The main objective of this study was to investigate the theory and practice of integrated reading and writing skills. To achieve this objective, a predominantly qualitative descriptive research design was used and data were collected through document analysis that is the syllabus, Students text book and Teachers guide, Observations and interviews were prepared for the whole four teachers using comprehensive sampling technique. The data gathered via these three tools were analyzed thematically. The document data analysis result revealed very limited summary and note taking activities were involved in the some of the reading sections, some of the reading and the writing sections were thematically integrated, though they were presented in separate sections. In line with this, the predominantly reflected theory used to design the reading and the writing tasks was the cognitive learning theory. The observation data analysis result showed that the theme-based model of integration that the Grade 11 English teaching materials involved was hardly practiced in the EFL classes. So the study concluded that although the teaching materials of Grade 11 English , attempted to integrate, with certain limitations, the reading and the writing skills, the classroom practice had significant flaws in implementing this integration. Accordingly, Grade 11 English reading and writing instructions in general and the classroom practice, in particular had visible flaws in teaching reading and writing skills