The paper examines some problems encountered in the teaching and learning of University freshman writing, identifying, in particular, the
error-syndrome that affects students and teachers. A strategy is proposed that integrates reading and writing and provides, moreover’ strong reinforcement for the other language skills of talking and listening.
Several benefits of this approach in the affective, linguistic and pedagogic domains are discussed. Fina11y, suggestions are advanced for refining this approach for more effective teaching and learning of writing skills.