| 1. Readers understand words | | | | Writing. When you read, you follow the author's |
| Readers understand words because they have | | | | train of thought. It is so natural. |
| read how sentences and words fit together, the | | | | 5. Readers have a great vocabulary |
| order of a sentence and the placement of words. | | | | Because of their tremendous reading, readers |
| They understand the sentences because they | | | | have a great vocabulary. This will certainly help in |
| have seen these words and similar sentences | | | | Writing. They will use a variety of words, not the |
| before. They can then use them in writing or | | | | same old thing. I have a cousin who was such a |
| compose similar ones. | | | | wonderful reader. When he wrote his thesis for |
| 2. Readers understand the structure of the | | | | his doctorate, the words he used were so large |
| Language | | | | and long, one needed a dictionary to look them |
| Readers have seen the structure so many times | | | | up. He always beat everyone in Scrabble when he |
| that they can readily understand how to | | | | was little, even the adults. No one could outdo him. |
| construct great sentences. They can see that | | | | His vocabulary was extensive. |
| writers use different kinds of sentences to make | | | | 6. Readers know how to make their writing |
| Writing more interesting like starting out with a | | | | interesting and exciting |
| question. Then the author proceeds to answer it. | | | | Readers read. They know they don't like to read |
| A variety of sentences like Declarative, | | | | "boring" books or articles. They can see how |
| Interrogative, Imperative and Exclamatory make | | | | authors use words to paint pictures and make it |
| Writing much more delightful to read. Readers also | | | | more interesting and exciting. Redundancy is poor |
| see that some sentences are long and some are | | | | Writing and writers need to stay away from it. |
| shorter. By varying sentence length, it keeps the | | | | Usually good readers are good writers. They go |
| Writing more lively. | | | | hand in hand. One complements the other. |
| 3. Readers understand grammar | | | | 7. Readers can use creative ways to make |
| Good grammar only makes sense to readers. | | | | people want to read what they wrote |
| They know how different parts of speech should | | | | Finally, I would say that good readers can make |
| fit together. For example: they know in the | | | | their Writing creative. People want to read it. It |
| sentence "The boy rides his bike," that rides goes | | | | would be a book you can't put down. You just |
| with a single subject noun. Thus, they understand | | | | want to keep reading it until the end. It is like a |
| subject-verb agreement. Understanding good | | | | bait to a fish. I thought The Shack was like that. |
| grammar really can assist the reader in Writing. | | | | It had a great story line, the kind that would |
| They are much more able to write complex and | | | | interest many people. A good reader can do that. |
| simple sentences. | | | | I loved it when my students were creative in |
| 4. Readers understand thoughts of the writer | | | | Writing. Sometimes I would put a sentence or |
| Good readers understand the thoughts of the | | | | part of a sentence on the board. It was great to |
| writer because they have read and thought along | | | | see their creativity using that sentence and |
| with the authors. This helps them in Writing their | | | | making an adventurous story from it. |
| own compositions. This is a tremendous asset in | | | | |