the headings, graphs, or pictures?" helps students anticipate the text, make personal connections with the text, and help to promote engagement and motivation. Brainstorming and graphic organizers also serve to strengthen students' vocabulary knowledge and study skills.

Stage Two: Guided Reading

Students move on to guided reading, during which they familiarize themselves with the surface meaning of the text and then probe it for deeper meaning. Effective guided-reading activities allow students to apply their background knowledge and experience to the "new." They provide students with means to revise predictions; search for tentative answers; gather, organize, analyze, and synthesize evidence; and begin to make assertions about their new understanding. Common guided-reading activities include response journals and collaborative work on open-ended problems. During guided reading, Jacobs recommends that teachers transform the factual questions that typically appear at the end of a chapter into questions that ask how or why the facts are important.

The ability to monitor one's own reading often distinguishes effective and struggling readers. Thus, guided-reading activities should provide students with the opportunity to reflect on the reading process itself — recording in a log how their background knowledge and experience influenced their understanding of text, identifying where they may have gotten lost during reading and why, and asking any questions they have about the text. As with prereading, guided-reading activities not only enhance comprehension but also promote vocabulary knowledge and study skills.

Stage Three: Postreading

During postreading, students test their understanding of the text by comparing it with that of their classmates. In doing so, they help one another revise and strengthen their arguments while reflecting and improving on their own.

Writing to Learn

Writing is often used as a means of evaluating students' understanding of a certain topic, but it is also a powerful tool for engaging students in the act of learning itself. Writing allows students to organize their thoughts and provides a means by which students can form and extend their thinking, thus deepening understanding. Like reading-to-learn, writing can be a meaning-making process.

Research suggests that the most effective way to improve students' writing is a process called inquiry. This process allows students to define and test what they would like to write before drafting. To help students prepare their arguments, teachers guide them through the three stages of writing-based inquiry:

Stating specific, relevant details from personal experience;
Proposing observations or interpretations of the text; and
Testing these assertions by predicting and countering potential opposing arguments. Through inquiry, students discover and refine something worth writing about.

Writing-to-learn activities can include freewriting (writing, without editing, what comes to mind), narrative writing (drawing on personal experience), response writing (writing thoughts on a specific issue); loop writing (writing on one idea from different perspectives) and dialogue writing (for example, with an author or a character.) "Not surprisingly," writes Jacobs, "writing-to learn activities are also known as 'writing-to-read' strategies — means by which students can engage with text in order to understand it."

Reading, writing, and understanding

The relationship among reading, writing, and understanding is clear. Students engaged in reading-to-learn will also be prepared to write well. In turn, students who are engaged in writing-to-learn will become more effective readers. Through both approaches, students will gain a better understanding of material and a greater ability to demonstrate that understanding.

Staff Development

Jacobs recommends that teachers who are considering whether to implement reading-to-learn and writing-to-learn strategies into their classroom first define their own instructional goals. If teachers decide that their goals for students' learning include "understanding," then they might ask themselves such questions as, "What strategies do I use to prepare my students to read a text?" or "How explicitly do I share with students the purpose of an assignment?" As Jacobs sees it, "Only after teachers have examined whether teaching for understanding suits their instructional goals and after they have defined their role in facilitating understanding can they consider how the principles and practices of reading-to-learn and writing-to-learn might support their instruction."

For those teachers who decide that teaching for understanding does indeed suit their instructional goals, the framework offered in Jacobs' article can help them skillfully integrate reading-to-learn and writing-to-learn strategies across their instruction.

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📖Essay on Importance of Reading: Samples in 100, 150, and 250 Words

Updated on
Apr 26, 2024

Language learning requires four skills i.e. Listening, Speaking, Reading, and Writing. It is an important part that eventually builds up the communication skills of a person. Reading will help in attaining knowledge of variable fields. It enhances the intellect of a person. Reading helps students to enhance their language fluency. Students must adopt the habit of reading good books. Reading books can also improve the writing skills. If you are a school student and searching for a good sample essay on the importance of reading then, you landed at the right place. Here in this blog, we have covered some sample essays on the importance of reading!

Table of Contents

1 Essay on the Importance of Reading in 100 Words
2 Essay on Importance of Reading 150 Words
3 Essay on Importance of Reading 250 Words
4 Short Essay on Importance of Reading

Essay on the Importance of Reading in 100 Words

The English language is considered the global language because it is the most widely spoken language worldwide. Reading is one of the important parts of acquiring complete knowledge of any language. Reading helps in maintaining a good vocabulary that is helpful for every field, whether in school, interviews , competitive exams , or jobs.

Students must inculcate the habit of reading from a young age. Making a habit of reading good books will eventually convert into an addiction over time and you will surely explore a whole new world of information.

Being exposed to different topics through reading can help you look at the wider perspective of life. You will eventually discover a creative side of yours while developing the habit of reading.

Essay on Importance of Reading 150 Words

Reading is considered an important aspect that contributes to the development of the overall personality of any person. If a person wants to do good at a professional level then he/she must practice reading.

There are various advantages of reading. It is not only a source of entertainment but also opens up the creative ability of any person. Reading helps in self-improvement, enhances communication skills, and reduces stress. It is one of the sources of pleasure and also enhances the analytical skills.

Here are some of the best books to study that may help you enhance your reading skills:

Harry Potter and the Philosopher’s Stone by J.K. Rowling .
To Kill a Mockingbird by Harper Lee .
The Namesake by Jhumpa Lahiri .
Pride and Prejudice
The Great Gatsby

A person with good reading skills would be able to communicate with more confidence and shine brighter at the professional level. Reading is a mental exercise, as it can provide you with the best experience because while reading fiction, or non-fiction you use your imagination without any restrictions thereby exploring a whole new world on your own. So, Just Enjoy Reading!

Also Read: Communication Skills to Succeed at Work

Essay on Importance of Reading 250 Words

Reading is a language skill necessary to present yourself in front of others because without being a good reader, it’s difficult to be a good communicator. Reading books should be practised regularly. Books are considered a human’s best friend.

It is right to say that knowledge can’t be stolen. Reading enhances the knowledge of a person. There are numerous benefits of reading.

I love reading books and one of my all-time favorite authors is William Shakespeare. His work “As You Like It” is my favourite book. By reading that book I came across many new words. It enabled me to add many words to my vocabulary that I can use in my life.

Apart from this, there are many other benefits of reading books such as reading can help you write in a certain way that can impress the reader. It also enhances communication skills and serves as a source of entertainment .

Schools conduct various competitions which directly or indirectly involve reading. Some such competitions include debate, essay writing competitions, elocution, new reading in assembly, etc. All such activities require active reading because without reading a person might not be able to speak on a specific topic.

All such activities are conducted to polish the language skills of students from the very beginning so that they can do good at a professional level.

In conclusion, in a world of technological advancement, you are more likely to get easy access to online reading material available on the internet. So, you must not miss this opportunity and devote some time to reading different kinds of books.

Short Essay on Importance of Reading

Find a sample of a short essay on importance of reading below:

Kajal Thareja

Hi, I am Kajal, a pharmacy graduate, currently pursuing management and is an experienced content writer. I have 2-years of writing experience in Ed-tech (digital marketing) company. I am passionate towards writing blogs and am on the path of discovering true potential professionally in the field of content marketing. I am engaged in writing creative content for students which is simple yet creative and engaging and leaves an impact on the reader's mind.

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1.1 Reading and Writing in College

Learning objectives.

Understand the expectations for reading and writing assignments in college courses.
Understand and apply general strategies to complete college-level reading assignments efficiently and effectively.
Recognize specific types of writing assignments frequently included in college courses.
Understand and apply general strategies for managing college-level writing assignments.
Determine specific reading and writing strategies that work best for you individually.

As you begin this chapter, you may be wondering why you need an introduction. After all, you have been writing and reading since elementary school. You completed numerous assessments of your reading and writing skills in high school and as part of your application process for college. You may write on the job, too. Why is a college writing course even necessary?

When you are eager to get started on the coursework in your major that will prepare you for your career, getting excited about an introductory college writing course can be difficult. However, regardless of your field of study, honing your writing skills—and your reading and critical-thinking skills—gives you a more solid academic foundation.

In college, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to do is increased. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your work load can be challenging. This chapter includes strategies for studying efficiently and managing your time.

The quality of the work you do also changes. It is not enough to understand course material and summarize it on an exam. You will also be expected to seriously engage with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about a given subject. Educationally, you are moving into deeper waters. A good introductory writing course will help you swim.

Table 1.1 “High School versus College Assignments” summarizes some of the other major differences between high school and college assignments.

Table 1.1 High School versus College Assignments

This chapter covers the types of reading and writing assignments you will encounter as a college student. You will also learn a variety of strategies for mastering these new challenges—and becoming a more confident student and writer.

Throughout this chapter, you will follow a first-year student named Crystal. After several years of working as a saleswoman in a department store, Crystal has decided to pursue a degree in elementary education and become a teacher. She is continuing to work part-time, and occasionally she finds it challenging to balance the demands of work, school, and caring for her four-year-old son. As you read about Crystal, think about how you can use her experience to get the most out of your own college experience.

Review Table 1.1 “High School versus College Assignments” and think about how you have found your college experience to be different from high school so far. Respond to the following questions:

In what ways do you think college will be more rewarding for you as a learner?
What aspects of college do you expect to find most challenging?
What changes do you think you might have to make in your life to ensure your success in college?

Reading Strategies

Your college courses will sharpen both your reading and your writing skills. Most of your writing assignments—from brief response papers to in-depth research projects—will depend on your understanding of course reading assignments or related readings you do on your own. And it is difficult, if not impossible, to write effectively about a text that you have not understood. Even when you do understand the reading, it can be hard to write about it if you do not feel personally engaged with the ideas discussed.

This section discusses strategies you can use to get the most out of your college reading assignments. These strategies fall into three broad categories:

Planning strategies. To help you manage your reading assignments.
Comprehension strategies. To help you understand the material.
Active reading strategies. To take your understanding to a higher and deeper level.

Planning Your Reading

Have you ever stayed up all night cramming just before an exam? Or found yourself skimming a detailed memo from your boss five minutes before a crucial meeting? The first step in handling college reading successfully is planning. This involves both managing your time and setting a clear purpose for your reading.

Managing Your Reading Time

You will learn more detailed strategies for time management in Section 1.2 “Developing Study Skills” , but for now, focus on setting aside enough time for reading and breaking your assignments into manageable chunks. If you are assigned a seventy-page chapter to read for next week’s class, try not to wait until the night before to get started. Give yourself at least a few days and tackle one section at a time.

Your method for breaking up the assignment will depend on the type of reading. If the text is very dense and packed with unfamiliar terms and concepts, you may need to read no more than five or ten pages in one sitting so that you can truly understand and process the information. With more user-friendly texts, you will be able to handle longer sections—twenty to forty pages, for instance. And if you have a highly engaging reading assignment, such as a novel you cannot put down, you may be able to read lengthy passages in one sitting.

As the semester progresses, you will develop a better sense of how much time you need to allow for the reading assignments in different subjects. It also makes sense to preview each assignment well in advance to assess its difficulty level and to determine how much reading time to set aside.

College instructors often set aside reserve readings for a particular course. These consist of articles, book chapters, or other texts that are not part of the primary course textbook. Copies of reserve readings are available through the university library; in print; or, more often, online. When you are assigned a reserve reading, download it ahead of time (and let your instructor know if you have trouble accessing it). Skim through it to get a rough idea of how much time you will need to read the assignment in full.

Setting a Purpose

The other key component of planning is setting a purpose. Knowing what you want to get out of a reading assignment helps you determine how to approach it and how much time to spend on it. It also helps you stay focused during those occasional moments when it is late, you are tired, and relaxing in front of the television sounds far more appealing than curling up with a stack of journal articles.

Sometimes your purpose is simple. You might just need to understand the reading material well enough to discuss it intelligently in class the next day. However, your purpose will often go beyond that. For instance, you might also read to compare two texts, to formulate a personal response to a text, or to gather ideas for future research. Here are some questions to ask to help determine your purpose:

How did my instructor frame the assignment? Often your instructors will tell you what they expect you to get out of the reading:

Read Chapter 2 and come to class prepared to discuss current teaching practices in elementary math.
Read these two articles and compare Smith’s and Jones’s perspectives on the 2010 health care reform bill.
Read Chapter 5 and think about how you could apply these guidelines to running your own business.
How deeply do I need to understand the reading? If you are majoring in computer science and you are assigned to read Chapter 1, “Introduction to Computer Science,” it is safe to assume the chapter presents fundamental concepts that you will be expected to master. However, for some reading assignments, you may be expected to form a general understanding but not necessarily master the content. Again, pay attention to how your instructor presents the assignment.
How does this assignment relate to other course readings or to concepts discussed in class? Your instructor may make some of these connections explicitly, but if not, try to draw connections on your own. (Needless to say, it helps to take detailed notes both when in class and when you read.)
How might I use this text again in the future? If you are assigned to read about a topic that has always interested you, your reading assignment might help you develop ideas for a future research paper. Some reading assignments provide valuable tips or summaries worth bookmarking for future reference. Think about what you can take from the reading that will stay with you.

Improving Your Comprehension

You have blocked out time for your reading assignments and set a purpose for reading. Now comes the challenge: making sure you actually understand all the information you are expected to process. Some of your reading assignments will be fairly straightforward. Others, however, will be longer or more complex, so you will need a plan for how to handle them.

For any expository writing —that is, nonfiction, informational writing—your first comprehension goal is to identify the main points and relate any details to those main points. Because college-level texts can be challenging, you will also need to monitor your reading comprehension. That is, you will need to stop periodically and assess how well you understand what you are reading. Finally, you can improve comprehension by taking time to determine which strategies work best for you and putting those strategies into practice.

Identifying the Main Points

In college, you will read a wide variety of materials, including the following:

Textbooks. These usually include summaries, glossaries, comprehension questions, and other study aids.
Nonfiction trade books. These are less likely to include the study features found in textbooks.
Popular magazine, newspaper, or web articles. These are usually written for a general audience.
Scholarly books and journal articles. These are written for an audience of specialists in a given field.

Regardless of what type of expository text you are assigned to read, your primary comprehension goal is to identify the main point : the most important idea that the writer wants to communicate and often states early on. Finding the main point gives you a framework to organize the details presented in the reading and relate the reading to concepts you learned in class or through other reading assignments. After identifying the main point, you will find the supporting points , the details, facts, and explanations that develop and clarify the main point.

Some texts make that task relatively easy. Textbooks, for instance, include the aforementioned features as well as headings and subheadings intended to make it easier for students to identify core concepts. Graphic features, such as sidebars, diagrams, and charts, help students understand complex information and distinguish between essential and inessential points. When you are assigned to read from a textbook, be sure to use available comprehension aids to help you identify the main points.

Trade books and popular articles may not be written specifically for an educational purpose; nevertheless, they also include features that can help you identify the main ideas. These features include the following:

Trade books. Many trade books include an introduction that presents the writer’s main ideas and purpose for writing. Reading chapter titles (and any subtitles within the chapter) will help you get a broad sense of what is covered. It also helps to read the beginning and ending paragraphs of a chapter closely. These paragraphs often sum up the main ideas presented.
Popular articles. Reading the headings and introductory paragraphs carefully is crucial. In magazine articles, these features (along with the closing paragraphs) present the main concepts. Hard news articles in newspapers present the gist of the news story in the lead paragraph, while subsequent paragraphs present increasingly general details.

At the far end of the reading difficulty scale are scholarly books and journal articles. Because these texts are written for a specialized, highly educated audience, the authors presume their readers are already familiar with the topic. The language and writing style is sophisticated and sometimes dense.

When you read scholarly books and journal articles, try to apply the same strategies discussed earlier. The introduction usually presents the writer’s thesis , the idea or hypothesis the writer is trying to prove. Headings and subheadings can help you understand how the writer has organized support for his or her thesis. Additionally, academic journal articles often include a summary at the beginning, called an abstract, and electronic databases include summaries of articles, too.

For more information about reading different types of texts, see Chapter 12 “Writing a Research Paper” .

Monitoring Your Comprehension

Finding the main idea and paying attention to text features as you read helps you figure out what you should know. Just as important, however, is being able to figure out what you do not know and developing a strategy to deal with it.

Textbooks often include comprehension questions in the margins or at the end of a section or chapter. As you read, stop occasionally to answer these questions on paper or in your head. Use them to identify sections you may need to reread, read more carefully, or ask your instructor about later.

Even when a text does not have built-in comprehension features, you can actively monitor your own comprehension. Try these strategies, adapting them as needed to suit different kinds of texts:

Summarize. At the end of each section, pause to summarize the main points in a few sentences. If you have trouble doing so, revisit that section.
Ask and answer questions. When you begin reading a section, try to identify two to three questions you should be able to answer after you finish it. Write down your questions and use them to test yourself on the reading. If you cannot answer a question, try to determine why. Is the answer buried in that section of reading but just not coming across to you? Or do you expect to find the answer in another part of the reading?
Do not read in a vacuum. Look for opportunities to discuss the reading with your classmates. Many instructors set up online discussion forums or blogs specifically for that purpose. Participating in these discussions can help you determine whether your understanding of the main points is the same as your peers’.

These discussions can also serve as a reality check. If everyone in the class struggled with the reading, it may be exceptionally challenging. If it was a breeze for everyone but you, you may need to see your instructor for help.

As a working mother, Crystal found that the best time to get her reading done was in the evening, after she had put her four-year-old to bed. However, she occasionally had trouble concentrating at the end of a long day. She found that by actively working to summarize the reading and asking and answering questions, she focused better and retained more of what she read. She also found that evenings were a good time to check the class discussion forums that a few of her instructors had created.

Choose any text that that you have been assigned to read for one of your college courses. In your notes, complete the following tasks:

Summarize the main points of the text in two to three sentences.
Write down two to three questions about the text that you can bring up during class discussion.

Students are often reluctant to seek help. They feel like doing so marks them as slow, weak, or demanding. The truth is, every learner occasionally struggles. If you are sincerely trying to keep up with the course reading but feel like you are in over your head, seek out help. Speak up in class, schedule a meeting with your instructor, or visit your university learning center for assistance.

Deal with the problem as early in the semester as you can. Instructors respect students who are proactive about their own learning. Most instructors will work hard to help students who make the effort to help themselves.

Taking It to the Next Level: Active Reading

Now that you have acquainted (or reacquainted) yourself with useful planning and comprehension strategies, college reading assignments may feel more manageable. You know what you need to do to get your reading done and make sure you grasp the main points. However, the most successful students in college are not only competent readers but active, engaged readers.

Using the SQ3R Strategy

One strategy you can use to become a more active, engaged reader is the SQ3R strategy , a step-by-step process to follow before, during, and after reading. You may already use some variation of it. In essence, the process works like this:

Survey the text in advance.
Form questions before you start reading.
Read the text.
Recite and/or record important points during and after reading.
Review and reflect on the text after you read.

Before you read, you survey, or preview, the text. As noted earlier, reading introductory paragraphs and headings can help you begin to figure out the author’s main point and identify what important topics will be covered. However, surveying does not stop there. Look over sidebars, photographs, and any other text or graphic features that catch your eye. Skim a few paragraphs. Preview any boldfaced or italicized vocabulary terms. This will help you form a first impression of the material.

Next, start brainstorming questions about the text. What do you expect to learn from the reading? You may find that some questions come to mind immediately based on your initial survey or based on previous readings and class discussions. If not, try using headings and subheadings in the text to formulate questions. For instance, if one heading in your textbook reads “Medicare and Medicaid,” you might ask yourself these questions:

When was Medicare and Medicaid legislation enacted? Why?
What are the major differences between these two programs?

Although some of your questions may be simple factual questions, try to come up with a few that are more open-ended. Asking in-depth questions will help you stay more engaged as you read.

The next step is simple: read. As you read, notice whether your first impressions of the text were correct. Are the author’s main points and overall approach about the same as what you predicted—or does the text contain a few surprises? Also, look for answers to your earlier questions and begin forming new questions. Continue to revise your impressions and questions as you read.

While you are reading, pause occasionally to recite or record important points. It is best to do this at the end of each section or when there is an obvious shift in the writer’s train of thought. Put the book aside for a moment and recite aloud the main points of the section or any important answers you found there. You might also record ideas by jotting down a few brief notes in addition to, or instead of, reciting aloud. Either way, the physical act of articulating information makes you more likely to remember it.

After you have completed the reading, take some time to review the material more thoroughly. If the textbook includes review questions or your instructor has provided a study guide, use these tools to guide your review. You will want to record information in a more detailed format than you used during reading, such as in an outline or a list.

As you review the material, reflect on what you learned. Did anything surprise you, upset you, or make you think? Did you find yourself strongly agreeing or disagreeing with any points in the text? What topics would you like to explore further? Jot down your reflections in your notes. (Instructors sometimes require students to write brief response papers or maintain a reading journal. Use these assignments to help you reflect on what you read.)

Choose another text that that you have been assigned to read for a class. Use the SQ3R process to complete the reading. (Keep in mind that you may need to spread the reading over more than one session, especially if the text is long.)

Be sure to complete all the steps involved. Then, reflect on how helpful you found this process. On a scale of one to ten, how useful did you find it? How does it compare with other study techniques you have used?

Using Other Active Reading Strategies

The SQ3R process encompasses a number of valuable active reading strategies: previewing a text, making predictions, asking and answering questions, and summarizing. You can use the following additional strategies to further deepen your understanding of what you read.

Connect what you read to what you already know. Look for ways the reading supports, extends, or challenges concepts you have learned elsewhere.
Relate the reading to your own life. What statements, people, or situations relate to your personal experiences?
Visualize. For both fiction and nonfiction texts, try to picture what is described. Visualizing is especially helpful when you are reading a narrative text, such as a novel or a historical account, or when you read expository text that describes a process, such as how to perform cardiopulmonary resuscitation (CPR).
Pay attention to graphics as well as text. Photographs, diagrams, flow charts, tables, and other graphics can help make abstract ideas more concrete and understandable.
Understand the text in context. Understanding context means thinking about who wrote the text, when and where it was written, the author’s purpose for writing it, and what assumptions or agendas influenced the author’s ideas. For instance, two writers might both address the subject of health care reform, but if one article is an opinion piece and one is a news story, the context is different.
Plan to talk or write about what you read. Jot down a few questions or comments in your notebook so you can bring them up in class. (This also gives you a source of topic ideas for papers and presentations later in the semester.) Discuss the reading on a class discussion board or blog about it.

As Crystal began her first semester of elementary education courses, she occasionally felt lost in a sea of new terms and theories about teaching and child development. She found that it helped to relate the reading to her personal observations of her son and other kids she knew.

Writing at Work

Many college courses require students to participate in interactive online components, such as a discussion forum, a page on a social networking site, or a class blog. These tools are a great way to reinforce learning. Do not be afraid to be the student who starts the discussion.

Remember that when you interact with other students and teachers online, you need to project a mature, professional image. You may be able to use an informal, conversational tone, but complaining about the work load, using off-color language, or “flaming” other participants is inappropriate.

Active reading can benefit you in ways that go beyond just earning good grades. By practicing these strategies, you will find yourself more interested in your courses and better able to relate your academic work to the rest of your life. Being an interested, engaged student also helps you form lasting connections with your instructors and with other students that can be personally and professionally valuable. In short, it helps you get the most out of your education.

Common Writing Assignments

College writing assignments serve a different purpose than the typical writing assignments you completed in high school. In high school, teachers generally focus on teaching you to write in a variety of modes and formats, including personal writing, expository writing, research papers, creative writing, and writing short answers and essays for exams. Over time, these assignments help you build a foundation of writing skills.

In college, many instructors will expect you to already have that foundation.

Your college composition courses will focus on writing for its own sake, helping you make the transition to college-level writing assignments. However, in most other college courses, writing assignments serve a different purpose. In those courses, you may use writing as one tool among many for learning how to think about a particular academic discipline.

Additionally, certain assignments teach you how to meet the expectations for professional writing in a given field. Depending on the class, you might be asked to write a lab report, a case study, a literary analysis, a business plan, or an account of a personal interview. You will need to learn and follow the standard conventions for those types of written products.

Finally, personal and creative writing assignments are less common in college than in high school. College courses emphasize expository writing, writing that explains or informs. Often expository writing assignments will incorporate outside research, too. Some classes will also require persuasive writing assignments in which you state and support your position on an issue. College instructors will hold you to a higher standard when it comes to supporting your ideas with reasons and evidence.

Table 1.2 “Common Types of College Writing Assignments” lists some of the most common types of college writing assignments. It includes minor, less formal assignments as well as major ones. Which specific assignments you encounter will depend on the courses you take and the learning objectives developed by your instructors.

Table 1.2 Common Types of College Writing Assignments

Part of managing your education is communicating well with others at your university. For instance, you might need to e-mail your instructor to request an office appointment or explain why you will need to miss a class. You might need to contact administrators with questions about your tuition or financial aid. Later, you might ask instructors to write recommendations on your behalf.

Treat these documents as professional communications. Address the recipient politely; state your question, problem, or request clearly; and use a formal, respectful tone. Doing so helps you make a positive impression and get a quicker response.

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For thousands of years, reading has been considered a worthy activity and books were and still are highly valued. Books are conduits of individual or collective ideas. This is the reason why, thousands of years ago, some books were praised while others were subject to being burned—often together with their authors. However, nowadays in an ever-accelerating pace of life, people experience a lack of time for such an intellectual activity as reading books—though it is still valued, even if unconsciously. The general populous are content with the raw, cursory stories provided by the television and other mass media (Hobbes 45). In its turn, reading books has been an activity that contributes to personality development and is difficult to overestimate.

I remember one conversation with an acquaintance of mine. This conversation convinced me of the importance of reading, especially for modern youth. As we spoke, he only retold the content of popular TV shows, but he could not keep the conversation on other topics that I tried to start. Suddenly, it turned out he was completely unfamiliar with the works of even the most famous authors in world literature. When I expressed my astonishment about this fact, he answered that he never read books. He said it was a boring and an obsolete occupation. He seemed to be sincerely surprised why someone would want to read a book when there were other ways to receive information such as from the Internet or television.

This case is extreme, but to my mind, it is not too rare among modern youth. When perceiving information that is already processed and digested, one cannot develop crucial traits that reading induces, such as critical thinking, erudition, and imagination (Hobbes 365). Critical thinking is perhaps the most essential faculty of the mind, since it implies the ability to decide what to believe and what to ignore. This skill is especially useful in the modern world where a surplus of information exists. Without critical thinking, a person is more likely to take what they are exposed to for granted. When reading, people start interpersonal communication, constantly analyzing and reflecting on the material, applying it to themselves, and finally forming an opinion towards the comprehended data. At the same time, media often transmits information in a predetermined way, thus impeding individuals from interpreting it (Zaks 126).

Erudition is another key trait a person can develop with the help of reading books. Erudition means extensive knowledge. It is one of the major factors that make people interesting. Erudition helps to establish communication, since an erudite person can keep a conversation on a wide range of topics. Being a polymath also means knowing how to act in unusual situations, or at least implies general familiarity with them. For example, a person fond of reading adventure novels may put on a bold face if lost in the woods, and from the literature they read, they can learn basic knowledge on how to survive in the woods (Zaks 546).

Reading also develops and boosts imagination, which is one of those traits needed in all spheres of life. Imagination is a capability to form sensations even when they are not perceived through the senses. It is a factor of creativity that is closely linked to the ability to prognosticate the consequences of making decisions, developing inventions, or creating art work (Zaks 112). Reading enhances imagination, since a reader has to envisage characters, places, and events depicted in the book. Obviously, television cannot contribute to this skill, since it transmits images that were prepared in advance—hence, depriving one’s mind from mental development.

Based on the aforementioned arguments, the benefits of reading can be easily seen. Its role in the development of an individual can hardly be overestimated. People who have a solid intellectual ability are more intriguing to communicate with, more creative, and they experience little or no difficulties when forming and expressing their own opinions. As for me, I prefer reading to perceiving already processed information. I do not mean that watching TV or browsing the Internet are worthless occupations. On the contrary, valuable and useful information can be found by the means of modern media. It is just a matter of balance. Watching only TV can make you dull and reading too much can make you over-intellectual. Personally, I would recommend that everyone read at least one new book per month and then, after a period of time, evaluate any changes that have occurred in their world outlook. I am sure these shifts will definitely occur and they will be positive.

References:

Hobbes, Curtis. Reading is Not Just Reading . Brisbane: Skylark Bools, 2009. Print.

Zaks, Natasha. Give Yourself to the Book . London: Griffin Press, 2011. Print.

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Essays About Reading: 5 Examples And Topic Ideas

As a writer, you love to read and talk to others about reading books. Check out some examples of essays about reading and topic ideas for your essay.

Many people fall in love with good books at an early age, as experiencing the joy of reading can help transport a child’s imagination to new places. Reading isn’t just for fun, of course—the importance of reading has been shown time and again in educational research studies.

If you love to sit down with a good book, you likely want to share your love of reading with others. Reading can offer a new perspective and transport readers to different worlds, whether you’re into autobiographies, books about positive thinking, or stories that share life lessons.

When explaining your love of reading to others, it’s important to let your passion shine through in your writing. Try not to take a negative view of people who don’t enjoy reading, as reading and writing skills are tougher for some people than others.

Talk about the positive effects of reading and how it’s positively benefitted your life. Offer helpful tips on how people can learn to enjoy reading, even if it’s something that they’ve struggled with for a long time. Remember, your goal when writing essays about reading is to make others interested in exploring the world of books as a source of knowledge and entertainment.

Now, let’s explore some popular essays on reading to help get you inspired and some topics that you can use as a starting point for your essay about how books have positively impacted your life.

For help with your essays, check out our round-up of the best essay checkers

Examples Of Essays About Reading

1. The Book That Changed My Life By The New York Times
2. I Read 150+ Books in 2 Years. Here’s How It Changed My Life By Anangsha Alammyan
3. How My Diagnosis Improved My College Experience By Blair Kenney

4. How ‘The Phantom Tollbooth’ Saved Me By Isaac Fitzgerald

5. catcher in the rye: that time a banned book changed my life by pat kelly, topic ideas for essays about reading, 1. how can a high school student improve their reading skills, 2. what’s the best piece of literature ever written, 3. how reading books from authors of varied backgrounds can provide a different perspective, 4. challenging your point of view: how reading essays you disagree with can provide a new perspective, 1. the book that changed my life by the new york times.

“My error the first time around was to read “Middlemarch” as one would a typical novel. But “Middlemarch” isn’t really about plot and dialogue. It’s all about character, as mediated through the wise and compassionate (but sharply astute) voice of the omniscient narrator. The book shows us that we cannot live without other people and that we cannot live with other people unless we recognize their flaws and foibles in ourselves.” The New York Times

In this collection of reader essays, people share the books that have shaped how they see the world and live their lives. Talking about a life-changing piece of literature can offer a new perspective to people who tend to shy away from reading and can encourage others to pick up your favorite book.

2. I Read 150+ Books in 2 Years. Here’s How It Changed My Life By Anangsha Alammyan

“Consistent reading helps you develop your analytical thinking skills over time. It stimulates your brain and allows you to think in new ways. When you are actively engaged in what you’re reading, you would be able to ask better questions, look at things from a different perspective, identify patterns and make connections.” Anangsha Alammyan

Alammyan shares how she got away from habits that weren’t serving her life (such as scrolling on social media) and instead turned her attention to focus on reading. She shares how she changed her schedule and time management processes to allow herself to devote more time to reading, and she also shares the many ways that she benefited from spending more time on her Kindle and less time on her phone.

3. How My Diagnosis Improved My College Experience By Blair Kenney

“When my learning specialist convinced me that I was an intelligent person with a reading disorder, I gradually stopped hiding from what I was most afraid of—the belief that I was a person of mediocre intelligence with overambitious goals for herself. As I slowly let go of this fear, I became much more aware of my learning issues. For the first time, I felt that I could dig below the surface of my unhappiness in school without being ashamed of what I might find.” Blair Kenney

Reading does not come easily to everyone, and dyslexia can make it especially difficult for a person to process words. In this essay, Kenney shares her experience of being diagnosed with dyslexia during her sophomore year of college at Yale. She gave herself more patience, grew in her confidence, and developed techniques that worked to improve her reading and processing skills.

“I took that book home to finish reading it. I’d sit somewhat uncomfortably in a tree or against a stone wall or, more often than not, in my sparsely decorated bedroom with the door closed as my mother had hushed arguments with my father on the phone. There were many things in the book that went over my head during my first time reading it. But a land left with neither Rhyme nor Reason, as I listened to my parents fight, that I understood.” Isaac Fitzgerald

Books can transport a reader to another world. In this essay, Fitzgerald explains how Norton Juster’s novel allowed him to escape a difficult time in his childhood through the magic of his imagination. Writing about a book that had a significant impact on your childhood can help you form an instant connection with your reader, as many people hold a childhood literature favorite near and dear to their hearts.

“From the first paragraph my mind was blown wide open. It not only changed my whole perspective on what literature could be, it changed the way I looked at myself in relation to the world. This was heavy stuff. Of the countless books I had read up to this point, even the ones written in first person, none of them felt like they were speaking directly to me. Not really anyway.” Pat Kelly

Many readers have had the experience of feeling like a book was written specifically for them, and in this essay, Kelly shares that experience with J.D. Salinger’s classic American novel. Writing about a book that felt like it was written specifically for you can give you the chance to share what was happening in your life when you read the book and the lasting impact that the book had on you as a person.

There are several topic options to choose from when you’re writing about reading. You may want to write about how literature you love has changed your life or how others can develop their reading skills to derive similar pleasure from reading.

Middle and high school students who struggle with reading can feel discouraged when, despite their best efforts, their skills do not improve. Research the latest educational techniques for boosting reading skills in high school students (the research often changes) and offer concrete tips (such as using active reading skills) to help students grow.

It’s an excellent persuasive essay topic; it’s fun to write about the piece of literature you believe to be the greatest of all time. Of course, much of this topic is a matter of opinion, and it’s impossible to prove that one piece of literature is “better” than another. Write your essay about how the piece of literature you consider the best positive affected your life and discuss how it’s impacted the world of literature in general.

The world is full of many perspectives and points of view, and it can be hard to imagine the world through someone else’s eyes. Reading books by authors of different gender, race, or socioeconomic status can help open your eyes to the challenges and issues others face. Explain how reading books by authors with different backgrounds has changed your worldview in your essay.

It’s fun to read the information that reinforces viewpoints that you already have, but doing so doesn’t contribute to expanding your mind and helping you see the world from a different perspective. Explain how pushing oneself to see a different point of view can help you better understand your perspective and help open your eyes to ideas you may not have considered.

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

If you’re stuck picking your next essay topic, check out our round-up of essay topics about education .

Amanda has an M.S.Ed degree from the University of Pennsylvania in School and Mental Health Counseling and is a National Academy of Sports Medicine Certified Personal Trainer. She has experience writing magazine articles, newspaper articles, SEO-friendly web copy, and blog posts.

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Why Reading is Essential for Improving Essay Writing Skills

why reading is essential for improving essay writing skills? There are several ways we can draw a connection between reading and writing skills where some ways both skills benefit each other.

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” ― Dr. Seuss, I Can Read With My Eyes Shut!

When we think about improving students’ writing skills we tend to think of spelling, grammar, phonemic awareness and phonics. Recently, studies have shown that working with students to improve their reading skills can have an impact on their essay writing.

Because most students don’t like to read, the vast majority of them find writing essays to be even more of a daunting task. According to BetterWrititngServices.com , essay writing services are extremely popular among college students, and the number of websites that sell academic papers to students grows rapidly. For this reason, it is important to help students improve their writing skills.

In this article, we will cover why reading is essential for improving essay writing skills. There are several ways we can draw a connection between reading and writing skills where some ways both skills benefit each other.

Mechanics of writing

We often teach reading and writing as two separate subjects, but students cannot complete a writing task if they cannot read and understand the instructions. These two skills are intertwined and both equally important to students’ success.

Reading serves not only to expose the student to different styles of writing but also supports them in their emerging skills.

The most well-known benefit reading has on writing skills is the increased exposure to different words. The more students read, the more it exposes them to alternative ways to use words they are both familiar and not familiar with.

The more students read, the bigger chance that they will learn new ways to structure their sentences and express their ideas. Reading allows them to learn new patterns they can use in their own writing.

The more well-read the writer is, the better grasp they have on understanding poor writing versus quality writing. This will allow students to make this identification more clear in their own written work.

Power of words

Essays are a tool used to get an idea across, make a point, prove something, or tell a story. The more students read, the more access they have to literature that seeks to make the same things happen.

It gives more weight to the words themselves and by extension more weight to what the students write.

Reading is also a proven way to support the development of imagination. While reading, we tend to picture the events in our mind’s eyes based on what we are reading. This has been shown to support your ability to understand situations and the solutions from the text.

Developing their voice

Without reading a variety of different authors and texts, it is hard for students to understand the idea of the voice of the author. The more students are exposed to different authors, the more courage and sense of self they develop for their own writing.

The more we expose students to different writing styles (classics, modern-day fiction and nonfiction), the more we support them in crafting their own voice for essay writing.

The development of a unique voice is an important skill needed to write essays, and it will aid in setting them apart from their peers.

Keeping up with the times

Language is something that is ever-changing, even in the world of essays. The words and phrases used by a student can change from year to year. Reading is essential for students who want to stay informed about modern language and style changes.

APA and MLA are always evolving in order for students to understand these changes. They need to see how they are implemented in various forms of writing.

Outside of the evaluation of different citation reading keeps students involved in learning the ways modern writing is changing.

Entwining reading and writing in the classroom

For those in education looking to improve their students’ essay writing skills, there are a few ways reading and writing can be taught together for the most benefit to the student.

Note-taking is the easiest way to aid students in their reading and writing skills. Having your students take notes on what they have read not only increases their deep reading skills, but benefits their writing as well.

Students do not just write one form of essay, they write personal essays, persuasive essays, they compare and contrast, so why are they only reading one thing? In order for students to understand the different tones and syntax required for these different forms of essays, they need to read them.

Exposing your students to different forms of literature broadens their ideas on what their next essay could be.

Genre Study

By selecting one genre for students to narrow their field of study it allowed them to learn the specific genre before they experiment with writing within that genre.

Letting students take the lead fosters their interest and independence in their language skills.

For teachers who find themselves struggling with ways to improve their student’s essay writing this may be the perfect solution. We know that we are more likely to complete certain tasks when we are motivated.

Thus it would make sense that if we allow students to pick the genre they both read and write about, they will be more motivated as well. Allow students to pick their own reading materials, then craft the writing work around their chosen piece.

In conclusion

The ways of teaching reading and writing separately are changing as more of us in education understand that reading is vital to essay writing skills.

As a basic level skill, students need to understand the written instruction before they can write the essay. In addition, the more well read students are the more vocabulary and grammar they are absorbing that is then transferred to their own writing.

The more students reading is spread out of topics and genres the deeper understanding they develop on the topics they are then to write essays about.

The absorption of knowledge that happens through the process of reading is integral to students improving their essay writing skills.

The Best Note-Taking Strategies for Readers

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How Does Writing Fit Into the ‘Science of Reading’?

In one sense, the national conversation about what it will take to make sure all children become strong readers has been wildly successful: States are passing legislation supporting evidence-based teaching approaches , and school districts are rushing to supply training. Publishers are under pressure to drop older materials . And for the first time in years, an instructional issue—reading—is headlining education media coverage.

In the middle of all that, though, the focus on the “science of reading” has elided its twin component in literacy instruction: writing.

Writing is intrinsically important for all students to learn—after all, it is the primary way beyond speech that humans communicate. But more than that, research suggests that teaching students to write in an integrated fashion with reading is not only efficient, it’s effective.

Yet writing is often underplayed in the elementary grades. Too often, it is separated from schools’ reading block. Writing is not assessed as frequently as reading, and principals, worried about reading-exam scores, direct teachers to focus on one often at the expense of the other. Finally, beyond the English/language arts block, kids often aren’t asked to do much writing in early grades.

“Sometimes, in an early-literacy classroom, you’ll hear a teacher say, ‘It’s time to pick up your pencils,’” said Wiley Blevins, an author and literacy consultant who provides training in schools. “But your pencils should be in your hand almost the entire morning.”

Strikingly, many of the critiques that reading researchers have made against the “balanced literacy” approach that has held sway in schools for decades could equally apply to writing instruction: Foundational writing skills—like phonics and language structure—have not generally been taught systematically or explicitly.

And like the “find the main idea” strategies commonly taught in reading comprehension, writing instruction has tended to focus on content-neutral tasks, rather than deepening students’ connections to the content they learn.

Education Week wants to bring more attention to these connections in the stories that make up this special collection . But first, we want to delve deeper into the case for including writing in every step of the elementary curriculum.

Why has writing been missing from the reading conversation?

Much like the body of knowledge on how children learn to read words, it is also settled science that reading and writing draw on shared knowledge, even though they have traditionally been segmented in instruction.

“The body of research is substantial in both number of studies and quality of studies. There’s no question that reading and writing share a lot of real estate, they depend on a lot of the same knowledge and skills,” said Timothy Shanahan, an emeritus professor of education at the University of Illinois Chicago. “Pick your spot: text structure, vocabulary, sound-symbol relationships, ‘world knowledge.’”

The reasons for the bifurcation in reading and writing are legion. One is that the two fields have typically been studied separately. (Researchers studying writing usually didn’t examine whether a writing intervention, for instance, also aided students’ reading abilities—and vice versa.)

Some scholars also finger the dominance of the federally commissioned National Reading Panel report, which in 2000 outlined key instructional components of learning to read. The review didn’t examine the connection of writing to reading.

Looking even further back yields insights, too. Penmanship and spelling were historically the only parts of writing that were taught, and when writing reappeared in the latter half of the 20th century, it tended to focus on “process writing,” emphasizing personal experience and story generation over other genres. Only when the Common Core State Standards appeared in 2010 did the emphasis shift to writing about nonfiction texts and across subjects—the idea that students should be writing about what they’ve learned.

And finally, teaching writing is hard. Few studies document what preparation teachers receive to teach writing, but in surveys, many teachers say they received little training in their college education courses. That’s probably why only a little over half of teachers, in one 2016 survey, said that they enjoyed teaching writing.

Writing should begin in the early grades

These factors all work against what is probably the most important conclusion from the research over the last few decades: Students in the early-elementary grades need lots of varied opportunities to write.

“Students need support in their writing,” said Dana Robertson, an associate professor of reading and literacy education at the school of education at Virginia Tech who also studies how instructional change takes root in schools. “They need to be taught explicitly the skills and strategies of writing and they need to see the connections of reading, writing, and knowledge development.”

While research supports some fundamental tenets of writing instruction—that it should be structured, for instance, and involve drafting and revising—it hasn’t yet pointed to a specific teaching recipe that works best.

One of the challenges, the researchers note, is that while reading curricula have improved over the years, they still don’t typically provide many supports for students—or teachers, for that matter—for writing. Teachers often have to supplement with additions that don’t always mesh well with their core, grade-level content instruction.

“We have a lot of activities in writing we know are good,” Shanahan said. “We don’t really have a yearlong elementary-school-level curriculum in writing. That just doesn’t exist the way it does in reading.”

Nevertheless, practitioners like Blevins work writing into every reading lesson, even in the earliest grades. And all the components that make up a solid reading program can be enhanced through writing activities.

4 Key Things to Know About How Reading and Writing Interlock

Want a quick summary of what research tells us about the instructional connections between reading and writing?

1. Reading and writing are intimately connected.

Research on the connections began in the early 1980s and has grown more robust with time.

Among the newest and most important additions are three research syntheses conducted by Steve Graham, a professor at the University of Arizona, and his research partners. One of them examined whether writing instruction also led to improvements in students’ reading ability; a second examined the inverse question. Both found significant positive effects for reading and writing.

A third meta-analysis gets one step closer to classroom instruction. Graham and partners examined 47 studies of instructional programs that balanced both reading and writing—no program could feature more than 60 percent of one or the other. The results showed generally positive effects on both reading and writing measures.

2. Writing matters even at the earliest grades, when students are learning to read.

Studies show that the prewriting students do in early education carries meaningful signals about their decoding, spelling, and reading comprehension later on. Reading experts say that students should be supported in writing almost as soon as they begin reading, and evidence suggests that both spelling and handwriting are connected to the ability to connect speech to print and to oral language development.

3. Like reading, writing must be taught explicitly.

Writing is a complex task that demands much of students’ cognitive resources. Researchers generally agree that writing must be explicitly taught—rather than left up to students to “figure out” the rules on their own.

There isn’t as much research about how precisely to do this. One 2019 review, in fact, found significant overlap among the dozen writing programs studied, and concluded that all showed signs of boosting learning. Debates abound about the amount of structure students need and in what sequence, such as whether they need to master sentence construction before moving onto paragraphs and lengthier texts.

But in general, students should be guided on how to construct sentences and paragraphs, and they should have access to models and exemplars, the research suggests. They also need to understand the iterative nature of writing, including how to draft and revise.

A number of different writing frameworks incorporating various degrees of structure and modeling are available, though most of them have not been studied empirically.

4. Writing can help students learn content—and make sense of it.

Much of reading comprehension depends on helping students absorb “world knowledge”—think arts, ancient cultures, literature, and science—so that they can make sense of increasingly sophisticated texts and ideas as their reading improves. Writing can enhance students’ content learning, too, and should be emphasized rather than taking a back seat to the more commonly taught stories and personal reflections.

Graham and colleagues conducted another meta-analysis of nearly 60 studies looking at this idea of “writing to learn” in mathematics, science, and social studies. The studies included a mix of higher-order assignments, like analyses and argumentative writing, and lower-level ones, like summarizing and explaining. The study found that across all three disciplines, writing about the content improved student learning.

If students are doing work on phonemic awareness—the ability to recognize sounds—they shouldn’t merely manipulate sounds orally; they can put them on the page using letters. If students are learning how to decode, they can also encode—record written letters and words while they say the sounds out loud.

And students can write as they begin learning about language structure. When Blevins’ students are mainly working with decodable texts with controlled vocabularies, writing can support their knowledge about how texts and narratives work: how sentences are put together and how they can be pulled apart and reconstructed. Teachers can prompt them in these tasks, asking them to rephrase a sentence as a question, split up two sentences, or combine them.

“Young kids are writing these mile-long sentences that become second nature. We set a higher bar, and they are fully capable of doing it. We can demystify a bit some of that complex text if we develop early on how to talk about sentences—how they’re created, how they’re joined,” Blevins said. “There are all these things you can do that are helpful to develop an understanding of how sentences work and to get lots of practice.”

As students progress through the elementary grades, this structured work grows more sophisticated. They need to be taught both sentence and paragraph structure , and they need to learn how different writing purposes and genres—narrative, persuasive, analytical—demand different approaches. Most of all, the research indicates, students need opportunities to write at length often.

Using writing to support students’ exploration of content

Reading is far more than foundational skills, of course. It means introducing students to rich content and the specialized vocabulary in each discipline and then ensuring that they read, discuss, analyze, and write about those ideas. The work to systematically build students’ knowledge begins in the early grades and progresses throughout their K-12 experience.

Here again, available evidence suggests that writing can be a useful tool to help students explore, deepen, and draw connections in this content. With the proper supports, writing can be a method for students to retell and analyze what they’ve learned in discussions of content and literature throughout the school day —in addition to their creative writing.

This “writing to learn” approach need not wait for students to master foundational skills. In the K-2 grades especially, much content is learned through teacher read-alouds and conversation that include more complex vocabulary and ideas than the texts students are capable of reading. But that should not preclude students from writing about this content, experts say.

“We do a read-aloud or a media piece and we write about what we learned. It’s just a part of how you’re responding, or sharing, what you’ve learned across texts; it’s not a separate thing from reading,” Blevins said. “If I am doing read-alouds on a concept—on animal habitats, for example—my decodable texts will be on animals. And students are able to include some of these more sophisticated ideas and language in their writing, because we’ve elevated the conversations around these texts.”

In this set of stories , Education Week examines the connections between elementary-level reading and writing in three areas— encoding , language and text structure , and content-area learning . But there are so many more examples.

Please write us to share yours when you’ve finished.

Want to read more about the research that informed this story? Here’s a bibliography to start you off.

Berninger V. W., Abbott, R. D., Abbott, S. P., Graham S., & Richards T. (2002). Writing and reading: Connections between language by hand and language by eye. J ournal of Learning Disabilities. Special Issue: The Language of Written Language, 35(1), 39–56 Berninger, Virginia, Robert D. Abbott, Janine Jones, Beverly J. Wolf, Laura Gould, Marci Anderson-Younstrom, Shirley Shimada, Kenn Apel. (2006) “Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling.” Developmental Neuropsychology, 29(1), pp. 61-92 Cabell, Sonia Q, Laura S. Tortorelli, and Hope K. Gerde (2013). “How Do I Write…? Scaffolding Preschoolers’ Early Writing Skills.” The Reading Teacher, 66(8), pp. 650-659. Gerde, H.K., Bingham, G.E. & Wasik, B.A. (2012). “Writing in Early Childhood Classrooms: Guidance for Best Practices.” Early Childhood Education Journal 40, 351–359 (2012) Gilbert, Jennifer, and Steve Graham. (2010). “Teaching Writing to Elementary Students in Grades 4–6: A National Survey.” The Elementary School Journal 110(44) Graham, Steve, et al. (2017). “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis.” Reading Research Quarterly, 53(3) pp. 279–304 Graham, Steve, and Michael Hebert. (2011). “Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading.” Harvard Educational Review (2011) 81(4): 710–744. Graham, Steve. (2020). “The Sciences of Reading and Writing Must Become More Fully Integrated.” Reading Research Quarterly, 55(S1) pp. S35–S44 Graham, Steve, Sharlene A. Kiuhara, and Meade MacKay. (2020).”The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis.” Review of Educational Research April 2020, Vol 90, No. 2, pp. 179–226 Shanahan, Timothy. “History of Writing and Reading Connections.” in Shanahan, Timothy. (2016). “Relationships between reading and writing development.” In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 194–207). New York, NY: Guilford. Slavin, Robert, Lake, C., Inns, A., Baye, A., Dachet, D., & Haslam, J. (2019). “A quantitative synthesis of research on writing approaches in grades 2 to 12.” London: Education Endowment Foundation. Troia, Gary. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/ Troia, Gary, and Steve Graham. (2016).“Common Core Writing and Language Standards and Aligned State Assessments: A National Survey of Teacher Beliefs and Attitudes.” Reading and Writing 29(9).

A version of this article appeared in the January 25, 2023 edition of Education Week as How Does Writing Fit Into the ‘Science of Reading’?

Young writer looking at a flash card showing a picture of a dog and writing various words that begin with a "D" like dog, donut, duck and door.

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