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Previous studies about writing assignments in higher education
have explained that the library research paper, report on experi-
ment, summary, and article/book review were the most com-
mon writing assignment tasks assigned across disciplines. No
previous studies have explored writing tasks in the TESOL dis-
cipline at a national level. In this study information on 120 writ-
ing assignments, gathered directly from TESOL professors in
the United States, with 28 available online, were analyzed to (a)
explore the writing tasks frequently assigned to TESOL master’s
students; (b) examine the importance of the writing assignments
for course evaluation; and (c) compare TESOL assignments with
those in social sciences, humanities, and the arts. The study
results will Giúp to interpret characteristics of writing assign-
ments in TESOL programs and to infer skills required for the
writing assignments in the TESOL field. Also, the study will
Giúp instructors of English for academic purposes in TESOL
programs guide and prepare nonnative-English-speaking
students.
doi: 10.1002/tesj.105
assignments represent instructors’ objectives and
values as well as the goals and values of their discipline (Melzer,
2009). A number of researchers have examined the types of
writing tasks commonly assigned to college students across
disciplines (e.g., Cooper & Bikowski, 2007; Hale et al., 1996;
Horowitz, 1986; Leki & Carson, 1994, 1997) and those of a specific
discipline such as business (e.g., Canseco & Byrd, 1989; Zhu, 2004).
No previous studies have examined the types of writing tasks
assigned specifically to TESOL students. As Ramanathan and
Kaplan (1996) point out, English is used differently in each
discipline because each discipline has its particular culture. As

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