Cites results of studies showing that students' language skills are not deteriorating. Suggests using class time for writing workshops to give students feedback on work-in-progress. Considers that difficulty with concepts and subject content may come across as poor writing. Notes that additional writing can be helpful without being graded. (DK)

Maintains that writing ability is vital in fulfilling geography discipline objectives of mutual understanding and emancipation. Reports on a study of the use of writing groups in college geography classrooms in the United States and Australia. Includes a student essay evaluation guide as an appendix. (CFR)

Discusses the motivation, implementation, and impressions of involving college students in written and oral field guide contributions in two geography classes. Concludes that students learn more from participating, obtain written and oral communication opportunities, and acquire self-esteem by using the approach. (CFR)