The Write Experience in Economics: A Case Study from Central Connecticut State University

Abstract

The ability to engage in efficient and effective written communication is essential for those pursuing a career in economics. Unfortunately, it is a skill often overlooked by many undergraduate economics programs. Those that do emphasize writing often wait to introduce the skill until students are at an advanced point of their studies. Although this approach is preferred to one that omits the skill entirely, students often find this approach frustrating, as they feel unprepared for the written work now expected of them. The reasons for this omission are varied, but include: resource and time constraints, a lack of experience teaching writing, and a feeling that teaching writing is not the responsibility of the economics department. Advances in technology have, however, made the introduction of written work less costly for faculty and more beneficial to students. The Write Experience software (available as part of the Cengage learning-technology package) has been used several times within the economics department at Central Connecticut State University (CCSU). The software has increased student’s exposure to open-ended questions and provided the opportunity for students to hone their written communication skills. Using ordered probit estimation techniques this research identified the factors that influence the quality of a CCSU student’s written work. Results indicate that the written communication skills of CCSU students differ by race, gender, and field of study. These findings highlight the need for continued development of written communication skills at various points in the curriculum and identify areas where additional resources may provide the greatest benefit.