Although the writing needs of English as a Second Language (ESL) students in U.S. higher education have been increasing as the number of ESL students continues to rise, institutional practices that are responsive to the unique needs of ESL writers are yet to be developed. The relative lack of attention to ESL issues in writing programs may be related to how the field of ESL writing has been defined in relation to its related disciplines: Teaching English as a Second Language (TESL) and composition studies. This study attempts to construct a view of the field that meets the needs of ESL writers. For this purpose, I present three models of ESL writing in relation to TESL and composition studies and discuss their implications.
References
1.
Alatis, J. E.
(with LeClair, C.). (1993). Building an association: TESOL's first quarter century. In S. Silberstein (Ed.), State of the art TESOL essays: Celebrating 25 years of the discipline (pp. 382-414). Alexandria, VA: TESOL.
2.
Allison, D.
(1994). Comments on Sara Benesch's “ESL, ideology, and the politics of pragmatism”: A reader reacts. TESOL Quarterly, 28, 618-623.
3.
Atkinson, D.
, & Ramanathan, V. (1995). Cultures of writing: An ethnographic comparison of L1 and L2 university writing/language programs. TESOL Quarterly, 29, 539-568.
4.
Benesch, S.
(Ed.). (1988). Ending remediation: Linking ESL and content in higher education. Washington, DC: TESOL.
5.
Benesch, S.
(1993). ESL, ideology, and the politics of pragmatism. TESOL Quarterly, 27, 705-717.
6.
Benesch, S.
(1994). The author responds. TESOL Quarterly, 28, 623-624.
7.
Benson, B.
, Deming, M. P., Denzer, D., & Valeri-Gold, M. (1992). A combined basic writing/English as a second language class: Melting pot or mishmash?Journal of Basic Writing, 11, 58-74.
8.
Berlin, J. A.
(1984). Writing instruction in nineteenth-century American colleges. Carbondale: Southern Illinois University Press.
9.
Berlin, J. A.
(1987). Rhetoric and reality: Writing instruction in American colleges, 1890-1985. Carbondale: Southern Illinois University Press.
10.
Berlin, J. A.
(1990). Writing instruction in school and college English, 1890-1985. In J. M. Murphy (Ed.), A short history of writing instruction: From ancient Greece to twentieth-century America (pp. 183-220). Davis, CA: Harmagoras.
11.
Berlin, J. A.
(1996). Rhetorics, poetics, and cultures: Refiguring college English studies. Urbana, IL: National Council of Teachers of English.
12.
Berlin, J. A.
, & Vivion, M. J. (Eds.). (1992). Cultural studies in the English classroom. Portsmouth, NH: Boynton/Cook.
13.
Braine, G.
(1994). Starting ESL classes in freshman writing programs. TESOL Journal, 3(4), 22-25.
14.
Brown, S. C.
, Meyer, P. R., & Enos, T. (1994). Doctoral programs in rhetoric and composition. Rhetoric Review, 12, 253-389.
15.
Carson, J. G.
, & Nelson, G. L. (1994). Writing groups: Cross-cultural issues. Journal of Second Language Writing, 3, 17-30.
16.
Carson, J. G.
, & Nelson, G. L. (1996). Chinese students' perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5, 1-19.
17.
Connolly, P.
, & Vilardi, T. (Eds.). (1986). New methods in college writing programs: Theories in practice. New York: Modern Language Association.
18.
Connor, U.
(1996). Contrastive rhetoric: Cross-cultural aspects of second-language writing. New York: Cambridge University Press.
19.
Crowley, S.
(1989). Linguistics and composition instruction: 1950-1980. Written Communication, 6, 480-505.
20.
Faigley, L.
(1992). Fragments of rationality: Postmodernity and the subject of composition. Pittsburgh, PA: University of Pittsburgh Press.
21.
Fox, H.
(1994). Listening to the world: Cultural issues in academic writing. Urbana, IL: National Council of Teachers of English.
22.
Fries, C. C.
(1945). Teaching and learning English as a foreign language. Ann Arbor: University of Michigan Press.
23.
Gantzer, J.
(1991). Putting ESL in its place. College ESL, 1, 21-28.
24.
Gibian, G.
(1951). College English for foreign students. College English, 13, 157-160.
25.
Grabe, W.
, & Kaplan, R. B. (1989). Writing in a second language: Contrastive rhetoric. In D. M. Johnson & D. H. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 263-283). New York: Longman.
26.
Grabe, W.
, & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective. London: Longman.
27.
Halloran, S. M.
(1990). From rhetoric to composition: The teaching of writing in America to 1900. In J. M. Murphy (Ed.), A short history of writing instruction: From ancient Greece to twentieth-century America (pp. 151-182). Davis, CA: Harmagoras.
28.
Hartzog, C. P.
(1986). Composition and the academy: A study of writing program administration. New York: Modern Language Association.
29.
Jarratt, S. C.
(1991). Feminism and composition: the case for conflict. In P. Harkin & J. Schilb (Eds.), Contending with words: Composition and rhetoric in a postmodern age (pp. 105-123). New York: Modern Language Association.
30.
Johns, A.
(1990). L1 composition theories: Implications for developing theories of L2 composition. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 24-36). New York: Cambridge University Press.
31.
Johns, A.
(1993). Too much on our plates: A response to Terry Santos' “Ideology in composition: L1 and ESL.”Journal of Second Language Writing, 2, 83-88.
32.
Kennedy, B. L.
(1993). Non-native speakers as students in first-year composition classes with native speakers: How can writing tutors help?The Writing Center Journal, 13, 27-38.
33.
Krapels, A. R.
(1990). An overview of second language writing process research. In B. Kroll (Eds.), Second language writing: Research insights for the classroom (pp. 37-56). New York: Cambridge University Press.
34.
Krashen, S. D.
(1984). Writing: Research, theory, and applications. Oxford, UK: Pergamon Institute of English.
35.
Kroll, B.
(1991). Teaching writing in the ESL context. In M. Celce-Mucia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 245-263). Boston: Heinle & Heinle.
36.
Lakoff, G.
, & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
37.
Leki, I.
(1992). Understanding ESL writers: A guide for teachers. Portsmouth, NH: Boynton/Cook.
38.
Leki, I.
, & Silva, T. (1992). From the editors. Journal of Second Language Writing, 1, iii-iv.
39.
Matsuda, P. K.
(1997a). Composition studies and ESL writing: Disciplinary division of labor. Manuscript submitted for publication.
40.
Matsuda, P. K.
(1997b). Contrastive rhetoric in context: A dynamic model of L2 writing. Journal of Second Language Writing, 6, 45-60.
41.
Matsuda, P. K.
(1997c). Diversity in the writing classroom: Preparing graduate students to teach ESL students. In R. Wheatley & R. Graves (Eds.), Reconceiving graduate education in writing: Proceedings of the DePaul University Graduate Student Conference, February 3, 1996 (pp. 61-71). Chicago: DePaul University.
42.
McKay, S.
(1981). ESL/remedial English: Are they different?English Language Teaching Journal, 35, 310-315.
43.
McKay, S. L.
(1993a). Agendas for second language literacy. New York: Cambridge University Press.
44.
McKay, S. L.
(1993b). Examining L2 composition ideology: A look at literacy education. Journal of Second Language Writing, 2, 65-81.
45.
Nelson, G. L.
, & Murphy, J. M. (1992). An L2 writing group: Task and social dimensions. Journal of Second Language Writing, 1, 171-193.
46.
Parker, F.
, & Campbell, K. S. (1993). Linguistics and writing: A reassessment. College Composition and Communication, 44, 295-314.
47.
Peterson, L. H.
(1992). Writing across the curriculum and/in the freshman English program. In S. H. McLeod & M. Soven (Eds.), Writing across the curriculum: A guide to developing programs (pp. 58-70). Newbury Park, CA: Sage.
48.
Phelps, L. W.
(1988). Composition as a human science: Contributions to the self-understanding of a discipline. New York: Oxford University Press.
49.
Raimes, A.
(1985). What unskilled writers do as they write: A classroom study of composing. TESOL Quarterly, 19, 229-258.
50.
Raimes, A.
(1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25, 407-430.
51.
Ramanathan, V.
, & Kaplan, R. B. (1996). Audience and voice in current L1 composition texts: Some implications for ESL student writers. Journal of Second Language Writing, 5, 21-34.
52.
Ransdell, D. R.
(1994). Important events: Second language students in the composition classroom. Teaching English in the Two-Year College, 21, 217-222.
53.
Reichelt, M.
, & Silva, T. (1995-1996). Cross-cultural composition. TESOL Journal, 5(2), 16-19.
54.
Reid, J. M.
(1984). Comments on Vivian Zamel's “The composing processes of advanced ESL students: Six case studies.”TESOL Quarterly, 18, 149-158.
55.
Reid, J. M.
(1993). Teaching ESL Writing. Englewood Cliffs, NJ: Regents/Prentice Hall.
56.
Reid, J. M.
(1995-1996). President's message: Let's put the “T” back in TESL/TEFL programs. TESOL Matters, 5(6), 3.
57.
Rodby, J.
(1992). Appropriating literacy: Writing and reading in English as a second language. Portsmouth, NH: Boynton/Cook.
58.
Roy, A. M.
(1988). ESL concerns for writing program administrators: Problems and policies. Writing Program Administration, 11, 17-28.
59.
Santos, T.
(1992). Ideology in composition: L1 and ESL. Journal of Second Language Writing, 1, 1-15.
60.
Santos, T.
(1993). Response to Ann Johns. Journal of Second Language Writing, 2, 89-90.
61.
Severino, C.
(1993). The sociopolitical implications of response to second language and second dialect writing. Journal of Second Language Writing, 2, 181-201.
62.
Severino, C.
, Guerra, J. C., & Butler, J. E. (Eds.). (1997). Writing in multicultural settings. New York: Modern Language Association.
63.
Silva, T.
(1988). Comments on Vivian Zamel's “Recent research on writing pedagogy”: A reader reacts. TESOL Quarterly, 22, 517-520.
64.
Silva, T.
(1990). Second language composition instruction: Developments, issues, and directions. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 11-23). New York: Cambridge University Press.
65.
Silva, T.
(1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27, 657-677.
66.
Silva, T.
(1994a). An examination of writing program administrators' options for the placement of ESL students in first year writing classes. Writing Program Administration, 18, 37-43.
67.
Silva, T.
(1994b). English as a second language, composition. In Encyclopedia of English studies and language arts (Vol. 1, pp. 435-437). New York: Scholastic.
68.
Silva, T.
(1997a). Differences in ESL and native-English-speaker writing: The research and its implications. In C. Severino, J. C. Guerra, & J. E. Butler (Eds.), Writing in multi-cultural settings (pp. 209-219). New York: Modern Language Association.
69.
Silva, T.
(1997b). Toward the ethical treatment of ESL writers. TESOL Quarterly, 31, 359-363.
70.
Silva, T.
, Leki, I., & Carson, J. (1997). Broadening the perspective of mainstream composition studies: Some thoughts from the disciplinary margins. Written Communication, 14, 398-428.
71.
Tannacito, D. J.
(1995). A guide to writing English as a second or foreign language: An annotated bibliography of research and pedagogy. Alexandria, VA: TESOL.
72.
Trimbur, J.
(1993). Composition studies: Postmodern or popular. In A. R. Gere (Ed.), Into the field: Sites of composition studies (pp. 117-132). New York: Modern Language Association.
73.
Tucker, A.
(1995). Decoding ESL: International students in the American college classroom. Portsmouth, NH: Boynton/Cook.
74.
Valdés, G.
(1992). Bilingual minorities and language issues in writing. Written Communication, 9, 85-136.
75.
White, R. V.
(1987). Approaches to writing. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL: A book of readings (pp. 259-266). Boston: Heinle & Heinle.
76.
Williams, J.
(1995). ESL composition program administration in the United States. Journal of Second Language Writing, 4, 157-179.
77.
Zamel, V.
(1976). Teaching composition in the ESL classroom: What we can learn from research in the teaching of English. TESOL Quarterly, 10, 67-76.
78.
Zamel, V.
(1983). The composing process of advanced ESL students: Six case studies. TESOL Quarterly, 17, 165-187.
79.
Zamel, V.
(1987). Recent research on writing pedagogy. TESOL Quarterly, 21, 697-715.
80.
Zamel, V.
(1988). The author responds. TESOL Quarterly, 22, 520-524.
81.
Zhang, S.
(1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4, 209-222.
