Abstract
This project explores the role of reading process(es) in the college composition classroom. It seeks to present college composition students and teachers with useful reading as well as writing strategies that might benefit both as they engage in activities in the classroom. This project focuses on reading processes as a way to guide students and teachers in discussing how authors develop the content, structure, and organization of texts. The author chose a social constructivist theoretical framework to stimulate both students and instructors to build a unique response to texts. Relying on a variety of scholars whose focus was to discuss practical applications of reading processes, the author developed advice that foregrounded the value of critical reading and writing skills and the ability to track the individual reader’s and writer’s progress in the classroom. Knowing how to read well might pave the way not just for helping students become better critical readers but more importantly critical writers.