“who teaches, learns”: Writing groups in geographical education

Iain Hay, Edward J. Delaney

    Research output: Contribution to journalArticlepeer-review

    15 Citations (Scopus)


    The ability to communicate is acknowledged by employers to be a valuable attribute of a university graduate. That ability is also vital in fulfilling geography discipline objectives of mutual understanding and emancipation. Writing groups have been used in geography departments in Australia and the USA as a means of improving student skills in written communication as well as to stimulate positive attitudes to writing, intellectual growth and rhetorical skills. From the point of view of teachers, writing groups were employed to fulfil pedagogic objectives and to free up time for instructional improvements and other academic business. This paper outlines the rationale for using writing groups in geography courses, means by which they might be applied, and their merits and shortcomings.

    Original languageEnglish
    Pages (from-to)317-334
    Number of pages18
    JournalJournal of Geography in Higher Education
    Issue number3
    Publication statusPublished - 1994


    • Australia
    • collaborative learning
    • communication
    • geography
    • United States
    • Writing groups


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