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Faculty say:

"Rave reviews once again." 

"The feedback is amazing."

"We love your work with our students and they rave about how you change not just their writing but their approach to research overall."

 

Graduates have gone on to receive offers from economics departments, including MIT, Harvard and Berkeley; business schools, including Stanford GSBChicago Booth and Wharton; policy institutions, including the US FedIMF, and World Bank; and many other cool places.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Our courses teach researchers methods for organizing and communicating content: systematic ways of going from ideas, models, data, and other research elements to a compelling piece of writing.  

 


 

DEPARTMENTS & FACULTY: why should you

SPONSOR a WRITING course?

 

We think there are four reasons for departments and faculty to sponsor courses in research communication.

  1. Students need these skills in order to have the fairest chance on the academic job market.  
  2. They need exposure to ideas and standards that reflect the broader audience of the job market.
  3. Faculty should not have to waste precious time trying to decipher poorly written papers.
  4. There are positive externalities.  A paper that is easier to read saves everyone time.  And since clear writing requires clear thinking, teaching people to write clearly is one way of clarifying thinking in the field.

 

To suit different departmental needs and budgets, we offer a variety of options: from a comprehensive program of research communication that follows students from the 3rd or 4th year all the way to the job market to one-off bootcamp-style writing workshops.  Similarly, we offer a mix of in-person and remote instruction.  If you would like to learn more, please get in touch at info@econscribe.org.  

Our courses have helped different students in different ways.  For instance, here is what a few different students took away from a course; these are excerpts from anonymous surveys conducted at the end of a course or from emails sent after a course.  At the bottom of this page, you will also find a packet of student evaluations.

 

 

"Your writing workshop is more than writing. It has reshaped the way I think about my research, organize ideas, and market my contributions to the literature."

"...As a result, I made modifications to my estimation strategy and had to reestimate and rewrite many parts of the paper."

"Although I felt the course allowed me to significantly improve the writing of my paper, the biggest contribution was actually how the course forced me to rethink the underlying logic and argument presented. By "building up" from an outline, I was able to see where there were logical gaps in my paper, and therefore where additional analyses or some rearrangement could help drive the argument home for the reader...Needless to say, the paper is much improved as a result". 

"The workshop also clarified the main contribution of my paper to me. I had not really realized that I had 2 contributions and therefore tried to push them simultaneously. The course helped me to prioritize one contribution over other and structure the paper correspondingly."

"General audience accessibility, in particular, was something I hadn't considered before, for two reasons: First, I spend most of my time reading specialized field journals. For some reason, I assumed that that's how to write a job market paper. Second, I present my work about 4 times a year to a very specialized audience in my lunch group, in which we are actively discouraged from introducing material accessibly ("skip to the model!"). The writing class taught me that I was terrible at motivating and introducing my ideas to a general-interest audience and gave me a set of tools to fix this problem."

"At first I thought my paper was just about X, that the topic may only get people in the field excited. Through revising the introduction almost every day, I’m thinking that the paper fits into discussion of the more fundamental problem of X and Y. The writing helps me get to this deeper level as it let me think about how readers will take the paper and better understand the problem."

"These are the big picture improvements I made to the paper in the past week: rephrased the sets of findings to one main clear and interesting research question; integrated the research question, findings and contributions into the abstract, and positioned the paper early in the introduction; threw out the irrelevant sections and planned an outline to focus on the main question."

 

 

 


 

Students: why should you

take a WRITING course?

 

 

In research, time is of the essence: the time you take to make your point to a busy and bored audience; the time you take to produce a decent draft.  We train you to be efficient on both counts.  Our courses teach you to

•Craft the most compelling argument for your research, quickly. For instance, you can phrase your research question in many different ways. But how do you figure out which way is best? Then, how you do position your findings in the literature?  These are strategic questions that we will teach you to think through, methodically.

 

•Develop convincing answers to make-or-break questions.  If someone asks you, "Why did you assume this instead of that?" you can answer in many different ways.  But some answers are going to make a bigger impact than others, and the difference can come down to how you craft content into a message.  We will help you craft more logical and therefore more memorable answers for your audience.

 

•Make high-impact revisions to your job market paper.  A lot of papers waste prime space!  For example, the first few paragraphs of the Introduction or key sections tend to be written like extremely dull murder mysteries: all readers can see are a bunch of trivial details that may or may not be leading up to something bigger; many many paragraphs later, they finally learn what the conclusion is.  The problem is that by then, all but the most conscientious readers have lost interest. There are much better ways to structure your Introduction, abstract, and key sections.  We will teach you how to make those foot-in-the-door revisions.

 

 

“I feel, dare I say, excited about the market.”

 

 

 

 

 

 
 

EMAIL if you would like to learn more about our courses.


 

 

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