Literature of reading-writing connection indicates that conventional writing classes in which short non-authentic reading passages are used as models for teaching writing may not lead to the higher achievement of the students. This book proposes a useful method or strategy of teaching for improving the writing quality of ESL students. It explores the effects of using underlying principles of cooperative learning theory and indirect model of reading for writing through employing the cooperative directed reading (CDR) in expository writing classes. It reveals the positive effect of CDR as a facilitator in acquiring, implicitly, knowledge of second language writing and increasing or activating knowledge of content area. CDR also enhances students' critical and creative thinking which are necessary for good writing. This book may contribute more knowledge to the educational programs in which the writing courses are offered. In addition, ESL curriculum developers, syllabus designers, and materials writers can consider the suggested learning strategies in developing reading and writing curriculums.