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Using Writing to Enhance Student Learning in Undergraduate Economics

Author

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  • Steven A. Greenlaw

    (Mary Washington College)

Abstract

Traditionally, Principles of Economics has been taught as a lecture class. Recent literature on pedagogy suggests that students learn more from an active learning approach, which engages students in ways that lectures often do not. One method of promoting active learning is to incorporate student writing in the Principles course. To test this hypothesis, I taught two sections of macroeconomic principles, which were identical except that one included a series of writing assignments, while the other did not. The examinations for both sections were the same. I assessed the experiment using several measures and concluded that the writing-augmented section showed greater learning.

Suggested Citation

  • Steven A. Greenlaw, 2003. "Using Writing to Enhance Student Learning in Undergraduate Economics," International Review of Economic Education, Economics Network, University of Bristol, vol. 1(1), pages 61-70.
    • Handle: RePEc:che:ireepp:v:1:y:2003:i:1:p:61-70
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    Cited by:

    1. Kristin Stowe, 2010. "A Quick Argument for Active Learning: The Effectiveness of One-Minute Papers," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 10(1), pages 33-39, Summer.
    2. Linda Dynan & Tom Cate, 2009. "The Impact of Writing Assignments on Student Learning: Should Writing Assignments Be Structured or Unstructured?," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(1), pages 64-86.
    3. Hall, Joshua C. & Podemska-Mikluch, Marta, 2015. "Teaching the economic way of thinking through Op-eds," International Review of Economics Education, Elsevier, vol. 19(C), pages 13-21.
    4. Grogan, Kelly A., 2017. "Will this be on the test? How exam structure affects perceptions of innovative assignments in a masters of science microeconomics course," International Review of Economics Education, Elsevier, vol. 26(C), pages 1-8.
    5. Joshua C. Hall & Kaitlyn R. Harger, 2014. "Teaching Students to "Do" Public Choice in an Undergraduate Public Sector Course," Working Papers 14-16, Department of Economics, West Virginia University.
    6. Katherine Schmeiser, 2017. "Teaching writing in economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 48(4), pages 254-264, October.
    7. Helmy, Heba E., 2016. "A lottery on the first day of classes! An innovative structured steps assignment on a partially randomly selected topic," International Review of Economics Education, Elsevier, vol. 21(C), pages 41-47.

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