Extending the principles of intensive writing to large macroeconomics classes

Docherty, P; Tse, H; Forman, R; McKenzie, J

Extending the principles of intensive writing to large macroeconomics classes

Docherty, P

Tse, H Forman, R McKenzie, J

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Publication Type:: Journal Article
Citation:: Journal of Economic Education, 2010, 41 (4), pp. 370 - 382
Issue Date:: 2010-09-01

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Field	Value	Language
dc.contributor.author	Docherty, P https://orcid.org/0000-0002-9975-6435	en_US
dc.contributor.author	Tse, H	en_US
dc.contributor.author	Forman, R	en_US
dc.contributor.author	McKenzie, J https://orcid.org/0000-0003-0681-4366	en_US
dc.date.issued	2010-09-01	en_US
dc.identifier.citation	Journal of Economic Education, 2010, 41 (4), pp. 370 - 382	en_US
dc.identifier.issn	0022-0485	en_US
dc.identifier.uri	http://hdl.handle.net/10453/13935
dc.description.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. Copyright © Taylor & Francis Group, LLC.	en_US
dc.relation.ispartof	Journal of Economic Education	en_US
dc.relation.isbasedon	10.1080/00220485.2010.510392	en_US
dc.subject.classification	Economics	en_US
dc.title	Extending the principles of intensive writing to large macroeconomics classes	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	41	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Economics Discipline
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	41	en_US

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. Copyright © Taylor & Francis Group, LLC.

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http://hdl.handle.net/10453/13935