Using the process approach to teach writing in economics

Abstract

Economists largely agree that writing is fundamental to understanding and communicating economics and can serve as an effective way to teach students to “think like economists.” However, only a small percentage of programs include writing-intensive courses, a major research paper, or a senior thesis, and even fewer devote class time to the writing process. This article provides a multi-dimensional classification of process-based writing assignments that are categorized according to two criteria: writing skill and economic understanding, and outlines how economists can use these approaches in a range of economic courses that do and do not include a research paper.