Written Communication 15.1 (1998)

Although the writing needs of English as a Second Language (ESL) students in U.S. higher education has been increasing, 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 (see below), and discuss their implications.

Matsuda, P. K. (1998). Situating ESL writing in a cross-disciplinary context. Written Communication, 15(1), 99-121.

Figure 1. The Division of Labor Model

Figure 2. The Intersection Model

Figure 3. The Symbiotic Model