Teaching Writing and Critical Thinking in Large Political Science Classes
Document Type
Article
Publication Date
4-1-2014
Department
Political Science, International Development, and International Affairs
School
Social Science and Global Studies
Abstract
In the interest of developing a combination of teaching techniques designed to maximize efficiency and quality of instruction, we have experimentally tested three separate and relatively common teaching techniques in three large introductory political science classes at a large urban public university. Our results indicate that the (short-answer) skeleton essay approach in large classes does not provide any significant benefit over full writing assignments or even a lack of writing assignments. Essay and multiple-choice testing techniques produce similar results, though both types of testing have their strengths and weaknesses. We conclude that using a blend of the two testing techniques may be the best approach. © 2014 Copyright Taylor & Francis Group, LLC.
Publication Title
Journal of Political Science Education
Volume
10
Issue
2
First Page
155
Last Page
165
Recommended Citation
Franklin, D.,
Weinberg, J.,
Reifler, J.
(2014). Teaching Writing and Critical Thinking in Large Political Science Classes. Journal of Political Science Education, 10(2), 155-165.
Available at: https://aquila.usm.edu/fac_pubs/20217