Writing teachers have a dual challenge: Not only must they help the most reticent and timid writers overcome a potentially crippling (parálisis) writing phobia, but they also instill (introducir ideas gradualmente) in their students the confidence needed to translate they thoughts into correct and acceptable English. The communicative approach that we use in the Reason to Write series will help teachers to achieve (conseguir) this end-
Even thought (el pensamiento)the writing product is an expression of one's individuality and personality, it is important to remember that writing is also a social endeavor (esfuerzo), a way of comunicating with others, informing them, persuading them, and debating with them. In our attempt to provide guidelines, strategies, and practice in writting for university, community college, and high school students preparing for the academic demands of all disciplines in higher education, we want students to realise that they are not writting in vacuum (en el vacío). They have a voice, and what they write will elicit (provocar) a reaction from others. In our books writting is, therefore, an active communicative/social process involving discussion, interaction with teachers, group work, pair work and peer (persona de igual rango) evaluation. Through (a través) these collaborative experiences, students come to recognice their unique strength while they cultivate their critical-thinking (posición crítica)skills and become more effective writers.
Content-based themes that speaks to both the hearts and minds of students are thewy realizing our goal. Writing can develope only where there is meaning; it cannot be an empty exercise in form. And meaning cannot be understood unless students are given intellectually challenging and emotionally appealling material that generates their enthusiasm. Because all instruction in grammar, vocabulary, and rhetorical styles is presented in relation to a theme, each unit provides a seamless (en el horizonte) path from reading to thinking to writing, from the preparatory stages of writing to the completion (teniendo todas sus partes) of a final written compositon. Working with one theme, the whole class experiences the same problem or issue (asunto) at the same time, and students benefit from the security of the shared discussion and exploration. As a result, writers are not left to suffer alone with the blank page (la página en blanco). At the same time, students are given several writing options within each theme so that there is ample opportunity for individual expression.
Content based themes also encourage the kind of critical thinking that students are expected to do across the curriculum in a college or university. Because many English-language may lack (falta) some of the analytical skills needed to academic, we provide them with experience in analyzing ideas, making inferences, supporting opimioms, understanding poits o view, and writing for different audiences. As students "reason to write," they practice the skills and strategies that are vital for academic success, and they have an oportunity to write on a wide variety of themes that reflect the academic curriculum.