This paper describes a project incorporating writing-to-
learn activities into an introductory finance class. Such
activities use writing informally as a vehicle to promote
student learning. Examination of the students' brief papers
showed that students became less likely to skip theory and
go to canned formulas and that they took more responsibil
ity for their work. For instructors, the project was beneficial
because it enabled them to tailor class presentations more
precisely to students' actual comprehension of course
material.
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