In the June 1986 issue of this Journal, David Cobia (6) discussed the potential benefits of student writing in agricultural courses. I suspect that many readers were convinced that more writing is desirable but failed to incorporate additional writing assignments into their courses because of the initial effort involved in rewriting course syllabi. Fortunately, agriculture faculty can increase the number of writing exercises and minimize aggregate effort by sharing ideas. Hansen (12) argued that economics faculty can encourage the acquisition of proficiencies by their majors if they a) develop and disseminate materials that can be helpful to instructors, such as sample assignments and evaluations of actual student responses, and b) develop a "sequence of materials that would be integrated across courses in the major." Because agriculture majors are expected to possess certain proficiencies when they graduate, including an ability to communicate. Hansen's recommendations are as useful to animal science and plant science faculty as they are to agricultural economics and economics faculty.
writing skills, writing in agricultural courses