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Using the process approach to teach writing in economics

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  • Jill Caviglia-Harris

Abstract

Economists largely agree that writing is fundamental to understanding and communicating economics and can serve as an effective way to teach students to “think like economists.” However, only a small percentage of programs include writing-intensive courses, a major research paper, or a senior thesis, and even fewer devote class time to the writing process. This article provides a multi-dimensional classification of process-based writing assignments that are categorized according to two criteria: writing skill and economic understanding, and outlines how economists can use these approaches in a range of economic courses that do and do not include a research paper.

Suggested Citation

  • Jill Caviglia-Harris, 2020. "Using the process approach to teach writing in economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(2), pages 116-129, April.
    • Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:116-129
    DOI: 10.1080/00220485.2020.1731384
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    Cited by:

    1. Schneider, Helen, 2024. "Strengthening the writing component in upper level economics electives," International Review of Economics Education, Elsevier, vol. 46(C).
    2. Depro, Brooks, 2022. "Making introductory economics more relevant: Using personalized connections to introduce environmental economics," International Review of Economics Education, Elsevier, vol. 39(C).

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