Comparing objectives and assignments in ESL versus mainstream composition courses: Implications for writing programs and instructors

Abstract

First-year composition courses play an important role in preparing second language (L2) writers to
meet the academic writing demands of the university setting. Traditionally, colleges and universities
have addressed linguistic diversity in first-year composition by placing L2 writers either in mainstream
courses or separate English as a second language (ESL) courses. Few studies have compared the two
types. Using syllabi and assignments from courses across eight universities, this study compared ESL
and mainstream courses in terms of their objectives and assignments. Findings indicated that
mainstream courses were more varied in their objectives than were ESL courses. Assignments in both
course types called for exposition and use of source text, but ESL assignments were less open ended,
required less independent research, and allowed more writing on personal topics. These findings have
implications for connecting L2 writers with instructional environments that meet their needs and
prepare them for academic success in higher education contexts and beyond.