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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.
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