A discussion of these student-derived questions and explanations lets me introduce terms and concepts only after the students actually have the need for them. Also, the students will then have a personal framework into which they can attach their new knowledge. If you ask industry representatives what is the most important skill that our students need to improve, it is writing. I incorporate large writing components in all my courses, including my 220student introductory geology course. In my upper-level and graduate courses, students each complete 5 to 10 short writing assignments, each involving some independent research, in addition to a longer term paper.
Students peer review each other's drafts and revise their manuscripts accordingly.
Then, I rigorously edit the papers for content, grammar, and clarity of writing. Most students' writing has improved dramatically after 10 or so of these assignments. They investigate how the geology influences the scenery and topography, and evaluate the area's natural resources and hazards. This is the most fun and interesting part of the course for many students, because it gives them an opportunity to apply what they have learned, to a place that means something to them. Many students tell me that they cannot wait to get back home to check things out for themselves and to share their new knowledge of geology with family and friends.