Instructor Manual: Kemper, King, Van Rys, and Sebranek, Fusion Integrated Reading & Writing Book 2, 4e, ©2027, 9798214156330; Chapter
1: The Reading-Writing Connection
Instructor Manual
Kemper, King, Van Rys, and Sebranek, Fusion Integrated Reading & Writing Book 2,
4e, ©2027, 9798214156330; Chapter 1: The Reading-Writing Connection
TABLE OF CONTENTS
Purpose and Perspective of the Chapter......................................................................2
What’s New in This Chapter........................................................................................2
Chapter Outline.............................................................................................................2
1.1 Reading and Writing to Learn..............................................................................................................2
1.2 Writing to Share Learning................................................................................................................... 3
1.3 Understanding Assignments Using STRAP........................................................................................ 4
1.4 Using the Traits for Reading and Writing............................................................................................4
1.5 Using Graphic Organizers to Read and Write..................................................................................... 5
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Kemper, King, Van Rys, and Sebranek, Fusion Integrated Reading & Writing Book 2, 4e, ©2027, 9798214156330; Chapter
1: The Reading-Writing Connection
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to establish the fundamental connection between reading and writing as
essential tools for academic success and lifelong learning. Students will explore how reading and writing
work together to facilitate learning, with reading helping them gain new knowledge and writing enabling
them to express and deepen their understanding. The chapter introduces practical strategies for reading to
learn and writing to share learning, emphasizing the importance of active engagement with texts through
annotation, note-taking, and reflection. Students will learn to analyze assignments using the STRAP
strategy, examining subject, type, role, audience, and purpose to better understand communication
contexts. Additionally, the chapter covers the six traits of writing—ideas, organization, voice, word
choice, sentence fluency, and conventions—as frameworks for both analyzing readings and developing
their own written work. Through graphic organizers and various writing forms, from informal learning
exercises to formal academic papers, students will develop skills that support success across all academic
disciplines while preparing them for professional communication beyond college.
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
Redesigned for clarity
Content streamlined by 4 pages
Succinct treatments make STRAP and traits easier to teach and learn
New visuals engage readers
Insights on AI
The new edition’s readings are as follows compared to the previous edition:
Retained
Dave Ellis, “The ABC Daily To-Do List”
[return to top]
CHAPTER OUTLINE
1.1 READING AND WRITING TO LEARN
Key Concept
Reading and writing to learn are active processes that require strategic engagement with texts
through note-taking, annotation, and reflection to deepen understanding and retention of
academic material.
Discussion Question
How might your approach to reading a college textbook differ from reading social media posts,
and what specific strategies would you implement to maximize learning from academic texts?
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Kemper, King, Van Rys, and Sebranek, Fusion Integrated Reading & Writing Book 2, 4e, ©2027, 9798214156330; Chapter
1: The Reading-Writing Connection
Teaching Tips/Strategies
Address the misconception that reading faster equals better comprehension by demonstrating how
slowing down and engaging actively leads to better retention. Provide practice sessions where
students compare passive versus active reading techniques to see the difference in understanding.
Key Concept
Writing to learn serves as a thinking tool that helps students process, organize, and internalize
new information through various informal techniques like free writing, listing, and status checks.
Discussion Question
In what ways does the act of writing about what you've read change your understanding of the
material compared to simply highlighting or underlining text?
Teaching Tips/Strategies
Encourage students to view writing as discovery rather than just reporting what they already
know. Model different writing-to-learn techniques in class and have students reflect on which
methods work best for their learning style.
1.2 WRITING TO SHARE LEARNING
Key Concept
Writing to share learning involves communicating ideas to specific audiences through various
forms of writing, requiring attention to clarity, completeness, and correctness.
Discussion Question
How should your writing approach change when moving from a personal reflection journal entry
to a formal research paper for your professor?
Teaching Tips/Strategies
Help students understand that different writing contexts require different approaches by providing
examples of the same topic written for various audiences. Address anxiety about formal writing
by breaking down the process into manageable steps.
Key Concept
The writing spectrum ranges from casual, quick communications like text messages to formal,
thoughtful pieces like research papers, each serving different communicative purposes and
requiring appropriate strategies.
Teaching Tips/Strategies
Create activities where students practice code-switching between informal and formal writing
styles. Discuss how digital communication habits can interfere with academic writing and provide
strategies for maintaining appropriate boundaries.
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Kemper, King, Van Rys, and Sebranek, Fusion Integrated Reading & Writing Book 2, 4e, ©2027, 9798214156330; Chapter
1: The Reading-Writing Connection
1.3 UNDERSTANDING ASSIGNMENTS USING STRAP
Key Concept
The STRAP strategy (Subject, Type, Role, Audience, Purpose) provides a systematic approach to
analyzing both reading and writing assignments to ensure complete understanding of expectations
and requirements.
Teaching Tips/Strategies
Practice STRAP analysis with sample assignments in class, showing how different interpretations
can lead to different approaches. Encourage students to ask clarifying questions when any
STRAP element seems unclear rather than making assumptions.
Key Concept
Rhetorical analysis through STRAP helps students understand communication situations by
identifying key purpose words (analyze, compare, evaluate) that signal specific thinking and
organizational approaches required for successful completion.
Discussion Question
How might your research and organization strategy differ when asked to “compare” two theories
versus being asked to “evaluate” their effectiveness?
Teaching Tips/Strategies
Create a reference sheet of common assignment verbs with definitions and examples. Practice
identifying these key words in various assignments and discuss how each changes the approach
needed for successful completion.
1.4 USING THE TRAITS FOR READING AND WRITING
Key Concept
The six traits of writing (ideas, organization, voice, word choice, sentence fluency, conventions)
serve as analytical tools for both understanding the effectiveness of texts students read and
improving their own writing quality.
Discussion Question
When reading a poorly organized article, how does the weak structure affect your ability to
understand and trust the author's ideas, even if the content seems credible?
Key Concept
Voice in writing reflects the author's relationship with the topic and audience, conveying
personality, expertise, and engagement level that influences reader connection and trust.
Discussion Question
How does an author's voice in a textbook chapter differ from their voice in a personal blog post
about the same topic, and what accounts for these differences?
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
1: The Reading-Writing Connection
Instructor Manual
Kemper, King, Van Rys, and Sebranek, Fusion Integrated Reading & Writing Book 2,
4e, ©2027, 9798214156330; Chapter 1: The Reading-Writing Connection
TABLE OF CONTENTS
Purpose and Perspective of the Chapter......................................................................2
What’s New in This Chapter........................................................................................2
Chapter Outline.............................................................................................................2
1.1 Reading and Writing to Learn..............................................................................................................2
1.2 Writing to Share Learning................................................................................................................... 3
1.3 Understanding Assignments Using STRAP........................................................................................ 4
1.4 Using the Traits for Reading and Writing............................................................................................4
1.5 Using Graphic Organizers to Read and Write..................................................................................... 5
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Kemper, King, Van Rys, and Sebranek, Fusion Integrated Reading & Writing Book 2, 4e, ©2027, 9798214156330; Chapter
1: The Reading-Writing Connection
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to establish the fundamental connection between reading and writing as
essential tools for academic success and lifelong learning. Students will explore how reading and writing
work together to facilitate learning, with reading helping them gain new knowledge and writing enabling
them to express and deepen their understanding. The chapter introduces practical strategies for reading to
learn and writing to share learning, emphasizing the importance of active engagement with texts through
annotation, note-taking, and reflection. Students will learn to analyze assignments using the STRAP
strategy, examining subject, type, role, audience, and purpose to better understand communication
contexts. Additionally, the chapter covers the six traits of writing—ideas, organization, voice, word
choice, sentence fluency, and conventions—as frameworks for both analyzing readings and developing
their own written work. Through graphic organizers and various writing forms, from informal learning
exercises to formal academic papers, students will develop skills that support success across all academic
disciplines while preparing them for professional communication beyond college.
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
Redesigned for clarity
Content streamlined by 4 pages
Succinct treatments make STRAP and traits easier to teach and learn
New visuals engage readers
Insights on AI
The new edition’s readings are as follows compared to the previous edition:
Retained
Dave Ellis, “The ABC Daily To-Do List”
[return to top]
CHAPTER OUTLINE
1.1 READING AND WRITING TO LEARN
Key Concept
Reading and writing to learn are active processes that require strategic engagement with texts
through note-taking, annotation, and reflection to deepen understanding and retention of
academic material.
Discussion Question
How might your approach to reading a college textbook differ from reading social media posts,
and what specific strategies would you implement to maximize learning from academic texts?
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Kemper, King, Van Rys, and Sebranek, Fusion Integrated Reading & Writing Book 2, 4e, ©2027, 9798214156330; Chapter
1: The Reading-Writing Connection
Teaching Tips/Strategies
Address the misconception that reading faster equals better comprehension by demonstrating how
slowing down and engaging actively leads to better retention. Provide practice sessions where
students compare passive versus active reading techniques to see the difference in understanding.
Key Concept
Writing to learn serves as a thinking tool that helps students process, organize, and internalize
new information through various informal techniques like free writing, listing, and status checks.
Discussion Question
In what ways does the act of writing about what you've read change your understanding of the
material compared to simply highlighting or underlining text?
Teaching Tips/Strategies
Encourage students to view writing as discovery rather than just reporting what they already
know. Model different writing-to-learn techniques in class and have students reflect on which
methods work best for their learning style.
1.2 WRITING TO SHARE LEARNING
Key Concept
Writing to share learning involves communicating ideas to specific audiences through various
forms of writing, requiring attention to clarity, completeness, and correctness.
Discussion Question
How should your writing approach change when moving from a personal reflection journal entry
to a formal research paper for your professor?
Teaching Tips/Strategies
Help students understand that different writing contexts require different approaches by providing
examples of the same topic written for various audiences. Address anxiety about formal writing
by breaking down the process into manageable steps.
Key Concept
The writing spectrum ranges from casual, quick communications like text messages to formal,
thoughtful pieces like research papers, each serving different communicative purposes and
requiring appropriate strategies.
Teaching Tips/Strategies
Create activities where students practice code-switching between informal and formal writing
styles. Discuss how digital communication habits can interfere with academic writing and provide
strategies for maintaining appropriate boundaries.
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Kemper, King, Van Rys, and Sebranek, Fusion Integrated Reading & Writing Book 2, 4e, ©2027, 9798214156330; Chapter
1: The Reading-Writing Connection
1.3 UNDERSTANDING ASSIGNMENTS USING STRAP
Key Concept
The STRAP strategy (Subject, Type, Role, Audience, Purpose) provides a systematic approach to
analyzing both reading and writing assignments to ensure complete understanding of expectations
and requirements.
Teaching Tips/Strategies
Practice STRAP analysis with sample assignments in class, showing how different interpretations
can lead to different approaches. Encourage students to ask clarifying questions when any
STRAP element seems unclear rather than making assumptions.
Key Concept
Rhetorical analysis through STRAP helps students understand communication situations by
identifying key purpose words (analyze, compare, evaluate) that signal specific thinking and
organizational approaches required for successful completion.
Discussion Question
How might your research and organization strategy differ when asked to “compare” two theories
versus being asked to “evaluate” their effectiveness?
Teaching Tips/Strategies
Create a reference sheet of common assignment verbs with definitions and examples. Practice
identifying these key words in various assignments and discuss how each changes the approach
needed for successful completion.
1.4 USING THE TRAITS FOR READING AND WRITING
Key Concept
The six traits of writing (ideas, organization, voice, word choice, sentence fluency, conventions)
serve as analytical tools for both understanding the effectiveness of texts students read and
improving their own writing quality.
Discussion Question
When reading a poorly organized article, how does the weak structure affect your ability to
understand and trust the author's ideas, even if the content seems credible?
Key Concept
Voice in writing reflects the author's relationship with the topic and audience, conveying
personality, expertise, and engagement level that influences reader connection and trust.
Discussion Question
How does an author's voice in a textbook chapter differ from their voice in a personal blog post
about the same topic, and what accounts for these differences?
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
