Abstract
Abstract The author proposes that the difficulty of many developmental/remedial college students is not a specifie reading or writing problem, but insufficient pre‐college experience with written discourse. Students' inexperience is manifested in two ways: in the surface or mechanical aspects of their reading and writing performance and in the intellectual or inference‐gathering skills they use to comprehend and compose written language. There is a discussion of the relative impact of instruction in reading on writing and the impact of instruction in writing on reading. The author argues that each process reinforces the other. The marriage of reading and writing is perfectly natural on the college level.
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