Abstract
The economics pedagogy literature concerning the use of social media in the classroom is rapidly growing. This paper adds to the literature by providing initial evidence of the potential impact of using Twitter to improve writing about economics. Writing assignments before and after a series of Twitter assignments coupled with prompt feedback are utilized. A Principles of Macroeconomics course and two sections of an Intermediate Microeconomics course from two different institutions are used in the analysis.
Recommended Citation
(2026)
"Using Twitter to Improve Student Writing,"
Journal of Economics and Finance Education: Vol. 15:
Iss.
2, Article 7.
Available at:
https://scholarship.rollins.edu/jefe/vol15/iss2/7
