ABSTRACT
This chapter examines how a collaboration works within such a writing-intensive situation, is the result of our experiences as taken from journals and conversations. The class itself was an upper-division, writing-intensive course in population geography taken by some geography majors, but most often taken as an elective by those outside the department who need to fill writing -intensive or social studies requirements. The class met two times a week, and all principals attended class. Typically speaking, the class was organized the following way. Each of the eight writing assignments was based on lectures, videos, assigned readings, and group discussions. Students may have difficulty meeting a professor’s expectations when they enter a discipline like geography from another disciplinary or cultural background and import assumptions that do not belong to the new discipline.
