Abstract
A mini writing project on economics concepts is developed for undergraduate introductory economics courses. The design of the mini-paper format ensures all students receive the same level of workload regardless the variety of assigned topics. The match of each mini-paper topic to its relevant final exam questions allows us to test the hypothetical benefits of such assignments for learning the relevant course contents. This research design has several advantages as compared to earlier empirical studies on pedagogical values of active learning. The results provide robust evidence of learning benefits of the mini writing assignments. The benefits do not differ significantly for students of different educational backgrounds or among students rendered with various paper marks but appear stronger for students from the science faculty.
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