Lately in his Composition II course, Ken Hada has been attempting to combine composition in a pedagogically appropriate manner with his concerns for ecology and the environment. Merging ecological issues with composition courses offers interesting pedagogical possibilities, such as collaborative learning experiences, for example, between science and English faculty. The collaboration of science and writing evolve nicely into author-editor relationships between members of the classes (see Gessell and Kokkala). Similar dialogical and transactional relationships could be developed among any number of disciplines. Also, an ecology composition class could work nicely in areas of service learning or community service (see Herzberg), which has been a growing emphasis in many universities over the past decade. Linking students to their own histories of place and leading them to discover the ecological underpinnings of those places can be a significant step toward real writing. It can be a liberating movement away from merely satisfying the disconnected requirements imposed by an authoritative teacher in a mandated course conducted in an artificial setting.