Writing Tutors in the Economics Classroom: A Case Study
Abstract
This paper reports on a pilot study that involved introducing writing tutors or writing fellows into a compulsory, third-year economics course with the intent of incorporating both writing across the curriculum and writing intensive elements. The connections and inter-relationships between writing and writing intensive courses are set out briefly first of all; the connections among writing, critical thinking, and knowledge acquisition are emphasised. The course and the writing tutor system are both described, along with their connection to the Writing Centre at the university, and then comments from the tutors and the students in the course are presented. The study appears to be successful and some thoughts to consider when introducing this system elsewhere are given.
Metrics
Issue
Section
Articles
DOI
License
Copyright in the article is vested with the Author under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International CC BY-NC-ND 4.0 license.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
