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ELT Journal 1994 48(3):197-204; doi:10.1093/elt/48.3.197
© 1994 by Oxford University Press
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Writing instruction for ESL graduate students: examining issues and raising questions

Tony Silva, Melinda Reichelt and Joanne Lax-Farr

an assistant professor of ESL, coordinates the ESL writing programme and teaches ESL and TESL courses at Purdue University. He also co-edits the Journal of Second Language Writing.
teaches ESL writing classes for international graduate students at Purdue University. She has also taught oral ESL courses and freshman composition. She serves as the editorial assistant for the Journal of Second Language Writing.
a graduate student in ESL at Purdue University. She teaches international students in the graduate writing course and the oral communication course for prospective teaching assistants.

In an attempt to explore salient issues involved in writing instruction for ESL graduate students, this paper will examine a writing course developed especially for them in terms both of its context, content, and practices, and of student and teacher reactions to it. This examination culminates in an account of the numerous questions about writing requirements, testing policies and procedures, and instructional matters that were raised during the development, implementation, and assessment of the course. It is hoped that this discussion will prove to be a useful heuristic for ESL professionals in similar situations, and encourage further enquiry and dialogue in this area.


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 Written CommunicationHome page
J. G. HANSEN
Interactional Conflicts among Audience, Purpose, and Content Knowledge in the Acquisition of Academic Literacy in an EAP Course
Written Communication, January 1, 2000; 17(1): 27 - 52.
[Abstract] [PDF]


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