- Email: [email protected]
Authors
JOURNAL
OF SECOND LANGUAGE
WRITING,
6 (2), 220 (1997)
Authors Dana Ferris is an Associate Professor in the English Department at California State University, Sacramento, where she is coordinator of the MA TESOL program. She has published a number of articles on the description and teaching of L2 writing and is co-author of a forthcoming book for ESL writing teachers. Ken Hyland is an Associate Professor at The City University of Hong Kong. He has taught in Britian, Sudan, Saudi Arabia, Malaysia, Papua New Guinea and New Zealand. His main research interests include pragmatics and written discourse analysis, and his papers in these areas have appeared in a number of international journals. He has a PhD from the University of Queensland. John Milton is a Senior Instructor at the Language Centre, Hong Kong University of Science and Technology (HKUST). He has taught in Canada, China, India, Zaire and Bahrain. His main research interests are in the areas of corpus linguistics, analysis of EFL learners’ writing and the development of CALL programs. He is completing a PhD at Lancaster University. Susan Pezone recently received her MA in TESOL at CSU Sacramento teaches ESL at American River College in Sacramento.
and now
Abdolmehdi Riazi is Assistant Professor of ESL and Curriculum at Shiraz University in Iran. He obtained his Ph.D. from the Modern Language Centre at the Ontario Institute for Studies in Education, University of Toronto. He has taught content and ESL courses for several years. Donald L. Rubins is Professor in the Departments of Speech Communication and Language Education and in the Program in Linguistics at the University of Georgia. His composition research examines questions relating to audience awareness in writing, gender and writing, evaluation of written language varieties, and relations between oral and written language. He is editor of Composing Social IdentiQ in Writing (Erlbaum, 1995) and co-editor of The Social Construction of Written Communication (Ablex, 1988). Cathy Tade is a 1995 TESOL MA graduate English/ESL at Winters High School (CA).
of CSU Sacramento.
Sharee Tinti is a recent MA TESOL graduate teaches ESL at Sacramento City College.
She teaches
form CSU Sacramento.
She
219
220
AUTHORS
Melanie Williams-James is a Field Representative for the Bureau of Vital Statistics of the Texas Department of Health. She is also a doctoral candidate in Speech Communication at The University of Georgia. Her main research interest pertains to health communication, particularly as it affects migrant farm workers. Her publications appear in Health Communication and Handbook of Women’s Health Campaigw.
DYNASTIC MODEL
221
Reader’s Ll Context (L2 Writing Context)
Writer’s Ll Context
t language culture education
t
language culture education
Figure I A Static theory of L2 Writing
Shared Discourse Community
Writer’s Background
Reader’s Background
ESL c
language culture education
*
Text
$ genre
f
+
language culture education
OF SECOND LANGUAGE
WRITING,
6 (2), 220 (1997)
Authors Dana Ferris is an Associate Professor in the English Department at California State University, Sacramento, where she is coordinator of the MA TESOL program. She has published a number of articles on the description and teaching of L2 writing and is co-author of a forthcoming book for ESL writing teachers. Ken Hyland is an Associate Professor at The City University of Hong Kong. He has taught in Britian, Sudan, Saudi Arabia, Malaysia, Papua New Guinea and New Zealand. His main research interests include pragmatics and written discourse analysis, and his papers in these areas have appeared in a number of international journals. He has a PhD from the University of Queensland. John Milton is a Senior Instructor at the Language Centre, Hong Kong University of Science and Technology (HKUST). He has taught in Canada, China, India, Zaire and Bahrain. His main research interests are in the areas of corpus linguistics, analysis of EFL learners’ writing and the development of CALL programs. He is completing a PhD at Lancaster University. Susan Pezone recently received her MA in TESOL at CSU Sacramento teaches ESL at American River College in Sacramento.
and now
Abdolmehdi Riazi is Assistant Professor of ESL and Curriculum at Shiraz University in Iran. He obtained his Ph.D. from the Modern Language Centre at the Ontario Institute for Studies in Education, University of Toronto. He has taught content and ESL courses for several years. Donald L. Rubins is Professor in the Departments of Speech Communication and Language Education and in the Program in Linguistics at the University of Georgia. His composition research examines questions relating to audience awareness in writing, gender and writing, evaluation of written language varieties, and relations between oral and written language. He is editor of Composing Social IdentiQ in Writing (Erlbaum, 1995) and co-editor of The Social Construction of Written Communication (Ablex, 1988). Cathy Tade is a 1995 TESOL MA graduate English/ESL at Winters High School (CA).
of CSU Sacramento.
Sharee Tinti is a recent MA TESOL graduate teaches ESL at Sacramento City College.
She teaches
form CSU Sacramento.
She
219
220
AUTHORS
Melanie Williams-James is a Field Representative for the Bureau of Vital Statistics of the Texas Department of Health. She is also a doctoral candidate in Speech Communication at The University of Georgia. Her main research interest pertains to health communication, particularly as it affects migrant farm workers. Her publications appear in Health Communication and Handbook of Women’s Health Campaigw.
DYNASTIC MODEL
221
Reader’s Ll Context (L2 Writing Context)
Writer’s Ll Context
t language culture education
t
language culture education
Figure I A Static theory of L2 Writing
Shared Discourse Community
Writer’s Background
Reader’s Background
ESL c
language culture education
*
Text
$ genre
f
+
language culture education