How to Read Like a Writer — Quick Notes

RLW = read to understand how writing is put together, not just what it says.
Identify writerly choices (structure, language, tone, evidence, genre conventions) to see how they shape reader response.
Consider how different choices might change readers’ reactions; imagine alternative moves.
Use reading to improve your own writing by learning to anticipate reader effects.

Normal reading often prioritizes information or content; RLW prioritizes how the text is made.
Allen Tate’s architecture metaphor: reading like an architect focuses on construction; the goal is to learn to build similar texts yourself.
Moran’s idea: read as writers to see the moves that create meaning and effect.

Reading like an architect (or carpenter) means examining how a text was built so you can build something similar.
This framing helps you study choices that create structure, flow, and effect.

RLW helps you recognize writing decisions and their consequences for readers.
Your own writing experience gives you a head start in seeing what works and what doesn’t.
Reading like a writer makes writing a deliberate set of choices rather than a mysterious act.

Context: consider author’s purpose and audience before reading; context shapes readerly expectations.
Historical/ situational context can affect how techniques are received.
Genre: different conventions; what works in a poem may not work in a legal brief.
Publication status: published vs. student work; expectations and conventions differ.
Knowing what you’ll be writing helps you prioritize which techniques to notice.

Before reading: What is the author’s purpose? Who is the audience? What is the genre?
While reading: how does the author move from idea to idea? are transitions effective? what evidence is used, and is it appropriate?
Consider formality, tone, and potential reader reactions; what would you change if you were the author?
For published vs student writing: how might the text be different if written in a different context or for a different audience?
Explore how opening choices (e.g., starting with a quote) set up expectations and credibility.

Mark up the text with margins notes and highlights on writerly techniques.
Write three guiding questions on a notepad:
- What is the technique here?
- Is this technique effective?
- What would be the advantages/disadvantages if I used this technique in my own writing?
Build a personal list of techniques you might use in your own writing.

Return to the opening paragraph and analyze how it establishes purpose, audience, and genre.
Use questions about purpose, audience, genre, and publication status to guide analysis.
Reflect on how concrete details affect credibility and reader engagement.

RLW = read to learn about writing, not just content.
Focus on writerly choices: structure, word choice, tone, evidence, transitions.
Always ask: what is the author trying to do, for whom, and how do the choices help or hinder that aim?
Use active marking and margin notes to capture techniques and potential applications in your own writing.

You are already an author by experience; use that perspective to see the moves authors make and learn to apply them in your own work.

How is RLW similar/different from how you read for other classes?
What writerly choices can you identify in your own writing that readers might notice?
Is there a technique you’d like to try in your writing? When would you try it?
How can you learn about a text’s context before reading it?