Beyond The Numbers: Writing To Learn Finance
This paper explores the notion that the process of writing can help students learn finance better. Finance instructors likely rely largely on lectures, reading, and numerical problem solving. Educators in the humanities and natural sciences have argued that writing is unique in its cognitive require...
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| Veröffentlicht in: | Journal of financial education 1996-04, Vol.22, p.56-60 |
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| container_end_page | 60 |
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| container_start_page | 56 |
| container_title | Journal of financial education |
| container_volume | 22 |
| creator | Templeton, William K. |
| description | This paper explores the notion that the process of writing can help students learn finance better. Finance instructors likely rely largely on lectures, reading, and numerical problem solving. Educators in the humanities and natural sciences have argued that writing is unique in its cognitive requirements of students and may be superior to these other teaching tools in getting students to master their disciplines. This paper reviews some of the literature concerning writing as a means of learning, suggests the types of writing exercises and assignments that might work effectively in a finance course, and addresses evaluation strategies and ways to limit the amount of grading time required of instructors. |
| format | Article |
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Finance instructors likely rely largely on lectures, reading, and numerical problem solving. Educators in the humanities and natural sciences have argued that writing is unique in its cognitive requirements of students and may be superior to these other teaching tools in getting students to master their disciplines. 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Educators in the humanities and natural sciences have argued that writing is unique in its cognitive requirements of students and may be superior to these other teaching tools in getting students to master their disciplines. 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Finance instructors likely rely largely on lectures, reading, and numerical problem solving. Educators in the humanities and natural sciences have argued that writing is unique in its cognitive requirements of students and may be superior to these other teaching tools in getting students to master their disciplines. This paper reviews some of the literature concerning writing as a means of learning, suggests the types of writing exercises and assignments that might work effectively in a finance course, and addresses evaluation strategies and ways to limit the amount of grading time required of instructors.</abstract><pub>College of Commerce and Finance, Villanova University</pub></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0093-3961 |
| ispartof | Journal of financial education, 1996-04, Vol.22, p.56-60 |
| issn | 0093-3961 2332-421X |
| language | eng |
| recordid | cdi_jstor_primary_41948817 |
| source | JSTOR Archive Collection A-Z Listing |
| subjects | Finance FINANCE PEDAGOGY Literary criticism Teachers Writing Writing assignments Writing exercises Writing instruction Writing processes Writing teachers Written communication |
| title | Beyond The Numbers: Writing To Learn Finance |
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