Transforming Text into Argument: A Review of Reading-to-Write Processes in Academic Writing Development

Author(s)	Ms. Priti Shanbhag, Dr. Hema Bhadawkar
Country	Japan
Abstract	Academic writing often requires students to turn ideas from source texts into arguments of their own, yet the reading–writing literature mainly shows that the two skills are correlated rather than how a reader transforms a source. This review contrasts discourse synthesis, which locates the connection in selecting, organizing, and connecting source content, with the componential account of Kim's Direct and Indirect Effects Model of Writing and Interactive Dynamic Literacy model, which locates it in shared skills. Process, computational, instructional, and first- and second-language studies suggest that shared skills explain much of the correlation in beginningwriters, while recursive movement between sources and draft and explicit synthesis instructionare associated with stronger arguments. No study has tested the two accounts against eachother. Implications for teaching and future research are discussed.
Keywords	: reading-to-write; discourse synthesis; source-based writing; argumentative synthesis; reading–writing relations; academic writing
Field	Sociology > Education
Published In	Volume 8, Issue 5, September-October 2026
Published On	2026-10-17
DOI	https://doi.org/10.36948/ijfmr.2026.v08i05.89870

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research