The Case for Using Policy Writing in Undergraduate Political Science Courses
Bibliographic Data
| ID | 6101940 |
|---|---|
| Authors | Andrew Pennock (0000-0003-1409-4039, University of North Carolina at Chapel Hill, corresponding author) |
| Year | 2011 |
| Volume | 44 |
| Issue | 1 |
| Pages | 141-146 |
| Publication date | 2011-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096510002040 |
| OpenAlex | W2127448539 |
| Language | EN |
| Citations received | 11 |
| References cited | 7 |
Traditional writing assignments only teach students to write for academic settings. Assigning students policy briefs and policy memos gives them the opportunity to practice the type of writing they will perform both inside and outside of academia while still developing critical thinking skills and an understanding of the political world. Including policy-style writing assignments in the curriculum teaches undergraduates the skills demanded by their future employers, helps future academics learn how to write grant and conference proposals, offers students practice at the highest levels of Bloom's taxonomy of learning, hones synthesis and analysis, teaches students to be client-oriented, and makes students more effective citizens
Critical thinking · Curriculum · Mathematics education · Pedagogy · Political science · Politics · Professional writing · Sociology · Computer Science · Educational Assessment and Improvement · Innovative Teaching Methodologies in Social Sciences · Political Science Research and Education · Psychology
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| Unique citing works | 11 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2011 - 2024 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |