IDEAS home Printed from
   My bibliography  Save this article

Using Writing to Enhance Student Learning in Undergraduate Economics


  • Steven A. Greenlaw

    () (Mary Washington College)


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

    Download full text from publisher

    File URL:
    Download Restriction: no


    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.

    Cited by:

    1. 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.
    2. repec:eee:ireced:v:26:y:2017:i:c:p:1-8 is not listed on IDEAS
    3. 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.
    4. 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.

    More about this item


    Access and download statistics


    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:che:ireepp:v:1:y:2003:i:1:p:61-70. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Martin Poulter). General contact details of provider: .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.