Though the connection between reading and writing seems to be a
"given," reading was not always a dominant force in writing
classrooms. In the nineteenth century, students did not
typically write analyses of what they read, but instead wrote
themes on prescribed topics, such as Vanity, Democracy, Ethics,
and so on. Reading and writing became curricularly linked at the
turn of the century, when Harvard and other universities decided
that reading literature was essential to learning to write. The
reasons for this curricular link are the same today as they were
one hundred years ago. Those who argue in favor of reading in
the writing classroom claim that reading inspires students,
introducing them to great ideas and improving their ability to
think critically and analytically. Moreover, reading centers
class discussion, giving students something to talk about beyond
their own personal experiences. Reading also gives students
something to write about: at eighteen, students often lack the
experience to come up wit