I am currently preparing a short input for a faculty symposium on writing instruction. My presentation is concerned with how to teach a writing intensive economics course, in particular at the introductory level (Principles of Microeconomics & Macroeconomics). This posts documents my research and thoughts on this issue as they develop.
Where to begin?
Good writing is difficult to learn and, probably, even more difficult to teach. I don’t recall being taught how to write well during my time as a student in economics and political science. Everything I know about writing comes from a mix of often painful, auto-didactic learning as well as from generous help and advice from my peers.
As a graduate student in economics the only piece on writing that made it past my way was Deirdre McCloskey’s (1985) article ‘Economical Writing’ a comprehensive manual on how to write well in economics. Consequently, that’s where I started my research.
The next thing I came across was an exchange between McCloskey and Laband & Tayler about the quality of writing in economics. There is agreement that economists tend to be bad writers, but disagreement on whether this actually matters. Laband & Taylor (1992, p. 673) conclude, in the typical style of economists, that “intra- and inter-group (written) communication by economists is efficient”. McCloskey (1992, p. 694), on the other hand, makes the case for (good) writing as a scientific and pedagogical responsibility: “(…) Laband and Taylor mix up ‘effectiveness’ and ‘clarity’. Effectiveness means getting your way; clarity means trying to make it easier on your readers.”