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The Impact of Writing Assignments on Student Learning: Should Writing Assignments Be Structured or Unstructured?

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  • Linda Dynan

    (Northern Kentucky University)

  • Tom Cate

    (Northern Kentucky University)

Abstract

This action research project investigates whether writing assignments are associated with improved student performance in terms of lower-order learning and higher-order learning as defined in Bloom's taxonomy of educational objectives. The impact of explicitly structuring the learning environment on student performance is examined. We find that structured writing positively impacts students' performance on lower-order (knowledge and comprehension) assessments. However our findings suggest that structure only weakly enhances the performance of students on higher-order skills assessments. Accordingly, we recommend that structured writing assignments, particularly those designed to develop higher-order learning objectives, be introduced earlier into the economics and business curricula.

Suggested Citation

  • 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.
    • Handle: RePEc:che:ireepp:v:8:y:2009:i:1:p:64-86
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    File URL: https://www.economicsnetwork.ac.uk/iree/v8n1/dynan.pdf
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    References listed on IDEAS

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    1. 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.
    2. William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
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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. Raboy, David G., 2017. "An introductory microeconomics in-class experiment to reinforce the marginal utility/price maximization rule and the integration of modern theory," International Review of Economics Education, Elsevier, vol. 24(C), pages 36-49.
    3. Caroline Elliott & Vudayagi Balasubramanyam, 2016. "Assessing students: Real-world analyses underpinned by economic theory," Cogent Economics & Finance, Taylor & Francis Journals, vol. 4(1), pages 1151171-115, December.
    4. Paul Dalziel, 2011. "Schumpeter's 'Vision' and the Teaching of Principles of Economics to Resource Students," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 63-74.
    5. 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.
    6. 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.
    7. Elizabeth Perry-Sizemore & Steven A. Greenlaw, 2011. "Writing for Learning in Economics," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 12, Edward Elgar Publishing.

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