“As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course. Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may also be the case that second language writing teachers feel ill prepared to teach reading, especially in connection with writing. How many [teachers] have actually been taught to teach the two skills together?” (Hirvela, 2004, pp. 2–3)