Although reading and writing exist only in relation to each other, writing plays little or no role in the usual instructional approaches to reading. Mostly, reading is taught as a sequence of discrete skills, which is ineffective since it accommodates the analytic reading style to the exclusion of global, kinesthetic, and auditory styles. Reading taught together with writing can accommodate all reading styles. By writing while reading, students could learn to organize their thoughts, and after habitually writing in response to reading, they could learn to clarify and refine their thoughts. Through activities centered around a reading log, the students could elucidate several aspects of their thought processes: using the reading log as a "response journal," they could discover ideas, and using it as a "text-to-meaning journal," they could rethink ideas, and using it as a "process journal," they could regulate their reading habits. Before students make entries in their reading logs, the teacher must ensure that they know how to use the log. Before every assignment, the teacher could discuss the type of reading and the purpose for reading, as well as the procedures for the particular assignment. All the activities arranged before, during, and after a reading and all the specific writing assignments made along with the reading are based upon the premise that students assimilate their perceptions of a text most fully by writing in response to reading. (Contains nine references.) (RS)