Teaching Theory, Writing Policy: Integrating Lessons from Foggy Bottom into the Classroom

This article describes guidelines for assignments designed to build and improve policy-oriented writing skills of college students. Based on our experiences as Franklin Fellows at the United States Department of State, we developed strategies for teaching writing skills that are transferable to the workplace. The pedagogical approaches highlighted in this article will equip students with the analytical and writing abilities needed in a variety of employment situations. First, we off er insights into the qualities that we believe are important for success in a policy-oriented work environment. Second, we link those skills to the challenges and gaps that students face. Third, we propose assignments that can address those gaps.