As in many other disciplines where writing plays a powerful role in debates over its core ideas, economics educators have published frequently on ways they integrate writing instruction in their classrooms. What follows is a selected bibliography culled from three sources.

Entries marked with a single asterisk are taken from the discipline-specific Writing Across the Curriculum bibliographies prepared by the Georgia State University WAC program, available at: http://WWW.GSU.EDU/~wwwwac/.

Entries marked with a double asterisk are taken from the Academic Search Full Text database; those with triple asterisks are taken from the ERIC database. Both of those databases are available online from the Golda Meir Library at: http://www.uwm.edu/Library/Info/db.html.

Abdalla, A. (1993). A country report project for an international economics class. Journal of Economic Education 24 (3), 231- 236.

Describes a semester-long, multi-part writing project used in an international economics class. At the beginning of the semester, each student in course is assigned a country. The student must research the economy of that country, using all sources available, and write a report of that country. Revision is required after receiving the professor's feedback; peer review is also included. Students use country reports and information about economic theories learned in class to write a term paper at end of semester. The goal is to enable students to use theories to understand real-world phenomena, to deal with inconsistent or incomplete data, and to research an ill-defined topic.*

Arrow, K. (1996). Education in a research university. Stanford: Stanford University Press. ERIC ED 400755.

Partial Abstract: This collection of 30 essays on the character, administration, and management of research universities research university emphasizes the perspective of statistics and operations research.***

Becker, W., Watts, M. (1995). Teaching tools: Teaching methods in undergraduate economics. Economic Inquiry 33 (4), 692-701.

Abstract: Presents a review of literature on approaches to teaching of undergraduate economics. Classroom games, simulations, and laboratories; Experimental economics; Writing assignments in economic courses; Economics in literature and drama; Nobel lectures as a teaching tool; Teaching economics with the popular and business press.**

Beckman, M. (1990). Classroom methods mirroring workplace values: Pedagogy of the oppressed, feminist pedagogy and . . . . Review of Radical Political Economics, 22 (2-3), 139-58.

Abstract: Argues that Paulo Freire's pedagogy of the oppressed, feminist pedagogy and the methods of writing across the curriculum programs can be used in the classroom to broaden students' understanding of the possibilities of the workplace. The values of the teaching approaches; Characteristics of the three pedagogues; The role of social analysis; Conclusions.**

Chizmar, J., Ostrosky, A. (1998). The one-minute paper: some empirical findings. Journal of Economic Education, 29 (1), 3-10. ERIC EJ 557547.

Abstract: Suggests that using the one-minute paper to teach an introductory economics course increases economic knowledge regardless of student ability level and instructor characteristics. The one-minute paper is a form of feedback where the students answer a few basic questions about the lesson at the end of the class.***

Cohen, A., Spencer, J. (1993). Using writing across the curriculum in economics: Is taking the plunge worth it? Journal of Economic Education, 24 (3), 219-30. ERIC EJ 482434.

Abstract: Reports on a collaboration between an economist and a writing instructor in using a writing-to-learn approach in a higher education history of economic thought course. Describes the course content, provides examples of writing assignments, and student evaluation sheets.***

Cohen, A., Spencer, J. (1993). Using writing across the curriculum in economics: istaking the plunge worth it? Journal of Economic Education 24 (3), 219-230. After outlining some principles of WAC, Cohen and Spencer describe how a traditional economics course was revised to include writing assignments. Assignments varied in length and complexity. They argue that the revision of the course produced students that think more like economists, and that the imagined disadvantages were not as bad as originally expected.*

Davidson, L., Gumnior, E. (1993). Writing to learn in a business economics class. Journal of Economic Education 24 (3), 237-243.

Describes a course in Indiana University's Business School that incorporated write-to-learn assignments. Each student was assigned a country, and had to research and write on a topic from the perspective of that country. Assignments were recursive, and included feedback and revision. They argue that writing assignments made students more interactive, forced them to spend more time on task, and gave them a more accurate sense of what economics is.*

Davidson, L., Gumnior, E. (1993). Writing to learn in a business economics class. Journal of Economic Education, 24 (3), 237-43. ERIC EJ 482436.

Abstract: Describes an intensive writing approach in a college macroeconomics course. Reports that students were asked learn to think as business professionals and to produce better written products. Concludes that, students were able to produce more sophisticated and well-reasoned answers on essay examination questions.***

Goldfeld, S. (1991). Scribblings on writing in economics. In Mimi Schwartz (Ed.), Writer's Craft, Teacher's Art: Teaching What We Know. Portsmouth, NH: Boynton/Cook (161-169).

Discusses the importance of good technical writing among economists. States that writing, particularly writing that occurs early in the research process, can serve a discovery function. Describes advice he gives to graduate students writing dissertations in economics, and the experiences of undergraduates writing senior honors papers.*

Hansen, W. L. (1993). Teaching a writing intensive course in economics. Journal of Economic Education 24 (3), 213-218.

Describes an upper-level writing-intensive course taught in Economics by an economist. Hansen describes the types and scope of assignments, the means of evaluation, and the responses of the students. He concludes that the students learned as much as they would in a traditional course, but learned it in a different way; and that writing intensive courses may meet majors' needs better than traditional courses.*

Hansen, W. (1993). Teaching a writing intensive course in economics. Journal of Economic Education, 24 (3), 213-18. ERIC EJ 482433.

Abstract: Describes a college-level intensive writing course in economics designed to improve writing skills and enhance learning. Reports highly favorable attitudes from the students and the instructor. Asserts that the intensive writing course could more clearly meet the needs of economics majors.***

Henry, L. (1986). Clustering: writing (and learning) about economics. College Teaching, 34 (3), 89-93.

Argues for the use of "expressive" writing--writing to learn, for oneself rather than for others--as a learning tool in economics classes. Describes a clustering technique that is used as a prewriting and memory-priming exercise. Argues that clustering is a right-brain exercise, which supplements understanding of left-brain concepts.*

McElroy. J. (1997). The mentor demonstration model: writing with students in the senior economics seminar. Journal of Economic Education, 28 (1), 31-35. ERIC J 541964.

Abstract: Describes a senior economics seminar where the professor created his own paper along with the students to demonstrate the expected standards of effort and excellence. The components of the paper were produced in stages. Each component was tied to a specific research or editing process.***

Palmini, D. (1996). Using rhetorical cases to teach writing skills and enhance economic learning. Journal of Economic Education, 27 (3), 205-217.

Abstract: Explains principles of writing. Importance in economics courses; Development of professional writing skills.**

Pernecky, M. (1993). Reaction papers enrich economics discussions. College Teaching, 41 (3), 89-92.

Abstract: Relates how reaction papers on assigned readings written before the class can enable students to engage in useful discussion during the class itself. Guidelines for reaction papers; Methods of evaluating reaction papers; How papers aid discussion; Students as intellectuals.**

Rosenbloom, A. (1995). Probing the core: what knowledge is most useful to management majors: an exploratory study. ERIC ED 396629.

Abstract: This study investigated whether and to what degree management majors at one small, liberal arts institution actually "used" course knowledge on their job. Phase 1 surveyed all management majors graduating from the institution between 1988-1992, asking graduates to estimate the percentage of useful knowledge gained from each component of their undergraduate curriculum. Of the 94 completed surveys returned, 62 were from individuals who had not gone on to graduate study. An analysis of variance identified 13 graduates with very "high" levels of knowledge utilization. Phase 2 consisted of in-depth interviews with 12 of these graduates. Findings revealed that interviewees felt that: (1) competencies essential for performing successfully as a manager are the ability to write, speak and work well in a group and to understand one's own uniqueness; (2) general education courses contributed the knowledge utilized in these competencies; (3) little of course content presented by faculty resided "top of mind"; (4) a "feeling of knowing" comprised an important element in grounded theory; (5) theoretical course knowledge was perceived as such; and (6)teachers and teaching were at the center of all truly meaningful classroom experiences. (Contains nine references.)***

Schmalensee, R. (1996). Ways I have worked. American Economist, 40 (2), 37-44.

Abstract: Presents the author's experience concerning his academic life in graduate school. How his interest about economics deepened; His first serious lessons on how to do research; Execution of a research project; Importance of seeking criticisms; Requirement for a successful research career.**

Smithson, I. (1995). Assessment of writing-across-the-curriculum projects. ERIC ED 382994.

Abstract: Despite the agreed-upon success of writing across the curriculum (WAC) programs among those who administer and teach them, there remains a paucity of hard evidence proving that they work. Most published articles touting the success of writing across the curriculum programs cite only anecdotal or soft evidence--not the kind of evidence that would win over a professor in economics or the sciences. A pilot program, supported by an internal grant from Southern Illinois University at Edwardsville's Excellence in Undergraduate Education Fund, attempted to evaluate the writing across the curriculum program there using procedures that would yield, at least in part, hard evidence. While the assessment yielded some soft evidence, such as summaries of student interviews, at least two components yielded evidence of the sort that would be respected university-wide. In one of these procedures, an economics professor taught a regular section of introductory economics at the same time that he taught a writing-intensive program. Test scores suggest strongly that the writing-intensive program benefited the students in it; test scores, while initially lower in the writing section, ended up higher than those in the other group. The second procedure yielded somewhat similar results. Judges experienced in reading essays in a number of disciplines examined 183 papers from both regular and writing intensive sections of many courses; results showed that more students from the writing intensive classes received "C or above." Contains seven references.***

Zahka, W. (1995). The economics term paper as an effective teaching tool: Another approach. International Advances in Economic Research, 1 (1), 68-71.