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Extending the Principles of Intensive Writing to Large Macroeconomics Classes

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  • Peter Docherty
  • Harry Tse
  • Ross Forman
  • Jo McKenzie

Abstract

The authors report on the design and implementation of a pilot program to extend the principles of intensive writing outlined by W. Lee Hansen (1998), Murray S. Simpson and Shireen E. Carroll (1999) and David Carless (2006) to large macroeconomics classes. The key aspect of this program was its collaborative nature, with staff from two specialist units joining forces with two economics instructors to provide students with significant resources and direction in a short program of writing, embedded within an intermediate macroeconomics subject at the University of Technology, Sydney (UTS). The objective was to test potential strategies and to identify points of improvement for a more intensive program of writing development at the next stage of implementation. The authors review the literature on student writing and associated assessment issues, outline the central design features of the UTS program, and take a closer look at the centerpiece of a strategy for overcoming writing problems: a series of writing workshops targeted at two related assignments within the intermediate macroeconomics course.

Suggested Citation

  • Peter Docherty & Harry Tse & Ross Forman & Jo McKenzie, 2010. "Extending the Principles of Intensive Writing to Large Macroeconomics Classes," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(4), pages 370-382, September.
  • Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:370-382
    DOI: 10.1080/00220485.2010.510392
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    Cited by:

    1. Georg Strasser & Marketa Halova Wolfe, 2014. "Learning to Argue with Intermediate Macro Theory: A Semester-Long Team Writing Project," The Journal of Economic Education, Taylor & Francis Journals, vol. 45(3), pages 191-210, September.

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