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Using Writing to Enhance Student Learning in Undergraduate Economics

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  • Steven A. Greenlaw

    ()
    (Mary Washington College)

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    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.

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    File URL: http://www.economicsnetwork.ac.uk/iree/i1/greenlaw.htm
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    Bibliographic Info

    Article provided by Economics Network, University of Bristol in its journal International Review of Economics Education.

    Volume (Year): 1 (2003)
    Issue (Month): 1 ()
    Pages: 61-70

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    Handle: RePEc:che:ireepp:v:1:y:2003:i:1:p:61-70

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    Cited by:
    1. 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.
    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.

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