Leki has found that proficient L2 readers and writers use strategies—interactively in reading and recursively in writing, and not hierarchically or linearly. She also stresses that good writers learn to write well by reading a good deal (Leki, 94). The example for this strategy is where biology professors learn to write clearly and concisely on their subject matter by reading articles and other documents by professors they want to imitate. Another finding Leki points out is that when teaching reading to L2 students, it is not so much what material they are reading as it is comprehension and making connections with the text. We need to teach all students, particularly L2 students, generic cognitive strategies like skimming, scanning, guessing, and chunking text (Leki, 99). Flowers suggest that students ask friends how they read, use a recorder to hear how they read a difficult passage, and make a quick assessment of their reading abilities (Flowers, 121). One of the most important processes of grappling and developing reading and writing skills can be leaned through the revision processes. This is because there are varying purposes and degrees of attention regarding reading. Therefore, interactive reading is a key social dimension in an individual’s comprehension formation (Leki, 104).Text is understood not only as content and information, as Flower’s writes, but as a result of someone’s intentions (125). If we want student to learn a new way of thinking, we have to give them something to grab—to relate to—and develop their strategic processes to gain and retain newly acquired information.