This book establishes “Confucian Literature” as a multidisciplinary genre. By breaking down the barriers between literature and philosophy, this book opens the field of Chinese literature to new interpretive methods, and brings Confucian values to readers through literature. The anthology is a selection of 28 literary works—12 poems and 16 prose pieces—by 21 authors from the Tang and Song Dynasties (618–1279). The translations, arranged side by side with the original texts, strive to remain as faithful as possible to the wording of the source material, and conveying its meaning, style, and beauty. The commentary investigates philosophical discourse, locates Confucian values, and points to where literature joins philosophy.

This book establishes “Confucian Literature” as a multidisciplinary genre. By breaking down the barriers between literature and philosophy, this book opens the field of Chinese literature to new interpretive methods, and brings Confucian values to readers through literature. The anthology is a selection of 28 literary works—12 poems and 16 prose pieces—by 21 authors from the Tang and Song Dynasties (618–1279). The translations, arranged side by side with the original texts, strive to remain as faithful as possible to the wording of the source material, and conveying its meaning, style, and beauty. The commentary investigates philosophical discourse, locates Confucian values, and points to where literature joins philosophy.

Traditionally, reading and writing are believed to be separate but related language processes and teachers follow the conventional wisdom of teaching in-depth reading, with writing as a tag-on issue.

Therefore, there exists an increasingly urgent call for a well-rounded reading-writing curriculum and a theoretically-informed, empirically-based, student-centered advanced textbook that aims to develop the synergy between reading and writing. Reading to Write: A Textbook of Advanced Chinese is intended to fill this significant gap. It treats reading and writing as integrative parts and interactive skills in Chinese language teaching, putting them hand-in-hand, supplementing each other.

Traditionally, reading and writing are believed to be separate but related language processes and teachers follow the conventional wisdom of teaching in-depth reading, with writing as a tag-on issue.

Therefore, there exists an increasingly urgent call for a well-rounded reading-writing curriculum and a theoretically-informed, empirically-based, student-centered advanced textbook that aims to develop the synergy between reading and writing. Reading to Write: A Textbook of Advanced Chinese is intended to fill this significant gap. It treats reading and writing as integrative parts and interactive skills in Chinese language teaching, putting them hand-in-hand, supplementing each other.

This book establishes “Confucian Literature” as a multidisciplinary genre. By breaking down the barriers between literature and philosophy, this book opens the field of Chinese literature to new interpretive methods, and brings Confucian values to readers through literature. The anthology is a selection of 28 literary works—12 poems and 16 prose pieces—by 21 authors from the Tang and Song Dynasties (618–1279). The translations, arranged side by side with the original texts, strive to remain as faithful as possible to the wording of the source material, and conveying its meaning, style, and beauty. The commentary investigates philosophical discourse, locates Confucian values, and points to where literature joins philosophy.

This book establishes “Confucian Literature” as a multidisciplinary genre. By breaking down the barriers between literature and philosophy, this book opens the field of Chinese literature to new interpretive methods, and brings Confucian values to readers through literature. The anthology is a selection of 28 literary works—12 poems and 16 prose pieces—by 21 authors from the Tang and Song Dynasties (618–1279). The translations, arranged side by side with the original texts, strive to remain as faithful as possible to the wording of the source material, and conveying its meaning, style, and beauty. The commentary investigates philosophical discourse, locates Confucian values, and points to where literature joins philosophy.

Traditionally, reading and writing are believed to be separate but related language processes and teachers follow the conventional wisdom of teaching in-depth reading, with writing as a tag-on issue.

Therefore, there exists an increasingly urgent call for a well-rounded reading-writing curriculum and a theoretically-informed, empirically-based, student-centered advanced textbook that aims to develop the synergy between reading and writing. Reading to Write: A Textbook of Advanced Chinese is intended to fill this significant gap. It treats reading and writing as integrative parts and interactive skills in Chinese language teaching, putting them hand-in-hand, supplementing each other.

Traditionally, reading and writing are believed to be separate but related language processes and teachers follow the conventional wisdom of teaching in-depth reading, with writing as a tag-on issue.

Therefore, there exists an increasingly urgent call for a well-rounded reading-writing curriculum and a theoretically-informed, empirically-based, student-centered advanced textbook that aims to develop the synergy between reading and writing. Reading to Write: A Textbook of Advanced Chinese is intended to fill this significant gap. It treats reading and writing as integrative parts and interactive skills in Chinese language teaching, putting them hand-in-hand, supplementing each other.