Abstract

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.

Journal
Written Communication
Published
1998-01-01
DOI
10.1177/0741088398015001004
Open Access
Closed
Topics

Citation Context

Cited by in this index (4)

  1. College English
  2. Journal of Business and Technical Communication
  3. Written Communication
  4. Written Communication

Cites in this index (5)

  1. Written Communication
  2. Rhetoric Review
  3. Written Communication
  4. Written Communication
  5. College English
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