Abstract:
While college faculty in scientific and technical disciplines feel a growing responsibility to help students write well in their subject areas, faculty in disciplines other than English often express qualms about including writing in their courses. The reasons for these reservations are not difficult to discern: they expect that responding to student papers is necessarily labor intensive, and--since they believe that responding means correcting grammar, punctuation, and mechanics--they also believe that using writing in their courses requires "English" expertise which they do not possess. They may also question whether or not time devoted to "writing" will interfere with students' subject matter learning.
Keywords:
writing to learn, natural resources course, writing skills
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