Abstract
Students who have learned college/university level writing in English courses may have difficulty making the transition to writing research papers in Geography. Article and book reviews provide a practical mechanism to help students make the transition from textbook-based learning to research and term paper writing. This paper proposes that ideas based in teaching English as a Second Language (ESL), and an organisational structure taking advantage of Bloom's (1956) taxonomy of educational objectives, may help instructors craft writing instruction for Geography as a Second Language (GSL). The paper concludes with a call for research evaluating the effectiveness of such a GSL strategy.
Original language | English |
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Pages (from-to) | 124-134 |
Number of pages | 11 |
Journal | International Research in Geographical and Environmental Education |
Volume | 6 |
Issue number | 2 |
DOIs | |
Publication status | Published - 1997 |